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Organization for Success is for freshman in high school. Students will work on learning study habits, organization, goal setting, and time management to increase academic success and lower levels of stress.

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Through this group, students will master the following standards for mindset (ASCA, n.d.):

M 3. Positive attitude toward work and learning

M 4. Self-confidence in their ability to succeed

M 5. Belief in using abilities to their fullest to achieve high-quality results and outcomes

Students will also master the following standards for behavioral learning strategies (ASCA, n.d.):

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

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A mass email will be sent out to teachers of freshman students asking them to recommend students for the group. I will also make flyers to put in their mailbox as an additional reminder to reach out with their recommendations. I will follow up with teachers biweekly through email asking for their input.

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Any student recommended for the group will have their attendance, grades, and behavior referrals checked. If they qualify according to good attendance, borderline grades, and non-violent behaviors, I will meet with each student individually. I would share the purpose of the group, along with the expectations. I would ask if they would be interested in this particular group, or if they have any reservations. If they have no concerns, then I will reach out to their parents for their consent.

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An email will be sent out to the parents of students who qualify asking them to fill out a consent form if they would allow their child to participate in the group. If I do not hear back from a parent within a week, I will reach out by phone. Through conversation, I will explain the group purpose and ask if it is something they would be interested in their student participating in. If so, I would require them to fill out the form offering to resend it by email, or sending home a paper copy.

The attached form is an example of a consent form that would be sent home (Missouri Professional School Counselors and Counselor Educators, 2015).

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This document is a conversation starter about what the rules mean and how it would look within our group.

The non-negotiables include:

Confidentiality: Anything said in the group does not leave the group.

Respect: This includes the tone and language we use with one another as well as allowing each member to have their time to share and not dominate the conversation.

Be open-minded: The activities we will do and the conversations held will be beneficial if you are willing to open your mind to new information.

The first meeting will provide an opportunity to produce any other guidelines the group wishes to implement. They will be discussed and agreed upon as a whole.

The attached form is an example of a Guidelines/Ground rules form that could be used to facilitate converstation (Missouri Professional School Counselors and Counselor Educators, 2015).

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Stage 1: During the first session, non-negotiables will be discussed, and students will be a part of setting any other ground rules for the group. We will use some of our time during each session to get to know each other and build stronger relationships between students as well as the students and the leader. While our topic of focus is organization, there is always a chance students will open up about personal concerns during our sessions. Since this is a possibility, we will establish an expectation that anything said during our time together will not be repeated outside of our meeting.

Stage 2: Students will have the opportunity to create their own organizational system, daily and weekly to-do lists, and goals among other things. Students can collaborate during this time and share what they find helpful, or what is not working for them. They can ask for support from peers and the leader in completing their tasks.

Stage 3: Students will have time to share any goals, strategies, or other findings they are proud of with the group. A follow-up meeting will be scheduled with each student individually for a few weeks after the end of our group sessions to check if students are utilizing their new skills or need any support with implementing the skills. I will also reach out to the student's teachers and parents around this time to see if they are seeing an improvement in their level of academic success and time management.

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19 Tex. Admin. Code §239.15

American Counseling Association. (2014). ACA Code of Ethics. https://www.counseling.org/docs/default-source/default-document

-library/ethics/2014-aca-code-of-ethics.pdf?sfvrsn=55ab73d0_1

ASCA. (n.d.). ASCA Student Standards: Mindsets & Behaviors for Student Success. In ASCA Student Standards: Mindsets & Behaviors for

Student Success. https://www.schoolcounselor.org/getmedia/7428a787-a452-4abb-afec-d78ec77870cd/mindsets-behaviors.pdf

Cherry, Kendra. (2024, June 20). 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.

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

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I believe the transformational leadership style would be most appropriate. Transformational leaders inspire and motivate their students to reach their full potential while being an active, positive participant who takes ownership of their learning (Cherry, 2024). The goal of the group is to increase academic success and reduce stress by acquiring skills in organization, time management, and study habits. The leader would be motivating students to keep a positive attitude and improve their skills through practice.

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Several of Yalom's Therapeutic Factors apply to this group:

There will be universality between members considering they are all in the group to improve their level of organization and time management (Yalom, 1995).

Students will give and receive direct advice from both peers and the leader (Yalom, 1995).

These students are most likely experiencing a level of stress due to a lack of organization and time management. Instillation of Hope means students will have faith the skills they are learning from the group sessions can and will be effective (Yalom, 1995).

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Title 19 of the Texas Administrative Code states a school counselor must know and understand how culture can have an impact on both individuals and groups (TAC § 239.15). It also states small group counseling must be approached with appropriate counseling theories and techinques as described in The Texas Model for Comprehensive School Counseling Programs (TAC § 239.15).

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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 B.4.a of the American Counseling Association Code of Ethics states, "in group work, counselors clearly explain the importance and parameters of confidentiality for the specific group (American Counseling Association, 2014). There is no mention of confidentiality only being needed for sensitive subjects. Therefore, this supports the need for confidentiality within Organization for Success as well.