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🌱 Elevation Connection: Emotional Resilience for Students with Learning Disabilities

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🌱 Elevation Connection: Emotional Resilience for Students with Learning Disabilities

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Elevation Connection is a structured small group designed to support high school students (grades 9-12) with learning disabilities in managing stress, improving emotional regulation, and developing healthy coping strategies. Through a series of interactive discussions and activities, students will explore techniques like mindfulness, self-care practices, and strategies for balancing academic and personal responsibilities. This group aims to provide a safe, supportive environment where students can recharge mentally and emotionally, enhancing both their overall well-being and academic success.

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Mindset Standards:

M 1: Belief in the development of the whole self, including a healthy balance of mental, social/emotional, and physical well-being.
This aligns well with the overall goal of supporting students' mental and emotional health.

M 4: Self-confidence in ability to succeed.
This standard fits well with the concept of building resilience and self-esteem in students.

M 5: Belief in using abilities to their fullest to achieve high-quality results and outcomes.
This mindset can be encouraged through group work and focusing on students' strengths.

M 6: Understanding that postsecondary education and lifelong learning are necessary for long-term success.
This ties into both career readiness and academic success, particularly for high school students.

Behavior Standards:

B-SMS 1: Responsibility for self and actions.
This is an important behavior to encourage as part of building accountability in the group.

B-SS 4: Empathy.
Empathy is crucial for social/emotional development and for students working in groups, especially in a counseling setting.

B-SMS 7: Effective coping skills.
This directly supports emotional well-being and can be taught in the context of group therapy or counseling.

B-SS 6: Effective collaboration and cooperation skills.
Students will need these skills for working in the group and sharing their experiences.

B-SS 8: Advocacy skills for self and others and ability to assert self, when necessary.
This standard is great for encouraging self-advocacy, particularly in students who may need extra support.

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Informational Flyers & Letters: Flyers and letters will be sent home with students, providing detailed information about the group's purpose, meeting dates, and how to register.

Parent Communication: Parents will receive an email outlining the group's goals, dates, and registration process. A virtual informational meeting will be scheduled for parents to attend, offering a chance to ask questions. An in-person meeting will also be available for additional details.

Classroom Announcements & Posters: Engaging classroom announcements will inform students of the group’s benefits. Additionally, posters will be displayed in hallways and common areas like the cafeteria, providing visual reminders of the program.

Personalized Invitations: Students who are identified as potentially benefiting from the group will receive personalized invitations. For those who prefer more privacy, individual, discrete conversations will be held to ensure comfort and confidentiality.

Teacher & Administrator Communication: Teachers and administrators will be informed through emails, newsletters, and faculty meetings. They will receive flyers in the faculty lounge and be encouraged to refer students who may benefit from the group.

Internal Communication: Information will also be shared via an internal website or shared document where school counselors can easily refer students. Flyers and details will be available in staff mailboxes, and the program will be included in morning announcements for added visibility.

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Plans to Inform Participants:

Students will be informed of the group through school announcements and direct invitations.

Assessing Readiness:

A pre-group interview will be scheduled with each participant to assess their readiness, willingness, and interest in participating.

Screening Process:

Participants will be screened individually to discuss their motivations and ensure they are a good fit for the group.

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Participation in Elevation Connection is voluntary, and informed consent ensures that students and parents understand the purpose, structure, and confidentiality guidelines of the group.

Key Points of Informed Consent:

Voluntary Participation: Students can join or withdraw from the group at any time.

Confidentiality: Discussions will remain private, except in cases where a student’s safety is at risk.

Parental Consent: A signed consent form from a parent/guardian is required for participation.

Limitations of Confidentiality: If a student reports harm to themselves or others, counselors are required to report it for safety.

Expectations: Students agree to engage respectfully, maintain confidentiality, and participate actively.

A formal consent form will be provided to students and parents before participation.

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At our first meeting, we will collaborate as a group to establish clear expectations and guidelines for participation. The Participant Guidelines/Ground Rules document will serve as a structured reference, ensuring that all members feel safe, respected, and heard. By reviewing and discussing these ground rules together, students will take ownership of the process, making them more likely to adhere to expectations.

Predetermined vs. Group-Determined Rules:
Some non-negotiable rules will be set in advance to ensure confidentiality, respect, and participation:
✔️ Confidentiality is expected—what is shared in the group stays in the group.
✔️ Respectful behavior is mandatory, including active listening and appropriate responses.
✔️ One person speaks at a time to maintain a positive and structured environment.
✔️ Effort to be on time is encouraged to support group engagement.

Beyond these core expectations, group members will have the opportunity to develop additional guidelines based on what they feel will contribute to a safe and supportive environment. This flexibility allows members to take ownership of the space while ensuring foundational rules are in place.

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Stage 1 (Initial Stage):

During the first session, trust will be built through icebreakers and introductions. Confidentiality will be addressed, making sure all members understand its limits.

Stage 2 (Transition Stage):

Group members will engage in exercises that build cohesion, with regular check-ins to assess progress.

Stage 3 (Final Stage):

The group will close with a reflection on lessons learned. I will monitor how students are feeling about the group ending and ensure confidentiality continues after the group ends.

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Leadership Style(s):

I believe my leadership style will be a mix of Collaborative and Directive. Collaborative because I want to allow group members to have input, but Directive to ensure the group stays focused on emotional resilience and stress-management techniques.

Why This Approach Works:

This approach will work best because students may need structure but also benefit from being empowered to participate in discussions and decision-making.

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Examples of Therapeutic Factors:

Instillation of Hope: Students will gain hope by learning that emotional resilience is achievable through practice.

Universality: Members will recognize that others share similar struggles, reducing feelings of isolation.

Imparting Information: The group will provide practical coping strategies that students can apply to real-life situations.

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🚨 Reporting Abuse or Harm
According to Texas Administrative Code (§261.101), school counselors are legally required to report any suspected abuse or neglect to Child Protective Services (CPS) within 48 hours.

The ASCA Ethical Standards (A.9.b.) also outline that school counselors must break confidentiality if a student is at risk of harming themselves or others.

🛠️How It Supports My Role:

This legal and ethical requirement ensures that counselors can protect students' safety by taking immediate action in situations where there is risk or harm.

In group counseling, it is critical to know when to break confidentiality for the safety of a group member or others, ensuring that you fulfill both legal and ethical obligations.

This clarifies the responsibility of counselors in addressing critical issues such as self-harm or abuse within the group counseling context.

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Limits of Confidentiality in Group Counseling
According to the ASCA Ethical Standards (A.6.a.), counselors must inform students about the limits of confidentiality in group settings.

Additionally, Texas Administrative Code (TAC §681.45) requires counselors to protect client confidentiality, with exceptions for harm to self or others.

🛠️ How It Supports My Role:

Establishing clear limits of confidentiality builds trust in group counseling. Students need to know what information is protected and when it may be shared for safety or legal reasons.

This ethical guideline ensures that you are transparent with participants, which helps them understand their rights and responsibilities in the group, thus fostering a safer and more supportive environment.

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American School Counselor Association. (2014). Mindsets & behaviors for student success: K–12 college- and career-readiness standards for every student. https://www.schoolcounselor.org/getmedia/7428a787-a452-4abb-afec-d78ec77870cd/Mindsets-Behaviors.pdf

American School Counselor Association. (2016). ASCA ethical standards for school counselors. American School Counselor Association.
Retrieved from https://www.schoolcounselor.org

Missouri Department of Elementary and Secondary Education. (2015). Missouri comprehensive guidance and counseling programs: Linking school success to life success—Responsive services small group counseling module. Missouri Department of Elementary and Secondary Education. https://missouricareereducation.org/doc/smallgroup/SmallGroupCounseling.pdf

Texas Administrative Code. (2020). §261.101. Report of abuse or neglect. Retrieved from https://www.sos.state.tx.us/

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