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The American School Counselor Association (2019) states that school counselors will "provide support for students, including individual and small-group counseling, during times of transition, heightened stress, critical change or other situation impeding student success" (p. 5). The students involved in this group are dealing with heightened stress, which has the potential to prevent their success. Rainbow Roundtable is intended to provide students with the skills they need to manage their feelings and behaviors, which will allow them to focus on their academics. Therefore, this group is necessary to promote social, emotional, and academic success for LGBTQ+ students.

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The Texas Education Code  § 33.003 states that "each school district shall adopt guidelines to ensure that written consent is obtained from the parent, legal guardian, or person entitled to enroll the student under Section 25.001 (j) for the student to participate in those activities for which the district requires parental consent" (para. 4). This code indicates that in order for students to participate in this group, counselors must follow district and legal guidelines to ensure that they obtain written consent from the student's parent or guardian. Students who do not obtain written consent for Rainbow Roundtable will not be permitted to participate.

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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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I believe that the instillation of hope would be beneficial to this group as all members are dealing with similar issues that are highly sensitive. Since many of these members would be dealing with bullying and/or harassment, the instillation of hope would help them cope. I also believe that universality is important to this group because LGBTQ+ students can often feel isolated or alone with their identity and problems. Universality can allow them to understand that others experience the same issues as them. I could also envision altruism as being effective for these students as they may be able to identify a purpose in helping others in the group. If they can help others, they may feel useful in their role in the group even as they are growing personally. Development of socializing techniques would also be relevant to this group as they would learn skills for communicating their feelings and advocating for themselves and others. If there are group members present who exhibit healthier coping mechanisms and behaviors than others, imitative behavior may be useful to those who are not able to handle their issues as effectively. Direct advice would also be present in the Rainbow Roundtable as I would be giving advice, coping mechanisms, and tools to manage feelings and behaviors. Finally, interpersonal learning would be present in this group as they would work together and collaborate. As all members would participate, they would receive feedback from others and understand experiences from different perspectives.

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When working with this group, I would use the participative leadership style. As the rules of this group allow everyone to participate equally, the democratic leadership style would be the most effective. This style allows group members to participate and take accountability for their growth. However, I would still be leading and facilitating the process.
I would also utilize the transformational leadership style as this topic is highly sensitive and I want participants to know that I am here to support them. I feel this style would be most effective for making them feel safe and comfortable in the group. I utilize this style in my current profession as a teacher and it has allowed me to build healthy relationships with my students. Therefore, I believe that it would be beneficial to lead this group, as well.

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Leadership styles are classifications of how a person behaves while directing, motivating, guiding, and managing groups of people. There are many leadership styles. Some of the most widely discussed include: authoritarian (autocratic), participative (democratic), delegative (laissez-faire), transformational, transactional, and situational.

Great leaders can inspire political movements and social change. They can also motivate others to perform, create, and innovate. As you start to consider some of the people who you think of as great leaders, you can immediately see that there are often vast differences in how each person leads.

Fortunately, researchers have developed different theories and frameworks that allow us to better identify and understand these different leadership styles.

Lewin's Leadership Styles

In 1939, a group of researchers led by psychologist Kurt Lewin set out to identify different styles of leadership.﻿﻿ While further research has identified more distinct types of leadership, this early study was very influential and established three major leadership styles that have provided a springboard for more defined leadership theories.

In Lewin's study, schoolchildren were assigned to one of three groups with an authoritarian, democratic, or laissez-faire leader. The children were then led in an arts and crafts project while researchers observed the behavior of children in response to the different styles of leadership. The researchers found that democratic leadership tended to be the most effective at inspiring followers to perform well.

Authoritarian Leadership (Autocratic)

Authoritarian leaders, also known as autocratic leaders, provide clear expectations for what needs to be done, when it should be done, and how it should be done. This style of leadership is strongly focused on both command by the leader and control of the followers. There is also a clear division between the leader and the members. Authoritarian leaders make decisions independently, with little or no input from the rest of the group.

Researchers found that decision-making was less creative under authoritarian leadership.﻿﻿ Lewin also concluded that it is harder to move from an authoritarian style to a democratic style than vice versa. Abuse of this method is usually viewed as controlling, bossy, and dictatorial.

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Authoritarian leadership is best applied to situations where there is little time for group decision-making or where the leader is the most knowledgeable member of the group. The autocratic approach can be a good one when the situation calls for rapid decisions and decisive actions. However, it tends to create dysfunctional and even hostile environments, often pitting followers against the domineering leader.

Participative Leadership (Democratic)

Lewin's study found that participative leadership, also known as democratic leadership, is typically the most effective leadership style. Democratic leaders offer guidance to group members, but they also participate in the group and allow input from other group members. In Lewin's study, children in this group were less productive than the members of the authoritarian group, but their contributions were of a higher quality.

Participative leaders encourage group members to participate, but retain the final say in the decision-making process. Group members feel engaged in the process and are more motivated and creative. Democratic leaders tend to make followers feel like they are an important part of the team, which helps foster commitment to the goals of the group.

Delegative Leadership (Laissez-Faire)

Lewin found that children under delegative leadership, also known as laissez-faire leadership, were the least productive of all three groups. The children in this group also made more demands on the leader, showed little cooperation, and were unable to work independently.

Delegative leaders offer little or no guidance to group members and leave the decision-making up to group members. While this style can be useful in situations involving highly qualified experts, it often leads to poorly defined roles and a lack of motivation.

Lewin noted that laissez-faire leadership tended to result in groups that lacked direction and members who blamed each other for mistakes, refused to accept personal responsibility, made less progress, and produced less work.

Observations About Lewin's Leadership Styles

In their book, The Bass Handbook of Leadership: Theory, Research, and Managerial Applications, Bass and Bass note that authoritarian leadership is often presented solely in negative, often disapproving, terms. Authoritarian leaders are often described as controlling and close-minded, yet this overlooks the potential positives of stressing rules, expecting obedience, and taking responsibility.

While authoritarian leadership certainly is not the best choice for every situation, it can be effective and beneficial in cases where followers need a great deal of direction and where rules and standards must be followed to the letter. Another often overlooked benefit of the authoritarian style is the ability to maintain a sense of order.

Bass and Bass note that democratic leadership tends to be centered on the followers and is an effective approach when trying to maintain relationships with others. People who work under such leaders tend to get along well, support one another, and consult other members of the group when making decisions.

Additional Leadership Styles and Models

In addition to the three styles identified by Lewin and his colleagues, researchers have described numerous other characteristic patterns of leadership. A few of the best-known include:

Transformational Leadership

Transformational leadership is often identified as the single most effective style. This style was first described during the late 1970s and later expanded upon by researcher Bernard M. Bass. Transformational leaders are able to motivate and inspire followers and to direct positive changes in groups.

These leaders tend to be emotionally intelligent, energetic, and passionate. They are not only committed to helping the organization achieve its goals, but also to helping group members fulfill their potential.

Research shows that this style of leadership results in higher performance and more improved group satisfaction than other leadership styles. One study also found that transformational leadership led to improved well-being among group members.

Transactional Leadership

The transactional leadership style views the leader-follower relationship as a transaction. By accepting a position as a member of the group, the individual has agreed to obey the leader. In most situations, this involves the employer-employee relationship, and the transaction focuses on the follower completing required tasks in exchange for monetary compensation.

One of the main advantages of this leadership style is that it creates clearly defined roles. People know what they are required to do and what they will be receiving in exchange. This style allows leaders to offer a great deal of supervision and direction, if needed.

Group members may also be motivated to perform well to receive rewards. One of the biggest downsides is that the transactional style tends to stifle creativity and out-of-the-box thinking.

Situational Leadership

Situational theories of leadership stress the significant influence of the environment and the situation on leadership. Hersey and Blanchard's leadership stylesis one of the best-known situational theories. First published in 1969, this model describes four primary styles of leadership, including:

1. Telling: Telling people what to do

2. Selling: Convincing followers to buy into their ideas and messages

3. Participating: Allowing group members to take a more active role in the decision-making process

4. Delegating: Taking a hands-off approach to leadership and allowing group members to make the majority of decisions

Later, Blanchard expanded upon the original Hersey and Blanchard model to emphasize how the developmental and skill level of learners influences the style that should be used by leaders. Blanchard's SLII leadership styles model also described four different leading styles:

1. Directing: Giving orders and expecting obedience, but offering little guidance and assistance

2. Coaching: Giving lots of orders, but also lots of support

3. Supporting: Offering plenty of help, but very little direction

4. Delegating: Offering little direction or support

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It seems like there are as many different styles of leadership as there are leaders. Discover some of the most common leadership style frameworks.

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Stage 1 - First and foremost, I would begin by discussing confidentiality with students. I would state that it cannot be guaranteed, but that it is vital to the process. I would also explain that there are limitations to confidentiality if I feel anyone at any point is in danger or the law requires reporting. This would help create a safe and trusting space for the participants. I would then discuss informed consent with the group. Next, I would introduce the ground rules and expectations of the group. Participants will have an opportunity to collaborate and agree on additional rules that would make them feel comfortable. I would then have the group members participate in a few icebreaker activities and trust exercises. Additionally, the ground rules in the previous slide will help ensure a safe place for all participants. I would also have all members participate in a pre-assessment to monitor the effectiveness of the group.

Stage 2 - I would always begin by reiterating rules, expectations, consent, and confidentiality. Additionally, I would introduce the topic and the purpose of each session. As the ground rules state, I would ensure that all participants have an equal opportunity to share and that they are not interrupted during their turn. If any conflicts arise at any point, I would mediate the situation and help the parties work through it. However, I would not tolerate disrespect in the group. I would also check in and give students an opportunity to individually discuss anything that they may not feel comfortable sharing with the group. I would also have them complete a brief assessment for each session to monitor progress and check for concerns.

Stage 3 - With each closure of the group, I would give them an assignment to work on or think about before the next session. I would close with a reminder about confidentiality and ensuring that everything said in the group remains in the group. I would do a "temperature check" to see how each member is feeling at the end of the group. If anyone requires further attention, I would discuss it with them individually. With the closure of the group as a whole, I would have students participate in a post-assessment to understand the effectiveness of the group. I would continue to follow up with students individually to ensure they are still feeling seen and safe.

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Students will be introduced to the ground rules prior to the start of the group. The rules in the attachment will be set forth by the counselor, but participants will be given an opportunity to present any additional rules they feel would make them more comfortable. The group will decide on additional rules together. They will then participate in a discussion regarding the guidelines and they will be asked to sign a document agreeing to the rules and expectations. If any student does not agree to the rules, they will not be allowed to participate. Students will be reminded of the expectations and rules at the beginning of each group session. Minor infractions will be handled as necessary. Excessive or major violations of the ground rules will not be tolerated.

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Kerrville ISD states that they will not conduct a psychological evaluation without prior written parental consent unless legally required by special education rules or in child abuse investigations. Parents have a right to review all instructional materials before the beginning of the course, remove their students from instruction without penalty, become involved in curriculum development, and use the district's grievance process. The district will not provide mental health care service to a student or conduct a medical screening without written consent from a parent or guardian unless the law requires it. Schools must obtain consent to display a student's work. Schools cannot video, audio record, or photograph a student without consent. Parents must be given a preview of the campus's school counseling program prior to participation. Campuses must obtain written consent from parents or guardians in order for students to receive services. Any information excluded from the consent form is prohibited.

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To determine if students meet the requirements of the group, the counselor will collaborate with teachers, counselors, and administrators to identify potential students who may benefit from the small group. Students who meet the preliminary criteria will receive personal invitations through scheduled meetings with the counselor to discuss the logistics, purpose, and expectations of the group. Students will participate in an individual interview to determine if they meet the criteria, gauge interest in participation, and determine willingness to cooperate with expectations. If the student is willing to participate, has the ability to meet expectations, has not experienced a conflict that may prevent participation, and appears motivated to commit they will be selected to join the group. Students will be notified if they have been selected via email.

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To disseminate this information, I would approach students who may benefit from the group directly. I would give them a consent form for their parents to sign granting them permission to participate in the small group. I would also email teachers, administrators, and counselors to give them information regarding the group as it would allow them to refer students who may benefit.

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ASCA Student Standards: Mindsets & Behaviors for Student Success

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ASCA Student Standards: Mindsets & Behaviors for Student Success

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By the end of this course, students will master:
"B-LS 1. Critical thinking skills to make informed decisions
B-LS 7. Long- and short-term academic, career, and social/emotional goals
B-LS 9. Decision-making informed by gathering evidence, getting others' perspectives and recognizing personal bias
B-SMS 1. Responsibility for self and actions
B-SMS 2. Self-discipline and self-control
B-SMS 3. Independent work
B-SMS 5. Perseverance to achieve long- and short-term goals
B-SMS 6. Ability to identify and overcome barriers
B-SMS 7. Effective coping skills
B-SMS 9. Personal safety skills
B-SS 1. Effective oral and written communication skills and learning skills
B-SS 2. Positive, respectful, and supportive relationships with students who are similar to and different from the.
B-SS 4. Empathy
B-SS 5. Ethical decision-making and social responsibility
B-SS 6. Effective collaboration and cooperation skills
B-SS 8. Advocacy skills for self and others and ability to assert self, when necessary
B-SS 9. Social maturity and behaviors appropriate to the situation and environment"

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The name of this support group is Rainbow Roundtable. This group will provide a safe space for LGBTQ+ students who have experienced bullying or harassment. It will be open to high school students between 14 and 18. This specific session will provide LGBTQ+ students with tools to manage their feelings regarding their experiences using Cognitive Behavioral Therapy (CBT). Some methods that can be effective for these students include progressive muscle relaxation, relaxed breathing, cognitive restructuring, and role-playing (Pietrangelo, 2019).