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Once a group of 6–8 students is established, both the students and their parents will receive a consent form. Along with the form, there will be a letter outlining the purpose of the counseling group. The consent form will be distributed during the first session, and students will have the opportunity to ask any questions they may have. Having an informed consent form is essential to building trust and ensuring that the participants understand their participation in the counseling group.

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To promote this group, I plan to print flyers with information about the counseling sessions and distribute them around the school in areas like stairways, hallways, and teacher's classrooms. Since students often use social media, I will also leverage platforms such as Facebook, Instagram, and TikTok to help raise awareness and attract attention to the group.

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This group is designed for students who are at risk of truancy or who are already truant. Truancy has been a persistent issue in schools worldwide. The goal of this group is to explore the reasons behind why students skip school and work together to find solutions that encourage regular attendance. This will be a supportive space built on trust and comfort.

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This article presents a study conducted in public secondary schools, aiming to explore the underlying reasons why students skip school. The findings reveal various factors that students identified as contributing to their truancy.

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Throughout this group counseling, multiple therapeutic factors will present themselves. Instillation of hope will be shown in the group by providing optimism. Some examples can be provided by other group members showing the effectiveness of the group. Catharsis may also be shown in the counseling because some student's truancy may be linked with emotions such as anger or sadness. Another factor that may be introduced will be altruism. Some individuals may feel empowered when they share their reasoning for skipping school or contribute to the group's progress.

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The following mindsets and behaviors will be met through this group counseling:

M 3. Positive attitude toward work and learning

M 4. Self-confidence in the 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 lifelong learning are necessary for long-term success.

B-SMS 1. Responsibility for self and actions

B-SMS 5. Perseverance to achieve long- and short-term goals

B-SMS 6. Ability to identify and overcome barriers

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This group will have participative leadership. This style is shown to be the most effective leadership. This type of leadership offers guidance to the group members but also participates in the group and allows input from other group members. In the end, the final say is from the counselor. Allowing individuals to give their input will allow them to feel more comfortable. With this leadership, it encourages individuals to collaborate and problem-solve together.

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If you have any questions about this counseling group or need further information, please visit the counselor's website, where you’ll find additional resources.

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The counseling group will consist of middle school students, ages 11 to 13, who are facing challenges with regular school attendance and may be at risk of truancy or are already experiencing it. The goal of the group is to support these students in addressing and overcoming their attendance issues.

Stage 1 will focus on establishing trust and building connections among the students, the counselor, and one another. A strong counseling group is based on mutual trust, so we will start by introducing ourselves and sharing a bit of personal information to help everyone feel more comfortable. Individuals may not want to share some information, which will be okay; we will work on that in stage 2.

Stage 2 will continue to emphasize building connections. We may engage in activities that encourage students to open up further. During this stage, we will also discuss the various reasons students skip school and explore potential solutions to those challenges. We may also discuss some plans for one another to help the students improve their attendance.

Stage 3 will mark the conclusion of the counseling group. We will reflect on what has been learned throughout the sessions and create individualized after-plans for each student. This may be done either as a group or privately. Additionally, we will schedule a follow-up meeting to assess any improvements in attendance.

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At the start of the group, we will go over the ground rules for both the group and the participants. Participants may also suggest additional rules if they wish. Ground rules need to be set so each student has expectations of the group.

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Some students may wish to join the group voluntarily. If so, they can meet with the counselor to determine if the group would be beneficial for them. This group is intended for students who are frequently skipping school or have recently missed school. To join voluntarily, students must fall into one of these categories. Additionally, teachers may also recommend students who could benefit from participating in the group.

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The Texas Administrative Code outlines the administrative requirements for a school counselor.

Section 2 of Section 239.15 states that it facilitates 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 as outlined in The Texas Model for Comprehensive School Counseling Programs.

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Texas administrative code. (n.d.). https://texreg.sos.state.tx.us/public/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=19&pt=7&ch=239&rl=15

Truancy among public secondary school students. ... (n.d.-b). https://www.scholarlinkinstitute.org/jeteraps/articles/Truancy%20Among%20Public%20Secondary.pdf

Asca ethical standards for school counselors. (n.d.-a). https://www.schoolcounselor.org/getmedia/44f30280-ffe8-4b41-9ad8-f15909c3d164/EthicalStandards.pdf

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The ASCA ethical standards for school counselors under guideline A.3 emphasize that school counselors will offer a culturally responsive counseling program that fosters academic, career, and social/emotional development while ensuring equitable opportunities and outcomes for all students. This ethical standard supports the role of the school counselor in nurturing students' growth across various domains, helping them thrive in diverse areas of their lives.