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The name of this group is Champions of Cub Chaos. This group is established for 6th graders, who are new to Frank Seale Middle School. The group leader will focus on helping students establish organization skills that will help better manage the demands middle school. The target population is students who have received a diagnosis of Attention-Deficit/Hyperactivity Disorder (ADHD).

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Mindsets to be Mastered:

Sense of acceptance, respect, support and inclusion for self and others in the school environment

Positive attitude toward work and learning

Self-confidence in ability to succeed

Belief in using abilities to their fullest to achieve high-quality results and outcomes

Behaviors to be Mastered:

Responsibility for self and actions

Effective listening skills

Creative approach to learning, tasks and problem solving

Time-management, organizational and study skills

Independent work

Self-motivation and self- direction for learning

Media and technology skills to enhance learning

Perseverance to achieve long and short-term goals

High-quality standards for tasks and activities

Engagement in challenging coursework

Advocacy skills for self and others and ability to assert self, when necessary

Social maturity and behaviors appropriate to the situation and environment

Ability to manage transitions and adapt to change

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Plans for Advertising:

Biweekly announcements for the first week of school

Daily announcements for the second week of school

Word Cloud on Time Management

Place group description in the weekly parent newsletter

Place group description in the weekly staff newsletter

E-mails to all staff

Flyers posted in hallway and a copy sent home with students

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A panel of the school counselor, the assistant principal(s), and I will review the referrals received and choose seven students for the group.  Names will be covered up and decisions will be based on expressed concern/need, and feedback provided from the surveys/referral forms.

I would reach out to parents and let them know next steps, a brief interview/screening with student in person. Notification would be completed via phone and email.  I would notify the students via email and have the homeroom teacher hand them an informational letter on next steps.

Participant readiness will be assessed by meeting with each student individually and asking the following questions:

Are you aware of the group and its' purpose?

Do you want to participate in this group?

Do you feel you would benefit from learning organizational skills?

Are you willing to actively participate in the group for seven weeks?

Pre-Group Interview/Screening will incorporate the TAP model (Morganett,  1990, as cited in Missouri

Department of Elementary & Secondary Education, 2015).

TAP involves telling the student about the group, asking the student about his or her interest/commitment, and picking participants.

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I spent some time reviewing the counseling program a Frank Seale Middle School, particularly relative to informed consent. I did not find a direct campus policy for informed consent, but the Midlothian ISD's Guidance and Counseling Department notes that they follow The Texas Model for Comprehensive School Counseling Programs. Upon reviewing the Texas model, it notes that administrators should approve consent forms drafted by the school counselor and parents are to give consent to group participation.

Sec. 33.004 of the Texas Education Code indicates:
PARENTAL INVOLVEMENT. (a) Each school shall obtain, and keep as part of the student's permanent record, written
consent of the parent or legal guardian as required under Section 33.003. The consent form shall include specific information on the content of the program and the types of activities in which the student will be involved.

Sec. 33.003. PARENTAL CONSENT. The board of trustees of each school district shall adopt guidelines to ensure that written consent is obtained from the parent, legal guardian,
or person entitled to enroll the student under Section 25.001(j) for the student to participate in those activities for which the district requires parental consent.

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I would use the attached Participant Guidelines/Ground Rules document during the first group as a starting point for establishing group rules. We would have a group discussion around what each suggested rule/guideline looks and/or sounds like. We will use this time to discuss confidentiality and consequences for breaking confidentiality. Some guidelines around communication might be determined as a group. Expectations around confidentiality, timeliness, and participation would be set by me.

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Stage 1: Getting acquainted/setting norms/building trust:

I would do an ice breaker activity, and share some of the struggles I had in school.

I would explain that anything they share with me will not leave the room unless I learn of harm/danger to themselves or someone else.

We would all sign confidentiality statements and discuss consequences of breaking this.

Group norms will be established overtime based on what is appropriate and how the group interacts with each other.

Stage 2: Working together to accomplish individual and group goals:

I will incorporate prizes/drawings randomly throughout the duration of the group, such as for timeliness and active participation.

I will check in after the 3rd week and ask the group to participate in a self evaluation. I will also complete an evaluation for each group member and we will discuss the differences.

Stage 3: Ending the group:

I will discuss plans for group ending during the first group.

I will remind the group again mid way and then the group before the final group session.

Students will be asked for feedback/evaluation and express any concerns they have about the group ending.

Resources will be sent to parent if additional services are needed.

I will remind students of signed confidentiality statements and explain that it continues even after the group ends.

I will follow up with the group participants one month after the group ends, and give the students a heads up regarding this.

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I would primarily use the participative leadership style. During the first session, I might use more of an authoritarian leadership style. I think over all the participative leadership style would work better with middle schoolers to build trust, and improve engagement/active participation. I want the students to feel empowered and committed to the goals of the group (Cherry, 2023).

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Below are the different therapeutic factors group participants might experience during the group sessions:

Instillation of Hope - faith that the treatment mode can and will be effective.

Universality - demonstration that we are not alone in our misery or our "problems".

Altruism - opportunity to rise out of oneself and help somebody else; the feeling of usefulness.

Imitative behavior - taking on the manner of group members who function more adequately.

Direct Advice - receiving and giving suggestions for strategies for handling problems.

Interpersonal learning - receiving feedback from others and experimenting with new ways of relating.

(Yalom ID, 1995)

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One of the ways that the ACA Code of Ethics supports my role as a counselor conducting group sessions is around confidentiality. ACA (2014) states that "In group work, counselors clearly explain the importance and parameters of confidentiality for the specific group" (p. 7).

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The Texas Administrative Code supports my legal role as a counselor with regard to being properly trained and using appropriate techniques. TAC states certified school counselors must "counsel individuals and small groups using appropriate counseling theories and techniques in response to students' needs" (para. 3).

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American Counseling Association. (2014). 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. (2023). How to lead: 6 leadership styles and frameworks. https://www.verywellmind.com/leadership-styles-2795312

Missouri Department of Elementary and Secondary Education. (2015). Missouri comprehensive guidance and counseling program—Responsive services: Small group counseling. Modulehttps://dese.mo.gov/media/pdf/guid-respon-serv-small-group-counseling-guide-2015

19 Tex. Admin. Code §239.15

2 Texas Education Code § 33

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