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C.O.W., stands for Changing Our Ways. I will work with eighth grade children in a Title 1 middle school who have recurring classroom difficulties such as disruption to help them reflect on their conduct and make positive adjustments.

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C.O.W. participants will achieve the following mindset standards:
M 2. Sense of acceptance, respect, support and inclusion for self and others in the school environment

C.O.W. participants will achieve the following  behavior standards:
B-SMS 1. Responsibility for self and actions
B-SMS 2. Self-discipline and self-control
B-SMS 7. Effective coping skills
B-SS 2. Positive, respectful and supportive relationships with students who are similar to and different from them
B-SS 3. Positive relationships with adults to support success
B-SS 6. Effective collaboration and cooperation skills

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Therapeutic group factors that may be present in a small group.

Universality
All students in this group were chosen because of the challenges they exhibit in class.  Participants will discover they are not alone in their struggle to make sound decisions.

Development of socializing techniques
Throughout the group, students will learn knowledge, attitudes, and interpersonal skills that will help them understand and appreciate themselves and others.

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Although each group is unique, the stages of a group are predictable. Here's how I'll approach the three stages of group dynamics.

Stage 1 Getting acquainted/setting norms/building trust:
I intend to help the students create rapport with one another during the first group session by completing a fun ice breaker, such as a "getting to know you" game.  While the majority of the pupils will know each other, others may not.  At the start of the group, there will be predefined group rules, but members will be able to add more standards, and we will sign to affirm that we agree to abide by the norms.

Individual and group discussions about confidentiality will take place before and during the group sessions.  If the group's confidentiality is compromised, I will speak with each student individually and notify their parents.  I believe that being upfront about the expectations as well as the repercussions will help to retain group anonymity.

Stage 2: Working together to accomplish individual and group goals
To keep students interested, they will participate in dynamic and meaningful activities each week.  They will be given a survey halfway through the group to measure their attitude toward the group, as well as another at the end.  Each week, students will be invited to share what they are working on with their parents.  At the end of week three, parents will be asked to provide feedback on how the group sessions are progressing.  If necessary, adjustments can be made.

Stage 3: “Mourning Stage”
The group sessions will conclude with a celebration.  Students will be handed certificates of completion after reflecting on their learning over the previous six weeks.  The teachers of the students will complete a pre/post group individual student behavior rating form.  This form will provide feedback on individual students that participated in the group.  Parents will be given a post-group rating form, which is a survey on the changes (good or poor) their child made at home while participating in the group at school and since the group concluded. A post-group assessment form will be distributed to participants.  This form gauges group members' perceptions on the group's overall effectiveness.
At the end of the group, I will have weekly check-ins with students for three weeks to provide further support and to continue to celebrate their triumphs.  Students will be able to meet with me as needed.

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Referral data will be used to select students for the COW group.  Counselors will use data to choose members for this group.  8th grade teachers will also receive a Google form requesting information for 8th grade student recommendations.  The final list will be compiled using referral data and teacher feedback.

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*How will participants be informed of the group?

After the group's participants are identified, their parents will be called and informed about the group's objective, why their student was chosen, and what their student may anticipate to gain from the group.  After that, students will be called in individually and given the same information.  We'll also talk about the significance of participation, expectations, confidentiality, and future actions.

*How will participant readiness to participate, willingness, and interest be assessed?

A short Likert Scale survey will be given to potential participants to assess their attitudes toward group counseling and their motivation to make changes.  The following are some sample questions.

I believe I can change my behavior.

I require assistance in controlling my actions.

I want to make improvements.

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During their individual meetings, participants will go over the small group counseling guidelines.  When the group meets for the first time, the criteria will be reviewed again.  During the first group meeting, the group will add to the planned parameters by constructing a poster with their additional guidelines, and everyone will sign the poster to indicate that they agree to follow the rules.  The poster will be displayed each time we meet as a reminder to the attendees.

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ASCA Ethical Standards for School Counselors

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ASCA Ethical Standards for School Counselors

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A.7. Group Work

School counselors:
e. Facilitate short-term groups to address students’ academic achievement, postsecondary and career exploration, and social/emotional well-being.

This ethical standard supports my work as a school counselor directing a small group because the group's goal is to improve students' academic progress and social/emotional well-being through behavior awareness and modification lessons.

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Once potential participants' parents have been reached by phone or in person, a parental consent form will be sent to them.  Before pre-screening or participation can take place, consent must be returned.  The consent form will offer particular information about the group so that the student/parent/guardian may make an informed decision about participating or not.

Attached is an example of a potential consent form

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ASCA Ethical Standards for School Counselors

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ASCA Ethical Standards for School Counselors

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A.7. Group Work
School counselors:
g. Reflect on group outcomes and determine adjustments that may improve future group interventions.

The COW group's data will be utilized to determine subsequent groups.  Whether successful or unsuccessful, interventions based on the results of this group can be adopted, and the results will be shared with campus leadership.

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When leading my small group, I intend to adopt a transformational leadership approach.  I am dedicated to my students' success and to assisting them in reaching their goals.  As a transformational leader, I intend to go to whatever length to motivate and inspire my students to make great changes.  I believe that this leadership style will be most effective with these young people because they require a CHAMPION, someone who will help them make adjustments without being judgmental.