# data[].attributes.body
Club Hakuna Matata will be made up of students who need academic assistance. These students are those that performed below their grade level(6th grade). Triggers that hindered their academic growth will be identified and interventions to help them will take place. The length of the sessions for this group is 6 weeks.

# data[].attributes.attachment_link.title
Small Group Action Plan, Club Hakuna Matata N Fernandez

# data[].attributes.body
The group will focus on mindsets and behaviors that can be found in the American School Counseling Association standard for student success. (ASCA, 2021).

Mindsets:
M 1. Belief in development of whole self, including a healthy balance of mental, social/emotional and physical well-being.
M 2. Sense of acceptance, respect, support and inclusion for self and others in the school environment.
M 3. Positive attitude toward work and learning.
M 4. Self-confidence in ability to succeed.

Behaviors:
B-LS 3. Time-management, organizational and study skills.
B-LS 4. Self-motivation and self- direction for learning.
B-SMS 5.  Perseverance to achieve long- and short-term goals.
B-SS 6. Effective collaboration and cooperation skills.
B-SS 7.Leadership and teamwork skills to work effectively in diverse groups

# data[].attributes.body
Teachers and administrators will be involved in selecting the group and will be updated via email once the group is formed. All students selected will be asked to participate by the counselor and a letter to the parents will be sent home with the student.  On the first meeting, students will be aware of the breakdown of the course.  A syllabus will be shared with them and will also be posted on the group webpage.  The stakeholders, parents and students will be the only ones to have access to this.

# data[].attributes.body
The group will consist of 7 students. Scores from testing data will be looked at to determine what students have potential for benefiting from this group as well as teacher recommendations for students that are just below the passing range. The counselor will determine eligibility by meeting with each student individually and reviewing the plan and purpose of the group. Rules, expectations, goals, procedures, timelines and the syllabus will be discussed during the meeting. Once the interviews are conducted and rated, the group will be formed. students will get an official invitation and parents will be notifies.

# data[].attributes.body
Once the students are selected and parents informed, students will meet and all documentation pertaining to the group will be discussed.  This includes meeting times and location, group syllabus, and information regarding the informed consent form.  Students will need to take the paperwork home to their parents and return the informed consent form signed by them in order to participate in this specific group.
(Missouri Professional School Counselors and Counselor Educators, 2015)

# data[].attributes.body
The enclosed guidelines are found in the student packet and are reviewed during every meeting with the group.
The main concepts are as follows:
1.  All members understand and respect confidentiality.
2. One person speaks at a time.
3. There is opportunity for everyone to participate and share.
4. Respect and participate.
5. Sharing information is an option.
6. Additional guidelines may be added as the sessions progress.
(Missouri Professional School Counselors and Counselor Educators, 2015)

# data[].attributes.body
Group dynamics is important for all groups so success can be achieved.
Stage 1 will stress rules and confidentiality and set the foundation for the group.  Expectations and trust will be emphasized as well.  This stage is important because confidentiality is what will be the backbone to establish trust and openness needed to achieve progress for all in the group.
Stage 2 will incorporate activities that will include collaboration with each other to explore anxiety trigger, time management strategies, and organizational skills.  Group discussions will help with social skills and building trust.
In stage 3 we will check progress each class session and build up or modify along the way. Post session recommendations will be given and students will be advised to check on each other and keep each other accountable.

# data[].attributes.body
The group will benefit from participative leadership style, which is also known as democratic leadership.  This style will work for this group because all are engaged and they have a final say in the decision-making process.  It will help students collaborate more and make everyone feel like they are part of the team.

# data[].attributes.body
There are several of Yalom's therapeutic factors that stand out in the group.
1. Installation of hope is found when the counselor seeks out the student and gives them hope and confidence about the possibility of success being within their reach and someone will be there to for them.
2. Universality also exists in the group because by being part of something, the student knows they are not alone.  They belong in the group and will find commonality with some group members.
3. Imparting information will be established once the rules are set at the beginning of the group formation.
4. Group cohesiveness is going to be exhibited through the feeling of safety and comfort as they share information. They will establish a feeling of belonging and understand that with the risks they take they will find trust in the group.
(Yalom, 1995)

# data[].attributes.body
As required by the American School Counselor Association Ethical Standards, (American School Counseling Association), the school counselor ensures that the goals of the group are met by screening students whose goals are compatible with group content (American School Counseling Association, 2014).
This competency helps identify students who need intervention by requiring the screening process and also sets the importance of goal setting for students. The screening ensures a higher rate of success in the group setting.

# data[].attributes.body
At the beginning of the school year, the parents in the district give written permission to the counseling programs for interventions in the school settings. However, for this small group, another permission consent form will go out because according to the Texas Education Code section 33.004, school counselors are to obtain written consent for student involvement in school program activities. (Tex. Educ Code § 33.004).  This additional permission will guarantee that we meet the education code requirements.

# data[].attributes.body
Anxiety can highly impact success in academic achievement.  This book will help students explore their feelings and emotions with the group. They will also discover relaxation techniques to lessen their worries.
Students will use the book to get ideas on what relaxation techniques work best for them and use them to calm their anxiety triggers.

# data[].attributes.body
American School Counselor Association. (2016). ASCA ethical standards for school counselors. https://www.schoolcounselor.org/getmedia/f041cbd0-7004-47a5-ba01-3a5d657c6743/Ethical-Standards.pdf

American School Counselor Association (2021).  ASCA student standards; Mindsets and behaviors for student success.(https://www.schoolcounselor.org/getmedia/7428a787-a452-4abb-afec-d78ec77870cd/Mindsets-Behaviors.pdf

Dunn Buron, K. (2006). When my worries get too big! A relaxation book for children who live with anxiety. Autism Asperger Publishing Company.

Missouri Comprehensive Guidance &  Counseling Programs
(2015). Linking school success to life success.  https://learn-us-east-1-prod-fleet02-

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