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This small group has been created for fifth grade economically disadvantaged students performing below academic grade level and/or having low attendance rates.
The purpose of the group is to employ research-based interventions addressing academic and behavioral skills necessary to improve these students' educational success, including interpersonal, self-regulatory, and study skills.
The goal of this six-week intervention is to increase student attendance as well as reading and mathematics performance by developing growth mindsets, establishing short- and long-term goals, bolstering self-esteem, and improving school connectedness.

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P H Greene Elementary Small Group Action Plan - Greene's GRITty Group

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Through participation in this small group, students will meet the following American School Counseling Association Mindsets and Behaviors (ASCA, 2021):

Mindsets:
M 3. Positive attitude toward work and learning
M 4. Self-confidence in ability to succeed

Behaviors:
B-LS 7. Long- and short-term academic, career and social/emotional goals
B-LS 8. Engagement in challenging coursework

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Information regarding the group will first be issued to teachers and administrators via email. Students selected for the group will be personally invited to join by the counselor and given an informational flyer to share with parents. An overview of the group's lesson plans will be posted on the counselor's website and shared with parents, students, teachers, and other stakeholders.

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Students being considered for the program will meet with the counselor individually to discuss the group topic, purpose, schedule, goals, and member expectations. Teachers will complete inventories for these student reporting on classroom participation, behavior, interactions with others, and cooperative skills. Students demonstrating the greatest potential for growth within the small group will be selected. The groups size will not exceed six members.

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While P. H. Greene Elementary obtains parental consent for counseling services at the start of the school year for all students, a consent form specific to this group will be sent home to members' parents. An overview of lessons and a letter stating the group topic, purpose, goals, and schedule will be included. During the initial group session, the counselor will review and distribute student consent forms to members.

(Missouri Professional School Counselors and Counselor Educators, 2015)

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During the first session, members will use the ground rules handout to discuss what they need to feel comfortable and be successful in the group. From the discussion, group norms will be established, including the following:
1. Maintain confidentiality.
2. Show respect for yourself and others.
3. Participate.
4. Sharing is a choice and not required.

Norms will be revisited at the beginning of each sessions, and new norms may be added by members as sessions progress.

(Missouri Professional School Counselors and Counselor Educators, 2015)

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A participative leadership approach will be used with this group to nurture trusting relationships and encourage member participation (Cherry, 2021). The counselor will participate by offering support and guidance while promoting student engagement through acceptance of members' input and ideas.

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Group members are fifth grade students from economically disadvantaged families who are underachieving in at least one academic area, resulting in a unique group dynamic.

Stage 1 will include activities and conversations aimed at building trusting relationships among group members and with the counselor. This will include a group discussion of confidentiality, including members' responsibilities to one another and limitations to the counselor's confidentiality. While establishing norms, members will talk about actions, attitudes, and environmental characteristics that help them feel safe and confident in sharing. Intentional conversations about sharing academic progress, grades, and hardships at home will be facilitated to promote trust and support among members. The counselor will also work to encourage compassion and empathy over judgement.

Stage 2 will consist of activities designed to promote goal setting and attainment, as well as opportunities for praise and encouragement. Students will create visual representations of their goals and the steps necessary to accomplish them. The group will recognize and celebrate members' small achievements toward reaching their goals. Students will also provide encouragement for one another, using specific words and phrases members identify as motivational to them. Team building exercises will further cultivate unity among group members.

Stage 3 will reinforce connectedness and support among group members through team building activities and a ceremony at which students receive GRITty certificates. Members will also leave notes of motivation on each other's goal ladders as inspiration to continue working toward success. The counselor will encourage members to remain friends and check in with one another regularly, while also reminding the group that confidentiality should be maintained even after sessions end. Follow-up sessions with  be scheduled with individual members and the group to promote accountability. Brief meetings with classroom teachers will also be held to evaluate students' continued progress.

(Missouri Professional School Counselors and Counselor Educators, 2015)

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In cultivating skills to promote students' academic success, three of Yalom's Therapeutic Factors may emerge (Yalom, 1995). Imparting of Information would be seen throughout sessions when teaching members new strategies like goal setting and organization. Conversations about applying motivation and growth mindsets to everyday life may illicit Direct Advice from members and the counselor. Group members have all struggled with academic success and can share suggestions and personal experiences to help one another. Instillation of Hope should also be present in all sessions as the group fosters positive attitudes and optimism about achieving goals.

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According to the American School Counseling Association (2016) and the Association for Specialist in Group Work (2008), students considered for group participation should be screened before selecting members. Groups should be comprised of students with similar goals and agreeable attitudes which promote member unity. By analyzing data to determine students' needs, evaluating teacher reports of students' behaviors, and meeting to determine students' readiness before establishing groups, counselors can increase chances for growth and success for members.

American School Counselor Association. (2016). ASCA ethical standards for school counselors. https://www.schoolcounselor.org/getmedia/f041cbd0-7004-47a5-ba01- 3a5d657c6743/Ethical-Standards.pdf

Association for Specialists in Group Work. (2008, June). Association for Specialist in Group Work: Best practice guidelines 2007 revisions. The Journal for Specialists in Group Work, 33(2), 111-117. https://www.doi.org/10.1080/01933920801971184

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During group counseling, expectations and limitations of confidentiality should be clearly explained as articulated by the American School Counseling Association (2016) and the American Counseling Association (2014). Prior to beginning counseling services, a confidentiality meeting with group members should be held. The meaning of confidentiality, the counselor's intent to maintain students' privacy, and the specific circumstances in which confidentiality must be broken is thoroughly explained during this meeting. Expectation of students to maintain group confidentiality should also be discussed in detail prior to the initial meeting and revisited at the start of each session as part of the group norms. Students should be reminded that confidentiality is to be preserved after the group ends.

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

American School Counselor Association. (2016). ASCA ethical standards for school counselors. https://www.schoolcounselor.org/getmedia/f041cbd0-7004-47a5-ba01- 3a5d657c6743/Ethical-Standards.pdf