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My school adopted the term Tribe Time.  It is a 25-minute time period where each student is accountable to one teacher for grades and any needs.  I would like to piggyback off this concept that terms our school mascot, Chiefs and Maidens.
During this time, our topics will focus on the needs of students with an emotional disturbance and what is happening outside of school that effects their school performance.  The group will be high school, males and females, ages 9 th grade to 12 th grade.

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Section B of the ACA Code of Ethics (2014) recognizes the need for confidentiality and privacy. While working with high school students, it is essential to build relationships, gain trust, and acknowledge the need for confidentiality. Within the section, B.2.a. describes the serious and foreseeable harm and legal requirements, and that confidentiality does not apply and disclosure is required if any participant states end-of-life issues. This is something that needs to be stated and understood when working with students with emotional disturbance.

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The group will show universality because they all have an emotional disturbance and social skills deficit. Together, through interpersonal learning, they will learn from each other through each others feedback and relate to new ways of doing.

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The authoritarian leadership style will be the foundation of the group, with clear expectations for the group, when things will be done, how they will be done, and what is expected. All participants will get a say in what they want to get out of the session, however, the leader will make the major decisions and implementation.

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Upon completion, participants will master:
Mindset Standards
M3-Positive attitude toward work and learning.
M4-Self-confidence in ability to succeed.
Behavior Standards
BLS 4-Self-motivation and self-direction for learning
BSMS 2-Self-discipline and self-control
BSS 9-Social maturity and behaviors appropriate to the situation and environment

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ARD committee decision with LSSP input
Students must qualify with an Emotional Disturbance.
Students who participate in Personal Social Skills curriculum.

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TEA (2021) states "written parental consent must be provided prior to requesting or obtaining counseling benefits and services which include agencies of related services (counseling), and can withdraw consent at any time".
Along with parent consent, students will be allowed to give their own thoughts on participation and will receive all information about group prior to consent.

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

American School Counselor Association. (2021). ASCA Student Standards: Mindsets & Behaviors for Student Success. https://www.schoolcounselor.org/getmedia/7428a787-a452-4abb-afec-d78ec77870cd/Mindsets-Behaviors.pdf

Missouri Comprehensive Guidance and Counseling Program. (2015). Responsive Services Small Group Counseling Module. Pg. 26. https://www.schoolcounselor.org/getmedia/7428a787-a452-4abb-afec-d78ec77870cd/Mindsets-Behaviors.pdf

The Texas Education Agency. 2021. School Health and Related Services. https://tea.texas.gov/academics/special-student-populations/special-education/programs-and-services/school-health-and-related-services

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Section E of the ACA Code of Ethics (2014), Section E, is for evaluation, assessment, and interpretation. E.4 gives instruction for release of data to qualified personnel. This group will focus on student growth and betterment. There will be times information will need to be shared with LSSP's and ARD committees. Student participants need to be aware of data sharing, when needed.

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Stage 1-A confidentiality agreement will be signed by all participants. Relationship building activities such as "Get to Know Me Bingo" and "Round Robin Share" to build relationships and trust within the group. Social contract to build group norms and to refer to during sessions to insure respect and safety during sessions.
Stage 2-Each member will go through and check-in and check-out process daily/weekly to gauge their progress. There will also be Daily Behavior Report Cards filled out by their teachers to show progress within the classrooms.
Stage 3-The group will close with a buddy system where each member will have a buddy they will check in with and have accountability to. They will be accountable for each other and self, and will have resources to help if the other is in need. Reiteration of confidentiality will be discussed and a post-group session will be set.

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All participants will compete the Participant Guidelines/Ground Rules (MCGCP, 2015).
Participants will also participate in building a social contract for the group which will determine how the group speaks and treats the members.

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Daily announcements throughout school
Emails sent to student and guardian
Discussions in ARDs