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Elevating Self-Worth is a structured, closed-group program that is designed for individuals aged 13–25 who struggle with low self-esteem and confidence in their abilities, appearance, and social interactions. This group will provide a supportive and safe environment where participants can explore their self-perception, develop self-compassion, and build confidence through structured discussions and peer support. Sessions will be conducted in a private practice setting, ensuring confidentiality and personalized interventions.

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Mindsets

Belief in their own ability to succeed

Understanding that self-worth is not dependent on external validation

Self-confidence in ability to succeed and overcome challenges

Behaviors

Apply self-reflection techniques to build self-awareness

Use effective coping skills for emotional regulation

Demonstrate ability to overcome obstacles and setbacks (ASCA 2014).

Show self-discipline and perseverance in self-growth

Application in This Group

Participants will identify & challenge negative self-talk

Engage in self-compassion & mindfulness practices

Learn to set and enforce personal boundaries

Develop assertive communication skills

Gain media literacy skills to evaluate external influences

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Students

Morning announcements (brief intro about the group)

Flyers posted in high-traffic areas (hallways, counseling office, library)

Direct invitations through school email or student portals

Classroom visits (brief counselor-led presentations)

Parents/Guardians:

Email notifications with group details & consent forms

Information in the school newsletter

Website posting on the counseling page

Parent-teacher conferences or info nights

Teachers & School Staff:

Presentation at faculty meetings

Group details shared via email/newsletter

Printed flyers in breakrooms/workrooms

Placement of sign-up forms in faculty mailboxes

Administrators:

Formal proposal with objectives, benefits, and logistics

Email updates on group progress and student engagement

Periodic check-ins to ensure administrative support

School Counselors & Support Staff:

Collaboration with other counselors for referrals

Shared resources and sign-up information in the counseling office

Group overview in professional development meetings

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Informing Potential Participants

School Announcements & Flyers: Brief descriptions placed in common areas (hallways, counseling office, library)

Direct Invitations: Personalized emails or messages through student portals

Teacher & Counselor Referrals: Identifying students who may benefit based on observations and concerns

Informational Meeting: A short session to explain the group’s purpose, expectations, and benefits

Screening & Readiness Assessment

1. Interest & Readiness Survey: Participants will complete a brief self-assessment on:

Current self-esteem levels

Challenges related to self-confidence, social interactions and self-compassion

Willingness to participate in discussions and activities

2. Pre-Group Screening (Individual or Small Group Meetings)

Individual Screenings for students who may need one-on-one support before joining

Small Group Screenings for those comfortable with peer interaction to gauge dynamics

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After selecting group members, a consent form will be sent home to parents along with an informational flyer and a letter from the counselor outlining the group's purpose. Additionally, participants will receive a consent form during the first session (Missouri Professional School Counselors and Counselor Educators 2015).

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Predetermined Rules

1. What is shared in the group stays in the group, except for safety concerns or mandated reporting.

2. Listen actively and respectfully to others' thoughts and experiences.

3. Engage in activities and discussions, even if it’s just by listening or reflecting.

4. Foster an environment where all thoughts, feelings, and experiences are valid.

Group-Determined Rules

1. How often and in what ways participants feel comfortable sharing.

2. How the group will provide encouragement and feedback to one another.

3. How disagreements or misunderstandings will be handled.

This resource will serve as a guide for establishing basic guidelines to foster a respectful, safe, and productive environment. It will be used to kick off group discussions about expectations and involve participants in co-creating additional rules that align with their values (Missouri Professional School Counselors and Counselor Educators 2015).

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Stage 1: Building Trust

Icebreakers and Self-Exploration Activities: Begin with activities that allow members to introduce themselves and share their expectations, creating a sense of openness.

Rapport Building: Create a warm, welcoming environment to foster comfort.

Group Norms & Expectations: Establish ground rules collaboratively and emphasize the importance of active listening, respect, and non-judgmental support.

Addressing Limits of Confidentiality: During the first session I will explain that while confidentiality is expected, there are limits.

Clarify Responsibilities: Emphasize that each member is responsible for keeping the group’s content confidential but acknowledge that trust takes time. Ensure everyone feels comfortable discussing their boundaries.

Stage 2: Maintaining Cohesion

Ongoing Engagement & Check-ins: I will check in regularly with group members (verbal check-ins or quick reflection prompts) to gauge how they’re feeling about the process and progress toward their personal goals.

Monitor Group Dynamics: Actively address any emerging conflicts or challenges by encouraging open dialogue and supporting respectful conflict resolution.

Reinforce Group Norms: Regularly remind participants about confidentiality and respect as we work through more complex discussions and activities.

Stage 3: Reflection

Review Group Achievements: Reflect and ask participants to share personal growth or insights gained from the group experience.

Individual Reflections: In the final session, I will provide an opportunity for each participant to share their takeaways and set personal goals for continued growth after the group ends.

Addressing Endings: Acknowledge that ending the group can bring up feelings of loss or uncertainty. Provide reassurance that growth continues beyond the group, and remind members of ongoing support resources.

Continued Confidentiality After the Group: Emphasize that confidentiality extends beyond the group’s conclusion and remind members that they should continue respecting each other’s privacy after the group ends.

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Democratic Leadership

In a democratic approach, I will involve group members in decision-making, such as creating ground rules, discussing topics, and setting goals. This promotes a sense of collaboration.

Why it works: This style is effective because it ensures that everyone feels heard and valued, which is essential for building trust and respect among group members. It encourages active participation and accountability which is important for engagement in a group setting focused on self-esteem and confidence.

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Yalom’s Therapeutic Factors you could potentially see during group sessions:

Universality

As members share their personal struggles with self-esteem and confidence, they will likely realize that they are not alone in their experiences. Hearing others express similar challenges can help reduce isolation and foster connection (Yalom 1995).

Group Cohesion

By sharing their experiences and offering support, group members will develop a sense of group cohesion. This sense of community will help participants feel more comfortable and motivated to take risks in the group.

Instillation of Hope

Participants will likely experience instillation of hope as they learn strategies to improve their self-esteem and social confidence. As they see progress in themselves and others, they will gain confidence that change is possible.

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Parental Consent

Overview:
For minor participants, obtaining parental consent is a legal requirement before starting any group counseling. This ensures that parents are informed and give permission for their child to participate in counseling services.

Relevant Laws/Policies:

Texas Family Code (Sec. 32.003): Requires written consent from a parent or guardian before providing counseling to a minor (Texas Legislature 2023).

How It Supports Group Counseling:

This legal requirement ensures that parents are actively involved in the counseling process, respecting their rights to be informed about their child’s participation.

It provides a clear framework for the counselor to obtain the necessary permissions and align the group counseling process to protect both the counselor and the participants.

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Confidentiality

Overview: Confidentiality is a fundamental ethical principle in group counseling that requires all participants to maintain the privacy of group discussions and shared information. According to the American Counseling Association (ACA) Code of Ethics, counselors are required to ensure confidentiality while also explaining the limits of confidentiality.

Relevant Laws/Policies:

ACA Code of Ethics (A.5.b.): Specifies the counselor’s responsibility to maintain confidentiality and the exceptions to this rule (ACA 2014).

Texas Education Code (Sec. 33.021): Emphasizes the importance of confidentiality in school-based counseling, ensuring that students' personal information is protected unless there’s a legal obligation to disclose (Texas Legislature 2023).

How It Supports Group Counseling:

By explaining confidentiality and its limits clearly at the start of the group, participants are reassured that their disclosures will remain protected, fostering a safe environment for sharing.

It is essential for building trust and ensuring that participants feel comfortable opening up and engaging in the group.

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American Counseling Association. (2014). ACA code of ethics. https://www.counseling.org/resources/aca-code-of-ethics.pdf

American School Counselor Association. (2014). ASCA student standards: Mindsets & behaviors for student success. https://www.schoolcounselor.org/Portals/0/ASCA/ASCA%20Student%20Standards.pdf

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

Texas Legislature. (2023). Texas Family Code (Tex. Fam. Code § 1.001 et seq.). https://statutes.capitol.texas.gov/Docs/FA/htm/FA.1.htm

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