# data[].attributes.body
"Steering the Right Way”: Emotions and Conflict Resolution for High School Students. By: Kaitlyn Hilton

# data[].attributes.body
The purpose of this group is to support disadvantaged high school students aged 14-18 in developing emotional regulation skills and effective conflict resolution strategies. The group aims to create a safe and supportive environment where students can explore their emotions, learn practical coping mechanisms as well as improve their interpersonal relationships with their peers.

# data[].attributes.body
Who are we targeting?

High school students from underserved communities who are facing challenges in emotional and social development.

# data[].attributes.wish_content.attachment_props.alternative_text
high school students who are disadvantaged

# data[].attributes.body
Goals

Teach students how to recognize and regulate their emotions.

Provide tools for resolving conflicts in a constructive manner.

Provide a supportive peer network to enhance social skills and resilience.

# data[].attributes.wish_content.attachment_props.alternative_text
Provide tools for resolving conflicts in a constructive manner.

# data[].attributes.body
Mindsets:

M 2: Self-confidence in the ability to succeed.

M 6: Positive attitude toward work/ learning.

Behaviors:

B-SMS 2: Demonstrate self-discipline and self-control.

B-SS 2: Create positive and supportive relationships with other students.

Participants will work on these specific ASCA Mindsets and Behaviors through structured activities, discussions, and peer interactions designed to improve self-regulation and social skills.

# data[].attributes.body
Our Plan:

Distribute flyers in high schools and community centers.

Announce the group through school newsletters and social media platforms.

Interact and Engage with school counselors to recommend students who might benefit from the group.

# data[].attributes.wish_content.attachment_props.alternative_text
Flyer with this information:access to mental health services, community violence as well as frequent school attendance issues. The group aims to help students manage their emotions as well as develop healthy coping mechanisms. The group will be a closed group to ensure and maintain consistency and build trust, allowing students to openly discuss their needs and successes in a supportive and secure environment

# data[].attributes.body
The Screening Process:

We will conduct interviews with potential candidates to assess their needs and fit for the group.

We will use a provided standardized questionnaire to identify students' emotional and social challenges.

Parent Involvement:

Obtain consent from parents or guardians for students under 18.

Ensure students understand the purpose, benefits, and expectations of the group before joining.

# data[].attributes.attachment_caption
"Steering the Right Way," which focuses on disadvantaged high school students learning social-emotional skills like emotional regulation and conflict resolution, falls into the category of homogeneous groups

# data[].attributes.body
Rules for Group:

Respect confidentiality: What’s shared in the group stays in the group.

Active participation: Engage in activities and discussions respectfully.

Guidelines:

Clearly communicate these rules at the beginning of each session.

Revisit and reinforce rules as needed to maintain a safe group atmosphere.

# data[].attributes.body
Leadership Style: Democratic Leadership emphasizes participation and shared decision-making among participants. This approach creates an inclusive environment where students feel valued.

Yalom’s Therapeutic Factors play a key role in our group sessions. Universality helps students recognize they are not alone in their struggles, creating a sense of community. Instillation of Hope is developed as students see the progress of their peers, which can motivate and inspire themselves to improve. Interpersonal Learning occurs through peer interactions, deepening social skills and self-awareness. We will structure our activities and discussions specifically to highlight and reinforce these therapeutic factors, ensuring each session contributes effectively to our goals.

# data[].attributes.body
Legal and ethical requirements are strongly enforced. We will enforce strict confidentiality, ensuring discussions remain private unless law mandates disclosure, such as in cases of harm.

Mandated reporting laws are rigorously followed to protect the safety of participants. Ethically, we will secure informed consent to ensure students and guardians understand the group's purpose and limits. Additionally, we respect each participant's self-rule, allowing them to engage at their own pace and maintain personal boundaries, creating a supportive space for exploring sensitive issues.

# data[].attributes.body
feel free to leave any comments, questions, or feedback.

# data[].attributes.body
American School Counselor Association. (2021). ASCA student standards: Mindsets and behaviors for student success. Alexandria, VA: Author.

Morganett, R. S. (1990). Skills for living: Group counseling activities for young adolescents. Chicago: Research Press.

Missouri Department of Elementary and Secondary Education. (2015). Missouri comprehensive guidance and counseling program—Responsive services: Small group counseling module (p. 6).

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

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