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Small-group counseling meetings to help students develop healthy coping skills.

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o   M 1. Belief in development of whole self, including a healthy balance of mental, social/ emotional and physical well-being

o   B-SMS 7. Demonstrate effective coping skills when faced with a problem

o   B-SMS 10. Demonstrate ability to manage transitions and ability to adapt to changing situations and responsibilities

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

o   B-SS 4. Demonstrate empathy

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Administrators: Personal email, personal meeting
Teachers: Information will be shared through morning announcements, email,  and newsletters placed in teacher mailbox.
Parents: Information will be shared through personal email to identified students, school website, Remind messages, and school website.
Students: Information will be shared through morning announcements, school emails, Remind message, and posters/flyers posted in the hall.

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Target Group: student's that have a need for developing healthy coping skills.
Group Composition: 9-12 grade boys and girls.

Notify: Interview students interested in voluntary participation to work on group goals to discover healthy coping skills. Commitment to attending, participating in, and maintaining confidentiality is expected.

Inquire: Interview students on the amount of interest they have in the group, their commitment to the rules of the group, and if they believe they can benefit from the topic.

Selection: Choose students that were able to express interest in learning and helping others, have a need for learning healthy coping skills, and is willing to try new things.

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The school counselor is available to assist students with a wide range of personal, social, and family concerns, including emotional or mental health issues and substance abuse. A student who wishes to meet with the school counselor should set up an appointment. As a parent, if  you are concerned about your child’s mental or emotional health, please speak with the school counselor for a list of resources that may be of assistance. If your child has experienced trauma, contact the school counselor for more information (KISD student handbook p.60-61 , 2020)

Counselors may reach out to students to participate in small group counseling when a need is present.

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Counselor will use Participant Guideline/Ground Rules handout to discuss and complete with groups.  Use of cell phones during group session is not allowed.  Group may decided to add to ground rules.

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Stage 1: Students joining group will introduce themselves and their favorite thing to do. Counselor will join in to get to know group members.  Counselor will introduce the group to the definition of trust to lead into a discussion about trust. Trust is essential for sharing.  Trust also leads to discussion on confidentiality. Counselor will observe for any conflict and intervene objectively.

Stage 2: Counselor will help to create group motivation to accomplish goals. Students will identify and solve problems.  Counselor will observe student participation and redirect as necessary.

Stage 3:  Closing group meeting on a positive note.  Review and choose skills that students will implement at and outside of school.  Counselor will remind students of trust and confidentiality.

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Counselor will take on a participative leadership role (Democratic). This will allow counselor to guide and participate in the group.  his sets up the group as a team with equal input and participation. This will allow for whole group success.
(Cherry, 2020)

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Instillation of Hope: Counselor and student will stay positive and expect group success.

Universality: Students will find relief knowing others are dealing with the same issues.

Imparting of Information:  Students in group can share and give advice to each other.

Altruism:  Students will receive help from others and reciprocate help.

Development of socializing techniques:  Student will develop or find supportive relationships.

Imitative behavior: Group counselor will model through life experiences.

Catharsis:  Students will find opportunity to express feelings and concerns.

Existential factors:  Students will recognize life is not always fair, they can't escape life events, and they can face it.

Direct Advise:  Students will build confidence in giving advice.

Interpersonal Learning: Students will realize they have the ability to find ways to overcome and cope with life events.

(Yalom & Leszcz, 2005)

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“Professional school counselors are ethically required to maintain current knowledge about state/national legislation, local school board policy, and the American Counseling Association (ACA), the American School Counselor Association (ASCA) and the Association for Specialists in Group Work (ASGW) Ethical Standards for legal and ethical guidelines” (Missouri Professional School Counselors and Counselor Educators, 2015, p. 10)

Ethical requirements provide professional standards  that counselors follow with the intentions of protecting the  self-esteem and well-being of students.

A.2.a. Informed Consent
"Counselors have an obligation to review in writing and verbally with clients the rights and responsibilities of both counselors and clients. Informed consent is an ongoing part of the counseling process, and counselors appropriately document discussions of informed consent throughout the counseling relationship."

(American Counseling Association, 2014)

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The school counselor shall design the program to include a responsive services component to intervene on behalf of any student whose immediate personal concerns or problems put the student's continued educational, career, personal, or social development at risk (2 TEC § 33.003)

The school counselor must counsel in response to students needs to ensure the student continues to be successful at school.

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2 Tex. Edu. Code § 33.002-33.007

American Counseling Association. (2014). 2014 ACA Code of ethics. https://www.counseling.org/knowledge-center

Cherry, K. (2020, August 3). What are prominent leadership styles and frameworks you should know? Verywell Mind. https://www.verywellmind.com/leadership-styles-2795312

Educators’ Code of Ethics, 19 Tex. Admin. Code § 247.2.

Kaufman High School. (2020). Student handbooks. Home -. https://www.kaufmanisd.net/resources/student-handbooks

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. Retrieved from https://dese.mo.gov/sites/default/files/guid-respon-serv-small-group-counseling-guide-2015.pdf

Thomas, R. V., & Pender, D. A. (2008). Association for Specialists in Group Work: Best Practice Guidelines 2007 Revisions. The Journal for Specialists in Group Work, 33(2), 111–117. https://doi.org/10.1080/01933920801971184

What trauma taught me about resilience | Charles hunt | TEDxCharlotte [Video]. (2016, November 18). YouTube. https://youtu.be/3qELiw_1Ddg

Yalom, I. D., & Leszcz, M. (2005). The theory and practice of group psychotherapy (5th ed.). New York: Basic Books.

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Bibliotherapy

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Never learning how to cope / Living and losing hope / I'd have a fit and cry / Saying not . Published at the web's largest poetry site.

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What Trauma Taught Me About Resilience | Charles Hunt | TEDxCharlotte

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What Trauma Taught Me About Resilience | Charles Hunt | TEDxCharlotte

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Students will be viewing to learn about resilience.

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What Trauma Taught Me About Resilience | Charles Hunt | TEDxCharlotte

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114 ways to cope with feelings and changes.

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Helpful Coping skill video