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Teacher and parent referrals will be utilized to create a student pool of potential participants. Students will meet one-to-one with the counselor to be further assessed. TAP will be utilized to facilitate the screening process. (Tell about the group, ask about interest, pick participants). If the student might benefit from the small-group curriculum, pre-assessment will be completed by the student.

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The school counselor will notify parents of their child being selected to participate in small-group counseling curriculum. (Approximately 8-10 participants) Along with a consent form, a copy of the flyer advertisement of the group, and a notification from the school counselor describing the benefits of the group will be sent home. Students who are chosen for small-group will also be given a student consent form at the first group meeting. (Example consent form attached)

Reference:
Missouri Professional School Counselors and Counselor Educators. (2015). Professional school counselor small group counseling guide. Retrieved from https://dese.mo.gov/sites/default/files/guid-respon-serv-collaboration-and-consultation-guide-2015.pdf

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This group will be made up of 1st and 2nd grade students (6-8 yrs. old) who have been reportedly (teacher survey) dealing with anger, violence, or aggression issues.

Anger and violence issues are common among students at Bonnie Garcia Elementary School according to a needs assessment conducted by the school counselor. In this needs assessment teachers were presented with a survey regarding negative factors that may be affecting their students’ academic performance. The highest reported factor was a lack of anger management in the lower grade students.

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This small-group program falls in line with the American School Counselor Association (ASCA) standards and competencies stating counselors must believe that school counseling programs can “enhance student academic, career and social/emotional outcomes” (ASCA, 2019, M 7) as well as the standard stating school counselors must “provide short-term counseling in small-group and individual settings” (ASCA, 2019, B-SS 3).

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

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Through participation in this small group, students will meet multiple standards set for students by the American School Counselor Association (ASCA). Students will work on creating and sustaining a "positive attitude toward work and learning" (ASCA, 2014, M 6). Students will also practice self-management skills such as demonstrating "self-discipline and
self-control" (ASCA, 2014, B-SMS 2) and demonstrating "effective coping skills when faced with a problem" (ASCA, 2014, B-SMS 7). Students in this small-group will also practice various social skills including building " positive and supportive relationships with other students" (ASCA, 2014, B-SS 2), demonstrating empathy, (B-SS 4), and demonstrating "social maturity and behaviors appropriate to the
situation and environment" (ASCA, 2014, B-SS 9).

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

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In order to publicize this small group, flyers will be posted around campus and sent home digitally to parents through the Class Dojo app. Teachers will be notified of the small group and encouraged to recommend students who may benefit from participation.

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The counselor and the group participants will collaborate during the first group meeting to create the rules to be followed by the small group. General guidelines will set by the school counselor will also be discussed and followed. (Example guidelines attached) These rules will be discussed prior to students signing their student consent forms.

Reference:
Missouri Professional School Counselors and Counselor Educators. (2015). Professional school counselor small group counseling guide. Retrieved from https://dese.mo.gov/sites/default/files/guid-respon-serv-collaboration-and-consultation-guide-2015.pdf

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This group will be made up of 1st and 2nd grade students with a history of anger issues and aggression. Due to this, the dynamics of the group will be unique and require special attention (Missouri Professional School Counselors and Counselor Educators, 2015).

Stage 1: The counselor must work to establish trust amongst group participants as well as on a student-counselor basis. Students may test the counselor with conflicts such as "acting out".

Stage 2: The counselor must work to help group participants achieve two goals: valuing self and others and believing the group will help make a difference. As students work towards these goals, trust amongst the group is strengthened and productivity can be achieved.

Stage 3: The counselor must lead the group in reflecting on themselves as individuals and as a whole. Future goals can be set to promote independence and ease the loss of the group setting.

Reference:
Missouri Professional School Counselors and Counselor Educators. (2015). Professional school counselor small group counseling guide. Retrieved from https://dese.mo.gov/sites/default/files/guid-respon-serv-collaboration-and-consultation-guide-2015.pdf

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Throughout this small-group practice, several of Yalom's Therapeutic Factors could be beneficial. Instillation of hope and universality could both benefit students who feel like they are alone in their anger issues. The development of socializing techniques will allow students to better understand and control their emotions in social settings while improving their interpersonal skills. Lastly, catharsis will help students to fully feel their emotions in a safe setting rather than holding them in and leading to an anger outburst elsewhere (Yalom, 1995).

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

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The Texas Administrative Code (TAC) states that school counselors must "know and understand counseling and consultation theories and practices" (19 TAC §239.15, 2017, a 2). Furthermore the TAC states a "school counselor must counsel individuals and small groups using appropriate counseling theories and techniques" (19 TAC §239.15, 2017, c 3).

Reference:
19 Tex. Admin. Code §239.15 (2017)

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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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The American Counseling Association (ACA) states that counselors must advocate for individuals and groups at varying levels in order to address barriers or obstacles that may be preventing the individuals/groups from succeeding. In this case, the counselor must advocate for the group of students in order to help them control their anger issues which could benefit their educational successes (ACA, 2014).

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

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Due to the population of the small-group, the school counselor must work to earn the students' trust and support their participation in the group curriculum. Therefore, the leadership style that would best be utilized is the participative or democratic leadership style. Through this leadership style, the counselor can encourage the students to engage in group activities while keeping them motivated to move forward (Cherry, 2020).

The participative leadership style will help students feel like they are an important part of the group which will boost participation and morale, lessening the likelihood of anger outbursts during group time. Furthermore, this leadership style keeps the counselor as the head of important decisions.

Reference:
Cherry, K. (2020, Jan. 16).

Leadership styles and frameworks you should know. Verywell Mind. https://www.verywellmind.com/leadership-styles-2795312#2-participative-leadership-democratic

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A leadership style refers to a leader's characteristic behaviors when directing, motivating, guiding, and managing groups of people. Great leaders can inspire political movements and social change. They can also motivate others to perform, create, and innovate.

As you start to consider some of the people who you think of as great leaders, you can immediately see that there are often vast differences in how each person leads. Fortunately, researchers have developed different theories and frameworks that allow us to better identify and understand these different leadership styles.

Here are just a few of the most prominent leadership frameworks and styles that have been identified.

Lewin's Leadership Styles

In 1939, a group of researchers led by psychologist Kurt Lewin set out to identify different styles of leadership.﻿﻿ While further research has identified more distinct types of leadership, this early study was very influential and established three major leadership styles that have provided a springboard for more defined leadership theories.

In Lewin's study, schoolchildren were assigned to one of three groups with an authoritarian, democratic, or laissez-faire leader. The children were then led in an arts and crafts project while researchers observed the behavior of children in response to the different styles of leadership. The researchers found that democratic leadership tended to be the most effective at inspiring followers to perform well.

Let's take a closer look at the three styles Lewin identified:

1. Authoritarian Leadership (Autocratic)

Authoritarian leaders, also known as autocratic leaders, provide clear expectations for what needs to be done when it should be done, and how it should be done. This style of leadership is strongly focused on both command by the leader and control of the followers. There is also a clear division between the leader and the members. Authoritarian leaders make decisions independently with little or no input from the rest of the group.

Researchers found that decision-making was less creative under authoritarian leadership.﻿﻿ Lewin also concluded that it is harder to move from an authoritarian style to a democratic style than vice versa. Abuse of this method is usually viewed as controlling, bossy, and dictatorial.

Authoritarian leadership is best applied to situations where there is little time for group decision-making or where the leader is the most knowledgeable member of the group. The autocratic approach can be a good one when the situation calls for rapid decisions and decisive actions. However, it tends to create dysfunctional and even hostile environments, often pitting followers against the domineering leader.

2. Participative Leadership (Democratic)

Lewin's study found that participative leadership, also known as democratic leadership, is typically the most effective leadership style.﻿﻿ Democratic leaders offer guidance to group members, but they also participate in the group and allow input from other group members. In Lewin's study, children in this group were less productive than the members of the authoritarian group, but their contributions were of a higher quality.﻿﻿

Participative leaders encourage group members to participate but retain the final say in the decision-making process. Group members feel engaged in the process and are more motivated and creative. Democratic leaders tend to make followers feel like they are an important part of the team, which helps foster commitment to the goals of the group.

3. Delegative Leadership (Laissez-Faire)

Researchers found that children under delegative leadership, also known as laissez-faire leadership, were the least productive of all three groups.﻿﻿ The children in this group also made more demands on the leader, showed little cooperation, and were unable to work independently.

Delegative leaders offer little or no guidance to group members and leave the decision-making up to group members. While this style can be useful in situations involving highly qualified experts, it often leads to poorly defined roles and a lack of motivation.

Lewin noted that laissez-faire leadership tended to result in groups that lacked direction where members blamed each other for mistakes, refused to accept personal responsibility, and produced a lack of progress and work.﻿﻿

Observations About Lewin's Leadership Styles

In their book, "The Bass Handbook of Leadership: Theory, Research, and Managerial Applications," Bass and Bass note that authoritarian leadership is often presented solely in negative, often even disapproving, terms.﻿﻿ Authoritarian leaders are often described as controlling and close-minded, yet this overlooks the potential positives of stressing rules, expecting obedience, and taking responsibility.

While authoritarian leadership certainly is not the best choice for each and every situation, it can be effective and beneficial in cases where followers need a great deal of direction and where rules and standards must be followed to the letter. Another often overlooked benefit of the authoritarian style is the ability to maintain a sense of order.

Bass and Bass note that democratic leadership tends to be centered on the followers and is an effective approach when trying to maintain relationships with others.﻿﻿ People who work under such leaders tend to get along well, support one another, and consult other members of the group when making decisions.

Additional Leadership Styles and Models

In addition to the three styles identified by Lewin and his colleagues, researchers have described numerous other characteristic patterns of leadership. Here are just a few of the best-known:

1. The Transformational Leadership Style

Transformational leadership is often identified as the single most effective style. This style was first described during the late 1970s and later expanded upon by researcher Bernard M. Bass. Some of the key characteristics of his style of leadership are the ability to motivate and inspire followers and to direct positive changes in groups.

Transformational leaders tend to be emotionally intelligent, energetic, and passionate. They are not only committed to helping the organization achieve its goals, but also to helping group members fulfill their potential.

Research has revealed that this style of leadership resulted in higher performance and more improved group satisfaction than other leadership styles.﻿﻿ One study also found that transformational leadership led to improved well-being among group members.

2. The Transactional Leadership Style

The transactional leadership style views the leader-follower relationship as a transaction. By accepting a position as a member of the group, the individual has agreed to obey the leader. In most situations, this involves the employer-employee relationship, and the transaction focuses on the follower completing required tasks in exchange for monetary compensation.

One of the main advantages of this leadership style is that it creates clearly defined roles.﻿﻿ People know what they are required to do and what they will be receiving in exchange for completing these tasks. It also allows leaders to offer a great deal of supervision and direction if it's needed. Group members may also be motivated to perform well to receive rewards. One of the biggest downsides is that the transactional style tends to stifle creativity and out-of-the-box thinking.

3. Situational Leadership Styles

Situational theories of leadership stress the significant influence of the environment and the situation on leadership. Two of these theories include:

Hersey and Blanchard's leadership styles: Hersey and Blanchard's model is one of the best-known situational theories. First published in 1969, this model describes four primary styles of leadership, including:﻿﻿

1. The telling style is characterized by telling people what to do.

2. The selling style involves leaders convincing followers to buy into their ideas and messages.﻿﻿

3. The participating style is marked by allowing group members to take a more active role in the decision-making process.

4. The delegating style involves taking a hands-off approach to leadership and allowing group members to make the majority of decisions.﻿﻿

Blanchard's SLII leadership styles: Later, Blanchard expanded upon the original Hersey and Blanchard model to emphasize how the developmental and skill level of learners influences the style that should be used by leaders. Blanchard also described four different learning styles, including:﻿﻿

1. The directing style involves giving orders and expecting obedience but offers little in the way of guidance and assistance.

2. The coaching style means giving lots of orders, but leaders also give lots of support.﻿﻿

3. The supporting style is an approach that offers plenty of help, but very little direction.

4. The delegating style is low in both direction and support.﻿﻿

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What Are Prominent Leadership Styles and Frameworks You Should Know?

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A leadership style refers to a leader's characteristic behaviors when directing, motivating, guiding, and managing groups of people. Great leaders can inspire political movements and social change. They can also motivate others to perform, create, and innovate.

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(onestopcounselingshop.com. 2015. Anger thermometer graphic.)

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(Image of angry emoji, n.d., picture)

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19 Tex. Admin. Code §239.15 (2017)
American Counseling Association. (2014). 2014 ACA code of ethics. Retrieved from https://www.counseling.org/resources/aca-code-of-ethics.pdf
Cherry, K. (2020, Jan. 16).

Leadership styles and frameworks you should know. Verywell Mind. https://www.verywellmind.com/leadership-styles-2795312#2-participative-leadership-democratic

Missouri Professional School Counselors and Counselor Educators. (2015). Professional school counselor small group counseling guide. Retrieved from https://dese.mo.gov/sites/default/files/guid-respon-serv-collaboration-and-consultation-guide-2015.pdf

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