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| Better Ways is a group session for 9th-12th grade students experiencing multiple referrals and are at risk for suspension or alternative placement. The purpose of the group is for students to learn how to better handle their emotions and behaviors. Students will be recommended to this group by a member of administration or a school counselor. Members of this group will discuss the topics of stress, goal setting, self-concept, peer-pressure, and belonging.

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By participating in this group the following Mindsets standards are met:
M 1. Belief in development of whole self, including a healthy balance of mental, social/emotional and physical well-being.
M 2. Self-confidence in ability to succeed.
M 3. Sense of belonging in the school environment.
M 6. Positive attitude toward work and learning.

Participants will also develop the following Behavior standards:
B-LS 4. Apply self-motivation and self-direction to learning
B-LS 7. Identify long- and short-term academic, career and social/
emotional goals
B-SMS 2. Demonstrate self-discipline and self-control
B-SMS 6. Demonstrate ability to overcome barriers to learning
B-SMS 7. Demonstrate effective coping skills when faced with a problem
B-SS 2. Create positive and supportive relationships with other students
B-SS 3. Create relationships with adults that support success

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Flyers and information emails will be sent to the campus administrators and school counselors, since they are the ones that will be referring students to the program. A meeting or professional development for everyone involved in the students educational experience, in order to relay the goals of the group. Teachers who have students participating in the program will be notified and kept up to speed on the any important or need to know information by email. Teachers will also be able to refer students to this group by informing their school counselor or campus administrator.

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After being referred to this group, students will be given an information flyer and a parent consent form. Parents or guardians of the student will also be contacted to inform them of their students ability to participate in the group. They will be notified that the purpose of this group is to help students discover solutions to their behavior problems.

Since this group is intended to help students control their emotions and behaviors, students may not be fully willing to participate in the group counseling sessions.  This group will not be used a requirement for students, however it can be used as a way for students to stop their disruptive behavior cycle. They can use this group as a chance to help prevent suspension or alternative placement if behavior is improved.

Before attending the first group session students will complete a pre/screening survey that includes the Psychological Sense of School Membership scale and parts of the  Multidimensional Self-Concept Scale. Students will be given these surveys individually and in a private setting. This is to ensure that there is no pressure to falsely answer the questions. The students teachers will also be given a brief survey about the students behavior.

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Students will be given the informed consent form to be filled out and returned before the beginning of the first session. Students will be required to have this form to participate.

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Ground rules will be determined during the first counseling session. The chart below is an activity to be used that allows the participates to discuss what the rules look and sound like. Rules can be deleted by group members or  they can be added.

The following rules were predetermined before the start of the group:
1.  Matters discussed in the group are confidential.
2. Respect others.
3. Participation in group discussion is optional; however, it is recommended.

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These students have shown behavioral problems that may lead them to getting suspended or placed in an alternative school, making the group dynamics unique.

Stage 1: This stage will focus on establishing relationships and trust between the group members and the group leader. This part may be particularly difficult due to the students past experiences with authority figures. It is important to emphasize that this should be used as a safe place. During this stage, students will work together to create group norms. Examples of group norms will be provided as a guide. Also during this stage, the group leader will explain the limits of confidentiality. Although members are expected to maintain confidentiality, this may not be guaranteed. Here it is also important to mention, the group leader has the responsibility of maintaining student safety. Mentions of self-harm or harm to others will have to be discussed with parents and/or authorities.

Stage 2: Group discussion and role-playing scenarios will be implemented in order to maintain the relationships and to make sure students are learning the objectives. While students are discussing, the group leader will encourage discussion and offer help or clarification when needed. Also, participants will be asked to keep a journal on how these students are progressing toward their behavior goal.

Stage 3: The group will conclude with an discussion of responsibility. This topic will tie in the previously learned material to allow students to review everything we had talked about. Before the last session, words of encouragement from teachers will be collect and given to the students. This is meant to help empower the students and give them a since of belonging outside of the group. Students will be encouraged to continue participation in the group activity they discovered during the 4th session.

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A participative or democratic leadership style will be most beneficial to this group. During these sessions, it is important for the members to feel motivated and encouraged by the group leader to share. This type of leadership will also allow the students to gain a deeper connection with the group leader since the group leader will be participating in the discussion.

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Better Ways is a group where several of Yalom's Curative Factors of Group Treatment are instilled. First, this group imparts information on its members in order for them to better understand the factors that lead to their behavior. Also, this group helps develop socializing techniques since much of the participation is in the form of discussion. Direct advice is also offered in this group when it is needed.

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According to the Texas Administration Code (2017) Standard 2 (3), School counselors are responsible for understanding and developing skills in group counseling techniques based on the students needs. This code specifically mentions the use of group counseling by school counselors.

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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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The American School Counselors Association (2019) provides an ethical outline of the responsibilities of the school counselor. The use of small-group counseling is listed in several places as a behavior competency. By using group counseling in a the comprehensive school counseling program, counselors can help promote "academic achievement, career planning and social/emotional development" (ASCA, 2019, pg. 1). The following competencies specifically mention the use of group counseling:

B-PF 1. Apply developmental, learning, counseling and education theories
d. Use counseling theories and techniques in individual, small-group, classroom and large-group settings to promote academic, career and social/emotional development

B-SS 1. Design and implement instruction aligned to the ASCA Mindsets & Behaviors for Student Success in large-group, classroom, small-group and individual settings

B-SS 2. Provide appraisal and advisement in large-group, classroom, small-group and individual settings

B-SS 3. Provide short-term counseling in small-group and individual settings

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American School Counselor Association (2014). Mindsets and Behaviors for Student Success: K-12 College- and Career Readiness Standards for Every Student. Alexandria, VA: Author.

American School Counselor Association (2019). ASCA School
Counselor Professional Standards & Competencies. 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.  https://dese.mo.gov/sites/default/les/guid-responserv-small-group-counseling-guide-2015.pdf

Title 19, Texas Administration Code § 239.15 (2017). https://texreg.sos.state.tx.us/public/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=19&pt=7&ch=239&rl=15