# data[].attributes.body
Professional Responsibility

The ACA Code of Ethics describes a counselor's requirement to communicate openly and accurately as well as work in a non-discriminatory manner. They facilitate improvements to the counseling process and advocate for a client's better quality of life. It is important to engage in research-based practices and be aware of local, state, and national guidelines. Another important part of professional responsibility is to understand the boundaries of competence. In other words, I must work within my limited scope of practice and identify when other mental health services or referrals are required for the child.
(American Counseling Association, 2014)

# data[].attributes.body
This group will serve to help individuals recognize signs of mental illness in themselves and in their peers. They will also be taught how to begin the discussion about mental health and where to attain the needed support. Members will range from ages 11-13.

# data[].attributes.body
Participants will master the following:
M 1. Belief in development of Whole Self

B-SMS 1. Responsibility for Self and Actions

B-SMS 6. Identify and Overcome Barriers

B-SS 2. Effective relationships with Students

B-SS 3. Effective relationships with Adults for Success

B-SS 8. Advocacy for Self and Others

B-SS 9. Social Maturity and Behavior

(American School Counselor Association, 2021)

# data[].attributes.body
Teachers will be informed of the Kids Klues implementation and purpose during faculty meetings. An email will also be sent with descriptive information as well as an attachment for signs to look for when providing referrals.

Parents and students will be informed of the group through flyers and consent forms sent home with students. An informational link will be provided on the website along with the school counselors' information.

Posters in the break room or lunch room and a quick reference in the newsletter will serve to advertise and advocate the group.

# data[].attributes.body
Group selection will be made based on teacher referral.
Next the TAP-in process will be used to:
1. Inform the student of the group's purpose

Kids Klues may be introduced to the students as a group. Discussed will be the purpose, structure, and expectation in terms of participation.

2. Identify the student's interest and commitment

After the introduction, students will have the opportunity to write their likes and dislikes of the group as well as overall interests and any questions they may have.

3. Determine if this group is beneficial to the student

Once they have completed the written portion, each will be interviewed by the counselors to go over their written feedback and assess if this group is the right fit.

(Missouri Comprehensive Guidance and Counseling Program, 2015)

# data[].attributes.body
San Angelo ISD Consent Policy
The district must receive consent from parents to provide a mental health service or screening.
The Campus liason, counselor, and principal notify the parent about a visible risk or early warning signs and outline the available counseling options.
Course of action is decided collaboratively and referrals made if necessary.
(San Angelo ISD, 2022)

# data[].attributes.body
This is a great resource to determine the level of understanding each student has over the rules and expectations for the group. Each can be written out as shown in the chart and students can list what it means to them. Predetermined rules would include confidentiality, respecting members, and refraining from judgment. It is also essential that students be on time for the group. Rules or expectations that can be created by the group with more flexibility would include timing of activities, individual goal setting, and personal goals or expectations.
(Missouri Comprehensive Guidance and Counseling Program, 2015)

# data[].attributes.body
Stage 1: Getting Aquainted/Setting Norms/Building Trust

-Provide the group with Kids Klues description & purpose
-Have each student introduce themselves
-Implement an icebreaker activity at the beginning of each session
-Address confidentiality expectations and discuss what it means to each individual
-Complete the ground rules form to inform and establish group structure
-Create Visual aids as a reminder of rules and expectations

Stage 2: Working Together to Accomplish Individual & Group Goals

- Discuss group goals and means to attain them
-Identify personal goals and recite them to yourself at the    beginning of every session
-Implement activities that facilitate group bonding
-Provide mental health questionnaires throughout sessions to review progress

Stage 3: Ending the Group

- Conclude with a review of discussed topics
- Provide a list of mental health websites & community resources
-Give students time to reflect and provide feedback
- Encourage awareness and speaking up

(Novotney, 2019)
(Missouri Comprehensive Guidance & Counseling Program-Responsive Services, 2015)

# data[].attributes.body
Imparting of Information- Didactic instruction of the focus topic, including mental health and illness
Direct Advice- Suggestions & strategies for the issue
Interpersonal Learning- Receiving and incorporating feedback

These factors may be present in Kids Klues group as its purpose is to educate the students on recognizing signs of mental illness. There will be discussions over common mental illnesses as well as strategies to be aware of them in self and peers. A big portion of this will be the interaction and feedback of the members during the activities, questionnaires, and discussion.
(Yaloma ID, 1995)

# data[].attributes.body
Participative Leadership

I will use a participative leadership style to provide guidance and encourage collaboration. This is considered the most effective leadership style. My goal is to keep the group on track but also allow enough opportunity for them to make connections and give their input. Full participation is very important to develop understanding and progress in the sessions thus the need for inclusion, discussion, and feedback. Encouraging participation also increases creativity, motivation, and commitment.
(Cherry, 2022)

# data[].attributes.body
Informed Consent

This is both a legal and ethical requirement in counseling, especially when it involves a minor. According to Sec 33.003 of the Texas Education Code, a school district must have written consent from the parent or legal guardian. Along with consent, the parents and students must be provided with content about the program and activities included in the group. This documentation becomes a permanent part of the child's record.
(Texas Education Code, n.d)
The ACA Code of Ethics also explains that consent is an ongoing process. A client, or in this case the student, has the right to participate and continue participating. The counselor must also provide them with sufficient information about the process. Rights and responsibilities need to be reviewed verbally and in written form.
(American Counseling Association, 2014)
Kids Klues will ensure to receive informed consent from each parent and student prior to the sessions. Program materials will be provided to encourage parent involvement, effective communication, and a positive experience for the child.

# data[].attributes.body
American Counseling Association. (2014). 2014 code of ethics. https://www.counseling.org/resources/aca-code-of-ethics.pdf

American School Counselor Association. (2021). ASCA student standards: mindsets and behaviors for student success. Alexandria, VA: Author. https://www.schoolcounselor.org/getmedia/7428a787-a452-4abb-afec-d78ec77870cd/Mindsets-Behaviors.pdf

Cherry, K. (2022, May 23). Leadership style and frameworks you should know. Verywell Mind. https://www.verywellmind.com/leadership-styles-2795312

Missouri Comprehensive Guidance and Counseling Program-Responsive Services. (2015, May). Small group counseling module. Missouri Comprehensive Guidance Programs: Linking School with Life Success, 6-43.

Novotney, A. (2019, April). Keys to great group therapy. American Psychological Association. 50(4) 66.

San Angelo ISD. (2022-2023). Student handbook. https://www.saisd.org/departments/student-services/student-handbook

Texas Education Code. (n.d.). Title 2 Chapter 33 of the Texas Education Code. https://statutes.capitol.texas.gov/Docs/ED/htm/ED.33.htm#33.000

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