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2 Texas Education Code § 33

American Counseling Association (2014). ACA Code of Ethics. ACA 2014 Code of Ethics.

American School Counselor Association (2021). ASCA Student Standards; Mindsets and Behaviors for Student Success. Alexandria, VA: Author.

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

Cherry, Kendra (2023). How to lead: 6 leadership styles and frameworks. Verywellmind www.verywellmind.com/leadership-styles-2795312

Missouri Professional School Counselors and Counselor Educators (2015). Professional school counselor small group counseling guide: A professional school counselor’s guide to planning, implementing, and evaluating school-based counseling groups.

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

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Group Topic: Anger Management.

Name of Counseling Group: Getting Ahead of Anger.

Purpose of this group is to create empowered leaders with the tools to navigate the emotion of anger without using aggression or violence. Group members will gain knowledge of coping mechanisms that can be used when feeling angry in order to control their anger rather than be controlled by their anger. Thus, they will learn to stay ahead of their anger. This group will address male students in the 9th grade who are identified by their teachers through teacher reports as individuals who react with anger within the classroom, and who have disciplinary records associated with behaviors stemming from angry outbursts. Individuals pulled from the school documentation will then be given the STAXI-2 C/A at the beginning and conclusion of the group to serve as a pre- and post-assessment.

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Upon completing this Anger Management Group, participants will have mastered the following ASCA Mindsets and Behaviors:

B-SMS 1. Responsibility for self and actions

B-SMS 2. Self-discipline and self-control

B-SS 2. Positive, respectful and supportive relationships with students who are similar to and different from them

B-SS 5. Ethical decision-making and social responsibility

B-SMS 6. Ability to identify and overcome barriers

B-SMS 7. Effective coping skills

B-SS 7. Leadership and teamwork skills to work effectively in diverse groups

B-SS 8. Advocacy skills for self and others and ability to assert self, when necessary

B-SS 9. Social maturity and behaviors appropriate to the situation and environment

(American School Counseling Association, 2014)

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Due to the type of group, this will not be advertised to the general student body or the community. We will first meet with campus administrators to share the intention and details of the group and to obtain approval. Once administration has approved the group, an informative email will be sent out to all 9th grade teachers, and a flyer will be put in their school mailbox. The email will include, the group description, the targeted audience (9th graders who have shown signs of struggling to appropriately control their anger within the classroom), an explanation of when the group will meet, and how meetings may impact classroom attendance. Teachers will be asked to provide a list of names with observations they have seen. Notices will also be placed in 9th grade teachers' mailboxes as well as being placed in the faculty lounge area with the same information shared in the email. These notices will ask that anyone with a student, or students, they wish to be considered for the group please email the lead counselor with the name(s) of potential group members, and behaviors witnessed. A form will also be posted on the counselor’s door where a teacher can put down their email if they wish to be contacted for further information or to make a nomination.

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1. Pre-Post assessment printed and ready to be distributed.

2. A handout explaining coping mechanisms:

1. Breathing techniques

2. Running Schedule

3. Mindfulness meditation, with recommended applications.

3. Journals for each participant

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Once students are identified by their teachers and background information has been received (checking disciplinary records, reviewing 504/IEP documentation, and determining if students are receiving therapy outside of school), parents and students will be invited to the counseling office to discuss the group, goals of the group, and informed consent/assent. Any student that is hurting themself or hurting someone else will not be eligible for participation in the group as these needs will need to be addressed separately.

Students who express an interest in the group and a genuine commitment to actively working towards bettering themselves and the group will be considered for participation in the group. Potential group members would also be informed of the attendance expectation and rules of confidentiality and asked if they are able to agree to these conditions. These students will be provided a pre-assessment, the STAXI-2 C/A.

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Once participants have been selected and confirmed, Students and parents will be invited to a meeting to discuss the group, session topics, and review informed consent and assent. Parents will be provided the Informed consent form to complete and sign, while students will be asked for their informed assent to participate in the group.

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The following ground rules will be established prior to the first group session and reviewed at the start of each session:

1. Attend every meeting unless you have an excused absence from school and make every effort to be on time.

2. Actively participate in each session by listening, sharing and reflecting, however, each participant is allowed one pass.

3. Understand and respect confidentiality, and the limitations of.

4. Be respectful of yourself and others within the group at all times.

5. Do not pass judgement on those sharing.

Group participants will also be asked if there are any additional rules they would like added.

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Stage 1 Getting acquainted/setting norms/building trust:

Group norms will be established by reviewing the ground rules for the group and asking members if they have any rules for consideration to be added. We will talk about confidentiality and the expectation of confidentiality which will have been touched on in the initial screening phase. We will review the rules of the group along with the limits of confidentiality at the start of each session. Participants will be reminded that they are allowed to only pass once when asked to share.

Stage 2 Working together to accomplish individual and group goals:

Participants will continue to work cohesively and productively as we progress through each session, by being actively engaged in the session topics. Students will be made aware that they are only allowed to pass once per session. As participants utilize their pass, they will be reminded that their pass has been used. The lessons/activities will be created to help students learn leadership skills, build coping mechanisms for their anger, and learn from each other.

Stage 3 Ending the Group:

Our plan for group closure is to encourage participants to continue utilizing their strategies/coping mechanisms when faced with the emotion of anger within the classroom. Teachers will be notified of the mechanism chosen by their students to assist them in controlling their anger. Teachers and students will work together to determine a way for them to nonverbally remind the students to utilize the strategy of their choosing as needed. The counselor will follow up with the student weekly for follow-up check-ins for four weeks following the end of the group. The goal is for the students to utilize the strategies/coping mechanisms they have chosen without the reminders from teachers, or the support from the school counselor.

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The leadership style of this group will be Participative Leadership. The counselor leading the group will provide guidance while encouraging the participants to lead different group topics. Allowing members to take a lead during certain times of the group discussion, will help foster their leadership style and allow them to develop new strategies of communication. The counselor will act as a moderator to ensure that the ground rules are being honored and that the group is working towards the objectives of the group. Participants will be encouraged to remain engaged in listening, sharing, and reflecting.

(Cherry, 2023)

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Throughout the sessions of this group, several of Yalom’s Therapeutic Factors will ideally come into play. The first being imparting of information as the group leader works to create awareness among group members about their anger and provide them with strategies and tools to control their anger constructively (Yalom, 1995). Another factor that might be present is development of socializing skills as group members learn to interact more positively and appropriately with their peers (Yalom, 1995). Direct advice is another factor that will be present as the leader instructs the group members on how they can better navigate the emotion of anger to avoid unpleasant outcomes (Yalom, 1995). And lastly, it is the hope of the group leader, that interpersonal learning will occur in the fifth lesson. It is at this time that group members will have the opportunity to share their experiences with each other and apply the learned strategies and techniques to situations in which they are angry (Yalom, 1995). Group members will reflect on their own experiences as well as provide feedback to other group members.

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Chapter 33.005 (b) states that a school counseling program shall include a responsive services component to intervene on behalf of any student whose personal problems are hindering their educational, career, or social development.

Furthermore, standard II of the Texas Administrative Code states that a "certified school counselor must counsel individuals and small groups using appropriate counseling theories and techniques in response to students' needs". Recognizing that a student's anger can interrupt their ability to learn and effectively participate in the learning process and therefore impede their growth; means that implementing groups to address this, is important for those impacted.

(Tex. Educ. Code § 33.005 (b))

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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) Code of Ethics shares ethical principles for all types of counselors that set a standard for how they behave and develop a course of action intended to assist clients/students within their care. The code of ethics shares how counselors should implement the following:

The Counseling Relationship

Confidentiality and Privacy

Professional Responsibility

Relationships with other professionals

Evaluation, Assessment, and Interpretation

Supervision, Training, and Teaching

Research and Publication

Distance Counseling, Technology, and Social Media

Resolving Ethical issues

(American Counseling Association, 2014)