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The group topic for the “Coping Connections” group is parent divorce.This group is intended to support 5th grade students, ages 10-11, who are currently experiencing parent divorce or have experienced it in the past. Family changes can present emotional stress on a student, so this proactive group is designed to provide intervention and support while teaching coping strategies. Student can take these strategies and use them to better navigate their emotions and become successful individuals in and out of the classroom. Students attending this group, will also make lasting connections with other peers experiencing the same issue and build a team of support.

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Upon completion of the “Coping Connections” 6-week group, 5th grade students will obtain the following ASCA mindsets and behaviors:

Mindset Standards:

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

M 2.  Sense of acceptance, respect, support and inclusion for self and others in the school environment

M 4. Self-confidence in ability to succeed

Behavior Standards:

B-SMS 1. Responsibility for self and actions

B-SMS 6. Ability to identify and overcome barriers

B-SMS 7. Effective coping skills

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

B-SS 1. Effective oral and written communication skills and listening skills

B-SS 3. Positive relationships with adults to support success

B-SS 8. Advocacy skills for self and others and ability to assert self, when necessary

American School Counselor Association. (n.d.). Mindsets & behaviors for student success: K-12 college- and career-readiness standards for every student. American School Counselor Association. https://www.schoolcounselor.org/getmedia/7428a787-a452-4abb-afec-d78ec77870cd/Mindsets-Behaviors.pdf

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There are several opportunities the school counselor will use to publicize this small group session.

Administration: Before disseminating this group to the school population and staff members, a formal presentation of the data findings and need will be presented for approval to administrators. The group goals, expectation, and implementation overview will all be outlined.

Staff and Teachers: After approval from administration, staff members will be informed of this small group through the weekly Monday Morning Memo's. A specific email will be sent out outlining the referral process. Meeting dates and times will also be added to the Monday Morning Memo and the campus's Google Calendar.

Students and Parents: The school counselor will post flyers around the middle school hallways advertising this small group. This flyer will also be posted to the school's website and facebook page. The flyer will be sent out on the ParentSquare app, as well. The school counselor will also send home an informational letter following the posting of the flyer to provide more information on this meeting, goals, meeting times, etc. A consent form will be sent home along with this letter as well. Parents can request more information by setting up a phone or in-person conference with the counselor with the contact information provided. Once a list of group members have been formed, personalized invitations will be sent out to group members outlining the meeting times and dates.

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Plans for Informing Participants: Students will be informed of this group opportunity through flyers and an informal letter. Students who have shown interest, will receive direct invitations to outline the group goals, outcomes, meeting times/dates, etc. A consent form will be sent home with this direct invitation to provide awareness and approval from the parents, as well. The participants will have an opportunity to meet with the counselor one on one before the session starts to ask any questions and give verbal consent.

Assessment of Participant Readiness/Willingness/Interest: After gathering teacher referrals and student sign-ups, the counselor will meet with each student individually to assess their readiness for participating in the group. The counselor will ask the students their general thoughts about the group and their personal goals they may have for participating in the group. The counselor will also use the “TAP” model to screen potential participants.

T-Tell: Inform the student about the group

A-Ask: Ask the student about his commitment and willingness to join

P-Pick: The counselor picks the group members

Those that would benefit the most from this small group, will be chosen for this group. Those that did not get chosen to participate, will be presented with other opportunities for support.

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Once group members have been selected for the Coping Connections group, San Saba ISD requires that counselors obtain informed consent from parents/guardians before the student participates in this counseling service. Consent must not just be verbal; it must be obtained in the form of written consent. This form will be sent home to parents/guardians of the group member and the member may not begin the group until the forms are received back. Student assent is not required but highly recommended. The counselor will meet with each group member individually asking the student their willingness to join.

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The following therapeutic factors will be present during the Coping Connections group counseling sessions:

Instillation of Hope - Students will feel positive that this group will be effective and they will gain necessary coping skills to help them get through this trying time.

Universality - All students that a participants are all going through divorce. Students will feel that they are not alone and build a supportive network to collaborate and grow with.

Altruism - By collaborating with one another, students will have opportunities to help one another by sharing their experiences. They can also share what coping skills have been effective for them, creating a sense of usefulness and empowerment to help one another.

Interpersonal Learning - Students will be able to receive feedback from one another and the counselor and then, experiment with new ways to relate to one another.

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

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In order to run an effective group counseling session, participants need to be aware of the group rules. The counselor will have a list of pre-determined ground rules and guidelines and will inform all participants of these. The counselor will also allow participants to come up with some group rules together to best fit the needs of the group.

Pre-Determined Rules set by Counselor:

1. Confidentiality

2. Respect for one another and the counselor

3. Active participation and active listening

4. Attendance

5. Only sharing what you feel comfortable sharing

Rules Determined by Group Members:

1. Conflict resolution - how to handle a disagreement among one another

2. How to give feedback

3. How to set a positive tone and create a safe space

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Stage 1 - To build rapport and trust with my students, I will open every session with a feelings check-in and an icebreaker activity. I will actively listen and validate each student's emotions. I will also strive to establish a safe and supportive environment for each student as they navigate this vulnerable stage in their life. I will work to ensure all students have mutual respect, listen attentively and non-judgmental to one another, and know the importance of confidentiality and our ground rules.

Stage 2 - As group members become more comfortable with one another, I will strive to ensure no negativity or conflict arrises. If it does, I will meet with those students individually to resolve the issue and move forward. As members gain trust among one another, they will begin to openly express their feelings and experiences. Through group activities in each session, student will be engaged and actively participating. Students will participate in different activities, games, and learning opportunities to reflect on their emotions and feelings. Weekly feelings check-ins will ensure progress in being made and what needs may arise.

Stage 3 -At the conclusion of the group sessions, we will end with a group celebration sharing what we have learned and what we have to look forward to in our future. I will look at the self-assessment post test results to gauge student growth and create a follow-up plan. I plan to initially check in on group members once a month, to provide any needed support. I will also reiterate the importance of confidentiality even with the conclusion of the sessions.

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The ASGW Best Practice Guidelines A.7. explains Group Workers must facilitate informed consent. This consent must be culturally and developmentally appropriate.

How this requirement supports my role: This requirement ensures all that are involved have given informed consent and are knowledgable about the groups goals and outcomes. Parent/guardians informed consent is mandatory. Consent must be presented to students in a way where they understand the objective of the group, are aloud to ask any questions before joining, and feel that this group would be beneficial for them.

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Participative leadership is the best type of leadership that would fit this group need's. The leader, or counselor, will facilitate or encourage group discussion, while allowing students to actively participate and add their input. As students collaborate together, they build a supportive network and trust among one another. Students can empower themselves and their growth through the counselor's guidance by communicating and sharing their experiences with one another.

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According to the ASCA Ethical Standards for School Counselors, (A.7.a) school counselors must offer culturally sustaining small-group counseling services based on individual student, school, and community needs; student data; a referral process; and/or other relevant data.

How this requirement supports my role: This requirement ensures that all the necessary data is collected to detect a specific need in the school. This also states clear guidelines of how the counselor should find these needs.

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ASCA Ethical Standards for School Counselors - American School Counselor Association (ASCA)

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American School Counselor Association. (2016). ASCA ethical standards for school counselors. https://www.schoolcounselor.org/Standardsand-Positions/Professional-Standards

American School Counselor Association. (n.d.). Mindsets & behaviors for student success: K-12 college- and career-readiness standards for every student. American School Counselor Association. https://www.schoolcounselor.org/getmedia/7428a787-a452-4abb-afec-d78ec77870cd/Mindsets-Behaviors.pdf

Association for Specialists in Group Work. (2021). ASGW guiding principles: Best practices for the conduct of group work. Association for Specialists in Group Work. https://asgw.org/wp-content/uploads/2021/07/ASGW-Guiding-Principles-May-2021.pdf

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.