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1. Executive FUNctioning Group Introduction

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1. Executive FUNctioning Group Introduction

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This group will focus on teaching students strategies and skills to help them keep their materials organized, plan and prioritize their activities and assignments, and manage their time effectively. The target age for this group is eight- and nine-year-olds in third grade. Students will be identified through teacher input.

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Executive FUNctioning Group Action Plan - L. Weber.docx

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

B-LS 3. Time-management, organizational and study skills

B-SMS 2. Self-discipline and self-control

(American School Counselor Association, 2021)

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Parents/Students

Informational flyer sent home with 3rd graders (based on teacher input)

Teachers/Administrators

Notified through email

Meeting reminders

Emails to teachers and cafeteria staff

Tuesday morning announcements

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Participants will be informed of the group through an informational flyer. This flyer will be sent home to students based on teacher recommendation.

The counselor will meet with each student individually to:

ensure students are informed of the purpose of the group

provide students with an opportunity to ask questions about the group

assess student willingness to participate, readiness, and interest in the group

(Missouri Professional School Counselors and Counselor Educators, 2015)

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Informed Consent

All students involved in the Executive FUNctioning group will be minors. Because of this, parents will be provided with an informational letter and consent form, such as the one attached. A consent form signed by a parent or guardian will be required for all group participants.

Informed Assent

Although student assent is not sufficient for participation in the group, it is still important that students have a choice in whether to take part. Verbal assent will be obtained from students during each session of the group.

(Missouri Professional School Counselors and Counselor Educators, 2015)

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During the first Executive FUNctioning group meeting, this form will be used to introduce ground rules and expectations. Students will share what each rule "looks like" and "sounds like" to them. The counselor will clarify any questions about these rules.

Ground rules and expectations will be reviewed at the beginning of each group session.

Predetermined rules will include those involving confidentiality, respect, and attendance. Group members will be involved in creating norms around participation and sharing.

(Missouri Professional School Counselors and Counselor Educators, 2015)

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Stage 1: Getting Acquainted/Setting Norms/Building Trust

During the first Executive FUNctioning group session, students will learn ground rules and expectations, including group norms. These will be reviewed at the beginning of each session. Students will learn what confidentiality is and why it is important to group progress.

Students will begin getting to know each other and the counselor during the first session through an icebreaker game.

Students will begin building trust by collaborating in  a group goal-setting activity.

Stage 2: Working Together to Accomplish Individual and Group Goals

Students will be reminded of confidentiality and its limits at the beginning of each group session. They will also review other group norms and expectations.

Lesson objectives will be made clear to students at the beginning of each session so they will have an expectation of what they will learn during the session.

At the end of each session, students will synthesize what they have learned and connect weekly topics to overall group goals.

Stage 3: Ending the Group

The final Executive FUNctioning group session will include a review of skills students have learned, as well as steps to continue utilizing those skills outside of the group.

A date will be set for a follow-up group meeting, roughly one month after the final session. During this meeting, students will reflect on their use of executive functioning strategies over the course of the month since the group ended. This will be an opportunity to encourage each other or offer additional assistance in implementing strategies.

(Missouri Professional School Counselors and Counselor Educators, 2015)

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I feel I would use the participative leadership style when working with the Executive FUNctioning group. With this style of leadership, students are encouraged to be active participants in all aspects of the group. The group leader, however, still maintains the ultimate say in decision-making, ensuring that the group stays on track toward goals (Cherry, 2022).

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Universality - Students will see that peers may also have challenges with executive functioning.

Direct Advice - The counselor will provide students with actionable strategies they can immediately begin utilizing to improve their executive functioning skills.

(Yalom, 1995)

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According to Title 2 Chapter 33 of the Texas Education Code, school counselors are responsible for counseling students to ensure they reach their full academic and personal abilities (2 TEC § 33.006).  The Executive FUNctioning group falls under this requirement, because it helps develop organizational skills that assist students in achieving their full academic and personal potential.

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EDUCATION CODE CHAPTER 33. SERVICE PROGRAMS AND EXTRACURRICULAR ACTIVITIES

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EDUCATION CODE TITLE 2. PUBLIC EDUCATION SUBTITLE F. CURRICULUM, PROGRAMS, AND SERVICES CHAPTER 33. SERVICE PROGRAMS AND EXTRACURRICULAR ACTIVITIES SUBCHAPTER A. SCHOOL COUNSELORS AND COUNSELING PROGRAMS Sec. 33.002. CERTIFIED SCHOOL COUNSELOR. (a) From funds appropriated for the purpose or other funds that may be used for the purpose, the commissioner shall distribute funds for programs under this subchapter.

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According to the ASCA Ethical Standards for School Counselors (American School Counselor Association, 2022, p. 4), school counselors should "facilitate short-term groups to address students’ academic achievement, postsecondary and career exploration, and social/emotional well-being." The Executive FUNctioning group is an example of this. The group will run for six weeks and address academic achievement by providing students with skills to be more successful academically.

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2 Tex. Educ. Code § 33.006.

American School Counselor Association. (2022). ASCA ethical standards for school counselors. https://www.schoolcounselor.org/getmedia/44f30280-ffe8-4b41-9ad8-f15909c3d164/EthicalStandards.pdf

American School Counselor Association (2021). ASCA
Student Standards; Mindsets and Behaviors for Student Success.
Alexandria, VA: Author

Cherry, K. (2022). How to lead: 6 leadership styles and frameworks. Verywell Mind. https://www.verywellmind.com/leadership-styles-2795312

Missouri Professional School Counselors and Counselor Educators. (2015). Professional school counselor small group counseling guide: A professional school counselor's guide to planning, implementing, and evaluating school-based counseling groups.

Yalom ID. (1995). The theory and practice of group psychotherapy (4th ed.). New York: Basic Books.