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1. New to FHS emergent bilingual students will be given an invitation to the group.

2.  Students will be grouped according to their current grade level to ensure age-appropriate interactions and support.

3. The small group is specifically designed for students who have just recently relocated to Friona High School and are coded “at risk”.

4. The group will operate as a "closed" small group. It will be accessible throughout the year, meaning that if new students arrive after the group has commenced, they will only need to wait a maximum of six weeks to join.

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Posters will be prominently displayed throughout the campus, providing comprehensive details about Comfort Zone. These posters will include essential information such as the specific dates and times of the events, ensuring that everyone has access to the necessary scheduling details. Furthermore, to facilitate open communication and provide clarity, the posters will also feature my contact information. Also, information will be posted to the Counselor google classroom. This will allow anyone interested or seeking further clarification on the eligibility criteria to reach out directly. By doing so, I aim to create an inclusive environment where students can easily inquire and engage with the program, ensuring that all potential participants have the information they need to make informed decisions.

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Every participant in the program is required to have their parent or guardian sign the consent form, in addition to providing their own signature, before they are allowed to attend any sessions. This is an important step to ensure that both the participant and their parent understand the nature of the program and agree to the terms outlined. To facilitate this process, consent forms, along with detailed information about the group and its activities, will be distributed to each student who has been invited to join Comfort Zone. This distribution will occur prior to the initial meeting, giving families ample time to review the materials and return the signed forms. It is crucial that all paperwork is completed in advance to ensure a smooth and organized start to the program.

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M 3. Sense of belonging in the school environment

M 6. Positive attitude toward working and learning

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

B-SS 2. Create positive and supportive relationships with other students

B-SS 3. Create relationships with adults that support success

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ASCA Student Standards: Mindsets & Behaviors for Student Success

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The ASCA Student Standards: Mindsets & Behaviors for Student Success describe the knowledge, skills and attitudes students need to achieve academic success, college and career readiness and social/emotional development. The standards are based on a survey of research and best practices in student achievement from a wide array of educational standards and efforts.

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Stage 1: Building relationships and trust among group members and myself is essential for a successful group dynamic. I will foster an environment where members feel safe to express their thoughts and feelings without judgment. I will practice active listening to validate each member's feelings and perspectives. This helps to create a sense of being heard and understood, which is foundational for trust. Engaging in icebreakers and team-building exercises can help group members get to know one another in a relaxed setting. This can break down barriers and encourage camaraderie.

Establishing group norms is another crucial aspect of maintaining a positive group. At the beginning of the group, I will involve members in creating a set of norms that everyone agrees to follow. This not only empowers them but also ensures that the norms reflect the group's collective values.

Addressing the limits of confidentiality is crucial for maintaining trust within the group. I will ensure this is done by clearly communicating, providing written document that outlines confidentiality (on our 1st meeting) and encouraging ongoing dialogue about confidentiality throughout the group’s duration.

Stage 2: At the beginning of each session, I will clearly outline the objectives and the agenda. This will provide a roadmap for the group, helping members understand the purpose of each task and how it contributes to the overall goals. By setting expectations from the start, we can minimize confusion and keep discussions focused and relevant.

Stage 3: I will facilitate a reflection session for our Comfort Zone closure activity. Students can share their thoughts and feelings about their journey together. First, I will encourage students to reflect on how they have grown or changed throughout the sessions. This can include new skills, insights, or personal achievements. Second, I will encourage each participant to set personal goals or intentions moving forward, based on what they have learned or wish to continue working on. Furthermore, I will provide information on resources or follow-up opportunities that students can access if they wish to continue their journey.

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Emergent Bilingual students often face numerous challenges while trying to adjust to a new school environment and cultural landscape. These obstacles may include language barriers, unfamiliar social norms, and feelings of isolation or anxiety. To address some of these issues, I would like to establish a small group. This group will consist of six 30-minute sessions that conveniently fit into the lunch period, and it is designed for students in grades 9 through 12 called the Comfort Zone.

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Two of Yalom's therapeutic factors are particularly significant for the Comfort Zone. The first is Universality, which fosters a sense of belonging as all members share the common experience of adjusting to a new school. This shared understanding helps alleviate feelings of isolation and promotes empathy and meaningful relationships among students. The second factor is the enhancement of socializing techniques, allowing students to practice interpersonal skills critical for building friendships and navigating social dynamics. Through structured activities, they gain confidence and develop effective communication and active listening skills, equipping them to connect with peers beyond the group. Together, Universality and the enhancement of social skills create a supportive environment that aids students in their transition to Friona High School.

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By setting clear rules, I believe it can foster mutual respect and understanding, helping my students engage more fully in the group experience.

1. Involve students in creating the ground rules to foster ownership and commitment.

2. Outline acceptable and unacceptable behaviors, including sensitive topics. Ensure all students understand and agree to these boundaries.

3. Stress the importance of confidentiality, ensuring students understand that what is shared remains private.

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The Comfort Zone can greatly benefit from adopting a participative leadership style, which involves actively seeking input from students while retaining final decision-making authority. This collaborative approach enhances the group engagement, motivation, and creativity, as students feel their contributions are valued. It fosters a culture of trust and respect.

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American Counseling Association. (2014). ACA Code of Ethics. Alexandria, Virginia, United States of America: American Counseling Association. Retrieved from https://www.counseling.org/Resources/aca-code-of-ethics.pdf

ASCA Mindsets & Behaviors for Student Success - American School Counselor Association (ASCA). (2021). Www.schoolcounselor.org. https://www.schoolcounselor.org/Standards-Positions/Standards/ASCA-Mindsets-Behaviors-for-Student-Success

Atkins, R. (2015). School Counselor Office Bundle. Counselor Up! https://www.counselorup.com/blog/free-til-monday-office-bundle

Cherry, K. (2023, June 27). 6 Leadership Styles and Frameworks. Verywell Mind. https://www.verywellmind.com/leadership-styles-2795312#toc-participative-leadership-democratic

Mental Health Awareness Month Posters | KeepnTrack. (2019, April 16). KeepnTrack. https://www.keepntrack.com/mental-health-awareness-month/

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The Texas Administrative Code outlines essential qualifications for certified professional school counselors to ensure they effectively support students' academic and personal development. According to Standard 2, Section 239.15, counselors must provide both individual and small group counseling to address diverse student needs. They are encouraged to apply various counseling theories and techniques tailored to the unique circumstances of their students.

Beyond academic guidance, school counselors promote overall student well-being by addressing emotional, social, and behavioral issues, creating a supportive environment for students to express their concerns. Additionally, counselors are expected to engage in ongoing professional development to stay updated on the latest techniques and practices, enhancing their ability to serve the student population. Overall, the Texas Administrative Code emphasizes the critical qualifications and competencies necessary for counselors to deliver effective, evidence-based practices tailored to meet the diverse needs of students.

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(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.

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(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.

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Please visit our school counselor's page if you have any questions or need some assistance. We are here for YOU!

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The Counseling Department at Friona High School offers a variety of academic guidance services to students. FHS Counselors aim to provide individualized academic and personal support to assist each student in reaching his/her greatest potential. For additional information or to set an appointment,

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C.6.c Consent/Assent

School counselors play a vital role in establishing the concept of confidentiality and its boundaries, ensuring that confidentiality is maintained among group members. It is the counselor's responsibility to educate students involved in the group about the importance of preserving confidentiality and the potential repercussions of violating it. Therefore, each parent of the participating students must sign an informed consent form before their child can join Comfort Zone.