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1. T.E.A.M Together Everyone Accomplishes More

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1. T.E.A.M Together Everyone Accomplishes More

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This group is designed for students in grades 4th - 5th struggling with anger management that is affecting their success in the classroom and ability to create healthy friendships.

Through analyzing office referrals and communication with
teachers, it is evident that there are students that are continually causing
trouble due to outburst and the inability to control their temper.

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Action Plan-Anger Management revised copy

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The following Mindset and Behaviors will be met during the participation of this group:
M 1. Belief in development of whiole self, including a healthy balance of mental, social/emotional and physical well-being
M 2. Self-confidence in ability to succees
M 5. Belief in using abilities to their fullest to achvieve high-quality results and outcomes
M 6. Positive attitude toward work and learning
B-SMS 7. Demonstrate effective coping skills when faced with a problem
B-SMS 9. Demonstrate personal saftey skills
B-SMS . Demonstrate ability to manage transitions and ability to adapt to changing situations and responsibilities.

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With the focus of this group being towards anger management, and creating due to particular students, there will be no need to hang flyers or advertise for the small group.

However, I will inform to following individuals.
*Administrators/Counselors:
Both individuals will have firsthand knowledge of the group,
due to them helping with the planning process.
*Teacher: I will begin with an email to teacher informing
them of the plan. Teacher will also complete a survey to ensure that any
student that would benefit from the small group is involved.
*Students: students will be brought in one on one to be
giving an invitation to the group.

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Once I have my list of students I will meet with them one-on-one. I will Tell students about the group, Ask students about his or her level of interest and commitment to the group, and Pick students for the group, which is a method called TAP-in. Doing this screening will allow the counselor the ability to see who will contribute to the group and be willing to give it their all (Missouri Professional School Counselors and Counselor Education, 2015).

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According to the Elkhart ISD Student handbook, A parent has a right to deny permission for his or her child's participation in any type activity that a child’s personal information is disclosed (Elkhart ISD, 2019, p. 14). Due to this, it is important that I receive consent from the parents before the group begins.   (Missouri Professional School Counselors and Counselor Education, 2015).

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These ground rules will be our focus at the beginning of every meeting, due to their importance towards group success. The following rules will be put into place:
1. All participants observe confidentiality, including
counselor and student
2. Everyone will be an active listener.
3. Everyone has an opportunity to participate and share.
4. Use Positive language.
5. All participants treat other with respect.
Students will have a chance during our first meeting to add
to the rules. They will participate in a Think -Pair-Share where they will be
placed into pairs to discuss and come up with other ideas to add to the list.
We will then come together and share our ideas. Some ideas from the group members
might be:
1. No put-downs
2. Nobody gets left out
3. Respect each other’s differences
Some of the guidelines they might want to add, may sound very
similar to what you have already shared (Missouri Professional School Counselors and Counselor Education, 2015).

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*Stage One
A crucial stage for a successful small group, stage one is a
stage of getting acquainted, setting the norms, and building trust. It will be
my job to set the tone for the group and create a circle of trust within the
group. This is where students will either become "on-board" with the
group and see its potential, or "jump ship" and cause the group problems
hindering the groups potential. It will be important for me to show students
how excited I am for us to go thought this journey together and set the example
on how we will have to open-up and trust each other. At this stage I will be
sure to communicate how important our ground rules are and that without the
rules and choosing not to follow the rules will only hurt member of the group.
I will allow students to share their fears of being a part of the group and as
well share my own fear to show students that this will be a T.E.A.M effort and
that we will go through this journey together. I will end session one, by
sharing our desires and goals we will gain from the groups, giving them
something to look forward to for our next session.
*Stage Two
At stage two, now that students have created that trust
within the group, it is time to work together towards goals as a T.E.A.M. I will
create lessons that have students working together for one common goal.
Although it was established during session one, I will continue to remind
student of our rules on confidentiality and ground rules, also maintaining
trust and safety in the group. I will constantly build off each lesson
reminding students of what we learned and accomplished in previous meetings.
*Stage three
As the group ends, it is important to reflect of individual
and group accomplishments. This will give students the strength and confidence
to continue what they learned and take it outside the group. Most group member
may be sad that the group is ending and scared that they can’t do what is ask
of them without the support of the group. I will remind students of their
success plus goals that reach and remind students that just because the group
is over doesn’t mean that we will not be here for each other.
I will plan a post-group meeting 4-6 weeks after our last session to continue to encourage accountability for goals and allow the opportunity to share success stories.

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As the leader of a group with students that can become angry due to authority, I believe it would be in the best interest of the group members, for me as the leader, to demonstrate a participative leadership role. My desire for the group is for students to feel like they are in control of their goals they set, yet having guidance from me. Being a participative leader, I also want to make students feel like we are important part of the T.E.A.M, and a team works together (Cherry, 2020)

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During the T.E.A.M group, I can see Universality playing a large factor. During our meeting students are going to find that they are not alone in their feeling, and they may also find that they have similar triggers that will allow them to work together on finding a solution (Yalom. 1995). I can also see the development of socializing techniques playing a major role for these students also. During portions of our lessons we will learn how to communicate with others, which will help students develop interpersonal skills that they can take with them from the group (Yalom, 1995).

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According to the Texas Education Code, section 33.004, schools shall obtain, and keep as part of the student's permanent record, written consent of the parent or legal guardian. This consent form should include specific information on the content of the program as required in section 33.003 (Texas Education Code § 33.004).

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According to the ASCA School Counselor Professional Standards & Competencies, it outlines the mindsets and behaviors a school counselor must meet for students of pre-K-12. B-SS 3b. states a counselor will provide support for students, including individual and small-group counseling, during times of transition, heightened stress, critical change and other situations impeding student success (American School Counselor Association, 2019).

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American School Counseling Association. (2019). ASCA School Counselor Professional Standards & Competencies. Alexandria, VA: Author. Retrieved from
https://www.schoolcounselor.org/asca/media/asca/home/MindsetsBehaviors.pdf

Cherry, K. (2020, January 16). Leadership styles and frameworks. Retrieved from Verywell Mind:
https://www.verywellmind.com/leadership-styles-2795312

Elkhart Independent School District (2019). Students handbook. Retrieved from
https://4.files.edl.io/8a88/07/25/19/131029-dcf32ef3-f847-43d4-8a51-03edc9b35f56.pdf

Missouri Professional School Counselors and Counselor Education. (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

Tex. Educ.Code § 33.003 - 33.004. Retrieved from
https://statutes.capitol.texas.gov/Docs/ED/htm/ED.33.htm#33.005

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