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“Communication is our Superpower” is a small group designed to assist students in increasing their communication skills both in the virtual learning and traditional classroom environments. This six lesson series will include both a pre-assessment and a post-assessment so that student growth can be clearly noted. Mixed-grade level groups will be our targeted audience for this series of small group lessons as data indicated that our third through sixth graders at Kerr Elementary School are struggling with communicating effectively.

Please see small group action plan attached.

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King & Basche updated Module 4 Action Plan.docx

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The following ASCA mindsets and behaviors will be addressed in the small group counseling plan:
Category 1: "Belief in development of whole self, including a healthy balance of mental, social/emotional, and physical well-being" (ASCA, 2014, p. 2).

Category 2:
Behavior Standards:
B-LS 7 "Identify long and short term academic, career, and social / emotional goals" (ASCA, 2014, p. 2).

Self-Management Skills:
B-SMS 2 "Demonstrate self-discipline and self-control" (ASCA, 2014, p. 2).
B-SMS 7 "Demonstrate effective coping skills when faced with a problem" (ASCA, 2014, p. 2).

Social Skills:
B-SS 1 "Use effective oral and written communication skills and listening skills" (ASCA, 2014, p. 2)
B-SS 2 "Create positive and supportive relationships with other students" (ASCA, 2014, p. 2)
B-SS 4 "Demonstrate empathy" (ASCA, 2014, p. 2)
B-SS 9 "Demonstrate social maturity and behaviors appropriate to the situation and environment" (ASCA, 2014, p.2)

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The "Communication is our Superpower" group will be advertised over the morning announcements. In addition, flyers will be posted around the Kerr Elementary School Campus. The school counselors will use eye-catching superhero graphic designs to make the flyers stand out to students, teachers, and staff. Flyers will be placed in main hallways, teacher's workroom, front office, and each grade-level hallway. The electronic version of the flyer will be uploaded to the school and district websites. The school counselors will send out a mass parent email to families of all third through sixth grade students so that parents will be notified as well.

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4. Plans for Pre-Group Interview / Screening: 

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4. Plans for Pre-Group Interview / Screening: 

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The school counselor will communicate with teachers and staff regarding students they believe would benefit from group participation. The counselor will also offer students the opportunity to sign up if they are interested in joining the group. Once students are selected, the school counselor will meet with individual students to assess them and determine if they would benefit from the counseling sessions. The assessment will focus on conflict resolution and overall communication skills. The school counselor will meet with selected students to introduce the group and solicit questions as needed.

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After members have been selected, the school counselor will obtain parent approval for their child to participate in the small group counseling sessions. The school counselor will send home the flyer, a letter explaining the purpose of the group, and a consent form. In addition to parental consent to participate in the small group, the group purpose will be explained to group members. Each group members' assent will be obtained before proceeding with the small group lessons.

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The ground rules for the group will be as follows:
1. Respectfully listen to other group members.
2. Confidentiality - what we say here, stays here.
3. Take turns sharing.
4. If you feel uncomfortable sharing, you can pass.
At the group's first meeting, we will discuss additional rules they would like to have in place. We will decide as a group which rules we add to our group.

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Stage 1: We will begin by establishing our group norms or rules. We will discuss any additional rules the members would like to include. We will discuss confidentiality and limits to confidentiality. The school counselor will ask members how they would feel if someone in the group broke their confidentiality. Under the leader's guidance the group will discuss how important it is to maintain confidentiality.

Stage 2: We will engage in activities and open discussions during our sessions. The school counselor will encourage group members to share openly and honestly. The school counselor will continue stressing the importance of confidentiality in order to encourage open, trusting communication within the group. Throughout the sessions, group members will periodically create and perform skits showing effective communication skills and conflict resolution with peers.

Stage 3: We will close the group with a party celebrating what we have learned about conflict resolution and building communication skills. Group members will be encouraged to check in with each other to see if their peers are utilizing the skills learned during the counseling sessions. The school counselor will also remind members about the importance of confidentiality. Specifically now that the group has ended, it will be important for members to remember confidentiality is still expected to be maintained. The school counselor will follow up with group members individually and collectively throughout the school year. The counselor will also follow up with teachers to see how the skills learned translated into the classroom. If teachers report the skills have not been retained, the school counselor will meet with students individually to reinforce the skills learned during counseling sessions.

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According to Cherry (2020), participatory or democratic leadership encourages each group member to participate in group work. In our small group, the school counselor will also participate in the group by leading the lesson, encouraging group discussion, and guiding students by providing feedback during group lessons. Students who were led with a participatory or democratic leadership style produced higher quality work than children who worked under other leadership styles (Cherry, 2020). A participatory leadership style will encourage our third through sixth graders to express themselves in an accepting environment. Upper elementary is a time of changing personalities, and all group members will be equally valued.

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According to Yalom (1995), certain factors contribute to a healthy small group environment. The following factors of Yalom (1995) are expected to be present within the "Communication is our Superpower" small group: "Universality," "Development of Socialization Techniques," "Direct Advice," and "Interpersonal Learning" (p.1). Group members will recognize that all humans have conflict; conflict is universally experienced. However, through role-play, school counselor feedback, and student self-reflection, group members will be given the opportunity to apply social development skills, receive constructive feedback or advice, and learn more about themselves in these intrapersonal and interpersonal processes.

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Legal Principles:
The Tex. Admin. Code § 239.15 states a school counselor must understand how cultural factors influence students. School counselors must also counsel small groups using appropriate counseling theories. School counselors must teach small groups by engaging members in the learning process.

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(a) 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. 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). (b) Standard I. Learner-Centered Knowledge: The certified school counselor has a broad knowledge base. The certified school counselor must know and understand: (1) the history and philosophy of counseling; (2) counseling and consultation theories and practices; (3) career development theories and practices; (4) the roles and responsibilities of a comprehensive school counseling program that emphasizes college and career readiness and postsecondary options for all students, including college admissions, college financial aid resources, application procedures, and workforce and career opportunities; (5) assessment principles and procedures, including the appropriate use of tests, test interpretation, and test results; (6) changing societal trends, including demographic, economic, and technological tendencies, and their relevance to school counseling; (7) environmental, social, and cultural factors that affect learners' development and the relevance of those factors to educational, career, personal, and social development, along with comprehensive school counseling programs; (8) learners' developmental characteristics and needs and their relevance to educational and career choices; (9) legal and ethical standards, practices, and issues and the importance of commitment to and implementation of ethical principles; (10) the characteristics and educational needs of special populations; (11) techniques and behavioral interventions to assist teachers with classroom management; (12) the integration of a school counseling program, the Texas College and Career Readiness Standards, and academic curricula; (13) the roles and responsibilities of a comprehensive school counseling program that is responsive to all students; (14) counseling-related research techniques and practices; (15) developing and teaching best practices on leadership skills; (16) how cultural factors and group membership impact individual students; (17) the comprehensive school counseling program model; (18) how to utilize various forms of technology and how inappropriate use could be professionally and personally harmful; and (19) an understanding of systems, including family dynamics and school environments. (c) Standard II. Learner-Centered Skills: The certified school counselor applies the knowledge base to promote the educational, personal, social, and career development of the learner as outlined in The Texas Model for Comprehensive School Counseling Programs. The certified school counselor must: (1) develop processes and procedures for planning, designing, implementing, and evaluating The Texas Model for Comprehensive School Counseling Programs; (2) provide a proactive, comprehensive, developmental school counseling program based on the needs of students, as set forth in The Texas Model for Comprehensive School Counseling Programs; (3) counsel individuals and small groups using appropriate counseling theories and techniques in response to students' needs; (4) consult with parents/guardians, teachers, administrators, and other individuals as appropriate to enhance his or her work with students; (5) coordinate resources, referrals, and follow-up procedures for students within the school and community; (6) demonstrate proficiency in teaching small and large groups by actively engaging students in the learning process; (7) participate in the selection, use, and interpretation of assessments and assessment results; (8) use multiple sets of information and data to make decisions about students, programs, and services; (9) use counseling-related research techniques and evidence-based practices to address student needs; (10) advocate for a comprehensive school counseling program that is responsive to all students; (11) facilitate learners' ability to achieve their potential by helping them set and attain challenging educational, career, personal, and social goals based on various types of information; (12) maintain proficiency in counseling and campus-related technology; and (13) use varied sources of information, resources, and practices to counsel students about postsecondary opportunities and college and career readiness. (d) Standard III. Learner-Centered Process: The certified school counselor participates in the development, monitoring, revision, and evaluation of a campus based on The Texas Model for Comprehensive School Counseling Programs that promotes learners' knowledge, skills, motivation, and personal growth. The certified school counselor must: (1) collaborate with others in the school and community to implement a guidance curriculum that promotes learners' development in all domains, including cognitive, social, and emotional areas; (2) facilitate learners' ability to achieve their potential by helping them set and attain challenging educational, career, personal, and social goals based on various types of information; (3) use both preventive and intervening strategies to address the concerns of learners and to help them clarify problems and situations, set goals, explore options, and implement change; (4) implement effective referral procedures to facilitate the use of special programs and services; (5) act as a consultant to help learners achieve success inside and outside of school; (6) advocate for a comprehensive school counseling program and recognize the required time commitment to fully apply the program implementation cycle; (7) create a program mission, goal, and services in alignment with the school mission and campus improvement plan; (8) create and disseminate literature or newsletters to all stakeholders that describe the comprehensive school counseling program and reduce negative stigmas associated with receiving counseling services in a school-based program; (9) establish an advisory council or board with membership of all stakeholders (student, parent, teacher, administrator, community member, other personnel, and support specialists); (10) increase public relations and awareness through community outreach, such as fundraising, grant writing, donations, volunteerism, local businesses, and use of public or guest speakers; (11) provide school-wide professional development and parent workshops throughout the school year; (12) support participation in fair-share responsibilities versus non-counseling related duties; (13) know district, state, and federal initiatives that are to be reflected in a comprehensive school counseling program; and (14) develop practices to promote learners' knowledge about college and career readiness processes necessary to pursue postsecondary opportunities. (e) Standard IV. Learner-Centered Equity and Excellence for All Learners: The certified school counselor promotes academic success for all learners by acknowledging, respecting, and responding to diversity while building on similarities that bond all people. The certified school counselor must: (1) understand learner differences, including those related to cultural background, gender, race, ethnicity, socio-economic levels, academic ability, and learning styles, and know ways to create and maintain a positive school environment that is responsive to all learners; (2) advocate for a school environment in which diversity is acknowledged and respected, resulting in positive interactions across all cultures, genders, ethnicities, and learning styles; (3) facilitate learning and achievement for all students to ensure services that cover an array of exceptionalities, including special populations, by promoting a cooperative, inclusive, purposeful learning environment; (4) take a positive, strength-based approach that builds on commonalities versus differences in all learners; (5) understand how environment and behavior may impact or influence individual learners; (6) ensure equitable access to programs and services for all students; (7) understand how family values, group membership, and culture intersect; (8) acknowledge learners' gifts, strengths, and extracurricular talents when considering programs and services; (9) increase students' awareness and include their voices regarding educational and individualized plans; and (10) ensure equitable access and exposure to postsecondary opportunities and college and career readiness information and resources for students and parents/guardians. (f) Standard V. Learner-Centered Communications: The certified school counselor, an advocate for all students and the school, demonstrates effective professional and interpersonal communication skills. The certified school counselor must: (1) demonstrate effective communication through oral, written, and nonverbal expression; (2) use knowledge of group dynamics and productive group interaction; (3) support responsive interventions by effectively communicating with parents/guardians, teachers, administrators, and community members; (4) facilitate learners' access to community resources; (5) develop and implement strategies for effective internal and external communications; (6) facilitate parent/guardian involvement in their children's education; (7) develop partnerships with parents/guardians, businesses, and other groups in the community to facilitate learning; (8) work effectively as a team member to promote positive change for individuals, groups, and the school community; (9) take a positive, strength-based approach that verbalizes commonalities versus differences in all learners; (10) effectively communicate his or her role and responsibility and counselor identity to all stakeholders to reduce confusion about the duties of a school counselor; (11) adhere to best practices connected to ethical and legal considerations around appropriate use of technology and email, documentation, record keeping, privileged communication, and informed consent process; and (12) facilitate access to and use of school and community information and resources related to postsecondary opportunities and college and career readiness by learners, parents/guardians, teachers, administrators, and community members. (g) Standard VI. Learner-Centered Professional Development: The certified school counselor continues professional development, demonstrating a commitment to learn, to improve the profession, and to model professional ethics and personal integrity. The certified school counselor must: (1) use reflection, self-assessment, and interactions with colleagues to promote personal professional development; (2) use counseling-related research techniques and practices as well as technology and other resources to facilitate continued professional growth; (3) strive toward the highest level of professionalism by adhering to and modeling professional, ethical, and legal standards; (4) apply research-based practice to improve the school guidance and counseling program; (5) engage in ongoing professional development to improve the school guidance and counseling program; and (6) engage in continued professional development experiences to learn and apply concepts, skills, and practices related to increasing college and career readiness and promoting postsecondary opportunities and preparation for all learners.

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(a) 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.

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Ethical Principles: According to the American Counseling Association (2014), counselors are responsible for a vast number of ethical standards. Although school counselors do not provide therapy to students, they are still held accountable for upholding these ethical ideals. The following ethical standards will apply to our small group in the school counseling environment:

A.1.a - A.1.d School counselor's first job is to "respect the dignity and promote the welfare of" students (p. 4). They do this in many ways including but not limited to: (a) keeping careful records of counseling sessions, (b) including students in making the counseling plan, and (c) recognizing students' connections to other supportive networks such as family, friends, churches, synagogues, and other community organizations.

A.2.a School counselors are responsible for obtaining informed consent before counseling occurs; parent or guardians can provide consent for minors.

A.2.d Although in the school environment, parents and guardians give consent for their student to participate in small group counseling, school counselors are responsible to also obtain assent or agreement from the student to participate in the small group. This is important because students need to agree to participate in the small group in order to meet this ethical standard.

A.4a-A.4.b School counselors avoid all harm and maintain students' safety at all times; school counselors take care to not impose their personal values during school counseling small groups or individual sessions.

A.9a-A.9.b In regard to group counseling, school counselors should guarantee that all group members have similar needs and aspirations; the school counselor ensures that group members will not be harmed by the group counseling process. In addition, school counselors protect all members of the group from any type of "physical, emotional, or psychological trauma" in the group (p. 6).

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References

American Counselor Association. (2014). 2014 ACA code of ethics: As approved by the ACA governing council. 1–24. https://www.counseling.org/resources/aca-code-of-ethics.pdf

American School Counseling Association. (2014). ASCA mindsets and behaviors for student success: K-12 college-and career-readiness standards for every student. 1–4. https://www.schoolcounselor.org/getmedia/7428a787-a452-4abb-afec-d78ec77870cd/Mindsets-Behaviors.pdf

Cherry, K. (2020, August 3). Leadership styles and frameworks you should know.   Very Well 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. 1–43. https://dese.mo.gov/sites/default/files/guid-respon-serv-small-group-counseling-guide-2015.pdf

Texas Administrative Code § 239.15 (2001.). https://texreg.sos.state.tx.us/public/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=19&pt=7&ch=239&rl=15

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