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This sixth grade girls group will focus on empowering girls with strategies to improve self-esteem and friendship skills.

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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

B-LS 1. Critical thinking skills to make informed decisions

B-SMS 1. Responsibility for self and actions

B-SMS 2. Self-discipline and self-control

B-SS 2. Positive, respectful and supportive relationships with students who are similar to and different from them

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

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

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

(American School Counselor Association, 2021)

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Teachers/Administrators

Email

Parents/Students

Flyer sent home with 6th grade girls

Meeting Reminders

Thursday morning announcements

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Students will be informed of the group through an informational flyer. This flyer will be sent home with students based on teacher recommendations and previous counseling referrals. Flyer will include:

Details about dates, time, location of group sessions

Purpose and goals of group

Expectations for group members

Student readiness to participate, willingness, and interest will be assessed through an informal interview. After ensuring students are provided with information about the group, they will be asked questions including, but not limited to:

What is the purpose of the Girl Power group?

How interested are you in participating in the Girl Power group?

What do you hope to learn or gain from the Girl Power group?

Students will be screened individually to avoid any influence of peer pressure on screening.

(Missouri Professional School Counselors and Counselor Educators, 2015)

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Because the students participating in the Girl Power group are minors, the attached consent form can be used to obtain informed consent from parents.

Written assent will be obtained from participants during the first Girl Power session after the purpose and expectations of the group are thoroughly explained to and understood by participants. Verbal assent to continue participation will be obtained at the beginning of subsequent sessions.

(Missouri Professional School Counselors and Counselor Educators, 2015)

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This resource will be utilized to introduce rules and expectations during the first session.

The school counselor will present each expectation to students, and students will share their current understanding of what that expectation means. The counselor will then explain how it is applied in a group counseling setting. Students can share examples of what that might look like or sound like.

Ground rules and expectations will be reviewed at the beginning of each session.

Predetermined rules are those associated with confidentiality, respect, and attendance. Group members can collaborate with the school counselor to create additional group norms and procedures for participation.

(Missouri Professional School Counselors and Counselor Educators, 2015)

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Stage 1

Trust will be built slowly over the first few group sessions. Initial activities will be relatively low-stakes and geared toward learning about each other and being comfortable sharing in a group setting. Through these activities, students will learn about commonalities and differences between members, fostering mutual respect.

Group norms will be introduced during the first session. Some will be provided by the school counselors, and others will be decided on by the group. Norms will be posted in the classroom and reviewed at the beginning of each session.

Students will be informed that confidentiality is the expectation in the group, but that it cannot be guaranteed. Emphasis will be placed on explaining that an understanding of confidentiality helps the group progress toward shared goals by ensuring group members feel comfortable sharing about their thoughts and experiences.

Stage 2

Group members will be reminded of group norms and expectations at the beginning of each session.

The lesson objective will be presented at the beginning of each session so students know what they will be expected to know by the end of the session. This will help motivate students to work effectively toward reaching the objective.

Each session will end with a reflection to gauge mastery of lesson objectives and progress toward overall group goals.

Stage 3

The last group session will serve as an opportunity for participants to review what they have learned over the course of the Girl Power group, and to plan for how they will continue implementing strategies and skills they have learned.

A follow-up session may be scheduled one month from the last session date to check-in with students and provide an opportunity for reflection.

Students will be encouraged to check in with the counselor as needed if they are struggling with implementation of skills learned in Girl Power group.

(Missouri Professional School Counselors and Counselor Educators, 2015)

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I would likely use a participative leadership style in Girl Power Group.

This leadership style lends itself to active participation and collaboration of group members, while also allowing the facilitator to maintain structure where necessary.

(Cherry, 2022)

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Development of Socializing Techniques

The Girl Power group will teach participants how to interact effectively in social settings. It will empower them with strategies they need to communicate positively and navigate conflict.

Interpersonal Learning

Interpersonal learning will take place in the Girl Power group, because it will facilitate interaction between group members. They will learn by communicating and practicing effective social skills.

Direct Advice

Direct instruction in strategies to resolve conflict, improve self esteem, communicate effectively, and maintain healthy friendships will be provided to group members by the school counselor.

(Yalom, 1995)

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The ASCA Ethical Standards for School Counselors (American School Counselor Association, 2016) calls for counselors working with small groups to "communicate the aspiration of confidentiality as a group norm, while recognizing and working from the protective posture that confidentiality for students in small groups cannot be guaranteed." Confidentiality, and its limits, will be addressed with the Girl Power group in the first session, and reiterated in subsequent sessions. Students will be taught of the value of confidentiality in helping themselves and other group members feel comfortable sharing their thoughts and experiences. Participants will be encouraged to maintain confidentiality at all times throughout the time the group is in existence, and beyond.

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Title 19 Chapter 239 of the Texas Administrative Code (19 Tex. Admin. Code §239.15) requires school counselors to "counsel individuals and small groups using appropriate counseling theories and techniques in response to students' needs". School counselors should use methods such as a needs assessment to learn of student needs, then address those specific needs. The Girl Power group is an example of a need - relational aggression - being identified and addressed through small group counseling.

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19 Tex. Admin. Code §239.15

American School Counselor Association. (2016). ASCA ethical standards for school counselors. https://www.schoolcounselor.org/getmedia/f041cbd0-7004-47a5-ba01-3a5d657c6743/Ethical-Standards.pdf

American School Counselor Association (2021). ASCA
Student Standards; Mindsets and Behaviors for Student Success.
Alexandria, VA: Author

Cherry, K. (2022). How to lead: 6 leadership styles and frameworks. Verywell 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.

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