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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.

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The KMS Good Vibe Tribe: Students who need a sense of community and those who have not been in a traditional school setting since March 2020. This group provides opportunities to connect with others.

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The KMS Good Vibe Tribe: Students who need a sense of community and those who have not been in a traditional school setting since March 2020. This group provides opportunities to connect with others.

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Information for the group will go out in the following ways;
Students: daily announcements, flyers, announcements in Google Classroom, the campus newsletter
Staff and administration: staff meetings,  flyers in the teacher's lounge, daily announcements, and campus newsletter
Parents: campus newsletter, flyers sent home, the school marquee, and a call out from the principal

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

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 4: Empathy

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Participants will be notified of the group via morning announcements and they will also be added to a Google Classroom.

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In order to gauge participant interest, a survey will be sent out first seeing who would be interested in the group. During the initial meeting, group expectations will be discussed.

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I will screen participants individually to ensure that I have a well balanced group. I will also want to ensure that students who are selected for the group actually want to participate.

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Once students have been selected to partake in the KMS Good Vibe Tribe group informed consents will be sent home via parent email as well as mailed out, and also students will be given one to take home. Having three options ensures parents see and sign the form.

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I plan to follow this resource exactly how it is. I will walk through the rules with the students informing them of the non-negotiables. This source will be something that I pass out to my students but also have it easily accessible in our Google Classroom.

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I will allow for the students to determine if our group has a talking piece. I will also give them the autonomy to establish exactly what they expect out of the group. We will brainstorm and collaborate together. Students then will fill out a social contract that will be hung up during our meetings and also referenced back to throughout our meeting.

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In order to build trust and relationship with my students, I will take a genuine interest in their life. I will actively listen to their comments and provide positive feedback. Generally as a teacher the best way for me to establish a good relationship with students was asking for their favorite song and creating a class playlist. When it comes to group norms, students will establish them when we create our social contracts. Allowing them to have a say in the way our group is ran is very important. We will discuss confidentiality at the start of each group session. I will let the students know if they are in danger of harming themselves or others then I am required by law to report it.

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I plan to keep my students working cohesively and productively by allowing peer feedback as well as utilizing team-building activities.

I will gauge progress through self-reflection sheets and peer feedback.

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For group closure, I want to go around the circle and each student provide one glow and grow from the session. I will also remind students that things discussed during our group time is between those in the room and no one else.

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I believe in order for the group to function properly I will use the Participative Leadership style. This leadership style allows for students to have a say in how things are going but also allows for me to have the final say in some circumstances.

I will work with sixth graders so they need some control in order to be productive members of the group.

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Some Yalom's Therapeutic Factors I can see during my group are the following;development of socializing techniques, direct advice, and interpersonal learning

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

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

Cherry, K. (2021, August 11). What Are Prominent Leadership Styles and Frameworks You Should Know? 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. Retrieved from https://dese.mo.gov/sites/default/files/guid-respon-serv-small-group-counseling-guide-2015.pdf

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

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According to the American Counseling Associations Code of Ethics (2014, p.6)  counselors select members whose needs and goals are compatible with the goals of the group, who will not impede the group process, and whose well-being will not be jeopardized by the group experience.

For the KMS Good Vibe Tribe it is important I am very selective on which group members I select. I want to ensure the students involved in the group would benefit rather than be a hindrance.

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According to the American School Counseling Association Code of Ethics (2021, p.4) communicate the aspiration of confidentiality as a group norm, while recognizing and working from the protective posture that confidentiality for minors in schools cannot be guaranteed.

This legal is very important for the KMS Good Vibe Tribe. Students will be notified at each meeting that I as the facilitator will do my best to keep things confidential but if they are in danger of harming themselves or others confidentially will be broken.