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The small group named Student Success Squad, also known as S3, has been put together to help high school freshman, 14- and 15-year-old students, who are failing two or more classes. This group will give students the skills and support they need to better their grades and academic futures.

The purpose of the S3 Group is to improve student’s individual grades by providing the necessary skills and peer support for them to become academically successful. Additionally, students will be able to gain confidence within their academic capabilities and learn how to rely on others when they are struggling.

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The following mindsets provided by the American School Counselor Association (2021) are three that students will master upon completion of the S3 Group:

Mindset Three: Positive attitude toward work and learning

Mindset Four: Self-confidence in ability to succeed

Mindset Five: Belief in using abilities to the fullest to achieve high-quality results and outcomes

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Flyers for this group will be posted around the campus with general information about the group provided. Students will be able to see the Group S3 in a positive light, and inquire about the group, if needed. Additionally, detailed information will be given to teachers through email and their mailboxes, so they can provide information to students and advocate for student involvement.

For students to be enrolled in this group they are failing two or more classes. Teachers will have a lot of influence on student involvement and enrollment. It is vital that teachers are aware of all the details and information pertaining to the group, so they can advertise the group to the students that are struggling and create a positive environment before the group ever starts.

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Teachers will recommend student enrollment based on their grades. Teachers will complete a referral form for each student they believe should be enrolled in the group. After receiving the referrals, the school counselor will meet with each student individually to determine if the students are interested in the group and their willingness to participate. Additionally, students will receive information and details pertaining to the group, such as the goals and purpose of the group, so they can decide if they would be able to participate and if they would like to participate.

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Once the group has been formed, then each member will receive an Informed Consent Form to take home for their parent or guardian to complete. Along with the Consent Form, each member will take home a copy of the Flyer that was hung around the campus and a summary of the one-on-one meeting that the school counselor had with their student, to explain their student’s willingness and interest in the group.

Students will also be required to sign a consent form once the group has started, and this will be attached to their parent or guardian form. Having students and parents both give consent allows for everyone to be on the same page moving forward throughout the groups time together.

The informed consent form, located above, is a sample provided by Missouri Professional School Counselors and Counselor Educators(2015).

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When the group starts, there will be three rules that will be non-negotiable for each member to follow.

1.     Confidentiality: Each member will be responsible for keeping their end of the confidentiality agreement. Each group member will understand confidentially and what it means, each member will keep what is said in the group within the group, and each member will learn to trust each other to share within the group.

2.     Respect: Respect within the group looks multiple different ways: showing up on time, listening while others are talking, and treat each member with the respect you expect.

3.     Self-Choice: Each member has the right to share what they want when they want, and if a member decides they do not want to share then they are not required to.

Members will have a chance to add any other rules they deem necessary, with the approval of the school counselor/leader, during the first session.

(The ground rules template above was provided by Missouri Professional School Counselors and Counselor Educators, 2015)

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Discussing the ground rules and confidentiality will help students feel safe and supportive when they decide to share. Creating relationships between members will be a gradual process, but the members will automatically be able to relate to one another since they are all failing at least two classes. Group norms will be developed by briefly reviewing the group rules before each session, which will remind each member of their responsibility to be a good group member. Limits of confidentiality will be discussed at the first session when reviewing confidentiality, and briefly reviewed at the beginning of each session so each students remembers that not everything is kept confidential when it comes to counseling. Additionally, confidentiality is not guaranteed within group counseling due to there being multiple members. Therefore, each member needs to be aware that there is a chance that confidentiality is broken, and if that were to occur there is a process that will take place to ensure it does not happen again.

Limits of Confidentiality are as follows

-Harm to self or others

-Suicidal thoughts

-Child or elder abuse

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Throughout the group, members will be asked to complete individual activities, group activities, and discussions to ultimately improve their grade. Throughout these different experiences the members will have the opportunity to work together productively and cohesively in a controlled environment. Group member progress will be able to be monitored by their grades, activity completion within the group, and their participation.

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Students will be asked to complete the post-assessment during the last session the group is together and be reminded that confidentiality extends even when the group has ended. Once the group has ended, then students will be given the opportunity to participate in a “group graduation,” which will highlight the benefits of the group and the progress that has been made by each student. Parents/Guardians will be able to attend this graduation, which will provide support and motivation for students to continue improving their grades and keep their grades up. Additionally, students will meet individually with the school counselor and the assistant principle to determine the effectiveness the group had on each member and to check-in with each member’s feelings since the group has ended. Teachers will also be notified of the groups ending, so they can keep an eye on the members to ensure they do not feel abandoned and keep an ear to the ground to make sure confidentiality is kept.

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The three following therapeutic factors will be present in the S3 Group:

Universality: we are not alone in our “problems”

Direct Advice: receiving direct advice or techniques for how to deal with the “problem”

Installation of Hope: faith that the treatment will be effective

Reference: (Yalom, 1995)

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The Texas Education Code (2 EDUC § 33.006) states the following:

"(a)  The primary responsibility of a school counselor is to counsel students to fully develop each student's academic, career, personal, and social abilities.

(b)  In addition to a school counselor's responsibility under Subsection (a), the school counselor shall:

(1)  participate in planning, implementing, and evaluating a comprehensive developmental guidance program to serve all students and to address the special needs of students:

(A)  who are at risk of dropping out of school, becoming substance abusers, participating in gang activity, or committing suicide."

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

American School Counselor Association. (2022). ASCA ethical standards for school counselors. American School Counselor Association. https://www.schoolcounselor.org/getmedia/44f30280-ffe8-4b41-9ad8-f15909c3d164/EthicalStandards.pdf

Cherry, K. (2023, June 27). 6 leadership styles and Frameworks. Verywell Mind. 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.

Service Programs and Extracurricular Activities, 2 EDUC § 33.006

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

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The leadership style I would implement for the Student Success Squad (S3) would be Transformational Leadership. Transformational leaders are not only determined for the group to succeed, but for each member to succeed individually. For this group to succeed depends on each member succeeding individually. These leaders also need to be passionate and energetic, and I feel as if I obtain both of those qualities.

Reference: (Cherry, 2023)

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Ethical Requirement of a School Counselor

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Ethical Requirement of a School Counselor

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The American School Counselor Association Ethical Standards for School Counselors (2022) states the following:

"A.4. Academic, Career, and Social/Emotional Planning

School Counselors:

(d)Provide opportunities for all students to develop a positive attitude toward learning, effective learning strategies, self-management and social skills and an understanding that lifelong learning is part of long-term career success."