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Discuss and address the mental health concerns immigrant children, ages 12-17 years old, may face when transitioning from their country-of-origin (COO) to the United States. Mariposa is the Spanish word for butterfly. When a caterpillar turns into a butterfly it symbolizes personal growth or transformation. The group will be called mariposa as a metaphor to inspire the group members.

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Learning strategies:

B-LS 1. Critical thinking skills to make informed decisions.

B-LS 4. Self-motivation and self-direction for learning

B-LS 10 Participation in enrichment and extracurricular activities.

Self-Management Skills:

B-SMS 6. Ability to identify and overcome barriers.

B-SMS 9. Personal safety skills

B-SMS 10. Ability to manage transitions and adapt to change.

Social Skills:

B-SS 2. Positive, respectful and supportive relationships with students who are similar to and different from them.

B-SS 4. Empathy

B-SS 10. Cultural awareness, sensitivity and responsivness.

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The children that will participate in this groups are unaccompanied minors in a shelter. The facility will contact the children's parents or sponsors to inform them of the types of services the child will receive while in care including group. Information forms will also be sent out with details of the services and group.

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When each child arrives, and intake screening is conducted, and contact is made with the parent and previous caregiver from COO. Intake screening is a questionnaire to identify the child's need's, goals, and any trauma they may have endured. A similar screening is done to the child's parent and previous care giver to make them aware of the child's location and services the child will be provided with and to correctly gather their information. As per ORR Unaccompanied Children Bureau Policy Guide section 3, unaccompanied children in ORR care require one hour a week of clinical services, no parent consent is needed.

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Confidentiality: What is said in the group stays in the group.

Participation: Engage in the group discussions and activities.

Respect: Treat all other members with respect.

No Judgement: Everyone should feel safe and encouraged to share their thoughts and feelings.

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Storming/Norming stage:

I will encourage honesty and reliability among the members and initiate activities to build trust and cohesiveness within the group. Activities like group problem solving tasks. As the leader I will set clear expectations to help the children understand boundaries and respect.

Performing stage:

Once there is a higher moral and cohesion and the roles are clear to all members as the leader. We will continue to do activities to help build more trust. Children will be encouraged to participate in group discussions so that they may learn about each other. Then, we will start having the group focus more on their personal goals and group goals.

Mourning stage:

As the leader I will transition the group from team building activities to self-reflect on what the children have learned from group, what they have learned about themselves, and coping tools they learned.

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I will use a participative leadership style because it can create a more inclusive group. Participative leadership style allows for more engagement, allowing members to see/hear other group members viewpoints and perspectives which will help members develop more effective solutions.

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Instillation of Hope:

My group will instill faith to the members that despite the hardships they have endured, group will help them to identify and manage their stress and mental health.

Universality:

All members of the group have all experienced the same types of experiences and trauma. The members in the group will be able to relate to one another and find that they are not alone.

Altruism:

Although most members have gone through the same experiences, some might be a different stages than others when it comes to their mental health. The members will be encouraged to share what helps them cope to provide perspective for other members, (Interpersonal Learning).

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Texas Education Code 33.006 The primary responsibility of a school counselor is to counsel students to fully develop each student's academic, career, personal, and social abilities.

As a counselor my primary focus for this group will be to achieve their personal, academic, and career goals.

ASCA School Counselor Professional Standards & Competencies

M 1. Every student can learn, and every student can succeed.

M 2. Every student should have access to and opportunity for a high-quality education.

M 3. Every student should graduate from high school prepared for postsecondary opportunities.

M 4. Every student should have access to a school counseling program.

M 5. Effective school counseling is a collaborative process involving school counselors, students, families, teachers, administrators, other school staff and education stakeholders.

M 6. School counselors are leaders in the school, district, state and nation.

M 7. School counseling programs promote and enhance student academic, career and social/emotional outcomes.

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American School Counselor Association (2019). ASCA School Counselor Professional Standards & Competencies. Alexandria, VA: Author.

Cherry, K. (2023, June 27). 6 leadership styles and Frameworks. Verywell Mind. https://www.verywellmind.com/leadershipstyles-2795312

Education code Chapter 33. service programs and extracurricular activities. (2021).

American School Counselor Association. (2021). ASCA student standards: Mindsets and behaviors for student success. Alexandria, VA: Author.

Yalom, I.D. (1995) The theory and practice of group psychotherapy (4th ed.). Basic Books.