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Rising Stars: What to Expect in High School Student Group

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Rising Stars: What to Expect in High School Student Group

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This will be a conversation group for rising 8th grade students. We will break the groups up into all girls, all boys, and co-ed on different days. Students will be able to voice concerns and excitements about rising to High School. Students will also have the opportunity to navigate the halls of the high school and learn about all courses and tracks available to them.

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A.2.c. Developmental and cultural sensitivity
counselors communicate information in ways that are both developmentally and culturally appropriate. Counselors
use clear and understandable language when discussing issues related to informed consent. When clients have
difficulty understanding the language that counselors use, counselors provide necessary services (e.g., arranging for
a qualified interpreter or translator) to ensure comprehension by clients.  In collaboration with clients, counselors consider cultural implications of informed consent procedures and,
where possible, counselors adjust their practices accordingly.

I think this standard will be very important in this group setting. In North Texas, where I live, there are many ESL students and many 1st year students. Have a staff member that speaks Spanish would be important to make sure that students can ask questions and get correct answers for the new era of their lives in high school. Making sure that group participants know that being sensitive to different cultures when listening to concerns and questions will be essential.

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D.1.c. Interdisciplinary Teamwork
Counselors who are members of interdisciplinary teams delivering multifaceted services to clients remain focused on how to best serve clients. They participate in and contribute to decisions that affect the well-being of clients by drawing on the perspectives, values, and experiences of the counseling profession and those of colleagues from other disciplines.

This standard will be important when considering the interdisciplinary team across schools and levels. All staff members' time and ideas for their portion of the program will be important to planning and efficacy of the program. It is important, when creating positive school culture and mental health programs that teams work well together and create well rounded, effective programs.

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The specific Yalom's Therapeutic Factors that will be present in this group include:
1.  Universality-all students will be going through and discussion concerns about the transition to high school.
2.  Imparting of information-teachers, counselors, and group leader will be introducing specific information in regards to high school and all that it entails to the students.
3.  Direct Advice: Teachers, counselors, high school students, and group leader will be giving advice from experience for the students to help them find answers to their personal questions.
4. Interpersonal learning - It will be important for students to hear from each other to find a new way of thinking or coping with the change.

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Groups will be homogenous in nature as it will be all 8th grade students discussing the same topic (transition to high school).  The groups will also be small (10-12) participants set up as all girls, all boys, as well as co-educational.
Stage 1:  Will be introductions and getting to know one another.  The students may already be acquainted with each other but may not know me that well.  This will be accomplished in session 1.  We will practice group sequences as well as student leadership in discussions.
Stage 2: The bulk of the sessions will be stage 2 and include all of the topics in the lesson plans.  There is a lot to cover and we will need time for students to bring up their own topics.
Stage 3: Conclusions will include making sure students know how to contact me after the group is over. It will be important for students to know where to find counseling resources in the high school as well.

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When students are informed of their chance to participate in the group they will be sent home with the attached consent form (Template #2).  This form will also be attached to the district newsletter and LMS.  Parents should be able to find it online as well.

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We will use the TAP method to choose group members:
1. Tell student about the group.
2. Ask student about his or her level of interest/commitment to expectations of group
3. Pick participants
A survey with TAP questions will go out to gather data on interest. The groups will be split up into all girls, all boys, or co-ed depending on interest. Most students will be appropriate for the group but there will be a maximum number of students allowed for each group 10-12. Additional, days/times will be added if needed.

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Rising Starts: What to Expect in High School Group

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Students who have expressed interest survey

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This type of group would definitely be conducted with a democratic leadership style on my part.  A component of this group will be for the students to take ownership of their education, setting goals for the future, and making personal decisions.  Giving them the opportunity to participate in leading topics and group decisions will be practice for these components.  I would act as a guide and introduce information as they customize it to their own lives.

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Students and parents will see the group advertised via flyers, daily school announcements, and the student news channel. Posting on the school's LMS and being included in the district newsletter.

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All of the ASCA Mindsets will be introduced and referred to throughout the group sessions.  These will be an important skill for the students to add to their high school tool belt:
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 3. Positive attitude toward work and learning
M 4. Self-confidence in ability to succeed
M 5. Belief in using abilities to their fullest to achieve high-quality results and outcomes
M 6. Understanding that postsecondary education and life-long learning are necessary for long-term success