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This group will be for second grade ELL students to learn to be more confident members of their school community. We are the Academy Bumblebees, so I thought adding that into our title would tie in school spirit.

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This group will be for second grade ELL students to learn to be more confident members of their school community. We are the Academy Bumblebees, so I thought adding that into our title would tie in school spirit.

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M1. Belief in development of whole self, including a healthy balance of mental, social/emotional and physical well-being

M2. Self-confidence in ability to succeed

M3. Sense of belonging in the school environment

M6. Positive attitude toward work and learning

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Teachers will find out about the Be Your Own Hero group through my private Facebook page that will be made available to teachers and staff at the beginning of the school year. I will also send follow up email reminders to teachers as well as post flyers in the teacher workroom and teacher mailboxes.

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I will meet with teachers who have ELL students to discuss candidates for the group. Since this is a pre-k through second grade campus, teacher recommendation, as well as willingness to participate, will be the main criteria for qualification. Students who are recommended by their teacher, but do not actively participate in the pre-test will be dismissed from the screening process. The ELL students will need to be at least at the Intermediate level and struggling with social interaction among their peers. Teachers will be given a recommendation form and I will give those students the pre-assessment individually.
The pre-assessment will be scored the following way:

For questions 1, 2, 3, 6, and 8- Students will get one point for “not often”, two points for “sometimes”, and three points for “usually”

For questions 4, 5, 7, 9, 10- Students will get 3 points for “not often, two points for “sometimes”, and one point for “usually”.

Lower scores indicate a low self esteem and the lowest four scores on the pre-test will be accepted into the group.

If there is a large group of students who score low on the pre-assessment, it may be possible that another group needs to be added.

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Once students are selected to be in the group, I will call home to speak with the parents. I will have one of our bilingual staff members sit in on the calls with me in order to make communication easier if needed. I I will discuss the details of the group as well as the screening process and how their child scored on the pre-assessment survey. A copy of the informed consent form will be placed in the child's daily folder to take home and return. I will send emails to teachers to ask them to place the forms in my mailbox.

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Stage 1
I plan to be visible as much as possible on my campus, so my hope is that I can at least be a familiar face when I pull students for groups. I want the students to have seen me in their classrooms and in the hallways. We will begin the first session by introducing ourselves and getting to know one another. After that, we will create a social contract that defines the way we want to treat each other within our group.

Stage 2
I will encourage students to participate in group discussions, so they feel as though they are part of a group and that the group does not function as well without them. I will also make references to the social contract as needed and gauge the students' progress by how active they are in group discussions.

Stage 3
I plan to have a special lunch celebration to close the group. I feel that having a conversation around a meal makes things more relaxed and seems less formal. Each student will come up with an affirmation to say when they are not feeling confident. Each student will also make a bracelet to wear as a symbol of the work that we did during out time together. My hope is that the bracelet will help them remember that they are part of something and how much they helped one another grow. I will remind the students how important it is that only the students will our special bracelets on need to know what was said during our meetings. I will also make sure they know that I will be checking in on them to make sure they are doing ok.

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I will be a mixture of the Participative and Transformational leadership styles. I feel that I am already that type of leader in my classroom, so naturally that leadership style will transfer to counseling groups. Participative leadership style makes the group members feel that they are and important piece of group and Transformational leadership focuses on motivating, inspiring, and being positive (Cherry, 2020). These two leadership styles will make the members of the group know that they are loved and important, which would make them more comfortable to share.

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My campus implements Capturing Kids Hearts and each teacher creates a social contract with their class, which gives them the feeling of ownership by helping create the "rules". Of course, the teacher (counselor) guides them to what he/she wants the rules to be, which would be the rules 1-10 on the Participant Guideline sheet, but lets the students put their own spin on it. There will be four questions asked:
1) How do you want to be treated by the teacher (counselor)?
2) How do you want to be treated by each other?
3) How do you think the teacher wants to be treated by you?
4) How do we want to treat each other when there is conflict?

The counselor will record the responses on chart paper, every child will sign their name, and the social contract will be hung in the counselor's office to be referenced if needed.

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In section A.9.a of the ACA Code of Ethics, it states that a school counselor should screen and select members whose needs and goals are the same. The screening process will be something that is new on our campus, so knowing this ethical requirement will allow me to provide proof that this is something that the counselor is responsible for and also something that should be happening in order to form small counseling groups.

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There are many factors that will be present in this group. Instillation of Hope-because together, we can fix this lack of self confidence. Universality- because the students will see that there is a group of students that feel the exact same way that they do. Development of social techniques-students will learn to cooperate and talk to one another through group discussions. Direct Advice- Students will be participating in discussions that would allow them to give and receive strategies to use with problems that arise.

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B-PF 6. Demonstrate understanding of the impact of cultural, social and environmental influences on student success and opportunities

b)Explain how students’ cultural, social and economic background may affect their academic achievement, behavior, relationships and overall performance in school

This is important and helpful for me as a counselor because this group is comprised of students who have low self esteem due to cultural differences with the majority of students in their classes. Understanding that these cultural differences have an impact on students academically, socially, and emotionally will help me identify students that may need to participate in my group counseling sessions.

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American Counseling Association. (2014). Code of ethics.  Alexandria, VA: Author. Retrieved from https://www.counseling.org/resources/aca-code-of-ethics.pdf

American School Counselor Association (2014). Mindsets and behaviors for student success Alexandria, VA: Author.

Cherry, K. (2020). Leadership styles and frameworks you should know. Verywell Mind. Retrieved from https://www.verywellmind.com/leadership-styles-2795312

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. Retrieved from https://dese.mo.gov/sites/default/files/guid-respon-serv-small-group-counseling-guide-2015.pdf

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