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The Eagle's Edge will be a small, school counselor-sponsored group to support 6th-grade students in their middle school transition. The group will meet twice weekly for 20 minutes for 6-8 weeks. The objective is to provide a stable and supported environment for students to get involved, develop a feeling of belonging, and learn skills for academic and social success. Each session will be centered around a specific theme addressing common transitional issues like organization, time management, social skills, and coping with new expectations. The sessions will be interactive, including facilitated discussions, skill-based practice, and role- playing to empower students. The program aims to prepare students with what they require so that they can feel prepared and confident in their new environment, which results in academic and social achievement.

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(American Counselor Association, 2021, p.2)

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Students in the sixth grade who are struggling to adjust to middle school can benefit from this small group's academic, social, and behavioral development. Students who set personal goals and celebrate little victories, such as turning in all of their assignments for the week, will develop self-confidence and a positive outlook. By utilizing planners and checklists to keep track of assignments and upcoming tests will teach them time management, organization, and homework skills. Through discussion, activities and role-play, they are given the opportunity to practice positive friendship, empathy, and conflict resolution in a small group setting. This group uses learning strategies, cultivates positive peer relationships, and self-control in the classroom. This also aligns with ASCA Mindset standards, M1, M2, M5, and M6 by developing thought patterns supporting the student as a whole.

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In order to provide information about The Eagle's Edge small group, various means will be used to reach different constituencies. Parents will receive a permission slip and flyer sent home with students (e.g., via backpacks or folders), followed by an email via the school's communication system such as ParentSquare. In addition, a short blurb will be published in the monthly parent newsletter and on the school counseling website. Students will be notified about the group by daily morning announcements, teacher reminders during homeroom, hall and cafeteria posters, and personal invitations, for example, a pass arriving in class with the counselor. Teachers and staff will be informed by means of a brief overview at a faculty meeting, follow-up emails with attached referral forms, and hardcopy flyers distributed to mailboxes or the breakroom. Group purpose and calendar will be emailed and shared at staff meetings with administrators and counselors, and student involvement and group outcome reminders.

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(Missouri Department of Elementary and Secondary Education & Missouri Center for Career Education, 2015, p. 26)

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In order to have a safe, respectful, and productive environment in The Eagle’s Edge small group, the whole group will come up with and agree on the ground rules that will be introduced during the first session. A Participant Guidelines and Ground Rules document will be utilized as a way to set expectations for behavior, confidentiality, and the level of participation. This resource will be handled with students to ensure their understanding and to provide them with clarity. The counselor will initially select several essential ground rules such as confidentiality, showing respect when others, and doing the activity to the best of one’s ability. The rules are designed to ensure a trusting and supportive space where students feel comfortable sharing.

Besides the rules set by the school authorities, students will be given a chance to think up their own rules for the group. The collaborative process fosters members’ ownership of the group culture and cooperation. Regular rules which students may suggest can be the following. Once the list of the group rules becomes full, an agreement form will be signed by all the members as a symbolic gesture of their following the expectations. The ground rules will be posted throughout the group cycle and will be referred to when necessary to keep a positive group dynamic.

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In order to be certain that The Eagle’s Edge small group is the perfect fit for the needs of the students who are going through the transition to Grade 6, a process of screening will be held. Those who may take part will be chosen from the recommendations of teachers, referrals of the school counselors, records of academics and behavior, and by students; own interest. Through individual screening interviews, the school counselor will clarify the purpose and the expectations of the group, as well as ascertain each student's preparedness, willingness for participation, and interest in the topic of the group. Apart from the interviews, the counselor will be examining the grades, attendance, and behavior records to help in locating the students who are facing difficulties in adjusting to the middle school expectations. The students who are showing a trend of being late for school regularly, their academic performance is going down, and are having behavioral problems (low engagement, defiance, or social conflict) are those who could be assisted by additional support in a structured group setting.

This kind of screening is also going to make students aware that the group dynamic will be positive and productive. The aim is to establish a nurturing, skill-building environment that is sensitive to the needs of all participants.

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(Missouri Department of Elementary and Secondary Education & Missouri Center for Career Education, 2015, p.24)

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Informed Guardian Consent and Student Assent

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Informed Guardian Consent and Student Assent

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In accordance with the policies of the school and the district, informed consent will be obtained before the start of Eagle’s Edge small group. Because the group consists of minors (6th-grade students), written parental/guardian consent for all kids will be mandatory before they participate. Along with parent consent, the school counselor will also get student assent by a short discussion about the group’s purpose, expected behavior, and voluntary nature ensuring that students comprehend and agree to participate willingly. During the consent and assent process, it will be stressed that the group is on a voluntary basis, students are free to leave at any time, and confidentiality will be maintained to the extent permitted by law and ethics. The topics of the group, timeframe, and objectives will be clearly presented in the consent form. Consent forms may be handed out in student folders, emailed, or distributed through the school communication platform (e.g., ParentSquare or Remind). Parents will be asked to return signed forms by a certain deadline. Follow-up, if necessary, will take place to ensure that all the required documents have been collected before the group starts.

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The Eagle’s Edge will experience the group development in three stages:

-Stage 1 - Forming: Trust will be the main focus of the first sessions, and the methods for trust building will be icebreakers, team-building activities, and open conversation. Group norms will be communicated through a group agreement form, and students will assist in the creation of the consensus rules. Confidentiality will be discussed in detail, including its limitations (e.g., safety) and the understanding that while it is expected, it cannot be guaranteed by the peers.

-Stage 2 - Working: As trust is established, students will have longer discussions and will be more active in social skills through academic and other related topics. Progress will be evidenced via short conversations, exit slips, and group reflection. The counselor will utilize positive reinforcement, structured daily activities, and acknowledgement of change to increase the group unity.

-Stage 3 - Closing: The last meetings will consist of reflection activities, celebrations, and discussions about future skills usage. The group experience will be explored through feelings, and students will be reassured that support will be available after the group. Confidentiality will be emphasized, and the offer of a follow-up check-in will be made.

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Participative leadership style will be used to manage the Eagle’s Edge group, with the directive elements being used as a support. A Participative approach keeps up the student voice, encourages trust, and creates a social atmosphere where 6th-grade students can talk freely and gain confidence. This is the kind of leadership that effectively assists students in establishing relationships, as well as in familiarizing themselves with the social and academic requirements of middle school.

In order to keep the stability and provide skill development, direct strategies will also be used in the process of giving instruction in new tools and concepts, for instance, time management and organization. The use of these styles together can give the leader the advantage of being versatile while ensuring students participation and concentration, thus, they are the best combination for this age group and the group overall objectives (Cherry, 2025).

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Leadership styles are classifications of how a person behaves while directing, motivating, guiding, and managing groups of people. There are many leadership styles. Some of the most widely discussed include: authoritarian (autocratic), participative (democratic), delegative (laissez-faire), transformational, transactional, and situational.

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.

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.

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.

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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.

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.

Delegative Leadership (Laissez-Faire)

Lewin 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 and members who blamed each other for mistakes, refused to accept personal responsibility, made less progress, and produced less 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 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 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. A few of the best-known include:

Transformational Leadership

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. Transformational leaders are able to motivate and inspire followers and to direct positive changes in groups.

These 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 shows that this style of leadership results 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.

Transactional Leadership

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. This style allows leaders to offer a great deal of supervision and direction, if 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.

Situational Leadership

Situational theories of leadership stress the significant influence of the environment and the situation on leadership. Hersey and Blanchard's leadership stylesis one of the best-known situational theories. First published in 1969, this model describes four primary styles of leadership, including:

1. Telling: Telling people what to do

2. Selling: Convincing followers to buy into their ideas and messages

3. Participating: Allowing group members to take a more active role in the decision-making process

4. Delegating: Taking a hands-off approach to leadership and allowing group members to make the majority of decisions

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's SLII leadership styles model also described four different leading styles:

1. Directing: Giving orders and expecting obedience, but offering little guidance and assistance

2. Coaching: Giving lots of orders, but also lots of support

3. Supporting: Offering plenty of help, but very little direction

4. Delegating: Offering little direction or support

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It seems like there are as many different styles of leadership as there are leaders. Discover some of the most common leadership style frameworks.

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Yalom’s Therapeutic Factors – The Eagle’s Edge

Several of Yalom’s Therapeutic Factors may become evident during The Eagle’s Edge group. Universality will enable students to identify with each other as they will understand that they are not a lonely in their difficulties, thus making a connection. They will also receive the Instillation of hope as they witness the progress of the others. The Imparting of information will take place through counselor instruction and peer-to-peer sharing. Trust and support exchanged among members will lead to Group cohesiveness. Moreover, altruism may become an important feature as the students may become a source of support for each other, giving advice and experiencing the joy of helping others who are going through similar struggles. These factors will together lead to the development of confidence and belonging (Yalom, 1995).

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Yalom's Curative Factors of Group Treatment

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Legal Requirements in Group Counseling

Professional school counselors are lawfully required to provide services that not only comply with state law but also with district policy. Texas Education Code §33.005 states that counselors must develop a comprehensive program that is counseling-based and consist of responsive services for the support of students who are at risk of academic or personal challenges. The Eagle’s Edge is a reflection of this through the deliberate structuring of group sessions that specifically meet 6th-grade students’ needs who have encountered difficulties in adjusting to middle school life. Besides this, Texas Education Code §33.006 requires that a counselor should be engaged in direct counseling for no less than 80% of the time—which thus indicates that group counseling not only is like The Eagle’s Edge accepted but also is a part of the counselor’s central role that is mandated by him/her. These laws help the counselor where they are allowed to specially focus on the wellbeing and developmental growth of the students through planned and effective interventions.

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EDUCATION CODE CHAPTER 33. SERVICE PROGRAMS AND EXTRACURRICULAR ACTIVITIES

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EDUCATION CODE TITLE 2. PUBLIC EDUCATION SUBTITLE F. CURRICULUM, PROGRAMS, AND SERVICES CHAPTER 33. SERVICE PROGRAMS AND EXTRACURRICULAR ACTIVITIES SUBCHAPTER A. SCHOOL COUNSELORS AND COUNSELING PROGRAMS Sec. 33.002. CERTIFIED SCHOOL COUNSELOR. (a) From funds appropriated for the purpose or other funds that may be used for the purpose, the commissioner shall distribute funds for programs under this subchapter.

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Requirements in Group Counseling

Based on ethical considerations, school counselors should operate within the limits of the principles set by organizations such as the American School Counselor Association (ASCA) and ACA. The organizations are continuously advocating for the student’s rights and encouraging good-counseling practices. One core ethical requirement is informed consent and assent, which necessitates parent permission and student agreement before students can be members of a group such as The Eagle’s Edge. ASCA expects students and parents to be made aware of the counseling purpose, benefits, and limitations as a condition for their consent. Confidentiality is another main ethical principles and counselors need to be aware that nothing which they disclose during the group should be kept secret except for situations where there is a danger to self or others. When ethical issues are dealt with in a proper manner, students feel recognized and protected. These are major elements of students' success in the group.

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ASCA Ethical Standards for School Counselors - American School Counselor Association (ASCA)

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American School Counselor Association. (2022). ASCA ethical standards for school counselors.
https://www.schoolcounselor.org/About-School-Counseling/Ethical-Responsibilities/ASCA-Ethical-Standards-for-School-Counselors-%281%29

American School Counselor Association. (2021). ASCA student standards: Mindsets & behaviors for student success [PDF]. American School Counselor Association.

Cherry, K. (2023, June 27). How to lead: 6 leadership styles and frameworks. Verywell Mind. Retrieved September 10, 2025, from
https://www.verywellmind.com/leadership-styles-2795312

Missouri Department of Elementary and Secondary Education; Missouri Center for Career Education. (2015, May). Missouri Comprehensive Guidance and Counseling Program—Responsive Services: Small Group Counseling Module [PDF]. Missouri Center for Career Education.
https://www.missouricareereducation.org/doc/smallgroup/SmallGroupCounseling.pdf

Texas Legislature. (n.d.). Texas Education Code, Chapter 33: Service programs and extracurricular activities. Retrieved September 14, 2025, from https://statutes.capitol.texas.gov/Docs/ED/htm/ED.33.htm

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