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American School Counselor Association. (2022). ASCA
ethical standards for school counselors.  https://www.schoolcounselor.org/getmedia/f041cbd0-7004-47a5-ba013a5d657c6743/Ethical-Standards.pdf

American School Counselor Association. (2021). ASCA mindsets and behaviors for student success: K-12 College-, career-, and life-readiness standards for every student. https://www.schoolcounselor.org/getmedia/7428a787-a452-4abb-afec-d78ec77870cd/Mindsets-Behaviors.pdf

Cherry, K. (2023). How to lead: 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. Retrieved from https://www.missouricareereducation.org/doc/smallgroup/SmallGroupCounseling.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.

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The ethical standards outlined by the American School Counseling Association provide numerous ethical requirements that should be present in all small-group counseling, such as the following:

Standard A.7 Group Work:

School counselors "offer culturally sustaining small-group counseling services based on individual student, school and community needs; student data; a referral process; and/or other relevant data" (ASCA, 2022, p. 4) The First Chapter small group was established based on a school need that became apparent after a school-wide needs assessment was performed.

School counselors "inform parents/guardians of student participation in and the purpose of the small group (ASCA, 2022, p. 4). Parents will be informed through the paper invitation flyer, an emailed version of the paper invitation flyer along with a written explanation of the group's purpose and logistics, and the parent informed consent form.

School counselors "communicate the aspiration of confidentiality as a group norm, while recognizing and working from the protective posture that confidentiality for students in small groups cannot be guaranteed" (ASCA, 2022, p. 4). Confidentiality will be addressed in the first session of our small-group meetings through a PowerPoint presentation given by the counselor. We will discuss the importance of maintaining and keeping trust in the group and upholding confidentiality.

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The Texas Administrative Code has many standards that apply to small-group counseling, such as the following:

Standard II of §239.15 states that the certified school counselor must "counsel individuals and small groups using appropriate counseling theories and techniques in response to students' needs" and "demonstrate proficiency in teaching small and large groups by actively engaging students in the learning process" (Tex. Admin. Code §239.15).

The First Chapter small group was established in order to meet the students' needs as determined by a campus wide needs assessment. All of the planned small group activities are meant to be active and engaging and should exhibit the school counselor's ability to effectively create and deliver lessons that follow standards outlined in the Texas Administrative Code.

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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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The following three therapeutic factors may be present in our small group:

Universality:
This group will allow students to see that they are not alone in their struggles in adapting to a new school. Students will hopefully find common ground with each other within the first session icebreaker activity.

Development of socializing techniques:
This group will serve to help build positive social relationships through healthy social interactions. Socialization techniques will be specifically focused on during the two lunch sessions of our small group.

Direct advice:
Most of our group sessions will include some sort of opening activity where the counselor shares information on the staff or school to help familiarize the students with the school. During our coping with change lesson, the counselor will present direct strategies on how to handle change, but will also allow students to give suggestions for handling these problems.

(Yalom, 1995)

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Participative Leadership/Democratic:
I will run this group as a participative leader where I "offer guidance to group members, but... also participate in the group and allow input from other group members" (Cherry, 2023). Studies have shown this is a very effective form of leadership and I plan on utilizing this style to help students feel more comfortable with me and feel as if they are an important part of the group and can impact many aspects of the group. I plan on achieving this by participating in the activities and using group members to contribute to other activities such as:
-I fill in a notecard for the two truths, one lie notecard about myself
-I join in all of the casual lunch sessions and try to share information about myself
-I will revisit my notecards during our closing activity along with the students
-All group members will help contribute in creating our group and guidelines poster
-All group members will help contribute in creating our poster on ways to cope with change

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Stage 1: During our first session, the school counselor will go over the group's purpose and logistics again. We will work together to come up with group guidelines and rules that will be posted during every session to establish group norms. We will also do an icebreaker game to help students get to know each other better, start to form connections and begin to create trust within the group. Our first session activities will include:
-Opening – The counselor will present a PowerPoint to discuss the group’s purpose, logistics, confidentiality guidelines, and goals. We will then work together to create a list of guidelines and rules on chart paper that will be posted at all sessions.
-Activity - Students will answer three questions provided by the counselor on a notecard and then write down two truths and one lie about themselves on the back of the notecard. We will play two truths and a lie activity first where the students will introduce themselves, read their two truths and one lie, and the rest of the group will have to try to guess the lie.
-Closing – Students will be given the opportunity to share their answers to the three questions provided by the counselor that they previously wrote on notecards. The questions will be:
1. Do you feel like you have positive relationships at school? 2. What is something about school that makes you feel nervous?
3. What is something about school that makes you feel excited?

Stage 2: Group sessions two through five will include activities where the students have to work on together as a group to help further support collaboration and establish trust. Each activity, which is detailed in the action plan, will include a piece of working together to achieve some sort of common goal. Some of the activities include:
-Brainstorming and creating group posters
-Partner Bingo games that include school and teacher trivia questions
-Partner scavenger hunts around the school to find key staff members/locations in the school and share information with other groups
-Two more casual group meetings at lunchtime to allow for discussions and building connections with other group members
These activities will help establish "cohesiveness and productivity" (Missouri Professional School Counselors and Counselor Educators, 2015, p. 7).

Stage 3: During our closure stage, students will reflect on what they have learned in the group through revisiting artifacts created during sessions one through three. Students will also be given time to discuss the changes that they made in the original artifacts, which will help the counselor evaluate the group's effectiveness. Since "closure is attained by reflecting on individual and group accomplishments" (Missouri Professional School Counselors and Counselor Educators, 2015, p. 7), students should be able to leave the group feeling more confident in the relationships they have established and their ability to adapt to being in a new school. The counselor will also pull all group members for individual check-in meetings within two weeks of group closure.

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The above rules and guidelines sheet from the Missouri Comprehensive Guidance and Counseling Program will be used during our first session with the First Chapter small group. During this first session, we will utilize this document to ultimately create our own set of group guidelines and rules that will be recorded on chart paper and placed in the classroom for every subsequent group session.

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Student Assent:
During the invite meeting that will happen one week prior to the group start date, students will hear about the group's purpose, logistics, and be given a paper invitation/flyer. They will also fill out an 'exit ticket' as they leave the room that asks to check one of the following boxes:
-Yes, I would like to be a part of First Chapter
-Maybe, I would like more information on First Chapter
-No, I am not currently interested in this group.
The school counselor will pull any maybe and no responses to further discuss their hesitations, but will ultimately refer to parents consent forms.

Parent Consent:
Once students receive paper invitations/flyers, parents will receive an email with the same digital invite/flyer with an explanation of the group's purpose and logistics. The email will also have an informed consent document that parents will need to fill out in order for their student to participate in the group. The informed consent document is attached at the top of this slide and will be edited to include a description of First Chapter and specific dates and times that the group will meet.

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Students for this closed group will be chosen solely based on whether this is their first year at Story Elementary. Therefore, no additional interview or screening will be necessary to determine any additional participants.

However, the school counselor will meet with all of the seven new 6th-grade students in a group setting to discuss the purpose of the group and personally hand them their invite one week prior to the date of the first session. Students will also complete an 'exit ticket' to express their interest in the group at this meeting, and students who do not express initial interest in the group will be pulled for individual meetings with the school counselor to discuss their hesitations; this is discussed further in Slide 5.

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Since this will be a closed group, the group will not receive school-wide publicity. Invites will and publicity items will only be sent to the seven new 6th-grade students and their teachers and parents.

Teacher communication: An email will be sent out to the teachers of the students being invited to join the First Chapter group to explain the purpose and logistics of the group. The email will be sent two weeks prior to group start date.

Student communication: A paper invitation will be sent to each student to explain the purpose and schedule of the group. The paper invitation can be formatted in the style of a flyer with visually appealing graphics. This flyer will be given to the students one week prior to the group start date.

Parent communication: A copy of the paper invitation will be sent via email to all parents along with a parent consent form. This will be sent on the same day as the student communication.

All involved parties will receive a paper schedule of the group meeting days and times during our first group session.

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The First Chapter small group will focus on the following ASCA mindset standards:
o Standard M 2. Sense of acceptance, respect, support and inclusion for self and others in the school environment

o Standard M 4. Self-confidence in ability to succeed
(ASCA, 2021, p. 2)

The First Chapter small group will focus on the following ASCA behavior standards:
o Standard B-SS 2. Positive, respectful and supportive relationships with students who are similar to and different from them

o Standard B-SS 3. Positive relationships with adults to support success

o Standard B-SS 6. Effective collaboration and cooperation

o Standard B-SMS 10. Ability to manage transitions and adapt to change
(ASCA, 2021, p. 2)

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Group Description:
First Chapter is a closed counseling group meant for 6th-grade students who are new to Story Elementary School; so it is their 'first chapter' at Story. The group focus will be to help create new, healthy relationships with peers and staff and become better acclimated to the school while learning how to cope with the change of moving to a new school.