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To foster means “to encourage the development or growth of ideas or feelings” (Cambridge Dictionary, 2022a). This along with support means “to agree with and give encouragement to someone or something because you want him, her, or it to succeed” (Cambridge Dictionary, 2022b). Fostering Support sheds light on the overall goal of the group. This support group will be a safe community for middle schoolers that have been or are in the foster care system.

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For the interested participants, there will be a group screening. For this meeting, we will go over the group topic and description. Then we will go over the expectations for the group. This will include the meeting times and the importance of attendance. The students will be aware of the importance of each member in a group session and why participation is important. However, they will also be briefed on the vitality of confidentiality from within the group and be made aware of the rules in attending.

Next, we will go over the goals and outcomes expected from attending the group sessions. While talking about this, we will go over the lesson plan and topics of each session so the students have a grasp of what they are going to be partaking in. An example activity will be demonstrated so there is no stress or pressure about what is to occur. After everyone understands what the group is about, we will begin discussing the student's interests.

During this section of the screening, the group members will be able to ask questions or state concerns that they may have with participating in the group. Then, we will go over the student's interests in participating in the group sessions. If the student is uninterested, they do not have to participate in the group sessions. From there, we will discuss the student's ability to adhere to the guidelines and confidentiality of the sessions. To determine this property, the student can give a number between one to ten. Finally, the students will be asked what they plan on getting out of these sessions, and what they are most and least excited about discussing.

After going through all of this information with the group of students, I will utilize the information given, along with how they appeared in this group setting to determine which students are best capable of working together.

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To make others aware of the group session, I will be sending emails out to the parents/guardians so they are aware that this option is available for their students. The email will contain a syllabus of what the students will be partaking in. This email will also include the details of the consent form and the rules and regulations the group members are expected to follow. Along with this, there will be a posting on the school's social media page with the main details of the group and contact information for those that are interested.

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Stage One - During the first session the students will be handed copies of the confidentiality agreement, and the guidelines and expectations for the group. As a group, we will go over these forms so that everyone is in agreement and understands what to expect moving forward. To get the group comfortable, for introductions we will play a game. The first person will state their name and something that they like, then the next person will do the same. However, the thing that they say they like has to be relative to what the other person said. For example, if I said my name is Alaina and I like plants, the next person could state their name and say they like a video game where they grow things.

Stage Two - Throughout the sessions,  group members will be observed. Comments on their participation and engagement will be noted. I will be following closely throughout the group to ensure that all members stay on task and each individual has the opportunity to speak.

Stage Three - As a closing, the final lesson focuses on self-control. Primarily, this lesson is a build on everything the students have gone over in previous lessons. We will end with a discussion of how everyone is feeling. What their thoughts were about the group sessions, I will have them all fill out a survey that goes over their thoughts on how the group sessions went. This can be filled out anonymously. They will then receive a packet containing all of the resources we have gone over throughout the sessions. In closing, there will be a reminder of the importance of our confidentiality statement. Group members will be encouraged to keep the information they retained private.

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For this group, I feel that the participative leadership style is the most appropriate. This style offers guidance and input to the group members (Cherry, 2022). This would be the most beneficial leadership style for keeping group members on task, yet allowing them the freedom to communicate with each other. When needed, I would be able to provide input and we can move through the lesson together, rather than the leader dictating when to progress.

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Of all of Yalom’s curative factors of group treatment, the one that stuck out to me the most while picking a topic was universality. Universality is a “- demonstration that we are not alone in our misery or our "problems" (Yalom, 1995). Children that are in foster care are likely to have two or more placements (Tyre, 2012, pg. 232). So having this one thing in common could give them a sense of not being alone. The focus of this group is to bring together children that are facing similar circumstances, through a period of their life that is already difficult. Middle school is a time when you need a sense of belonging.

Another one of Yalom’s curative factors that could be implemented during these group sessions is interpersonal learning. Interpersonal learning is a way of “receiving feedback from others and experimenting with new ways of relating” (Yalom, 1995). The inclusivity that this group provides along with interaction with peers provides an opportunity to receive positive feedback. This feedback would have otherwise not existed without the group environment. This provides the student with a perspective that they would have had insight into.

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Section F.9.b. of the ACA Code of Ethics goes other limitations. As counselors, we are not qualified to handle all of the topics thrown at us. This section of the handbook goes through the steps a counselor can take when they need further expertise. For example, if a student declared that they were hearing voices, I would be required to “assist students in securing remedial assistance when needed, seek professional consultation and document their decision to
dismiss or refer students for assistance, and ensure that students have recourse
in a timely manner to address decisions requiring them to seek assistance or to dismiss them and provide students with the due process according to institutional policies and procedures” (American Counseling Association, 2022, pg. 15). As a counselor it is vital to understand your scope of expertise. Knowing what you can help with and what you should get help with only allows you to be a better counselor.

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ASCA School Counselor Professional Standards and Competencies

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ASCA School Counselor Professional Standards and Competencies

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Section B-PA 2. of the ASCA School Counselor Professional Standards and Competencies states that counselors should be able to “Identify gaps in achievement, attendance, discipline, opportunity and resources” (American School Counselor Association, 2019, pg. 2). Having this ability directly impacts the success of the group therapy program. Without this, unexpected topics or events will unanswered. Students will not get the help that is legally required to be provided by the counselor. However, if a counselor can achieve this then they can implement new resources needed throughout the sessions that help the student succeed.

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The created form establishes base rules and expectations for the students to follow. At any time these rules can be adjusted to better fit the group. However, if group members have suggestions they would like to add to the guidelines, then it will be discussed and decided as a group. These rules are meant to ease our way into the sessions and allow the group to work in unison.

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In participating in this group, the students will have a greater understanding of vital topics. Lesson one in my group action plan is focused on self-awareness. This lesson is designed to give students the resources and tools they need to be more aware of their needs. Mainly, lesson one focuses on facilitating students' capabilities to see their strengths and weaknesses. This lesson specifically will aid in students achieving the M1 Mindset Standard.

The M1. Mindset Standard focuses on “Belief in development of whole self, including a healthy balance of mental, social/emotional and physical well-being” (“ASCA Student Standards: Mindsets & Behaviors for Student Success,” n.d., pg. 2).  The first counseling session is going to help students recognize their whole self. However, to help create a balance within their lives, in lesson four we focus on finding the areas of the student's lives that cause them the most stress and joy. Then, we will work on creating and maintaining a schedule that utilizes both in a way that ultimately reduces stress for the students. Combined, these two lessons will help students master the M1. Mindset Standard.

Lesson two focuses on change. This lesson’s goal is to help students recognize the stressors that can come with change and how to better cope with them. This lesson will help students master two learning strategies. First, this lesson outlines the B-SMS 7. Learning Strategy. This strategy focuses on “effective coping skills” (“ASCA Student Standards: Mindsets & Behaviors for Student Success,” n.d., pg. 2). After discussing how change can impact us, the students will engage in a group activity. This activity will go over different scenarios involving change and have four action prompts to choose from. The students will write down their choices on a wipe-off board, then discuss why they chose that reaction to the scenario and if the scenario would cause them stress. The primary objective of this activity is to promote different ways of coping with change. Secondly, this lesson will promote the B-SMS 10. Learning Strategy. This strategy’s objective is to “manage transitions and adapt to change” (“ASCA Student Standards: Mindsets & Behaviors for Student Success,” n.d., pg. 2). Through this activity and the resources provided at the end of the lesson will give students the opportunity to better understand their options in these stressful situations, whether it be moving schools, or changing homes.

Similarly to lesson two, lesson three promotes the B-SMS 7. Learning Strategy. This lesson’s topic is anxiety. In the activity for this lesson, students will draw an emotion tree. The leaves that are on the tree will be the positive emotions students feel. However, the leaves falling from the tree will be the more negative emotions. As a group we will compare our leaves, stating one or two activities that bring forward the emotion from the selected leaf. Primarily, the goal of this lesson is to acknowledge the things that cause anxiety and what we can do to prevent ourselves from being overwhelmed.

Lessons five and six adapt to the B-SMS 2. Learning Strategy. This strategy focuses on “Self-discipline and self-control” (“ASCA Student Standards: Mindsets & Behaviors for Student Success,” n.d., pg. 2). These two lessons focus on anger and self-control. The main goal for both of them is to utilize the components from previous lessons to understand the triggers the students may have and build on the coping mechanisms that were taught in the previous sessions.

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American School Counselor Association (2019). ASCA School
Counselor Professional Standards & Competencies. Alexandria,
VA: Author.

ASCA Student Standards: Mindsets & Behaviors for Student Success. (n.d.). In School Counselor. American School Counselor Association. https://www.schoolcounselor.org/getmedia/7428a787-a452-4abb-afec-d78ec77870cd/Mindsets-Behaviors.pdf

Cherry, K. (2022, May 23). What Are Prominent Leadership Styles and Frameworks You Should Know? Verywell Mind. Retrieved September 12, 2022, from https://www.verywellmind.com/leadership-styles-2795312

Cambridge Dictionary. (2022a, August 24). Foster Definition. Cambridge Dictionary. https://dictionary.cambridge.org/us/dictionary/english/foster

Cambridge Dictionary. (2022b, August 24). Support Definition. Cambridge Dictionary. https://dictionary.cambridge.org/us/dictionary/english/support

SCREENING/SELECTION PROCEDURES. (2015). In Missouri Comprehensive Guidance and Counseling Program—Responsive Services  Small Group Counseling Module. Missouri Comprehensive Guidance and Counseling Program.

Tyre, A. D. (2012). Educational Supports for Middle School Youths Involved in the Foster Care System. Children &Amp; Schools, 34(4), 231–238. https://doi.org/10.1093/cs/cds009

Yalom, I. (1995). Theory and Practice of Group Psychotherapy (4th ed.). Basic Books.