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Group Action Plan

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References

American Counseling Association (ACA) (2014). 2014 Code of Ethics.

American School Counselor Association (2016). ASCA Ethical Standards for School Counselors. Alexandria, VA: American School Counselor Association.

Erbacher, T. A., Singer, J. B., & Poland, S. (2015). Suicide in schools: A practitioner’s guide to multi-level prevention, assessment, intervention, and postvention. New York, NY: Routledge.

Luke, M. (2014). Effective group leader skills. In J. L. DeLucia-Waack, C. R. Kalodner, & M. T. Riva (Eds.), Handbook of group counseling and psychotherapy. Sage Publications, Inc.

Ruble, A.E., Leon, P. J., Gilley-Hensley, L., Hess, S.G., & Swartz, K. L. (2013). Depression knowledge in high school students: Effectiveness of the adolescent depression awareness program. Journal of Affective Disorders, Volume 150, p. 1025-1030.

Stanley, B., & Brown, G. K. (2012). Safety planning intervention: A brief intervention to mitigate suicide risk. Cognitive and Behavioral Practice, 19(2), 256–264.

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

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Professional counselors behave in an ethical and legal manner. They are aware that client welfare and trust in possible denial of insurance benefits; and social media policy. ACA Code of Ethics forces the profession depend on a high level of professional conduct (ACA, 2014). They hold other counselors to the same standards and are willing to take appropriate action to ensure that standards are upheld. Counselors strive to resolve ethical dilemmas with direct and open communication among all parties involved and seek consultation with colleagues and supervisors when necessary.

Counselors incorporate ethical practice into their daily professional work and engage in ongoing professional development regarding current topics in ethical and legal issues in counseling. Counselors become familiar with the ACA Policy and Procedures for Processing Complaints of Ethical Violations1 and use it as a reference for assisting in the enforcement of the ACA Code of Ethics.

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| Texas Administrative Code |

| TITLE 19 | EDUCATION
| PART 7 | STATE BOARD FOR EDUCATOR CERTIFICATION
| CHAPTER 239 | STUDENT SERVICES CERTIFICATES
| SUBCHAPTER A | SCHOOL COUNSELOR CERTIFICATE
| RULE §239.15 | Standards Required for the School Counselor Certificate

School Counselor Certificate Standards. The knowledge and skills identified in this section must be used by an educator preparation program in the development of curricula and coursework and by the State Board for Educator Certification as the basis for developing the examination required to obtain the School Counselor Certificate (ACA, 2014). The standards also serve as the foundation for the professional growth plan and continuing professional education activities required by §239.25 of this title (relating to Requirements to Renew the Standard School Counselor Certificate).

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Implementing Yalom's Curative Factors

·       Instillation of Hope - faith that the treatment mode can and will be effective.

·       Universality - demonstration that we are not alone in our misery or our "problems".

·       Imparting of Information - didactic instruction about mental health, mental illness, psychodynamics or whatever else might be the focal problem of the group.

·       Altruism - opportunity to rise out of oneself and help somebody else; the feeling of usefulness.

·       Corrective recapitulation of primary family group - experiencing transference relationships growing out of primary family experiences providing the opportunity to relearn and clarify distortions.

·       Development of socializing techniques - social learning or development of interpersonal skills.

·       Imitative behavior - taking on the manner of group members who function more adequately.

·       Catharsis - opportunity for expression of strong affect.

·       Existential factors - recognition of the basic features of existence through sharing with others (e.g. ultimate aloneness, ultimate death, and ultimate responsibility for our own actions).

·       Direct Advice - receiving and giving suggestions for strategies for handling problems.

·       Interpersonal learning – receiving feedback from others and experimenting with new ways of relating (Yalom, 1995).

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A good leader uses all three styles, depending on what forces are involved between the followers, the leader, and the situation (Luke, 2014). Some examples include: Using an authoritarian style on a new employee who is just learning the job. The leader is competent and a good coach. The employee is motivated to learn a new skill. The situation is a new environment for the employee.

Using a participative style with a team of workers who know their jobs. The leader knows the problem, but does not have all the information. The employees know their jobs and want to become part of the team. Using a delegative style with a worker who knows more about the job than you do. You cannot do and know everything and the employee needs to take ownership of her job! In addition, this allows you to be more productive.

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All groups are unique, but the stages of a group are predictable. In stage 1, getting acquainted/setting norms/building trust: Participants find their places and grow to trust themselves, each other and the leader. Stage 1 is sometimes called the “Storming/Norming Stage.” Stage 2 is saying that two keys to accomplishing goals are valuing self and others, and believing the group will make a difference. Stage 2 is sometimes called the “Performing Stage.” Stage 3 is informing others of ending the group: Closure is attained by reflecting on individual and group accomplishments. Stage 3 is known as the “Mourning Stage” because the group members mourn the loss of the group (Yalom, 1995).

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If the group member gets out of hand, I will have a personal one-on-one conversation with him/her. I will inform them that it feels like we are not on the same page about the expectations of the work and our mutual responsibilities as discussed in the beginning. I will inform the member of my own responsibilities toward them, and then asks the member if I’m meeting them. I will then explain to the member what I need from him/her (Erbacher et al., 2015).

If that can't happen, I will discuss to the member of a possible referral to someone else. Prior to engaging in the group session, I will have each person, with the parent/guardian, to sign a Consent Form to safeguard their confidentiality regarding the notes and sessions of the group. I will inform them that I will do my best to protect it unless you want to harm self or harm others while in session. If the confidentiality has been broken, I could be sued by my client or get in trouble with the state licensing agency in my location.

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Description:

The purpose of the group is to discuss and help the group member(s) to overcome thoughts and feelings of suicide in their lives or home environments. The group session can help to develop a personalized list of coping skills of each person needing help. Counselor will inform the member that we can get through our situations when we talk about them with others that care so much about them.

Members will identify and discuss feelings, make healthy decisions, and achieve desirable results through individual (if needed) and small group counseling. After meeting the goals of the group, each member will be able to identify the complexity of suicide in order to increase help seeking behaviors in themselves and others (Stanley & Brown, 2012).

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Mindset Standards are the standards related to students’ psycho-social attitudes or beliefs about themselves in relation to academic work. These make up the student’s belief system as exhibited in behaviors. The behaviors are grouped into three subcategories such as: Learning Strategies are processes and tactics students employ to aid in the cognitive work of thinking, remembering or learning; self-management skills continue to focus on a goal despite obstacles and avoidance of distractions or temptations to prioritize higher pursuits over lower pleasures; and social skills are acceptable behaviors that improve social interactions, such as those among peers or between students and adults (ASCA, 2016).

The ASCA Student Standards serve as the foundation for school counselors’ work in direct student services for all students and describe the knowledge, attitudes and skills students should be able to demonstrate as a result of a school counseling program.

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There are many ways to plan and advertise the issues of suicides within the schools and community. You can organize campaigns within the local communities and put the decision in the hands of the local councilmen. You can tell people in your own areas about an issue that is becoming a major issue (Ruble et al., 2013). People can hold debates at hospitals, community event centers and city park grounds to spread the message. The message and information on suicide can be done with handouts, brochures and local newspapers.

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When initiating a screening program for suicide, it is important to have access to effective treatment and follow-up. Counselor’s actions should be aware of the individual:

Making a commitment

Refer patients timely to consultants

Utilize resources to prevent suicide / hotlines

Understand the nature of depression / anxiety

Need to administer repeat screening to identify any ongoing depression as well as anxiety

If you think that your teen has any of the warning signs for suicide, don't ignore them. Trust your instincts and either try to get more information or seek additional help. Routine screening is a key component for identifying and providing appropriate care for individuals at risk of suicide. Screening can be conducted in a variety of settings by trained individuals (Luke, 2014).

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Students will come to understand how to identify and express feelings, identify signs and symptoms of suicide ideation, and understand support systems in place through classroom lessons. Counselors will respond appropriately to exhibited suicidal ideation. Parents and/or guardians will understand the resources available in the community.

Flyers and posters will be visible around the school campus sites and sent home with students in a secure envelop. Only the signed consent forms will be used to assign the student to group and its duration (Stanley & Brown, 2012). A neutral and unspecified location of the building will only be told to the parents and the counselees attending the group sessions.