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My group name is Girl Talk. The purpose of this group is to address lack of self-esteem amongst freshmen girls, especially those with already present social or emotional issues. The age group of my participants is freshmen, which is girls between ages 14 and 15, that struggle with self-esteem and self-image.

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The following are the American School Counselor Association Mindsets and Behaviors the participants will master upon completing this group.

Mindsets:

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

M 2. Sense of acceptance, respect, support and inclusion for self and others in the school environment.

M 4. Self-confidence in ability to succeed.

Behaviors:

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

B-SS 6. Effective collaboration and cooperation skills.

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

(American School Counselor Association Mindset, 2021).

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To best advertise this group, considering some participants may have social issues, I will send out a google form to all freshmen girls via their school email. This google form will ask whether or not they are interested in attending these small groups and will be sent back to the counselor once completed. To ensure everyone is aware of the email, a few flyers will be posted around the school with the group name, short description, and reminder to check their email if they are interested.

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Students who responded yes to the Google form will have shown readiness to participate. With them list of students wishing to participate, the school counselor will call in this list of students by groups and have them complete the Rosenberg Self-Esteem Scale (RSE) to assess their current self-esteem needs. After everyone has completed this assessment, the school counselor will form multiple groups of no more than 10 girls.

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My campus has an informed consent form for both parents and students geared towards external research projects. While this form is not geared towards small group counseling, there are a few components that would fit the needs of informed consent for group counseling, as it requires information about what the student will do, how much time they will be involved, what data will be collected, how their information will be protected, and if there are any risks involved. Professional School Counselor Small Group Counseling Guide also provides an informed consent form which I would edit and utilize to send to the guardians of the participants.

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Participant guidelines and ground rules will be established in the very first meeting. As a group, we would take pieces from the above resource and develop our own social contract, a positive management method utilized by our district, to make the guidelines more personal. Three non-negotiables would be established by the counselor:

1. All participants understand and respect confidentiality.

2. All participants treat each other and the counselor with respect.

3. Everyone has an opportunity to share.

As a group, we can add other words or phrases we all agree should be part of the guidelines. After this, every participant will sign the contract, meaning they have agreed to follow these guidelines/rules.

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Stage 1: Our first session together will include reviewing the purpose of the group and creating our social contract together and setting the norms of our sessions. This will include going over confidentiality with the group members, explaining what it is and how we can respect it, as this is a non-negotiable guideline from our contract. At this time, the school counselor should address the limits of confidentiality and be transparent about what may happen if someone decides to break that trust; being removed from the group. The social contract will be reviewed in the beginning of each meeting to ensure everyone is aware of the guidelines at all times.

Stage 2: To work together to accomplish our group goal of developing a better sense of self-esteem, the group will need to place value upon themselves and each other. To do this, everyone must feel welcomed and heard, which goes back to our social contract being reviewed briefly every session to ensure everyone has a time to share, everyone shows each other respect, and processing what was learned together. Small games will also be played to hopefully allow genuine friendships to harbor amongst the group members as they share their interests, vulnerability, and time together.

Stage 3: The group sessions will conclude with a celebration where participates will reflect on what they have learned through the sessions and their changes in self esteem or goals completed. The counselor should be open about their experiences in the group and affirm them for their participation, as parting ways may be sad for all participants. Confidentiality will be reviewed once more and a post-group follow up session will be planned 4 to 6 weeks later to allow opportunity for success and place accountability for goals (Missouri Professional School Counselors, 2015).

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The school counselor should use participative leadership, or democratic leadership, when working with this group. This leader offers guidance to group members while actively participating in the group to encourage all members to participate. This method is the best approach for this group, as this approach tends to make followers feel like they are an important part of the group which may make them feel more trusting and committed with the group (Cherry, 2023). This is important considering the topic of the group is self-esteem, which may be difficult for the participants to talk about.

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Installation of Hope: The participants would have faith their lack of self-esteem can and will be improved by participating in these sessions and learning different techniques to help them manage it.

Universality: A goal of these sessions is to help these girls understand they are not alone in their lack of self-esteem, as the other participants also share this struggle with them.

Altruism: The girls will hopefully form strong friendships amongst each other, which may lead to some of them rising above themselves to help their peers with similar issues after learning the techniques themselves (Yalom, 1995).

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Attached are the ethical standards for school counselors. One of the many ethical standards that pertains to group counseling is confidentiality. The ethical standards state the school counselor must, "Inform students of the purposes, goals, techniques, rules and procedures under which they may receive counseling. Disclosure includes informed consent and clarification of the limits of confidentiality. " This is something the school counselor must do to ensure the confidentiality of all participants in the group, therefore it must be done in all three stages of the group dynamics and must be thoroughly explained in the very first session to ensure all participants have informed consent and are aware of the limits of confidentiality (American School Counselor Association, 2022).

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ASCA Ethical Standards for School Counselors

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Under Standard II of Learner-Centered Skills, it states school counselors must, "(3) counsel individuals and small groups using appropriate counseling theories and techniques in response to students' needs." Group counseling is the means of meeting this Texas Administrative Code, as it is a response to the campus needs assessment which directly assesses the needs of the campus and students, in this case, the need for self-esteem amongst freshmen girls.

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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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ASCA ethical standards for school counselors. American School Counselor Association (ASCA). (2022). https://www.schoolcounselor.org/About-School-Counseling/Ethical-Responsibilities/ASCA-Ethical-Standards-for-School-Counselors

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

Cherry, K. (2023, June 27). 6 leadership styles and Frameworks. Verywell Mind. https://www.verywellmind.com/leadership-styles-2795312#toc-participative-leadership-democratic

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

19 Tex. Admin. Code §239.15

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