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This counseling small group will work to create positive work habits that the students can translate to independent use in their classrooms in elementary school and beyond. The goal will be to identify some of the barriers to success, such as disorganization or time management skills, and teach coping skills to overcome those barriers. We will also discuss advocacy and the importance of voicing what you need to be successful. The students in this group will be fourth and fifth-grade elementary students.

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The ASCA Mindsets and Behaviors that will be addressed in this small group are (American School Counselor Association, 2021):

M3. Positive attitude toward work and learning

M4. Self-confidence in ability to succeed

M5. Belief in using abilities to their fullest to achieve high-quality results and outcomes

B-LS 2. Creative approach to learning, tasks and problem solving

B-LS 3. Time-management, organizational and study skills

B-LS 4. Self-motivation and self- direction for learning

B-LS 7. Long- and short-term academic, career and social/emotional goals

B-SMS 3. Independent work

B-SMS 5. Perseverance to achieve longand short-term goals

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Rather than advertising for this group, the plan to identify members to join the group will be through essential outcome data, RTI students, as well as teacher recommendations. This will ensure that students in the group demonstrate a need in the area of study skills. The counselor will work with the teachers during the PLT time one week to identify students for the group. Students will then have the option to participate, as there must be a willingness to learn these new study skills. The group will be capped at 6 members, but if the need is great enough we can expand or add another group.

As students are referred for the small group, communication with parents will be the next step. The teachers will be asked to make initial contact with the parents to let them know they are recommending their students for the small group. From there, the counselor will send home a permission slip to join the group.

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There will be defined criteria for determining students that are eligible for the group. The student does not have to meet every criteria, but must meet at least one. That criteria will include:

Not meeting grade level expectation for an essential outcome.

Being placed in RTI Tier 2 for study skills

Teacher referral based on an observed need in the area of study skills

After students have been identified, we will then move forward with parental involvement and permission. There will be an included note in the parent permission form to have a conversation with the student about the importance of the group for the purpose of student buy in.

Following parent permission, we will hold the first meeting of the group where we will do all initial screening together. We will start by discussing the purpose of the group, as well as my objectives for the students as a result of them being a part of the group. We will set the group expectations and norms and I will ask all students if they are willing to agree to those expectation. This will be an informal screener of their buy in to the group. If I feel all students are bought in, we will move forward with an inital screener. If there are students that are not bought in I will have a private conversation with them to assess their readiness and determine next steps.

For the screener the members of the group will rank their confidence and knowledge of different study skills that will be addressed in the group. They will also rank their overall confidence in the classroom. This will be used as a baseline and we will come back to this same screener at the end of the group to evaluate their progress.

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Due to the fact that minors will be participating in the group, and the importance of the parent in a students education, we will need to obtain parent permission. There will be an initial contact made by either the counselor or the teacher via phone call. This will give the parents a heads up that the permission slip is coming home, give them a chance to hear about the purpose of the group, and ask any questions they may have. The parent will also have to return the signed permission slip before the student can be a part of the small group.

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This is the poster that is used on my campus for counseling small groups to set expectations. There is another version for primary students, but because this is a fourth and fifth grade small group, this verbiage will be appropriate.

We will start by establishing these ground rules together.

1. Be respectful - Show respect to those in the group, and respect others not in the group by not using other students names. If we want to talk about someone else you can either make up a name or call them my friend.

2. Listen to one another - When someone is talking you should listen and only one person should be talking at a time.

3. Confidentiality - What we talk about in group stays in group unless you or someone else is in danger.

4. Follow directions - Stay with the group and be engaged in the activity.

5. Choose to be here - It is always a choice to be here! Be an active participant.

The group members will then have a chance to add any rules or expectations they feel might be necessary for the group. When all students have agreed they will sign the poster. The poster will be visible at every group meeting.

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Because the small groups are primarily based on grade, there is a chance of some preexisting relationships and dynamics between students. This will be important to be mindful of and manage so that all participants can have a good experience.

Stage 1: Stage 1 of the group will be about building trust and setting norms for the group (Missouri Professional School Counselors and Counselor Educators, 2015). This will be the focus of the entire first meeting. We will start by introducing and agreeing to the group's ground rules. This will ensure that all students are clear on expectations and agree to follow those expectations. This will also be the time to ensure that students are clear on confidentiality expectations so that they can feel safe sharing in the group. We will then include get-to-know-you activities to allow students time to share and make connections with one another. This will create comfort in making those connections and will help students continue to do that throughout the time of the group.

Stage 2: The following sessions will enter Stage 2 of group dynamics (Missouri Professional School Counselors and Counselor Educators, 2015). We will work to continue building trust between the group by beginning every session with a review of the expectations and a brief check-in. I will also continue to facilitate connections between students to increase their comfort in the group and to make the time more meaningful for students. I will continue to be aware of the dynamics between students and address any concerns or issues that arise to maintain good group dynamics.

Stage 3: The last session of the group will be dedicated to ensuring that students are set up for success after the group (Missouri Professional School Counselors and Counselor Educators, 2015). Students will reflect on the goals they set for themselves through the group and evaluate their progress for their goals. We will spend time setting goals for beyond the group together. They will also each get to put together a tool kit full of tools and strategies we learned about over the course of the group that they can use in the future. Lastly, I will remind them that I am always available to them if they encounter issues and tell them how they can request to meet with me if they need it. I will discuss how proud I am of them, and how I appreciate them respecting each individuals privacy and keeping information talked about in group confidential.

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This group needs transformational leadership to be the most successful. This form of leadership would be most beneficial because the goal of the group is to empower students to use healthy habits and study skills to become better students. Transformational leadership is about providing support, guidance, and inspiration to change your habits and reach your goals (Cherry, 2023). In this form of leadership, the group leader has a goal for the group but works to inspire and empower members to reach those goals rather than just directing. For true change to occur students have to be motivated and make the choice, which is why this form of leadership would be critical to the group's success.

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Some of the Yalom's Factors of Group Therapy that may be present include (Yalom, 1995):

Installation of Hope: Students could experience an installation of hope by using different strategies and solutions to problems they face in the classroom. By knowing that there is an adult, and other students who see their struggle and are ready to help them, they may begin to feel more hopeful about their situation.

Universality: Students may experience universality by sharing their experiences in the classroom and making connections. Students have been identified for the group based on an academic need so that shared experience may allow them to make universal connections across the group.

Imparting of Information: Imparting of information will occur in each session when I take the time to explicitly teach students about the different study skills and healthy habits we will be talking about for the week.

Interpersonal Learning: Interpersonal learning will occur when students share suggestions with one another or make connections through stories. My goal is that all students are meaningful contributors to the group and work together to help one another. When this is occurring interpersonal learning is occurring.

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Legal & Ethical Requirements # 1 : The Texas Education Code

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Legal & Ethical Requirements # 1 : The Texas Education Code

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The Texas Education Code outlines the roles and responsibilities of the school counselor.

Section 33.006 states:

"1) participate in planning, implementing, and evaluating a comprehensive developmental guidance program to serve all students and to address the special needs of students:

(A) who are at risk of dropping out of school, becoming substance abusers, participating in gang activity, or committing suicide;

(B) who are in need of modified instructional strategies (2 TEC § 33.006).

Students in the group would demonstrate a ned for intervention based on needing modified instructional strategies, as well as being at risk for dropping out. If they have failed a previous readiness exam they would fall under the PEIMS codes for at risk students.

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EDUCATION CODE CHAPTER 33. SERVICE PROGRAMS AND EXTRACURRICULAR ACTIVITIES

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EDUCATION CODE TITLE 2. PUBLIC EDUCATION SUBTITLE F. CURRICULUM, PROGRAMS, AND SERVICES CHAPTER 33. SERVICE PROGRAMS AND EXTRACURRICULAR ACTIVITIES SUBCHAPTER A. SCHOOL COUNSELORS AND COUNSELING PROGRAMS Sec. 33.002. CERTIFIED SCHOOL COUNSELOR. (a) From funds appropriated for the purpose or other funds that may be used for the purpose, the commissioner shall distribute funds for programs under this subchapter.

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Legal & Ethical Requirements pt. 2: ASCA Professional Standards

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Legal & Ethical Requirements pt. 2: ASCA Professional Standards

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ASCA puts forth professional standards that all school counselors should abide by in their work.

B.PF-1 Apply developmental, learning, counseling and education theories (American School Counselor Association, 2019):

C. Use established and emerging evidence-based counseling theories and techniques that are effective in a school setting to promote academic, career and social/emotional development, including but not limited to rational emotive behavior therapy, reality therapy, cognitive-behavioral therapy, Adlerian, solution-focused brief counseling, person-centered counseling and family systems

D. Use counseling theories and techniques in individual, small-group, classroom and large-group settings to promote academic, career and social/emotional development

This group will work to address academic and career goals for students through effective small group counseling strategies and techniques. This is one of the professional standards for school counselors according to ASCA.

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American School Counselor Association. (2019). ASCA school counselor professional standards and competencies. https://www.schoolcounselor.org/getmedia/a8d59c2c-51de-4ec3-a565-a3235f3b93c3/SC-Competencies.pdf

American School Counselor Association. (2021). ASCA mindsets and behaviors for student success: K-12 College-, career-, and life-readiness standards for every student. https://www.schoolcounselor.org/getmedia/7428a787-a452-4abb-afec-d78ec77870cd/Mindsets-Behaviors.pdf

Cherry, K. (2023, February 24). How Transformational Leadership Can Inspire Others. Verywell Mind. https://www.verywellmind.com/what-is-transformational-leadership-2795313

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

School Counselors and Counseling Programs, 2 Tex. Edu. Code § 33.002-33.007

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