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

American School Counselor Association. (2021). The ASCA Mindsets & Behaviors for Student Success: K-12 College-and Career Readiness for Every Student describe. https://www.schoolcounselor.org/getmedia/7428a787-a452-4abb-afec-d78ec77870cd/Mindsets-Behaviors.pdf

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

EDUCATION CODE CHAPTER 33. SERVICE PROGRAMS AND EXTRACURRICULAR ACTIVITIES. (2021). Statutes.capitol.texas.gov. https://statutes.capitol.texas.gov/Docs/ED/htm/ED.33.htm#33.000

Missouri Professional School Counselors and Counselor Educators. (2015). Missouri Comprehensive Guidance And Counseling Program: Responsive Services PROFESSIONAL SCHOOL COUNSELOR SMALL GROUP COUNSELING GUIDE https://www.missouricareereducation.org/doc/smallgroup/SmallGroupCounseling.pdf

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

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Section A.9 Group Work
A.9.a Screening
"Counselors screen prospective group counseling/therapy participants. To the extent possible, 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" (American Counseling Association (ACA), 2014).

The screening process prior to the formation of a group is not only for the benefit of the participants but it also an expectation of the counselor to screen to the best of their ability in order to ensure group effectiveness and group safety.

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Texas Education Code: Chapter 33 Subchapter A. School Counselors and Counseling ProgramsS

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Texas Education Code: Chapter 33 Subchapter A. School Counselors and Counseling ProgramsS

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Section 33.005. Comprehensive School Counseling Programs
b. the school counselor shall design the program to include:
4. system support to support the efforts of teachers, staff, parents, and other members of the community in promoting the educational, career, personal, and social development of students (EDUCATION CODE CHAPTER 33. SERVICE PROGRAMS and EXTRACURRICULAR ACTIVITIES, 2021).

This legal requirement states the need for the development of a support system to positively support student success. Through the use of group counseling, that group can include peers. A sense of safety and trust between classmates that have the opportunity to extend outside of sessions. Creating a peer relationship that fosters positive social and personal development.

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Yalom's Curative Factors of Group Treatment

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Yalom's Curative Factors of Group Treatment

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"Receiving and Giving Suggestions for Strategies for Handling Problems" (Yalom, 1995).

Through discussion of real-life or hypothetical situations demonstrating discomfort or anxiety surrounding their injury and how it has impacted their life, each participant has the opportunity to demonstrate this therapeutic factor.

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"Opportunity for Expression of Strong Affect" (Yalom, 1995).

Allowing for discussion and expression of how their injury has impacted them both positively and negatively, allows for the demonstration of this factor.

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"Didactic Instruction about Mental Health, Mental Illness, Psychodynamics or whatever else might be the focal problem of the group" (Yalom, 1995).

Through the education of how mental health and injury are connected through the lens of sports rehabilitation helps to demonstrate this factor.

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"Demonstration that we are not alone in our misery or our 'problems' " (Yalom, 1995).

By through discussion of personal injury impact on physical, emotional, social and mental health, similarities among strangers can be identified illustrating this factor.

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"Faith in that the treatment can and will be effective" (Yalom, 1995).

The development of skills and strategies to handle the impacts of injury can allow for the demonstration of this factor in a participant.

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Adapting based on the environment and situation is critical when working with high school aged students. Initially, a more direction based leadership style may be needed in order to set ground rules, explain activities and establishing group dynamics. As sessions progress a more hands off style may be needed for group discussion and interaction.
By adapting the level of direction and control the counselor has during a session based on mood and experience allows the group members a sense of control, autonomy and responsibility ultimately helping them develop new skills and communication strategies.

(Cherry, 2023)

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Utilizing a positive and energetic style to motivate group members to participate and interact within the group allows for a sense of trust and can inspire positive change within the group.
This style of leadership when used with high school students allows for the development of relationships between participant and counselor which in turn, helps foster trust, respect and honesty. Ultimately creating the greatest impact on those involved.

(Cherry, 2023)

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Pre-determined Rules:
No Violence
Derogatory or Offensive Language
Safety Based Rules

Group Determined Rules:
Decorum during session
Confidentiality
Expectations for attendance
Respect Based Rules

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Utilizing this resource, examples can be provided by participants helping to illustrate how they would like to be treated.

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Through the use of a consent form similar to the one below, a description of the group, its goals and how it will benefit their child will be presented. Making sure that the guardian understands the expectations of their student by participating.

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Communication will be primarily through school email or in person.

Assessing Interest & Willingness

Individual screening will occur via in person meeting.

A description of the group is given including meeting time, number of sessions and general expectations are given.

An explanation of what the student will gain and expectations through participation.

General questions about interest and commitment will be asked.

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Teachers & Staff
Each teacher and administrator will receive an email detailing the group and asked for participant recommendations. Additionally once participants are identified, any possible class time impact will be communicated with administration and involved teachers.

Parents & Students
Individual students will receive invitations either in person or via school email that will also be communicated to the parent. This will include a description and layout for the purpose and impact of the group.

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Getting Acquainted/Setting Norms/Building Trust:
During the early sessions, focusing on introductions and allowing the space for contribution on ground rules and expectations allows members to develop a sense of ownership and accountability. Additionally, having discussions surrounding confidentiality and its limits allows for full transparency helping to develop trust between counselor and participant as well as participant to participant.

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Working Together to Accomplish Individual and Group Goals:
With the opportunity to see students outside of group sessions, individual check-ins between sessions allows for tracking of participation and feelings towards the group.
During sessions making sure to have interaction between participants and building of connection based on the topic can help participants interact and collaborate between group members. Additionally, addressing any concerns immediately and together as a group helps to maintain accountability.

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Ending the Group:
Allowing for a debrief during the final session in addition to an exit survey helps to determine the small group's impact on the participants. Assurance of maintaining confidentiality will be discussed and the importance of respect following the conclusion of the group will be discussed. Finally allowing for the answering and discussions of any lingering questions or concerns allows for closure and assurance of understanding.

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M1. Belief in development of whole self, including a healthy balance of mental, social/emotional and physical well-being.
M4. Self-confidence in ability to succeed.
M5. Belief in using abilities to their fullest to achieve high-quality results and outcomes.

(American School Counselor Association, 2021).

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“Dude Comeback You’re Fine”- understanding the psychosocial factors on sports injury and recovery for high-school aged athletes. Developing tools and skills to help manage mental health concerns that impact injury recovery and the rehabilitation experience.

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Self-Management Skills
B-SMS5. Perseverance to achieve long- and short-term goals.
B-SMS6. Ability to identify and overcome barriers.
B-SMS7. Effective coping skills.
B-SMS9. Personal safety skills.

Social Skills
B-SS2. Positive, respectful and supportive relationships with students who are similar to and different from them.
B-SS4. Empathy.
B-SS8. Advocacy skills for self and others and ability to assert self, when necessary.
B-SS9. Social maturity and behaviors appropriate to the situation and environment.

(American School Counselor Association, 2021).