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This small group will be composed of female students that are current 7th graders at Garcia Middle School. The group will focus on building self-confidence, self-love, and self-esteem in the lives of these middle school girls.

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The students will master the following ASCA Mindsets and Behaviors upon the completion of this small group:

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

M 2: Self-confidence in ability to succeed

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

B-SS 3: Create relationships with adults that support success

(ASCA, 2014)

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The group will initially be advertised on the video announcements, which air on Fridays. We will also put up posters around the school. The Gladiator Gazette (weekly parent newsletter) will also include information about the group. Teachers will be informed about this group during the monthly all-staff meeting. Students will be told to reach out to Mrs. Stanley (or one of the other counselors) if they are interested in being a part of this group.

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Students that are voluntarily interested in the group will go through a screening process. I will meet with students individually and determine if their needs line up with what the group will be able to provide them with. Additionally, a Google Form will be sent out to teachers so that they can "nominate" female students who they feel would benefit from this small group. I will compose a list of the students that had the greatest number of nominations. I will then meet one-on-one with those students to talk to them about the small group and also determine if they would be a good match for the group/ if the group would be a good match for them.

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Once the students have been selected, I will meet one-on-one with the students to officially invite them to participate in the group. I will give them a more detailed description on what to expect and I will provide students with the assent form to sign. I will also send students home with a flyer and a parent consent form for the group. I will follow up with a phone call to their parents.

(Missouri Professional School Counselors and Counselor Educators, 2015)

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I will utilize the attached document to introduce the ground rules to the group during the first group meeting. I think the use of the "looks like" and "sounds like" strategy will be very effective for this age group of students. I also think it is very important to allow students to have some say in creating the guidelines. During the first session, we will go over the predetermined guidelines (listed in the document) and then collaboratively come up with two more guidelines together.

(Missouri Professional School Counselors and Counselor Educators, 2015)

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Stage 1: Since this group is all about building each other up and promoting self-confidence, it is imperative that we establish trust between the group members. We will devote a large part of the first session getting to know each other and discussing the importance of confidentiality. I will also discuss the limits to confidentiality during this first session. We will discuss the difference in gossiping and letting a trusted adult know something super important (when we may have to break confidentiality). We will touch on this every single meeting so students are aware of the importance.

Stage 2: I will keep the students working cohesively and productively by allowing them ample time to collaborate, work together, and share with each other. While there will be times that I will talk and they will be listening/ processing, I want it to be about them. A majority of the time during the meetings will be student centered. Students will complete some sort of exit ticket at the end of each session so I can monitor their growth.

Stage 3: We will close the group with the girls writing empowering words about each other on a whiteboard (see Action Plan for more detail). We will then close by going around and sharing what we were most thankful for about the group. Students will the complete the Post-Group Test. At the bottom of the test, students will be able to complete a written reflection about how they feel leaving the group. We will also speak about confidentiality even after the group has finished.

(Missouri Professional School Counselors and Counselor Educators, 2015)

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The most effective leadership style for this particular group would be Participative Leadership.

Participative Leadership will allow students to to actively participate in the discussion and group activities as a whole, while also allowing me (the counselor) to provide specific guidance to the students as a whole.

(Cherry, 2006)

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When reflecting on Yalom's Therapeutic Factors, the factor that I feel will most be present in this particular group is universality. From my six years of teaching middle school, I have learned that almost all students that struggle with self-confidence feel that they are the only ones struggling with that topic. When students realize that they are not the only ones struggling with this, they begin to have instant connections with others also struggling and they gain confidence just by recognizing this. Additionally, during the sessions we will talk about how we can empower each other and build each other up. For this reason, altruism will be another factor present in this group.

(Yalom, 1995)

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Standard B-SS 3b from the American School Counselor Association Professional Standards and Competencies states that the school counselor will:

"provide support for students, including individual and small-group counseling, during times of transition, heightened
stress, critical change or other situations impeding student
success" (ASCA, 2012, p. 5).

This standard is important in regard to this particular small group because as students work their way through middle school and face so many various transitions, it is not abnormal for them to struggle with self-confidence. It is imperative to provide this support to students, potentially in a small group as planned, to ensure their overall success.

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The Texas Administrative Code states that school counselors must:

"demonstrate proficiency in teaching small and large groups by actively engaging students in the learning process" (Tex. Admin. Code § 239.15).

This is vital to recognize as it highlights on the importance of actively engaging students throughout the learning process of the small group. This speaks even more so to the importance of utilizing the Participative Leadership Style for this group.

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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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American School Counselor Association. (2012). ASCA school counselor professional standards & competencies. https://www.schoolcounselor.org/asca/media/asca/home/SCCompetencies.pdf

American School Counselor Association. (2014). ASCA mindsets & behaviors for student success. https://www.schoolcounselor.org/asca/media/asca/home/MindsetsBehaviors.pdf

Cherry, K. (2006). Leadership styles and frameworks you should know. https://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. https://dese.mo.gov/sites/default/files/guid-respon-serv-small-group-counseling-guide-2015.pdf

Standards Required for the School Counselor Certificate, 19. Tex. Admin. Code § 239.15

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