# data[].attributes.body
The Self-Controllers will comprise third-grade boys and girls who struggle with impulse control in a learning environment. For example, shouting out in class, getting out of chairs, and not respecting others’ personal space are some behaviors that the counselor and students will address and work on. The intervention method will work on impulsive behaviors through engaging in activities and reading stories that model the desired behavior. The group will last six weeks and consist of six-30 minute sessions.

The idea of this group came to be through the needs assessment given to teachers at the beginning of the year. It was determined that many third graders are struggling with impulse control.

# data[].attributes.body
The following Behavior and Self-Management standards will be met by the students' participation in the Self-Controllers group.

B-SMS 1. Responsibility for self and
actions

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

# data[].attributes.body
This group will be advertised to only teachers and school staff. The counselor will send a mass email to the teachers with a Google Form attached. Along with the email, a flyer advertising the group will be put in the staff mailboxes with a QR code to the Google Form.

The teachers and staff will nominate students in their class who they believe would benefit from the group.

# data[].attributes.body
Once the counselor has selected the participants, a phone call or email will be issued to the parents to inform them of the need for their child's involvement in this group. Once the parents have given verbal consent, a paper that requires written consent by both the parent and the child will be sent home and returned to the counselor.

# data[].attributes.body
Once the group participants have nominated by teachers, the participants will be brought into the counselor's office individually for a pre-group screening. The counselor will discuss with the students how they feel in the classroom and how they view their behavior.

The counselor will gather data from the teachers and staff to further assess the nominated students' need for participation in the group. The counselor will choose the participants based on discipline referrals, teacher and staff observations, and pre-group screening interactions.

After the counselor has chosen the participants, the students will be brought back into the counselor's office so she can explain why they have been chosen to participate in this group, ensuring they know it is not a punishment. The Self-Controllers group is for them to learn skills to help them succeed in the classroom!

# data[].attributes.body
The ground rules that will be predetermined and explained to the participants during the first session are:

1. Confidentiality

2. Treat others with respect

3. Keep your hands to yourself

During the first meeting, the group will work together to establish two more rules that fit the group dynamic. The group working to establish rules will make the students more likely to behave accordingly.

# data[].attributes.body
The Self-Controllers will be comprised of six third graders, both girls and boys, that struggle with impulse control in the classroom.

Stage 1: We will establish trust within the group during the beginning sessions. There will be an initial discussion where the group's goals will be established. This conversation will help the students realize they are all working towards the same goal. Then, through the interactive games and activities, the students will begin connecting through their commonalities.

Stage 2: The students will progress towards more self-control throughout the middle sessions. They will work through the activities and determine appropriate classroom behaviors. During these sessions, there will also be discussions on how they are doing in the classroom and if they are more aware of their impulses. The students should be making connections on what they are learning throughout the sessions and how their behavior is improving.

Stage 3: The final session is where the students will reflect on everything learned during the previous sessions. Self-reflection is the main focus and key to determining whether or not the group has proven successful. After the final session concludes, the students are encouraged to continue using the skills they learned throughout the session. The counselor will check in periodically with the teachers and observe the students' behavior. A follow-up meeting will be conducted six weeks after the final session to discuss if the students continue to use the skills taught, if they have noticed changes in their behavior, and if they believe they have been more successful in the classroom.

(Missouri Professional School Counselors and Counselor Educators, 2015)

# data[].attributes.body
Throughout most of the sessions, a participative leadership style will be used. The counselor will engage with the students and participate in the activities and conversations.

However, since the participants are young and struggle with impulse control, authoritative leadership will be used when necessary. Firm boundaries will be set so the group does not get out of control.

(Cherry, 2023)

# data[].attributes.body
The therapeutic factor most prevalent in the Self-Controllers is the development of socializing techniques. The primary purpose is to build their impulse control skills and become more aware of the situation around them and how to behave in learning environments.

The counselor will also use direct advice to aid in developing self-control skills. For example, the counselor could tell the students that instead of shouting out the answer when they know it, they can count to five and then raise their hand and wait for the teacher to call on them.

Another therapeutic factor that will be used in the group is universality. The participants in the group will be able to relate to each other and their struggles.

(Yalom, 1995)

# data[].attributes.body
The Texas Administrative Code outlines the standards and expectations of a profession school counselor.

Standard 1 of section §239.25 states that a counselor must have knowledge in the following
(11) techniques and behavioral interventions to assist teachers with classroom management.

The Self-Controllers will be doing that throughout the group counseling sessions.

# data[].attributes.attachment_link.readable_text
(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.

# data[].attributes.attachment_link.description
(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.

# data[].attributes.body
The ACA Code of Ethics section A.9. Group Work: A.9.a: screening states that the counselor must screen each participant prior to having them participate in the group. The screening will determine if they meet certain requirements and standards within the group.

The counselor is abiding by these ethical principles through the initial screening process and interview before the first session of the Self-Controllers.

# data[].attributes.body
2 Texas Education Code § 33

19 Tex. Admin. Code §239.15

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

ASCA Student Standards: Mindsets & Behaviors for Student Success K-12 College-, Career-and Life-Readiness Standards for Every Student. (n.d.). https://schoolcounselor.org/getmedia/4ef327d0-2cb6-4abc-b1fd-0eeec61019f3/mindsets-behaviors-draft-2021.pdf

Cherry, K. (2023, June 27). Leadership styles and frameworks you should know. Verywell Mind. https://www.verywellmind.com/leadership-styles-2795312

(2023). Mantracare.org. https://mantracare.org/wp-content/uploads/2021/10/Self-Control-How-Increase-Your-Self-Control.png

‌

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.