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Healing Hearts is a closed counseling group for children ages 8–11 who are experiencing emotional or behavioral challenges due to exposure to family conflict or violence. The group offers a safe and supportive environment where students can explore their emotions, build healthy coping skills, and connect with peers who understand their experiences. Weekly sessions with the same group members foster trust, emotional safety, and a strong sense of community, helping each child feel seen, heard, and supported.

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Upon completing the Healing Hearts group, participants will have developed key ASCA Mindsets and Behaviors that support their social-emotional growth and resilience. Students will cultivate a positive self-concept, a sense of belonging, and belief in their ability to succeed (Mindsets 1, 2, and 4), while strengthening their self-management and social skills to better cope with emotional challenges and navigate peer relationships (ASCA, 2014). Through consistent group interaction and skill-building activities, they will learn to identify and express emotions appropriately, apply healthy coping strategies, and engage in respectful, empathetic communication. These competencies align with the ASCA Behavior Standards, particularly in the areas of self-management and social skills, which are essential for students' well-being and long-term success (ASCA, 2014).

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To effectively publicize the Healing Hearts counseling group, information will be shared through a multi-tiered approach targeting school staff, parents, and caregivers. School counselors and teachers will be informed during staff meetings and through internal emails or newsletters, with an emphasis on identifying and referring students who may benefit from the group. A parent-friendly flyer will be created and distributed via school-wide email, printed copies sent home with students and posted on the school’s website and social media platforms, ensuring accessibility and confidentiality. Additionally, collaboration with campus administrators and the school community will help spread awareness and support referrals. All communication will be framed with sensitivity to the nature of the group, prioritizing discretion and the emotional safety of the students and their families.

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Slide 4: Plans for Pre-Group Interview/Screening.

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Slide 4: Plans for Pre-Group Interview/Screening.

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Prior to beginning the Healing Hearts group, I will conduct individual pre-group interviews with each potential participant to assess their readiness, willingness, and interest in joining the group. These screenings will involve a combination of informal conversation and age-appropriate assessment tools to evaluate emotional stability, group compatibility, and the child’s ability to engage in a small group setting. I will also meet with parents or guardians to explain the purpose and structure of the group, answer questions, and obtain informed consent. During the individual student interviews, I will clearly explain the group’s purpose in child-friendly language, ensure the child feels comfortable and safe, and gauge their openness to sharing and participating. This process helps build initial rapport, sets expectations, and ensures that each child is a good fit for the group, both emotionally and developmentally.

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Slide 5: Plans to obtain informed consent.

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Slide 5: Plans to obtain informed consent.

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To obtain informed consent for the Healing Hearts counseling group, we will provide parents or legal guardians with a detailed consent form outlining the purpose, structure, and goals of the group. This form will include information about the nature of group counseling, confidentiality and its limits (particularly in cases of safety concerns), the role of the counselor, and the expectations for participation. Prior to the child's enrollment, a meeting or phone call will be offered to explain the group format, answer questions, and ensure that guardians fully understand and agree to their child’s participation. Consent will be obtained in writing, and student assent will also be gathered in age-appropriate language to ensure that each child understands the process and feels comfortable joining.

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To establish clear expectations and a safe environment in the Healing Hearts group, I will utilize the Missouri Comprehensive Guidance and Counseling Program: Responsive Services as a framework for setting developmentally appropriate group ground rules. This resource emphasizes the importance of creating a structured yet flexible group setting that fosters emotional safety, respect, and personal growth. I will introduce a few predetermined rules at the first session—such as confidentiality, respectful listening, no interrupting, and keeping hands and feet to oneself—to ensure safety and consistency. Then, I will engage group members in a collaborative discussion to create additional rules together, such as how to show support to others or ways to ask for help during the session. By incorporating student input, the group gains a sense of ownership and shared responsibility, reinforcing the supportive and trusting environment essential to Healing Hearts. These rules will be revisited regularly and displayed visually to help students remember and uphold them.

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Stage 1:

To build relationships and trust within the Healing Hearts group, I will focus on creating a warm, respectful, and emotionally safe environment from the very first session. Trust will be built through consistent routines, supportive interactions, and age-appropriate activities that encourage sharing, empathy, and teamwork. I will model active listening, validation, and nonjudgmental responses to set the tone for how group members should treat one another. Group norms will be established collaboratively during the first session, starting with a few non-negotiable rules I introduce—such as respecting others’ feelings, listening without interrupting, and keeping group discussions private. Then, I will guide the children in helping to create additional rules together, giving them a sense of ownership and responsibility.

When discussing confidentiality, I will explain in child-friendly language that what is shared in group is private and should stay within the group, unless someone is being hurt, wants to hurt themselves, or wants to hurt someone else. I will clearly explain that while we expect everyone to keep each other’s stories private, we cannot promise that other group members will always keep those secrets. I will emphasize the importance of respect and trust and remind students that while confidentiality is expected, it cannot be guaranteed because children cannot be held legally responsible for keeping information private. This discussion will be revisited regularly, especially if any issues arise, to reinforce the group’s commitment to emotional safety and respectful behavior.

Stage 2:

To keep Healing Hearts group members working cohesively and productively throughout the sessions, I will implement structured routines, engaging activities, and consistent group rituals that reinforce a sense of safety, belonging, and shared purpose. Each session will follow a predictable format such as a check-in, skill-building activity, discussion, and a closing reflection, which helps children feel secure and focused. Activities will be interactive and age-appropriate, promoting cooperation, empathy, and communication skills aligned with our learning outcomes. I will also use visual aids, emotion charts, and group games to maintain engagement and reinforce group norms.

To monitor individual and group progress, I will conduct regular informal check-ins through feelings check-ins at the start of each session, observation of group dynamics, and reflective prompts or exit tickets at the end of sessions. Additionally, I will use brief one-on-one check-ins as needed to assess emotional well-being and readiness to participate. Progress will be evaluated based on students’ use of coping skills, emotional expression, and peer interactions, all tied back to the group’s goals and ASCA Mindsets & Behaviors. This ongoing monitoring ensures that each child is supported and that the group continues moving toward meaningful emotional and behavioral growth.

Stage 3:

For the closure of the Healing Hearts group, I will implement a thoughtful, supportive process designed to help members reflect on their growth, celebrate their accomplishments, and transition smoothly out of the group. During the final sessions, I will begin preparing students for the ending by discussing the concept of closure in child-friendly terms and encouraging them to share their feelings about the group concluding. To explore these emotions, we will use structured activities such as memory books, group art projects, or affirmation circles where students can express what they’ve learned and how they’ve grown. I will also guide the group in identifying coping strategies they can continue to use and people they can turn to for support after the group ends.

To reduce feelings of abandonment, I will emphasize the ongoing support available through individual counseling or check-ins, and I will schedule a follow-up meeting a few weeks after the group ends to reconnect, check on progress, and offer encouragement. This follow-up supports continued growth and reminds students they are not alone (Corey, Corey, & Corey, 2018). In our final session, I will revisit the importance of confidentiality, reinforcing that even though the group is ending, respecting each other’s privacy remains a permanent expectation. I will explain that the stories shared in group are not meant to be repeated outside of it and that honoring this trust shows respect and care for each other.

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When working with the Healing Hearts group, I will primarily use a supportive and facilitative leadership style, blending elements of person-centered and trauma-informed approaches. This style works best for children ages 8–11 who have experienced family conflict or violence because it emphasizes emotional safety, empathy, and trust-building. By being warm, consistent, and nonjudgmental, I can create a secure environment where students feel heard, validated, and empowered to express themselves and develop coping skills at their own pace (Corey, Corey, & Corey, 2018).

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During the Healing Hearts group sessions, I anticipate observing Yalom’s therapeutic factor in action, the instillation of hope. As children share their experiences with family conflict or violence, they will likely begin to realize they are not alone in their struggles, fostering a sense of connection and relief (Yalom & Leszcz, 2020). The consistent, supportive group environment will help build trust and cohesion, allowing members to feel safe expressing themselves and forming meaningful peer bonds.

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Slide 10: Legal and Ethical Requirements

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Slide 10: Legal and Ethical Requirements

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Confidentiality in Group Counseling

Legal/Ethical Requirement:
According to the Texas Education Code §33.003 and ASCA Ethical Standards (2016), school counselors must protect the confidentiality of students within the limits of the law. In group settings, counselors must also emphasize the expectation—but not the guarantee—of confidentiality among group members.

How This Supports the Counselor’s Role:
This requirement ensures that students feel safe sharing personal experiences in group counseling. By establishing and regularly reinforcing confidentiality expectations, counselors create a trusting environment where students can express themselves openly. It also helps set clear boundaries and educates students on the importance of respecting peers’ privacy, promoting emotional safety and ethical practice

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Slide 11: Legal and Ethical Requirements

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Slide 11: Legal and Ethical Requirements

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Informed Consent and Assent

Legal/Ethical Requirement:
Per Texas Administrative Code §681.41 and the ASGW Best Practice Guidelines (2008), counselors are required to obtain informed consent from parents or guardians before including minors in group counseling. Additionally, counselors should seek assent from the child, ensuring they understand the group’s purpose and agree to participate.

How This Supports the Counselor’s Role:
Informed consent protects the rights of both the student and the parent, ensuring transparency about the group’s goals, structure, and potential risks. Gaining student assent also respects the child’s autonomy and comfort level. These practices build trust, clarify expectations, and demonstrate ethical responsibility, helping counselors maintain professionalism and accountability in their work.

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American School Counselor Association. (2014). ASCA Mindsets & Behaviors for Student Success: K–12 College- and Career-Readiness Standards for Every Student. Alexandria, VA: Author.

Corey, G., Corey, M. S., & Corey, C. (2018). Groups: Process and Practice (10th ed.). Cengage Learning.

Yalom, I. D., & Leszcz, M. (2020). The theory and practice of group psychotherapy (6th ed.). Basic Books.

American Counseling Association. (2014). ACA code of ethics.