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The ACA Code of Ethics discuses ethical requirements of group work. A.9.a. states that counselors must screen group counseling students so that they do not hinder the group or have their own well-being jeopardized (American Counseling Association, 2014a). This requirement will support me by allowing me to make referrals to outside resources for those students who may need it due to previous trauma. It ensures that all group members will have the same goals and that student well-being remains the focus of the group.

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A legal requirement from Texas Education Code consists of the importance of obtaining parental consent before students participate in activities such as group counseling (2 TEC § 33.003). This will support me in my future role as a school counselor, as I know to place importance upon making sure that I obtain written consent from a parent or legal guardian before any counseling activities take place.

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Therapeutic factors that may become evident during this group include Altruism, as students may relate to one another and their struggles and may be able to help one another navigate a new country. In addition, Universality may be demonstrated due to all group members having the commonality of being refugees and experiencing the problems associated with having to learn a new language and not being familiar with a new culture (Yalom, 1995).

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The leadership style I believe would be most effective with this group is participative leadership. I believe this approach would work the best with this population because it allows two-way communication as well as guidance. I want members of this small group to feel respected and like they are an important part of the group in order to effectively achieve group goals (Cherry, 2020).

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Group members will include refugee students from countries all over the world. Therefore, during stage 1, building relationships and trust between group members and myself will be paramount as students may already be distrusting of a new country. Trust would be established by creating a safe environment that students feel comfortable sharing in. Additionally, psychological safety will be focused upon as these two things are necessary in building trust (Missouri Professional School Counselors and Counselor Educators, 2015). Group norms will be established by reviewing rules and discussing expected behaviors. The limits of confidentiality will be addressed by reinforcing them before the group begins, during the first group session, as well as throughout the additional sessions. I would help develop trust between members of the group by encouraging peer connections and a sense of belonging so that students might buy into the group after an appropriate amount of time has passed, and thus maintain confidentiality.

Stage 2 will consist of assisting students in accomplishing their individual and group goals by valuing them and helping them to understand that they have a bright future in a new country. In order to check in with group members to gauge progress throughout the group, I will periodically administer a self-report survey in which students report how they are feeling about the group and if they feel like they are making progress.

Stage 3 will consist of the post-evaluation and setting up a post-group follow up session to determine if students are continuing to meet their goals. The last session will include a time for group members to say goodbye and I will monitor during this time to determine if students are having a difficult time with the group ending. Spending time with each other outside of the group will be encouraged, and confidentiality will be reinforced despite the group ending.

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I would use the attached resource during the first session of the counseling group to develop expectations so that students fully understand expected behavior of the small group.

Predetermined rules would include the following:

1.    Only one person may talk at a time.

2.    Respect others and use respectful words.

3.    If you become uncomfortable, you do not have to share.

4.    Keep the group confidential.

Further rules would be discussed and agreed upon by the group during the first session.

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Although campus policy does not mention informed consent, district policy notes that the counselor must follow a professional code of ethics regarding confidentiality (Dallas Independent School District, 2018). Therefore, I would obtain both parental consent and student assent, following American School Counselor Association (2016) recommendations. Parental consent would be obtained by sending home a consent form, along with information related to the small group. Student assent would be obtained during the first session.

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Plans to inform the students of my group include meeting with those who show interest in the group as well as holding a screening with students who have been referred by a teacher. During this group screening, I would describe information about the group and determine the students' level of interest by asking questions. This screening would result in establishing the students who will participate.(Missouri Professional School Counselors and Counselor Educators, 2015).

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To promote this group, I will use fliers and advertise it in daily announcements and weekly newsletters. It will also be posted on my personal counseling webpage, so that parents might become informed of small group options. I  would also pursue teacher recommendations by making an announcement at a staff meeting, and fliers will be placed in teacher mailboxes.

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The following includes ASCA Mindsets and Behaviors that students will master upon completing this group.

M 2. Self-confidence in ability to succeed

M 3. Sense of belonging in the school environment

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

B-SMS 10. Demonstrate ability to manage transitions and ability to adapt to changing situations and responsibilities

(American School Counselor Association, p. 2, 2014b)

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This small group will accommodate newly enrolled 3rd through 5th grade refugee students by  exploring U.S. culture. The purpose of introducing these unfamiliar cultural elements would be to assist students in gaining increased social and communication skills.