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Social Stars: Building Confidence and Connection

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Social Stars: Building Confidence and Connection

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Social Stars is a group created to help middle school students struggling with social anxiety and interpersonal challenges. Through activities, role-playing, and bibliotherapy, this group provides a safe space for students to develop social skills, increase self-confidence, and form good relationships. The program will address the needs of middle school students and equip them with tools for social success!

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The Social Stars group will meet the following Mindsets and Behaviors:

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

M 2: Self-confidence in the ability to succeed.

B-SMS 7: Demonstrate effective coping skills when faced with a problem.

B-SS 1: Use effective oral and written communication skills and listening skills.

B-SS 2: Create positive and supportive relationships with other students.

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Communications about the group will be sent out to all involved including parents, students, teachers, administrators, and counselors.

Emails and newsletters will be sent out to parents and students through school messenger. These communications will include all of the important information. Students will also see flyers posted around school as well as details about the Social Stars group on the daily announcements.

Additionally, counselor referrals can be used for those that the counselors see might need extra help.

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Each student who shows interest, or who was referred, will complete a brief, individual screening interview with the school counselor to ensure a proper fit for the group.

During the screening process, students must demonstrate a willingness to participate in group activities. Group dynamics will be taken into consideration to ensure that the group is composed of members who are likely to benefit from the experience while maintaining a safe and supportive space.

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Parental Consent:

After the groups are chosen, a parental consent form will be sent home along with the flyers that were placed around the school. This will confirm the details of the group with both the students and parents. The consent form must be signed in order to participate!

Student Assent:

During the pre-group interview, participants will be provided with an explanation of the group’s purpose and expectations. They will then be asked to sign an assent form confirming participation.

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Parental Consent and Student Assent Form Social Stars Group

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After The Social Stars group is established, guidelines and ground rules to create a safe, respectful, and supportive environment for all participants will be established. These rules are designed to ensure group members feel comfortable sharing and participating.

Rules:

1. Confidentiality: What is shared in the group stays in the group, except in cases where safety concerns arise.

2. Respect: Everyone deserves to be treated with kindness and understanding. Disrespectful language or actions will not be tolerated.

3. Active Participation: Members are encouraged to actively listen and contribute to discussions.

4. One Voice at a Time: Only one person speaks at a time to ensure everyone’s voice is heard.

5. Punctuality: Arrive on time and stay for the full session unless excused.

Group-Determined Rules (Created Collaboratively):

Group members will work together during the first session to establish additional rules they feel are important for maintaining a positive group environment.

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Stage 1 will be all about building relationships and trust. Icebreaker activities will be used and will help members get to know one another. I’ll emphasize active listening, validation, and empathy to create a safe space where members feel comfortable sharing. We will create a group norms together which will focus on respect, active participation and most importantly, confidentiality. During this time, I will explain that sometimes there are limits that must be addressed, such as situations involving harm to oneself or to others.

Stage 2 will include a mix of individual reflection and group activities to keep members engaged. Regular check-ins will be used to gauge progress and address any challenges that arise. I’ll encourage mutual support and collaboration to build trust and accountability within the group. I will check progress at the beginning of each session to ensure the group remains on the right track both personally and group dynamic wise.

Stage 3 will be the closure and follow up stage. I will engage group members to share what they have learned and how they’ve grown. A follow-up plan to ensure members feel supported after the group ends will be put into place. A final mention of confidentiality moving forward will be given to all participants. Even though the group is finished, confidentiality is still meant to be upheld.

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Leadership Style: Transformational Leadership

This style focuses on inspiring and motivating members to reach their full potential and fosters a sense of teamwork, collaboration, and personal growth. I would aim to be a role model for openness, empathy, and active listening, encouraging group members to reflect on their own values, strengths, and goals. Middle school students, benefit from leaders who model positivity and encourage self-discovery. This style helps build trust and motivates them to push beyond their comfort zones.

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Yalom’s Therapeutic Factors in Group Counseling

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Yalom’s Therapeutic Factors in Group Counseling

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Yalom’s therapeutic factors, such as universality, instillation of hope, and group cohesiveness, play a pivotal role in creating an effective group therapy environment (Yalom & Leszcz, 2020). Research highlights how these factors can support individuals in addressing personal challenges and fostering interpersonal growth (Budman et al., 2022).

The point of this group is to help members realize they are not alone in their struggles and that others share similar challenges. This could help middle school students in this feel relief and connection. Sharing stories and experiences can foster a sense of belonging and reduce feelings of isolation. The group members will gain hope and be inspired by seeing others make progress or hearing encouraging feedback. Members will feel a sense of purpose by helping others with the same issues. Members gain insight into how they relate to others and learn new ways to interact effectively.

Yalom’s therapeutic factors are essential in creating a positive group dynamic that fosters growth and healing.

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Confidentiality and Its Limits

Confidentiality provides a safe space for members to share personal experiences and build trust. However, confidentiality does have its limits.

Legal Basis:

Mandatory Reporting Laws (Texas Family Code §261.101): Counselors are required to report any suspicion of abuse, neglect, or threats of harm to self or others immediately to child protective services or law enforcement.

FERPA (Family Educational Rights and Privacy Act): Protects student records and data but does not extend to personal disclosures shared by peers in group counseling.

Texas Administrative Code §239.15: Reinforces that counselors must act in the best interest of students, balancing confidentiality with legal obligations.

During the first weeks of the group's existence, the members will be given an explanation about confidentiality and its limitations. Emphasis will be placed on the fact that disclosures of harm or abuse will be reported to the appropriate authorities, which will be brought up several times during the group meetings.

By being transparent about confidentiality and its limits, counselors can build trust and create a structured environment where members feel safe sharing.

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Informed Consent

Informed consent ensures that all parties involved understand the purpose of the group. This allows the counselor to build trust and promote collaboration between not only the students, but their families as well.

Ethical Basis:

ASCA Ethical Standards (2016): Counselors must provide informed consent to both students and their guardians, particularly when working with minors.

ASGW Best Practices Guidelines (2007): Emphasizes the importance of informed consent to set clear expectations for group counseling.

Senate Bill 11 (Texas, 2019): Mandates that schools establish transparent practices and actively involve parents in decisions related to their children’s counseling services.

All information will be sent out prior to the start of the group which will outline all pertinent information including objectives of the group and duration etc.

If questions arise, email and office phone number will be listed on the flyers and informed consent sheets sent home with the students. I will be happy to clarify any information needed.

Clear consent procedures protect the counselor ethically and legally, fostering a collaborative and trusting relationship with all stakeholders.

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References:

American School Counselor Association. (2016). ASCA ethical standards for school counselors. Retrieved from https://www.schoolcounselor.org/getmedia/44f30280-ffe8-4b41-9ad8-f15909c3d164/EthicalStandards.pdf

Association for Specialists in Group Work. (2007). Best practice guidelines 2007 update. Retrieved from https://asgw.org/wp-content/uploads/2020/06/usgw297284-111..117.pdf

Budman, S. H., Soldz, S., Demby, A., Davis, M., & Merry, J. (2022). What is therapeutic in group therapy? A multilevel examination of the impact of group dynamics and therapeutic interventions. Journal of Psychotherapy Integration, 32(3), 456–470.

Texas Education Agency. (2019). Senate Bill 11: School safety bill. Retrieved from https://tea.texas.gov/about-tea/news-and-multimedia/press-releases/senate-bill-11

Texas Family Code §261.101. (2021). Duty to report; who must report. Texas Family Code Annotated. Retrieved from https://statutes.capitol.texas.gov/Docs/FA/htm/FA.261.htm#261.101

Texas Administrative Code §239.15. (2019). School counselor standards. Retrieved from https://texreg.sos.state.tx.us/public/readtac$ext.ViewTAC?tac_view=5&ti=19&pt=7&ch=239&sch=A&rl=Y

Family Educational Rights and Privacy Act (FERPA). (2021). 20 U.S.C. § 1232g; 34 CFR Part 99. Retrieved from https://www2.ed.gov/policy/gen/guid/fpco/ferpa/index.html

American School Counselor Association. (2016). ASCA ethical standards for school counselors. https://schoolcounselor.org/getmedia/44c02399-4c76-4d52-8d9e-0386f2f2c908/Ethical-Standards.pdf

Yalom, I. D., & Leszcz, M. (2020). The theory and practice of group psychotherapy (6th ed.). Basic Books.