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"Blue Minds United" is a specialized group counseling program tailored for law enforcement officers aged 21-55. The group equips officers with coping skills for managing mental health challenges from occupational stress. It aims to dispel stigma around mental health support and provide effective strategies for challenges faced.

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Upon completing this group, participants will be expected to master the following ASCA Mindsets and Behaviors:

Mindset Standards

M 1. Belief in the development of the whole self, including a healthy balance of mental, social/emotional, and physical well-being (ASCA, 2014).

M 5. Belief in using abilities to their fullest to achieve high-quality results and outcomes (ASCA, 2014).

Behavior Standards

Learning Strategies:

B-LS 1. Use critical thinking skills to make informed decisions (ASCA, 2014).

Self-Management Skills:

B-SMS 1. Take responsibility for self and actions (ASCA, 2014).

B-SMS 2. Exhibit self-discipline and self-control (ASCA, 2014).

Social Skills:

B-SS 1. Demonstrate effective oral and written communication skills and listening skills (ASCA, 2014).

B-SS 2. Maintain positive, respectful, and supportive relationships with diverse peers (ASCA, 2014).

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Information will be shared via departmental bulletins, emails, notice boards, and the department website.

Personal invitations will be sent to potential participants, and announcements will be made during departmental meetings.

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Departmental Policy 300-12

After the selection of group members, with a maximum of 15 officers participating, an informed consent form will be distributed. This form aligns with departmental policy 500-12, ensuring all participants are fully aware of the group's objectives and their rights (Missouri Professional School Counselors and Counselor Educators, 2015).

Alongside the consent form, officers will receive an informational flyer detailing the group's purpose and a letter from the counselor elaborating on the group's goals (Missouri Professional School Counselors and Counselor Educators, 2015).

Additionally, during the inaugural session, officers will be provided with a physical copy of the consent form to ensure complete transparency and understanding (Missouri Professional School Counselors and Counselor Educators, 2015).

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To ensure a productive and respectful environment, certain ground rules will be established.

The "Participant Guidelines and Ground Rules" document, provided in the module, will be the foundation for these rules (Missouri Professional School Counselors and Counselor Educators, 2015). Officers will be encouraged to actively participate in setting these rules, ensuring everyone feels heard and respected.

Some rules, such as maintaining confidentiality and respecting others' opinions, will be predetermined (Missouri Professional School Counselors and Counselor Educators, 2015). However, officers will have the opportunity to suggest additional rules, fostering a sense of ownership and commitment to the group's success.

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Officers expressing interest in the "Blue Minds United" group will undergo a one-on-one session with the counselor for assessment (Missouri Professional School Counselors and Counselor Educators, 2015).

Recommendations and insights from departmental heads will guide the formation of a preliminary group discussion tailored for officers who might benefit from the program's objectives (Missouri Professional School Counselors and Counselor Educators, 2015).

This initial meeting will delve into their personal experiences with occupational stress and their hopes from the group. The purpose, framework, and anticipated benefits of the group will be presented, ensuring officers are well-informed and can raise any questions or concerns (Missouri Professional School Counselors and Counselor Educators, 2015).

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Stage 1: Getting Acquainted/Setting Norms/Building Trust

In the initial stage, the primary focus will be on fostering trustworthy relationships among the officers. Through ice-breaker activities and open discussions, a safe and supportive environment will be established, promoting open dialogue (Missouri Professional School Counselors and Counselor Educators, 2015). The group will collaboratively set clear boundaries and expectations, ensuring everyone understands and agrees to the group norms. A dedicated session will be held to discuss the nuances of confidentiality, emphasizing that while it's an expectation, it cannot be guaranteed (Missouri Professional School Counselors and Counselor Educators, 2015).

Stage 2: Working Together to Accomplish Individual and Group Goals

As the group progresses, officers will recognize shared experiences and emotions, fostering a sense of unity and reducing feelings of isolation (Missouri Professional School Counselors and Counselor Educators, 2015). Effective communication will be pivotal in enhancing relationships and promoting growth within the group. At the onset of each session, group norms will be revisited to ensure adherence, facilitating a productive environment aligned with our learning outcomes. Regular check-ins will be incorporated, allowing the counselor to gauge individual and collective progress, ensuring the group remains on track (Missouri Professional School Counselors and Counselor Educators, 2015).

Stage 3: Ending the Group

Concluding the group sessions will involve reflecting on the journey, celebrating individual and collective achievements, and addressing any feelings of loss or abandonment (Missouri Professional School Counselors and Counselor Educators, 2015). Officers will be encouraged to express their feelings and insights about the group's conclusion. The importance of upholding confidentiality, even post-conclusion, will be emphasized. To ensure continuity and support, a follow-up session will be scheduled 4-6 weeks post-conclusion, offering officers an opportunity to share their successes and challenges since the group's end (Missouri Professional School Counselors and Counselor Educators, 2015).

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A transformational leadership style will be employed when working with the group of police officers. Transformational leadership encourages and recognizes individual strengths and contributions, fostering an environment of mutual respect, collaboration, empowerment, and commitment to the group's goals (Verywell Mind, 2023).

Police officers are trained to be leaders in their communities. A transformational leader can tap into this inherent leadership quality, inspiring officers to reflect on their roles and strive for personal and professional growth (Verywell Mind, 2023).

This approach is particularly suited for this group as it aligns with their training and professional ethos, promoting a sense of ownership and active participation in the group's objectives.

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Throughout the group sessions with police officers, it is anticipated that various aspects of Yalom’s Therapeutic Factors will manifest, guiding the therapeutic process and fostering collective healing and understanding (Yalom, 1985).

1. Instillation of Hope: Officers will be introduced to coping strategies and success stories, reinforcing the belief that they can manage and overcome their stress and trauma (Yalom, 1985).

2. Universality: Officers will recognize that many of their peers face similar challenges, fostering a sense of camaraderie and understanding that they are not isolated in their experiences (Yalom, 1985).

3. Imparting of Information: Officers will gain knowledge about the psychological impacts of their profession, and they'll be equipped with tools and techniques to handle stress and trauma (Yalom, 1985).

4. Altruism: Officers inherently have a desire to protect and serve. Within the group, they can channel this by supporting their peers, sharing experiences, and offering advice based on their own journeys (Yalom, 1985).

5. Corrective Recapitulation of the Primary Family Group: Officers will have the opportunity to discuss any familial or childhood experiences that might contribute to their current stressors, allowing them to understand and address deep-rooted issues (Yalom, 1985).

6. Catharsis: The group will provide a safe space for officers to express their emotions, fears, and experiences, facilitating emotional release and healing (Yalom, 1985).

7. Existential Factors: Discussions will touch upon the inherent risks and responsibilities of police work, allowing officers to confront and discuss existential concerns related to their profession (Yalom, 1985).

8. Interpersonal Learning: Through feedback and interaction, officers will gain insights into how their stress and trauma might influence their interpersonal relationships, both within the force and in their personal lives. This understanding can guide them towards healthier interactions and relationships (Yalom, 1985).

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Legal & Ethical Requirement - Confidentiality

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Legal & Ethical Requirement - Confidentiality

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For police officers, understanding the boundaries of confidentiality ensures trust in the group process. They can be assured that their personal experiences and challenges will be safeguarded, promoting open and honest communication.

1. Protection of Information: Counselors are ethically bound to protect the information shared by group members, ensuring a safe environment where participants can openly discuss their experiences and feelings (ASCA, 2016).

2. Limits to Confidentiality: While confidentiality is paramount, there are legal and ethical limits. Counselors must inform group members of situations where confidentiality might be breached, such as when there's a risk of harm to oneself or others (ACA, 2014).

3. Group Members' Responsibility: Counselors emphasize that while they uphold confidentiality, they cannot guarantee that all group members will do the same. However, the importance of respecting each member's privacy is stressed (ASGW, 2015).

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Legal & Ethical Requirement - Competence and Training

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Legal & Ethical Requirement - Competence and Training

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For the group counseling of police officers, this ethical requirement ensures that the counselor is adequately prepared to address the unique challenges and dynamics that may arise in the group. Officers can trust that the counselor has the necessary training and expertise to facilitate the group effectively.

1. Ongoing Education: Counselors are ethically obligated to pursue ongoing education and training specifically related to group counseling techniques and dynamics, ensuring they are equipped with the most current and effective strategies (ACA, 2014).

2. Self-awareness and Supervision: Counselors should be aware of their own competencies and limitations. If they recognize any gaps in their knowledge or skills, they should seek supervision or additional training (ASCA, 2016).

3. Cultural Competence: Given the diverse backgrounds of police officers, counselors must be trained in cultural competence to ensure they understand and respect the varied experiences and perspectives of all group members (ASGW, 2015).

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American Counseling Association. (2014). ACA code of ethics. https://www.counseling.org/resources/aca-code-of-ethics.pdf

American School Counselor Association. (2016). Ethical standards for school counselors. https://www.schoolcounselor.org/asca/media/asca/Ethics/EthicalStandards2016.pdf

Association for Specialists in Group Work. (2015). Best practice guidelines. https://www.asgw.org

Cherry, K. (2022). Leadership styles and frameworks you should know. Verywell Mind. https://www.verywellmind.com/leadership-styles-2795312

Mindwell Psychology NYC. (2023). The importance of trust in group therapy. https://mindwellnyc.com/the-importance-of-trust-in-group-therapy/

Missouri Professional School Counselors and Counselor Educators. (2015). Professional school counselor small group counseling guide. https://missouricareereducation.org/doc/smallgroup/SmallGroupCounseling.pdf

Texas Education Agency. (2019). Texas education code. https://tea.texas.gov/about-tea/laws-and-rules/texas-education-code