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The Pause Patrol is on a mission to stop and think before they act! This group will help students understand their impulsive behaviors and give them skills to help control it.

The overall group topic will be teaching self-control related to impulsive behaviors such as: blurting out, anger outbursts, breaking rules and attempts to gain attention with things such as silly behavior. The curriculum will include both education about what impulsive behavior is, and coping skills and strategies to help students manage their impulsive behaviors and develop self-control skills.  This group will be for students in 1st or 2nd grade that are displaying impulsive behaviors while at school, particularly if it is impeding their academic or social progress.

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Mayer. Lori. Group Action Plan.2.9.25.EDG6321

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The American School Counselor Association has established Mindsets and Behavior Standards for students that creates a framework for services provided by school counselors including their use of group therapy.

The ASCA Behaviors that students will develop as a result of participation in Pause Patrol are as follows:

B-SMS 2. - Self Discipline and Self-Control

B-SMS 6.- Ability to Identify and Overcome Barriers

B-SMS 7. - Effective Coping Skills

B-SS 1.- Effective Oral and Written Communication Skills and Listening Skills

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In order to advertise the group to stakeholders I would place an item in both the staff and parent newsletters for three weeks to gather a list of students to screen. I would also send an email to staff. I oftentimes also have particular students in mind before putting a group together, and so I would reach out to the guardians and teachers of those students individually.

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Before a the group begins I would meet with each potential member of the Pause Patrol Group individually in order to determine if this is an appropriate setting for them. During the pre-screening process I would inform students about the group rules and about the meaning of confidentiality. Then I would ask them if they thought that following the rules and maintaining confidentiality would be hard or if they felt like they could do those things. If students feel comfortable with these conditions, they would be invited to join the group. If they did not feel comfortable or that they could follow the rules I would not involve them with the group but consider other possible services for them.

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Since the group participants are minor children, informed consent is at the discretion of their parent/ guardian. A form similar to the one that is attached will be sent home for parent/guardian to sign once they have shown interest in their student joining the group. If a parent has questions they can call to discuss it or make an appointment to review the informed consent. In addition to the informed consent, the student needs to be a willing participant in the group and will have to agree during the prescreening to confidentiality and to follow the group rules.

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The Group Rules will be discussed thoroughly at the first session of the group and then students will be reminded of them at every group after. A developmentally appropriate and themed poster will be created to be hung up during group sessions. They are as follows:

1. Be Kind to Others

2. What we say here stays here

3. Wait your turn and listen to others

4. Keep your hands and feet to yourselves.

If at any point more rules need to be added due to issues arising, they will be discussed and added by the group on a case by case basis.

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Group Dynamics will change over the course of the life of the group and the school counselor needs a plan to guide the group through each stage.

Stage 1- The first session with the group will largely be establishing group rules (norms), a discussion of confidentiality and what it means and a reminder that we only control ourselves and that means we can't be sure others will not break confidentiality. The rest of the group session will introduce the topic of self-control and a discussion of where group members may struggle with self control so that they can see that all group members struggle in this area and help foster group cohesiveness.

Stage 2- During the ongoing sessions of the group there will be time for group activities and practice of skills with one another that will foster participation and working together to learn new self-control skills. There will be a check-in at the beginning of each session that will assess learning, progress and the application of newly acquired knowledge taught in group.

Stage 3 - This group is time limited and this will be introduced to all students during the pre-screening and reenforced during the course of the group due to the brevity of the group and the developmental needs of younger students to help them process the limited number of meetings. In the session before the last, time will be given for discussion of how each group member feels about the next meeting being the last. Reminders will be given that the school counselor will still be available to assist students in different capacities than as their group leader in the future and that we will all continue to see one another, just not in group every week. The last session will be about reviewing what was learned and stressing that our group rules about confidentiality still apply after the group is over. The post group assessment will also be given. To encourage all students, there will be a small celebration at the end of the final session where the counselor will provide a special snack while making sure each student is praised for their effort and learning.

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A school counselor must be directive as a leader, especially when working with younger students , particularly with self-control needs. However, instead of taking an authoritarian style of leadership, which does not allow children to grow through their own creativity, I will use a transformational leadership style. This style still allows the school counselor to set very clear goals and expected outcomes from group sessions, but allows student's the freedom to explore how to meet these objectives with their ideas instead of dictating precise methods that they will use to accomplish their goals. Working with children effectively certainly requires flexibility and transformational leadership allows for this while still allowing the school counselor to steer the ship, so to speak, and keep progress on course.

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Therapeutic factors that can be expected during the course of the group are as follows:

Universality: students will see they are not alone in their self-control struggles.

Imparting of information: Students will learn about impulsive behaviors and coping strategies to increase their levels of self-control.

Development of socializing techniques: Students will interact and practice new skills with each other during group

Direct Advice: Students will receive suggestions from the counselor and other group members on how to handle different situations surrounding self-control.

Imitative Behavior: Students will be able to hear about the successes of other group members and try new ways of coping for themselves.

Interpersonal Learning: students will be able to give feedback and suggest new solutions to one another.

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Rule 239.15 (c) of the Texas Administrative Code outlines Standards for Learner-Centered Skills in School Counseling. It specifically addresses the need for School Counselors to provide short term counseling in a small group setting (item 3), and also lists other requirements of the school counselor pertaining to group counseling, such as developing the school counseling program (item 1), meeting student needs with the program (item 2), and assisting students in meeting their personal goals (item 11). This small group is designed with Learner-Centered Skills as a top priority.

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(a) School Counselor Certificate Standards. The knowledge and skills identified in this section must be used by an educator preparation program in the development of curricula and coursework and by the State Board for Educator Certification as the basis for developing the examination required to obtain the School Counselor Certificate. The standards also serve as the foundation for the professional growth plan and continuing professional education activities required by §239.25 of this title (relating to Requirements to Renew the Standard School Counselor Certificate). (b) Standard I. Learner-Centered Knowledge: The certified school counselor has a broad knowledge base. The certified school counselor must know and understand: (1) the history and philosophy of counseling; (2) counseling and consultation theories and practices; (3) career development theories and practices; (4) the roles and responsibilities of a comprehensive school counseling program that emphasizes college and career readiness and postsecondary options for all students, including college admissions, college financial aid resources, application procedures, and workforce and career opportunities; (5) assessment principles and procedures, including the appropriate use of tests, test interpretation, and test results; (6) changing societal trends, including demographic, economic, and technological tendencies, and their relevance to school counseling; (7) environmental, social, and cultural factors that affect learners' development and the relevance of those factors to educational, career, personal, and social development, along with comprehensive school counseling programs; (8) learners' developmental characteristics and needs and their relevance to educational and career choices; (9) legal and ethical standards, practices, and issues and the importance of commitment to and implementation of ethical principles; (10) the characteristics and educational needs of special populations; (11) techniques and behavioral interventions to assist teachers with classroom management; (12) the integration of a school counseling program, the Texas College and Career Readiness Standards, and academic curricula; (13) the roles and responsibilities of a comprehensive school counseling program that is responsive to all students; (14) counseling-related research techniques and practices; (15) developing and teaching best practices on leadership skills; (16) how cultural factors and group membership impact individual students; (17) the comprehensive school counseling program model; (18) how to utilize various forms of technology and how inappropriate use could be professionally and personally harmful; and (19) an understanding of systems, including family dynamics and school environments. (c) Standard II. Learner-Centered Skills: The certified school counselor applies the knowledge base to promote the educational, personal, social, and career development of the learner as outlined in The Texas Model for Comprehensive School Counseling Programs. The certified school counselor must: (1) develop processes and procedures for planning, designing, implementing, and evaluating The Texas Model for Comprehensive School Counseling Programs; (2) provide a proactive, comprehensive, developmental school counseling program based on the needs of students, as set forth in The Texas Model for Comprehensive School Counseling Programs; (3) counsel individuals and small groups using appropriate counseling theories and techniques in response to students' needs; (4) consult with parents/guardians, teachers, administrators, and other individuals as appropriate to enhance his or her work with students; (5) coordinate resources, referrals, and follow-up procedures for students within the school and community; (6) demonstrate proficiency in teaching small and large groups by actively engaging students in the learning process; (7) participate in the selection, use, and interpretation of assessments and assessment results; (8) use multiple sets of information and data to make decisions about students, programs, and services; (9) use counseling-related research techniques and evidence-based practices to address student needs; (10) advocate for a comprehensive school counseling program that is responsive to all students; (11) facilitate 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; (12) maintain proficiency in counseling and campus-related technology; and (13) use varied sources of information, resources, and practices to counsel students about postsecondary opportunities and college and career readiness. (d) Standard III. Learner-Centered Process: The certified school counselor participates in the development, monitoring, revision, and evaluation of a campus based on The Texas Model for Comprehensive School Counseling Programs that promotes learners' knowledge, skills, motivation, and personal growth. The certified school counselor must: (1) collaborate with others in the school and community to implement a guidance curriculum that promotes learners' development in all domains, including cognitive, social, and emotional areas; (2) facilitate 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; (3) use both preventive and intervening strategies to address the concerns of learners and to help them clarify problems and situations, set goals, explore options, and implement change; (4) implement effective referral procedures to facilitate the use of special programs and services; (5) act as a consultant to help learners achieve success inside and outside of school; (6) advocate for a comprehensive school counseling program and recognize the required time commitment to fully apply the program implementation cycle; (7) create a program mission, goal, and services in alignment with the school mission and campus improvement plan; (8) create and disseminate literature or newsletters to all stakeholders that describe the comprehensive school counseling program and reduce negative stigmas associated with receiving counseling services in a school-based program; (9) establish an advisory council or board with membership of all stakeholders (student, parent, teacher, administrator, community member, other personnel, and support specialists); (10) increase public relations and awareness through community outreach, such as fundraising, grant writing, donations, volunteerism, local businesses, and use of public or guest speakers; (11) provide school-wide professional development and parent workshops throughout the school year; (12) support participation in fair-share responsibilities versus non-counseling related duties; (13) know district, state, and federal initiatives that are to be reflected in a comprehensive school counseling program; and (14) develop practices to promote learners' knowledge about college and career readiness processes necessary to pursue postsecondary opportunities. (e) Standard IV. Learner-Centered Equity and Excellence for All Learners: The certified school counselor promotes academic success for all learners by acknowledging, respecting, and responding to diversity while building on similarities that bond all people. The certified school counselor must: (1) understand learner differences, including those related to cultural background, gender, race, ethnicity, socio-economic levels, academic ability, and learning styles, and know ways to create and maintain a positive school environment that is responsive to all learners; (2) advocate for a school environment in which diversity is acknowledged and respected, resulting in positive interactions across all cultures, genders, ethnicities, and learning styles; (3) facilitate learning and achievement for all students to ensure services that cover an array of exceptionalities, including special populations, by promoting a cooperative, inclusive, purposeful learning environment; (4) take a positive, strength-based approach that builds on commonalities versus differences in all learners; (5) understand how environment and behavior may impact or influence individual learners; (6) ensure equitable access to programs and services for all students; (7) understand how family values, group membership, and culture intersect; (8) acknowledge learners' gifts, strengths, and extracurricular talents when considering programs and services; (9) increase students' awareness and include their voices regarding educational and individualized plans; and (10) ensure equitable access and exposure to postsecondary opportunities and college and career readiness information and resources for students and parents/guardians. (f) Standard V. Learner-Centered Communications: The certified school counselor, an advocate for all students and the school, demonstrates effective professional and interpersonal communication skills. The certified school counselor must: (1) demonstrate effective communication through oral, written, and nonverbal expression; (2) use knowledge of group dynamics and productive group interaction; (3) support responsive interventions by effectively communicating with parents/guardians, teachers, administrators, and community members; (4) facilitate learners' access to community resources; (5) develop and implement strategies for effective internal and external communications; (6) facilitate parent/guardian involvement in their children's education; (7) develop partnerships with parents/guardians, businesses, and other groups in the community to facilitate learning; (8) work effectively as a team member to promote positive change for individuals, groups, and the school community; (9) take a positive, strength-based approach that verbalizes commonalities versus differences in all learners; (10) effectively communicate his or her role and responsibility and counselor identity to all stakeholders to reduce confusion about the duties of a school counselor; (11) adhere to best practices connected to ethical and legal considerations around appropriate use of technology and email, documentation, record keeping, privileged communication, and informed consent process; and (12) facilitate access to and use of school and community information and resources related to postsecondary opportunities and college and career readiness by learners, parents/guardians, teachers, administrators, and community members. (g) Standard VI. Learner-Centered Professional Development: The certified school counselor continues professional development, demonstrating a commitment to learn, to improve the profession, and to model professional ethics and personal integrity. The certified school counselor must: (1) use reflection, self-assessment, and interactions with colleagues to promote personal professional development; (2) use counseling-related research techniques and practices as well as technology and other resources to facilitate continued professional growth; (3) strive toward the highest level of professionalism by adhering to and modeling professional, ethical, and legal standards; (4) apply research-based practice to improve the school guidance and counseling program; (5) engage in ongoing professional development to improve the school guidance and counseling program; and (6) engage in continued professional development experiences to learn and apply concepts, skills, and practices related to increasing college and career readiness and promoting postsecondary opportunities and preparation for all learners.

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(a) School Counselor Certificate Standards. The knowledge and skills identified in this section must be used by an educator preparation program in the development of curricula and coursework and by the State Board for Educator Certification as the basis for developing the examination required to obtain the School Counselor Certificate.

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Section A.9. of the American Counseling Association's Code of Ethics addresses ethical issues pertaining to group counseling. There are two areas of concern, screening and protecting clients. The prescreening of each group member to assess their suitability for Pause Patrol meets the first ethical requirement. Protecting clients is an ongoing process from before the group starts until long after it finishes with informed consent, group rules and confidentiality being addressed with parent/guardians as well as group members. However, there are some issues such as exposure to the trauma of others or behavioral outbursts of another student that may need to be addressed on a case by case basis.

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19 Tex. Admin. Code §239.15

American Counseling Association (2014). ACA 2014 Code of Ethics. Alexandria, VA: Author.

American School Counselor Association (2021). ASCA Student Standards; Mindsets and Behaviors for Student Success. Alexandria, VA: Author.

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.

Yalom ID. (1995). The theory and practice of group

psychotherapy (4th ed.). New York: Basic Books.