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Flower Power is a small counseling group designed for 5th grade girls who have

struggled with bullying behaviors and have been suspended as a result.

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Participants will master Mindset standards M1: Belief in development of whole self, including a healthy balance of mental, social/emotional and physical well-being, M2: Sense of acceptance, respect, support and inclusion for self and others in the school environment, and M4: Self-confidence in ability to succeed.

Participants will master the following Behavior standards.

B-LS 1. Critical thinking skills to make informed decisions.

B-SMS 1. Responsibility for self and actions.

B-SMS 2. Self-discipline and self-control.

B-SMS 7. Effective coping skills.

B-SS 2. Positive, respectful and supportive relationships with students who are similar to and different from them.

B-SS 4. Empathy.

B-SS 6. Effective collaboration and cooperation skills.

B-SS 7. Leadership and teamwork skills to work effectively in diverse groups.

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Administrators and Counselors will receive a formal proposal outlining Flower Power's purpose, objectives, logistics, and evaluation plan. Updates and outcomes will be shared in summary reports and end of group evaluation data.

Teacher information will be shared during faculty meetings, targeted emails, and referral forms in their mailbox. Teachers will also be informed of the group's schedule in advance to avoid instructional disruptions.

Parents/Guardians will be notified with informed consent forms from the identified students. The documents sent home will include the group's purpose, schedule, and benefits. Phone call's home will be used for clarification or to answer questions.

Students will be invited through personal counselor conversations, where the counselor will explain the group.

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Students identified as potential participants will be invited through a private, supportive conversation with the school counselor. The counselor will explain the Flower Power group emphasizing the purpose, confidentiality, and the supportive nature of the group. Readiness will then be assessed through pre-group interviews with each student. The interviews will explore the students understanding of conflict, peer relationships, and self-regulation. Students will then be asked their willingness to participate, their comfort working in a group, and what they hope to gain. This process will ensure that students are prepared to engage constructively and are motivated to benefit from the group. Participants will be screened individually to ensure confidentiality and to allow students to speak openly. Individual screenings also provide the opportunity to identify any personal concerns that may need additional one on one support before group participation. The pre-group screening process will be used in combination with discipline date, teacher recommendations, and administrative input to finalize group membership. Students who demonstrate both a need for intervention and willingness to participate will be prioritized for inclusion.

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My district policy states that parent/guardian consent is sought for counseling/mental health support services offered by certified school counselors.

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The Participant Guidelines/Ground Rules resource will serve as a foundation for establishing expectations in the group. Using the "Looks Like" and "Sounds Like" framework helps students to describe the behaviors they want to see and hear in their own words. This process helps to clarify expectations and also promotes shared ownership and accountability. Ground rules will be posted during each session and revisited as needed to reinforce consistency and safety.

Rules set by me would be the following.

-Respect group confidentiality.

-One person speaks at a time.

-Use of respectful words and actions at all times.

-Be on time and participate.

-Treat everyone with respect.

Rules determined by the group could include group signals for encouragement, holding an item while speaking (talking microphone), and celebration rituals.

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Stage 1: During the first session, the priority will be building trust and establishing psychological safety. Members will participate in an icebreaker activity, such as sharing a positive trait on a flower petal, to begin forming connections and rapport. Group norms will be co-created through a collaborative activity called Our Flower Power Rules, which will be posted as a reminder of the expectations for respect, listening, and kindness. Confidentiality will be introduced early, with a clear expectation that while members are expected to respect one another's privacy, confidentiality cannot be fully guaranteed. Furthermore, the limits of confidentiality, including the obligation to report harm to self or others, will be reviewed to ensure all members understand the boundaries of safety and trust (DESE, 2015a).

Stage 2: In the middle sessions, the focus will shift to building group cohesion and maintaining productivity toward the learning outcomes. Activities such as role-playing empathy, practicing respectful communication, and applying conflict resolution strategies will allow participants to actively engage in skill-building while working collaboratively. Each session will begin with a group check-in to gauge members' emotional states and reinforce a sense of belonging. The counselor will also revisit group norms and confidentiality regularly to maintain safety. Progress will be monitored through both pre-and post-assessments, as well as informal reflections during sessions (DESE, 2015b). By modeling the respectful communication and guiding structured activities, the counselor will keep the group focused and productive.

Stage 3: Closure will emphasize both reflection and transition. In the final session, member will revisit the group's goals and create a Garden of Growth bulletin board, where each participant adds a flower labeled with the skills and goals they will carry forward. This activity highlights accomplishments and provides a tangible reminder of growth. The counselor will facilitate open dialogue about the ending of the group, encouraging members to share feelings of pride, sadness, or concerns, and normalize the mixed emotions associated with closure (DESE, 2015a). Confidentiality will be reinforced as a continuing responsibility beyond the group. To prevent feelings of abandonment, a follow-up meeting will be scheduled 4-6 weeks later to review progress and share success stories (DESE, 2015a). This provides accountability and ongoing support while ensuring a positive, confident transition.

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Flower Power would best work with a blend of leadership styles such as democratic, situational, and transformational. Democratic leadership would help the girls feel heard and valued. Situational leadership would allow the counselor to have structure and control at the start of the group and how it functions. Transformational leadership would help the girls envision who they want to be rather than what they must stop doing, supporting their personal growth.

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During Flower Power sessions, several of Yalom's therapeutic factors are likely to emerge as the girls engage in structured activities and counseling discussions.

Instillation of Hope-Members may see that change is possible when they learn new strategies for conflict resolution and respectful communication.

Universality-Participants may initially feel isolated or stigmatized due to their disciplinary history. Through group sharing, they will realize that others have faced similar struggles with anger, exclusion, or conflict.

Altrusim-Opportunities will arise for members to support each other, such as offering encouragement during role-plays or validating peers' emotions.

Imitative Behavior-Members will model positive communication when they see peers successfully use respectful words or resolve conflicts.

Catharsis-As members discuss times they felt hurt, excluded, or angry, they may release pent up emotions in a supportive space.

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Informed consent and Voluntary Participation

School counselors are ethically required to obtain informed consent from parents/guardians and ensure student participation in groups is voluntary. This includes explaining the group's purpose, goals, expectations, and the limits of confidentiality before the group begins.

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Confidentiality and Duty to Report

Counselors must set clear expectations about confidentiality, reminding students that while privacy is expected, it cannot be fully guaranteed in a group setting. Ethical standards and Texas law require counselors to break confidentiality if there is a risk of harm to self, other, or in cases of abuse or neglect.

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American School Counselor Association. (2022). Ethical standards for school counselors. ASCA. https://www.schoolcounselor.org/getmedia/44f30280-ffe8-4b41-9ad8-f15909c3d164/EthicalStandards.pdf

American School Counselor Association. (2022). The school counselor and confidentiality. ASCA. https://www.schoolcounselor.org/Standards-Positions/Position-Statements/ASCA-Position-Statements/The-School-Counselor-and-Confidentiality

American School Counselor Association. (2022). The school counselor and group counseling. ASCA. https://www.schoolcounselor.org/Standards-Positions/Position-Statements/ASCA-Position-Statements/The-School-Counselor-and-Group-Counseling

Cherry, K. (2023, September 25). How to lead: 6 leadership styles and frameworks. Verywell Mind. https://www.verywellmind.com/leadership-styles-2795312

Missouri Department of Elementary and Secondary Education. (2015a). Missouri comprehensive guidance and counseling program—Responsive services: Small group counseling module. https://dese.mo.gov/

Missouri Department of Elementary and Secondary Education. (2015b). Group facilitation manual. Missouri Comprehensive Guidance & Counseling Programs. https://dese.mo.gov/

Texas Education Agency. (2018). The Texas model for comprehensive school counseling programs (5th ed.). Texas Education Agency. https://tea.texas.gov/academics/learning-support-and-programs/school-guidance-and-counseling/pub2018texas-model5th-edition.pdf

Texas Education Code, Title 2, Subtitle F, Chapter 33. (2023). Service programs and extracurricular activities. https://statutes.capitol.texas.gov/Docs/ED/htm/ED.33.htm

Yalom, I. D. (1995). The theory and practice of group psychotherapy (4th ed.). Basic Books.