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The participants will introduce themselves and get to know each other through fun games, icebreakers and other activities. Trust will be built amongst members and the school counselor.
(MPSCCE, 2015)

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(ASCA, 2004)
~Learning Strategies
B-LS 1:  Demonstrate critical-thinking skills to make informed decisions
B-LS 2. Demonstrate creativity
~Self-Management Skills
B-SMS 1. Demonstrate ability to assume responsibility
B-SMS 5. Demonstrate perseverance to achieve long- and short-term goals
B-SMS 7. Demonstrate effective coping skills when faced with a problem
~Social Skills
B-SS 1. Use effective oral and written communication skills and listening skills
B-SS 2. Create positive and supportive relationships with other students
B-SS 6. Use effective collaboration and cooperation skills

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Girls with Grit is a structured small psycho-educational group designed for girls in the 3rd grade (ages 7-9 years old), to help them develop self-esteem, self-regulation skills, college and career readiness, healthy peer relationships, and have fun. Girls with Grit are strong, determined, have a growth mindset, and are not afraid of hard work to achieve success.

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Stage 2-Collaboration to achieve Individual and Group Goals

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Stage 2-Collaboration to achieve Individual and Group Goals

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Participants will appreciate and understand their personal value and value of team members. Participants will share ideas and make progress towards common goals as a team.
(MPSCCE, 2015)

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As a part of closure, girls will celebrate and share achievements, future aspirations, and applications
(MPSCCE, 2015)

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-Better Study Skills
-Ability to adjust
-Increased Achievements
-Less feelings of isolation and loneliness
-Positive Peer Relationships

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(MPSCCE, 2015, p. 23)

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Girls with Grit will be publicized through the use of school fliers and announcements. The school counselor will also provide a preview introduction to Girls with Grit by visiting 3rd grade classrooms. Information will also be posted on the school and counselor's website. A newsletter proving detailed information about lesson and activities will be sent home with potential 3rd grade participants. Lastly, each 3rd grade girl will receive a special invitation from the counselor. 

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Girls with Grit will be publicized through the use of school fliers and announcements. The school counselor will also provide a preview introduction to Girls with Grit by visiting 3rd grade classrooms. Information will also be posted on the school and counselor's website. A newsletter proving detailed information about lesson and activities will be sent home with potential 3rd grade participants. Lastly, each 3rd grade girl will receive a special invitation from the counselor. 

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Girls with Grit is designed for girls in 3rd grade between the ages of 7-9 years old. This will be part of the initial screening process. An interview will also be conducted for students as part of the screening process. Consideration will also be given to the level of interests, commitment, and willingness of each group member to participate. To encourage and gage interests, students will also be given a preview of the Girls with Grit curriculum.

# data[].attributes.subject
Girls with Grit is designed for girls in 3rd grade between the ages of 7-9 years old. This will be part of the initial screening process. An interview will also be conducted for students as part of the screening process. Consideration will also be given to the level of interests, commitment, and willingness of each group member to participate. To encourage and gage interests, students will also be given a preview of the Girls with Grit curriculum.

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(ASCA, 2014)
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
M 5. Belief in using abilities to their fullest to achieve high-quality
results and outcomes

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The T.A.P. Method will be used as part of the pre-group screening process.

T-Tell about the Group
A-Ask the student about his and her interest and commitment
P-Pick Group Members

(Missouri Professional School Counselors and Counselor Educators 2015).

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Girls with Grit is best implemented with a homogenous of 6-10 participants. A smaller group size will allow girls to develop a sense of identify and bond will fellow group members.

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Girls with Grit utilizes Lewin's Participative/Democratic Leadership style. 

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Girls with Grit utilizes Lewin's Participative/Democratic Leadership style. 

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(Cherry, 2020)
This style will encourage all participants to share their opinions and make positive group contributions

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26% of students at Shadowglen Elementary expressed concern for how students treat each other. There is hope that Girls with Grit will increase a sense of belonging and mutual respect amongst group members, fellow students, and the campus as a whole.

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Girls with Grit will help participants appreciate the differences in others while embracing their own uniqueness. Participants will also discuss typical coming of age themes such as self-confidence, body image, and conflict resolution.

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Each week as part of the group session, Girls with Grit features Girls with Pearls, that allows members to share their 'pearls' of wisdom.

*Girls with Pearls - Students are encouraged to share how they feel, how their week is going, and any concerns they would like to share with the group.

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Girls with Grit will instill in participants the value of friendship, kind, and being true to oneself.

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Girls with Grit participants will work, discuss, and share topics of interest with each other. As a result, participants will learn about themselves and make connections with others.

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(KamtaMedia, 2018)

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(Dmchatster, 2009)

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(Rocketkids, 2018b)

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Self-Esteem: How To Feel Awesome About Being You

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Figure 1
RocketKidsKid1
(Rocketkids, 2018a)

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Standards for School Counseling Certificate
(19 Tex. Admin. Code §239.15)

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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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Requirements for Issuance of Standard Counseling Certificate

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To be eligible to receive the standard School Counselor Certificate, a candidate must:
(1) successfully complete a school counselor preparation program that meets the requirements of §239.10 of this title (relating to Preparation Program Requirements) and §239.15 of this title (relating to Standards Required for the School Counselor Certificate); (2) successfully complete the examination based on the standards identified in §239.15 of this title; (3) hold, at a minimum, a 48-hour master's degree in counseling from an accredited institution of higher education that at the time was accredited or otherwise approved by an accrediting organization recognized by the Texas Higher Education Coordinating Board; and (4) have two creditable years of teaching experience as a classroom teacher, as defined in Chapter 153, Subchapter CC, of this title (relating to Commissioner's Rules on Creditable Years of Service) and the Texas Education Code, §5.001(2).

Source Note: The provisions of this §239.20 adopted to be effective January 23, 2001, 26 TexReg 761; amended to be effective December 23, 2009, 34 TexReg 9201; amended to be effective December 21, 2017, 42 TexReg 7144

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To be eligible to receive the standard School Counselor Certificate, a candidate must: (1) successfully complete a school counselor preparation program that meets the requirements of §239.10 of this title (relating to Preparation Program Requirements) and §239.15 of this title (relating to Standards Required for the School Counselor Certificate); (2)

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General Provisions

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(a) Because the school counselor plays a critical role in campus effectiveness and student achievement, the rules adopted by the State Board for Educator Certification in this subchapter ensure that each candidate for the School Counselor Certificate is of the highest caliber and possesses the knowledge, skills, and credentials necessary to improve the performance of the diverse student population of this state. (b) An individual serving as a school counselor is expected to actively participate in counseling-related professional development activities to continually update his or her knowledge, skills, and credentials. Currency in best practices and research related to developing a quality, comprehensive school counseling program, which includes both campus leadership and student learning, is essential for all students. (c) The holder of the School Counselor Certificate issued under the provisions of this subchapter is certified to provide counseling services to all students in Prekindergarten-Grade 12.

Source Note: The provisions of this §239.1 adopted to be effective January 23, 2001, 26 TexReg 761; amended to be effective July 13, 2004, 29 TexReg 6644; amended to be effective December 23, 2009, 34 TexReg 9201; amended to be effective December 21, 2017, 42 TexReg 7144

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(a) Because the school counselor plays a critical role in campus effectiveness and student achievement, the rules adopted by the State Board for Educator Certification in this subchapter ensure that each candidate for the School Counselor Certificate is of the highest caliber and possesses the knowledge, skills, and credentials necessary to improve the performance of the diverse student population of this state.

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(ASCA, 2014)

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American School Counseling Association Ethical Standards for group work

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American School Counseling Association Ethical Standards for group work

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(Thomas & Pender, 2008)
A.7. Group Work School counselors: a. Facilitate short-term groups to address students’ academic, career and/or social/emotional issues. b. Inform parent/guardian(s) of student participation in a small group. c. Screen students for group membership. d. Use data to measure member needs to establish well-defined expectations of group members. e. Communicate the aspiration of confidentiality as a group norm, while recognizing and working from the protective posture that confidentiality for minors in schools cannot be guaranteed. f. Select topics for groups with the clear understanding that some topics are not suitable for groups in schools and accordingly take precautions to protect members from harm as a result of interactions with the group. g. Facilitate groups from the framework of evidence-based or research-based practices. h. Practice within their competence level and develop professional competence through training and supervision. i. Measure the outcomes of group participation (participation, Mindsets & Behaviors and outcome data). j. Provide necessary follow up with group members.

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(ACA, 2014)

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(ASCA, 2020)

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The School Counselor and Group Counseling

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Group counseling, which involves a number of students working on shared tasks and developing supportive relationships in a group setting, is an efficient, effective and positive way of providing direct service to students with academic, career and social/emotional developmental issues and situational concerns.

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ASCA Professional Standards and Competencies

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ASCA Professional Standards and Competencies

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(ASCA, 2019)

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Association for Specialists in Group Work

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Association for Specialists in Group Work

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(Thomas & Pender, 2008)
This division of ASCA describes ethical standards regarding groups. The guideline covers best strategic practices, execution practices, and processing groups.

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(Malca-Chern & Ceron, 2012)

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Week 1 I Like Myself (Beaumont & Catrow, 2010). 

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Week 1 I Like Myself (Beaumont & Catrow, 2010). 

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(Netflix Jr., 2020)

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Grace Byers Reads "I Am Enough" | Bookmarks | Netflix Jr

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Week 3 The Girl Who Never Made Mistakes                    (Pett & Rubinstein, 2011). 

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Week 3 The Girl Who Never Made Mistakes                    (Pett & Rubinstein, 2011). 

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Week 4 The Recess Queen (O'Neill & Huliska-Beith, 2002).

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Week 4 The Recess Queen (O'Neill & Huliska-Beith, 2002).

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What I Like About Me! A Book Celebrating Differences (Zobel & Sakamoto, 2005

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Oh, the places you'll go! (Seuss,1990)

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Integrating Academic Interventions into Small Group Counseling in Elementary School

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Integrating Academic Interventions into Small Group Counseling in Elementary School

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(Steen & Kaffenberger, 2007)

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Girls with Grit Action Plan

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The Role of the School Counselor during Stages

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The Role of the School Counselor during Stages

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1. Assist in the progression of the group from one stage to the next
2. Recognize the significance of each stage of group growth
3. Guard and foster the psychological well-being of all participants to help ensure their safety and trust
(MPSCCE, 2015)

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(Crawford, 2020)

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Leanna Crawford - Mean Girls (Official Acoustic Video)

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Until a group is formed, potential members are screened. Participants in a group should be able to see how the experience can benefit them and should be willing to work hard to achieve common goals.

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(Gerrity, & DeLucia-Waack, 2007)

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(Sesame Street, 2014)

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Sesame Street: Janelle Monae - Power of Yet

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To make an informed decision about joining a group, children and parents (or legal guardian) need to know about the type of group, its objectives, format, structure, and traditional interventions, as well as the school counselor's leadership style and credentials (DeLucia-Waack, 2006).

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1. Will this goal work within this group of participants?
2. Does the participant agree with the ground and group rules?
(DeLucia-Waack, 2006).

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1. Are you able and willing to attend all group sessions?
2. How well do you get along in groups with others?
(DeLucia-Waack, 2006).

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1.Does the goal align with the group?
2. Are you willing to help others?
(DeLucia-Waack, 2006).

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The evaluative, attitudinal component of the self; the
affective judgments placed on the self-concept. Self-esteem consists of feelings of worth and acceptance and develops as a consequence of a sense of identity, awareness of competence, and feedback from the external world.

(Gladding, 2018, p. 143)

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"groups that focus on prevention, growth, and remedial issues that are both intrapersonal and interpersonal in nature. Sometimes these groups are known as interpersonal problem-solving groups" Gladding, 2018, p. 70).

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Texas School Counselor Association

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The Texas School Counselor Association Professional School Counselor Conference (PSCC) pre-registration rates are still available.

Reminder: Your administrator attends for free when you register. Administrators can be registered online during the registration process.

Registration is now open for the TACES Mid-Winter Conference on March 2 & 3, 2023. The conference will be held at the Sheraton Austin Georgetown Hotel & Conference Center in Georgetown, TX. Pre-registration closes Thursday, Feb. 16, 2023.

Submit your proposal for the 2023 TACES Mid-Winter Conference. The submission deadline is Dec. 21.
See past TCA updates.
In light of the recent tragedy at Club Q in Colorado Springs, TCA extends its sincere condolences to all those impacted by recent acts of violence taking place across the United States.

Texas Senior Senator John Cornyn is co-chairing the workgroup on Increasing integration, coordination, and access to care. This is a great opportunity. ALL TCA members need to contact John Cornyn an...
See all industry news.

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The Texas School Counselor Association Professional School Counselor Conference (PSCC) pre-registration rates are still available. Reminder: Your administrator attends for free when you register. Administrators can be registered online during the registration process. Registration is now open for the TACES Mid-Winter Conference on March 2 & 3, 2023.

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Three Rivers Counseling Association

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Three Rivers Counseling Association is a local chapter of the Texas Counseling Association. TRCA is a tax exempt organization under Internal Revenue Code Section 501(c)(3) and the Texas Comptroller of Public Accounts.

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Home - Three Rivers Counseling Association

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Three Rivers Counseling Association is a local chapter of the Texas Counseling Association. TRCA is a tax exempt organization under Internal Revenue Code Section 501(c)(3) and the Texas Comptroller of Public Accounts.

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Lone Star State School Counselor Association

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*Also known biblio-counseling
A term derived from the Greek words biblion ("book") and therapeio  ("healing"). Bibliotherapy is generally understood to be the reading of selected literature to help individuals gain a better understanding of themselves and others as well as to produce at times a healing or helpful catharsis.

(Gladding, 2018, p. 23)

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Welcome to the Lone Star State School Counselor Association (LSSSCA). Our goal is to provide services and resources to meet the needs of school counselors across our great state of Texas. We are the chartered state division of the American School Counselor Association ( ASCA) in Texas.

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Lone Star State School Counselor Association | Home

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Welcome to the Lone Star State School Counselor Association (LSSSCA). Our goal is to provide services and resources to meet the needs of school counselors across our great state of Texas. We are the chartered state division of the American School Counselor Association ( ASCA) in Texas.

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American Counseling Association | A professional home for counselors

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Home - American School Counselor Association (ASCA)