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"The Kindness Crew" is a closed counseling group for 5th-grade students facing behavioral challenges and bullying. The group aims to help students understand the consequences of their actions and develop effective problem-solving skills for managing relationship conflicts.

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Mindsets to be Developed:

1. Mindset 1: Belief in development of whole self, including a healthy balance of mental, social/emotional, and physical well-being.

2. Mindset 4: Understanding that postsecondary education and lifelong learning are necessary for long-term career success.

3. Mindset 6: Belief in using abilities to their fullest to achieve high-quality results and outcomes.

Behaviors to be Developed:

1. Behavior 1.1: Actively engage in classroom and school activities.

2. Behavior 4.5: Demonstrate the ability to work effectively with others.

3. Behavior 7.2: Demonstrate effective decision-making skills.

4. Behavior 8.4: Demonstrate personal safety and self-care skills.

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To advertise for "The Kindness Crew," I will create and distribute eye-catching fliers advertising the group, directing kids to me for more information. I will also hold informational meetings where parents can learn about the group, ask questions, and sign their children up. Lastly, I will work directly with teachers and school staff so that they may encourage students who may benefit to join.

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For the pre-group interview and screening process of "The Kindness Crew" counseling group, I plan to inform students through multiple channels including distributing informational flyers in classrooms, sending parent letters detailing the group’s purpose and benefits, and conducting classroom presentations to engage students directly. I will then distribute an interest survey to gather students' thoughts on bullying and their goals for joining the group, along with self-reflection questionnaires to understand their motivation. Teachers and staff will also provide input based on observations and behavioral data. The final group selection will be based on students’ interests, motivation, and alignment with the group’s goals, ensuring that participants are ready to engage in kindness-building activities and conflict-resolution skills. This pre-screening process helps ensure that the students selected are a good fit for the group.

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Based on district policy, a signed parental consent form will be required from each participant. I will also require student assent, especially considering the group will be focused on sensitive topics such as bullying and conflict resolution.

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The following rules will be established prior to the start of the group:

Confidentiality: What is shared in the group stays in the group. This helps ensure a safe space for students to open up.

Respect: Treat others with kindness and respect in words and actions.

Active Listening: Listen attentively to others without interrupting.

Participation: Everyone is encouraged to participate, but no one is forced to share unless they feel comfortable.

To instill a sense of ownership and accountability, additional rules will be created and agreed upon by all group members.

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Stage 1: To build trust between group members and myself, I will use icebreaker activities and encourage open discussions. Students will also have the chance to get to know one another through shared experiences and games that build community. During this stage, we will collaboratively establish group norms. I will introduce a set of predetermined ground rules. Establishing these norms early helps ensure the group feels safe and comfortable participating.

Some students may “act out” or challenge authority as part of their natural process of testing boundaries. I will handle these moments using clear communication and assertive leadership to reaffirm the group’s goals. If conflict arises, I will facilitate conflict resolution and encourage open dialogue to maintain a sense of safety.

Stage 2: As the group begins, I will emphasize the importance of valuing self and others to maintain group cohesion and productivity. I will create activities that require cooperative teamwork, and we will focus on achieving the group’s goals, such as improving problem-solving skills, developing empathy, and learning conflict-resolution strategies. To track the students' progress, I will use check-ins at the start and end of each session These will also include self-reflection questions and group feedback sessions to ensure we are meeting individual and collective goals.

Stage 3: As we reach the end of the group, I will facilitate a closing session where each member reflects on their personal growth, such as skills learned or changes in behavior. We will also celebrate the collective progress of the group. This will help members feel a sense of accomplishment and reinforce the skills they have gained throughout the group.

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In The Kindness Crew, I plan to primarily use democratic leadership. This approach encourages active participation from all group members, allowing them to voice their opinions and contribute to decision-making. I feel this style will work well with 5th Graders because it promotes collaboration and shared responsibility and fosters a sense of ownership within the group. In The Kindness Crew, students will help establish group norms, share insights during activities, and feel more invested in the group’s progress.

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Several of Yalom’s Therapeutic Factors will be evident in The Kindness Crew to support the group and its goals. Instillation of hope will be important so that students will see that they can make positive changes in their behavior and relationships by learning conflict resolution and emotional regulation skills. Universality will help students realize they are not alone in their bullying or behavioral challenges, fostering a sense of connection and reducing feelings of isolation. Altruism will also be encouraged as students support one another, reinforcing kindness and empathy and increasing their sense of self-worth. Additionally, through imparting information, students will learn practical tools to handle social conflicts and improve their interactions, boosting their confidence. Socializing techniques will allow students to practice positive communication and conflict resolution in a safe space, improving their social skills. These therapeutic factors will help create a supportive environment for personal growth and positive change.

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The Texas Administrative Code Rule 681.41 outlines the ethical responsibilities of professional counselors in Texas with a focus on maintaining confidentiality. However, there are limits on confidentiality. In Texas counselors must inform clients of the limits to confidentiality, especially in cases where disclosure of information is required by law. For example, counselors must report situations involving suicidal ideation, threats of harm, or abuse/neglect of a child, as mandated by state law (Texas Family Code § 261.101).

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(a) A licensee must not make any false, misleading, deceptive, fraudulent or exaggerated claim or statement about the licensee's services, including, but not limited to: (1) the effectiveness of services; (2) the licensee's qualifications, capabilities, background, training, experience, education, professional affiliations, fees, products, or publications; or (3) the practice or field of counseling. (b) A licensee must not make any false, misleading, deceptive, fraudulent or exaggerated claim or statement about the services of a mental health organization or agency, including, but not limited to, the effectiveness of services, qualifications, or products. (c) A licensee must discourage a client from holding exaggerated or false ideas about the licensee's professional services, including, but not limited to, the effectiveness of the services, practice, qualifications, associations, or activities. If a licensee learns of exaggerated or false ideas held by a client or other person, the licensee must take immediate and reasonable action to correct the ideas held. (d) A licensee must make reasonable efforts to discourage others whom the licensee does not control from making misrepresentations; exaggerated or false claims; or false, deceptive, or fraudulent statements about the licensee's practice, services, qualifications, associations, or activities. If a licensee learns of a misrepresentation; exaggerated or false claim; or false, deceptive, or fraudulent statement made by another, the licensee must take reasonable action to correct the statement. (e) Regardless of setting, a licensee must provide counseling only in the context of a professional relationship. Prior to providing services, a licensee must obtain from an individual a signed informed consent, signed written receipt of information, or in the case of involuntary treatment a copy of the appropriate court order, including the following: (1) fees and arrangements for payment; (2) counseling purposes, goals, and techniques; (3) any restrictions placed on the license by the Council; (4) the limits on confidentiality; (5) any intent of the licensee to use another individual to provide counseling treatment intervention to the client; (6) supervision of the licensee by another licensed health care professional including the name, address, contact information and qualifications of the supervisor; (7) the name, address and telephone number of the Council for the purpose of reporting violations of the Act or this chapter; and (8) the established plan for the custody and control of the client's mental health records in the event of the licensee's death or incapacity, or the termination of the licensee's counseling practice. (f) A licensee must inform the client in writing of any changes to the items in subsection (e) of this section, prior to initiating the change. (g) Technological means of communication may be used to facilitate the therapeutic counseling process. (h) In accordance with §503.401(a)(4) of the Act, a licensee must not intentionally or knowingly offer to pay or agree to accept any remuneration directly or indirectly, overtly or covertly, in cash or in kind, to or from any person, firm, association of persons, partnership, corporation, or entity for securing or soliciting clients or patronage. (i) A licensee employed or under contract with a chemical dependency facility or a mental health facility must comply with the requirements in the Texas Health and Safety Code, §164.006, relating to soliciting and contracting with certain referral sources. Compliance with the Treatment Facilities Marketing Practices Act, Texas Health and Safety Code Chapter 164, will not be considered as a violation of state law relating to illegal remuneration. (j) A licensee must not engage in activities for the licensee's personal gain at the expense of a client. (k) A licensee may promote the licensee's personal or business activities to a client if such activities, services or products are to facilitate the counseling process or help achieve the client's counseling goals. Prior to engaging in any such activities, services or product sales with the client, the licensee must first inform the client of the licensee's personal and/or business interest therein. A licensee must not exert undue influence in promoting such activities, services or products. (l) A licensee must set and maintain professional boundaries. (m) Except as provided by this subchapter, non-therapeutic relationships with clients are prohibited. (1) A non-therapeutic relationship is any non-counseling activity initiated by either the licensee or client that results in a relationship unrelated to therapy. (2) A licensee may not engage in a non-therapeutic relationship with a client if the relationship begins less than two (2) years after the end of the counseling relationship; the non-therapeutic relationship must be consensual, not the result of exploitation by the licensee, and is not detrimental to the client. (3) A licensee may not engage in sexual contact with a client if the contact begins less than five (5) years after the end of the counseling relationship; the non-therapeutic relationship must be consensual, not the result of exploitation by the licensee, and is not detrimental to the client. (4) For purposes of paragraphs (2) and (3) of this subsection, the licensee must be able to demonstrate there has been no exploitation and the non-therapeutic relationship is not detrimental to the client in light of all relevant factors, including, but not limited to, the factors set forth in §681.42(b)(4)(A) - (G) of this title (relating to Sexual Misconduct). (5) The licensee must not provide counseling services to previous or current: (A) family members; (B) personal friends; (C) educational associates; or (D) business associates. (6) The licensee must not give or accept a gift from a client or a relative of a client valued at more than $50, borrow or lend money or items of value to clients or relatives of clients, or accept payment in the form of goods or services rendered by a client or relative of a client. (7) The licensee must not enter into a non-professional relationship with a client's family member or any person having a personal or professional relationship with a client if the licensee knows or reasonably should have known such a relationship could be detrimental to the client. (n) The licensee must not knowingly offer or provide counseling to an individual concurrently receiving counseling treatment intervention from another mental health services provider except with that provider's knowledge. If a licensee learns of such concurrent therapy, the licensee must request release from the client to inform the other professional and strive to establish positive and collaborative professional relationships. (o) A licensee may take reasonable action to inform medical or law enforcement personnel if the licensee determines there is a probability of imminent physical injury by the client to the client or others, or there is a probability of immediate mental or emotional injury to the client. (p) The licensee must take reasonable precautions to protect clients from physical or emotional harm resulting from interaction: (1) within a group; or (2) individual counseling. (q) For each client, a licensee must keep accurate records of: (1) signed informed consent, signed written receipt of information, or, in the case of involuntary treatment, a copy of the appropriate court order (2) intake assessment; (3) dates of counseling treatment intervention; (4) principal treatment methods; (5) progress notes; (6) treatment plan; and (7) billing information. (r) In the absence of applicable state and federal laws, rules or regulations, records held by a licensee must be kept for a minimum of seven (7) years from the date of termination of services with the client, or five (5) years after the client reaches the age of majority, whichever is greater. (s) Records created by licensees during the scope of their employment by agencies or institutions that maintain client records are not required to comply with (q) and (r) of this section. (t) Billing Requirements. (1) A licensee must bill clients or third parties for only those services actually rendered or as agreed to by mutual understanding at the beginning of services or as later modified by mutual written agreement. (2) Relationships between a licensee and any other person used by the licensee to provide services to a client must be so reflected on billing documents. (3) Pursuant to Texas Health and Safety Code, Chapter 611, on the written request of a client, a client's guardian, or a client's parent (sole managing, joint managing or possessory conservator) if the client is a minor, a licensee must provide, in plain language, a written explanation of the types of treatment and charges for counseling treatment intervention previously made on a bill or statement for the client. This requirement applies even if the charges are to be paid by a third party. (4) A licensee may not knowingly overcharge a client. (5) With the exception of an unkept appointment, a licensee may not submit to a client or a third party payor a bill for counseling treatment intervention the licensee knows or should know is improper, unreasonable, or unnecessary. (u) A licensee must comply with all requirements of Texas Health and Safety Code Chapters 611 and 181 concerning the release of mental health records and confidential information. (v) Prior to the commencement of counseling services to a minor client who is named in a custody agreement or court order, a licensee must obtain and review a current copy of the custody agreement or court order, as well as any applicable part of the divorce decree. A licensee must maintain these documents in the client's record and abide by the documents at all times. When federal or state statutes provide an exemption to secure consent of a parent or guardian prior to providing services to a minor, a licensee must follow the protocol set forth in such federal or state statutes. (w) A licensee must terminate a professional counseling relationship when it is reasonably clear the client is not benefiting from the relationship. (x) Upon termination of a relationship if professional counseling is still necessary, the licensee must take reasonable steps to facilitate the transfer to appropriate care. (y) A licensee must not evaluate any individual's mental, emotional, or behavioral condition unless the licensee has personally interviewed the individual or the licensee discloses in the evaluation the licensee has not personally interviewed the individual. (z) A licensee must not knowingly overtreat a client. (aa) A licensee must not aid or abet the unlicensed practice of professional counseling by a person required to be licensed under the Act. (bb) A licensee must report to the Council knowledge of any unlicensed practice of counseling. (cc) A licensee or an applicant must not participate in the falsification of any materials submitted to the Council. (dd) A licensee must not provide services while impaired by a physical, mental, or medical condition or by medication, drugs or alcohol

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(a) A licensee must not make any false, misleading, deceptive, fraudulent or exaggerated claim or statement about the licensee's services, including, but not limited to: (1) the effectiveness of services; (2) the licensee's qualifications, capabilities, background, training, experience, education, professional affiliations, fees, products, or publications; or (3) the practice or field of counseling.

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According to the ethical standards outlined by ASCA, School counselors are committed to supporting students' growth by treating them with dignity and respect as individuals. They encourage students' identity and emotional development. Counselors offer culturally responsive guidance and brief counseling and assist students and their families in accessing long-term mental health services when needed. They also recognize the essential role of parents, families, and communities in supporting student development.

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American School Counselor Association (ASCA). (2016). ASCA ethical standards for school counselors. https://www.schoolcounselor.org/getmedia/7d8f4d2c-561d-44f0-b197-2b8ac160eae1/2016-ASCA-Ethical-Standards.pdf

Missouri Professional School Counselors and Counselor Educators. (2015). Professional school counselor small group counseling guide: A professional school counselors' 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

Texas State Board of Examiners of Professional Counselors. (n.d.). Rule 681.41: Ethical Standards for Counselors. Texas Administrative Code, Title 22, Part 30, Chapter 681. https://texreg.sos.state.tx.us/public/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=22&pt=30&ch=681&rl=41