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Group Name and Description: Bye, Bye, Bullying! My group topic addresses how bullying impacts students academically, socially, and developmentally. The age I will work with is a group of third and fourth-graders.

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ASCA mindsets students will master:
- 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 3. Positive attitude toward work and learning

Behaviors students will master:

Self Management Skills
-B-SMS 1. Responsibility for self and actions

-B-SMS 7. Effective coping skills

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

-B-SS 4. Empathy

B-SS 5. Ethical decision-making and social responsibility

B-SS 9. Social maturity and behaviors appropriate to the situation and environment

(American School Counseling Association, 2021)

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I plan on sharing this information through email, placing newsletter in the teachers boxes, and by sending letters home to parents.

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First, for my screening process, I sent out a needs assessment to teachers. From the data collected, a high percentage of teachers said they were concerned with bullying. From there, spoke with teachers and gathered informal data about students they thought would benefit from a group counseling session. Next, I would screen the suggested students and speak with them about their willingness to participate in my group session about bullying prevention. When screening the group members individually, I would go over the description and goals of the group. Next, I would tell the students about the benefits and expectations of the group. Lastly, I would provide a handout with all the information we reviewed. I would have a sheet that I would give the student a consent form and have them put down if they wanted to participate.

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My school has the following policies to obtain consent for group sessions:

1) All parents or legal guardians must sign a consent form allowing students to participate in group sessions.

2) The school counselor will get signed consent from the students to participate.

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Predetermined Rules

1) No sharing students other information-What is said in the group stays in the group!

2) Spread kindness!

3) Always respect others opinions

Group Rules are attached as a PDF

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The type of leadership style I would like to have for my group counseling session is participative leadership. This type of leader offers guidance to the group members. This type of leadership style fits my students because it allows them to give input and feedback on the topic of bullying. I would like this group to give input and allow other group members to have a voice (Cherry, 2021).

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19 Tex. Admin. Code. § 239

American School Counselor Association. (n.d.). ASCA Student Standards: Mindsets & Behaviors for Student Success. https://www.schoolcounselor.org/getmedia/7428a787-a452-4abb-afec-d78ec77870cd/Mindsets-Behaviors.pdf

American Counseling Association. (2014). ACA code of ethics. https://www.counseling.org/resources/aca-code-of-ethics.pdf

Cherry, K. (2022, November 14). 6 leadership styles and Frameworks. Verywell Mind. https://www.verywellmind.com/leadership-styles-2795312

Yalom, I. D., & Leszcz, M. (2021). The theory and practice of group psychotherapy. Basic Books.

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Universality - This will show the students that they can relate to others who are bullied

Interpersonal learning-students may receive feedback on how they stand up to bullying

Direct advice- students will receive strategies from the school counselor on how to handle bullying

(Yalom, 1995)

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There legal requirements that require counselors to maintain certain standards for group sessions.

The Texas Administrative code states that  school counselors need to counsel individuals and small groups using appropriate counseling theories and techniques in response to students' needs (19 TAC § 239.25).

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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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The following requirements below are required for school counselors to follow. These two requirements are crucial in group sessions.

A.9. Group Work A.9.a. Screening

School counselors screen participants who might participate in a group session. The school counselors must pick students that meet the criteria for the bullying group session. Counselors must avoid picking participants who might jeopardize the well being of the group.

A.9.b. Protecting Clients

School counselors must take every step to ensure that confidentiality is not broken within the group sessions.

(American Counseling Association, 2014)

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1) We will start the group with an introduction of group members. Next, we will go over the rules and expectations of the groups. Here, I will introduce my leadership style to the group. The school counselor will go over the expectations of confidentiality. The students will sign a confidentiality agreement stating that if they reveal any information to any outside parties they could be removed from the group. Students will complete a pre-assessment.

2) In Each group session, I will review the rules and expectations of the group to serve as a reminder to the students. Each session will have an activity that tracks progress or an exit ticket.

3) The last group session will be a review of everything we have learned. The group will complete a post-assessment to see how much they have learned. In the following weeks, the school counselor will meet with each student to survey them on how they felt about the group and what they gained from it.