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The Champions - Description & Small Group Action Plan

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The Champions - Description & Small Group Action Plan

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The Champions are a group of fifth grade students at Buena Vista Elementary, most of which are 10 and 11 years old. As the school year nears the final six weeks, the group consists of students who still struggle with intrapersonal and interpersonal skills. These students were selected by the school counselor based on teacher survey input, as well as other paraprofessional input. The school counselor teaches intrapersonal and interpersonal skills during the regular school counseling lesson throughout the year; however, these students could benefit from more direct, and explicit, small group counseling sessions.

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EDSC 6302 - module 4 - Small Group Action Plan EVANS PDF

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In order to publicize the group, the counselor with send out weekly informational emails beginning in the middle of the 5th six weeks. The emails will have the counselor contact information and a sample of the pre-assessment for the teachers to see. In this way, teachers can have an idea of students who may rate low on the pre-assessment and, therefore, would be good candidates for the small group counseling. This weekly email will also include a Google Form link for teachers to refer students to small group counseling. The counselor will include administrators and the parent liaison in the informational email, in case they also have potential candidates in mind.
During the monthly staff meeting, the counselor will give a short five minute presentation about The Champions group, who it will consist of, the skills to be taught, and the Google Form link to use as a referral to the group.
The counselor will also create positive flyers that will be posted in the hallways, cafeteria, and office in an effort to build a positive view of the group. There will be instructions for the students to see their homeroom teacher if they wish to be considered for the group.
During the regular school counseling classroom lessons, the counselor will bring the group up to students in order to promote The Champions.

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The ASCA Mindsets and Behaviors that the students will master upon completing this group are the following:

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

B-SMS 7. Effective coping skills.

B-SS 1. Effective oral and written communication skills and listening skills.

B-SS 5. Ethical decision-making and social responsibility.

B-SS 6. Effective collaboration and cooperation skills.

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The interview and screening process to determine groups will utilize the teacher referrals, as well as the following TAP steps:
Tell students about the group.
Ask students about their level of interest/commitment to expectations of group.
Pick participants.

Students will be informed about the groups during the regular counseling sessions in class. They will also be notified via flyers posted around campus. Students will be informed about the lessons in the groups, the weekly meetings, what will be expected, and rules and guidelines for behavior and confidentiality.
Students will be asked about their interest and commitment to the group. The counselor is screening for high levels of motivation to be a part of the group, and to genuinely improve upon interpersonal and intrapersonal skills.
The counselor will then select students based on their evident interest and motivation to join The Champions.

Those who are referred by teachers and administrators will be seen as priority candidates because the educator has seen an academic or social need for the counseling intervention. Once, those students have been referred by the teacher using the Google Form link, the counselor will meet with those students one-on-one in order to gauge their level of interest and potential progress in the group.

Teacher referrals will be grouped first based on level of need. Those will be followed by the remaining students who volunteer to join, and are accepted by the counselor following the TAP screening.

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Parental consent forms were signed at the start of the school year on campus. However, to encourage whole-family buy in and support of the small group counseling process, the attached form will be sent home for parents to sign. Parents will also be notified via email and a pdf flyer will be attached. For parents without email, a physical copy of the notice and flyer will be sent home with students. The counselor will be meeting with students one-on-one when they are selected for the group to give a brief overview of what is expected. During this time, the counselor will also be specifically asking for student assent.

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The following ground rules are non-negotiable to the group and will apply from day one:

1. Treat others, and yourself, with respect.
2. What is discussed in the group stays in the group.
3. You do not have to share, but you must participate.
4. Group members will do their best to be on time.

Additional rules and procedures will be discussed and added to the group during the first meeting. Students will then use the Participant Guidelines/Ground Rules document to brainstorm examples of the rules under the columns "Looks Like" and "Sounds Like." Once complete, this document will be folded and added to student journals as a reference page.

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The Champions small group is made up of 5th graders who struggle with social skills, which is affecting their relationships with others and their academics. The counselor will strive to maintain homogenous grouping so that every member will be around the same level and cohesion among the group will form more quickly. Group sizes will stay between 6-10 students. The group norms/expectations will be explicit; there will be freedom for students to express themselves during the lessons, however there will still be clear guidelines and rules established during stage 1.

Stage 1:
In stage 1 students will be getting acquainted with each other, setting norms, and building trust among the group. Group relationships will begin being formed during the first meeting and lesson. Students will be introducing themselves to the group and the counselor will be introducing himself to the group as well. During this state, the group will become familiar with the non-negotiable rules for participating in the group. They will then work together to help and establish more agreed upon rules for the group. This will help all members feel a sense of ownership, and provide for a greater adherence to the group expectations. In stage 1 confidentiality will be addressed within the group. Students will be informed that information discussed within the group is expected to stay in the group; this will create an emphasis on the trust between one another. Anyone who breaks that trust will most likely be removed from the group and, either moved to another group, or no longer allowed to participate in the small group counseling sessions. In stage 1 it will be stressed that students are all each others "keepers." They are all there for the same purpose and should feel a sense of unity with one another that goes beyond their regular homeroom setting. However, students will also be told that, while we are putting trust in one another in the group, there is always a risk that a member may divulge private information. So students will be reminded that they always have the option of not sharing information they feel uncomfortable doing so.

Stage 2:
During stage 2 students will be working together to accomplish individual and group goals. Most lessons in the group will fall into stage 2 as this is the "doing" stage where bonds are further reinforced and progress is made. In order to maintain engagement and "buy in" to the group, the lessons will alternate activities that will practice social skills so that meetings will not stagnate with the students. There will be a mix of artistic expression/drawing, writing, flash cards, read aloud, and role-playing to keep students engaged and promote fresh feeling in each meeting. During this stage, activities will be implemented to have students interact with one another and the group, so that they get a change to practice the skills learned and further the bonds being made.

Stage 3:
This stage will be working toward the closure of the group. Upon the last lesson, the counselor will guide students in a group discussion to voice what they found most meaningful in the group. For some it may have been the skills learned, the chance to practice skills without fear from the general classroom population, or even the bond formed within the small group. The school counselor will be aware that for many this can be a sad moment when the group closes. Students will then be asked to free write in their journals how they plan to implement the skills they have learned when the group no longer meets. The counselor will ask, "Are these skills we worked on together in this group applicable when you leave 5th grade and move on to middle school?" This should stimulate the understanding that these are lasting skills the students will carry throughout their school careers.
Students will then be asked to sign the same pledge of confidentiality from that moment moving forward. This will ensure they understand that just because the group meetings are over, they are still bound by trust to keep information confidential.
There will be a brief follow up meeting with The Champions group during the last day of school. This will be an opportunity to share how they have been impacted by the group and the skills practiced. Because there won't be a follow up during the summer, the school counselor will collaborate with the 6th grade counselor to set up a meeting at the start of the following school year via Zoom. This will add to the cohesive feeling of the group with hopes of each student maintaining the progress they have made.

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The Champions group will utilize Participative Leadership, also called Democratic Leadership. The members of this small group will mostly be younger students, ages 10 to 11. Students of this age still need to have an authoritative leader to guide the group and help to establish the norms and procedures. But this style of leadership will still allow for members to express themselves, provide input, and interact with one another. All the while, the school counselor will still have maintain the authority to guide the group counseling sessions as they see fit. This small group will be focusing heavily on imploring members to participate in various ways, and Participative Leadership will allow that to happen without compromising the structure needed for younger students.

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Throughout the three stages of The Champions small group counseling sessions, there will most likely be a few of Yalom's Therapeutic Factors observed. First and foremost is  Instillation of Hope, belief that the counseling group can and will be effective. The counselor will be making every attempt from the start of the group meetings to ensure complete buy-in. If the students can completely believe in the group meetings, then this Instillation of Hope could be a significant driving force to maintain the momentum of the group. Next would be Universality, or the understanding that we are not alone in our misery or issues. Because of the dynamics in the groups selected, the goal will be to place students on similar levels and with similar deficits in the group together. The goal in doing this would be to promote Universality almost immediately. This factor would also help to strengthen the bonds within the group. The development of socializing techniques will be a very large focus among the lessons in the group. To begin with, the students will be selected based on those who have suffering social skills. These skills are the main goals for the group and are what the SLOs are based on.  Direct Advice will also be observed, as the students will be receiving and giving suggestions for strategies to help them in handling problems they face. Finally,  Interpersonal learning will be another of Yalom's factors which will be observed. Students will be receiving feedback from others and practicing with new ways of responding and relating to scenarios around them.

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The Texas Administrative Code (TAC) provides all of the legal framework that needs to be adhered to for all Comprehensive School Counseling Programs. In reviewing these, TAC 239.15(c)(3) is the most notable code that is being adhered to with the formation of The Champions small group counseling. It states that the school counselor will "counsel individuals and small groups using appropriate counseling theories and techniques in response to students' needs." This code is being executed by the formation of this group.

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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 Texas Administrative Code 239.15(c)(6) is a TAC that is being adhered to in the formation of this small group counseling. The TAC states that the school counselor will "demonstrate proficiency in teaching small and large groups by actively engaging students in the learning process." This is being carried out by the lessons that The Champions will be participating in every week. The students will be actively engaged in different ways at every meeting. This will ensure that participants are taking an active role in the learning and growing process.

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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. (2021). ASCA student standards: Mindsets & behaviors for student success.  https://www.schoolcounselor.org/getmedia/7428a787-a452- 4abb-afec-d78ec77870cd/Mindsets-Behaviors.pdf

Cherry, K. (2022). What is democratic leadership?. Very Well Mind. https://www.verywellmind.com/what-is-democratic-leadership2795315

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. https://dese.mo.gov/sites/default/files/guid-respon-serv-smallgroup-counseling-guide-2015.pdf

19 Tex. Admin. Code §239.15

Thomas, V. & Pender, D. (2008). Association for specialists in group work: Best practice guidelines 2007 revisions. The Journal for Specialists in Group Work, 33(2), 111-117. http://doi: 10.1080/01933920801971184