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Our fabulous mascots - C3PO and R2D2!

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The group is named The C3 Gang (Cool, Calm, and Collected). It is designed for 3rd and 4th-grade students who regularly face challenges with managing emotions, controlling impulses, maintaining peer relationships, following classroom rules, and handling frustration. Students will be selected to join the group based on multiple teacher referrals to the school counselor regarding these concerns.

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ASCA Mindsets and Behaviors

The following ASCA Mindsets  and Behavior Standards will be identified and reviewed through the C3 Gang Group:

Mindset Standards:

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.

Behavior Standards (Self-Management Skills):

B-SMS 2: Demonstrate self-discipline and self-control.

B-SMS 6: Demonstrate ability to overcome barriers to learning.

Behavior Standards (Social Skills):

B-SS 2: Create positive and supportive relationships with other students.

B-SS 8: Demonstrate advocacy skills and ability to assert self, when necessary.

These align with the group’s focus on self-regulation, emotional management, and impulse control, as well as improving peer relationships.

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Get Ready to Feel, Grow, and Manage YOUR Emotions!

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The publicity plan for The C3 Gang Group's group participation will involve communication with teachers, students, school administrators, and parents.

For teachers, the school counselor will send an email to inform them about the group’s objectives and the student participants selected to attend based on their referrals to the school counselor. The flyer detailing the group’s purpose and ways the teachers can support participating students will be attached to the email for further review.

For parents a personalized email will be sent to parents of students who might benefit from group participation. The school counselor will describe how/why their child was selected and how the group will support their development. A permission slip with further descriptions of the group, its goals, and the benefits for students will be attached to the email for the parent to sign and return. The school counselor will also include a flyer similar to the teachers’ flyer and include strategies to support their students at home.

For students, the school counselor will meet with them individually to explain the group’s purpose and goals. The counselor will discuss how the group can help them manage their emotions, control impulses, and improve interactions with their classmates. The focus will be on encouraging students to join by sharing how the group can benefit them, ensuring they feel comfortable and motivated to participate.

For administrators, the school counselor will provide a presentation outlining the group’s objectives, logistics, and expected outcomes to gain their support and approval. Additionally, periodic progress reports will inform administrators of the group’s success and the students' development.

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The school counselor will meet one-on-one with students to explain the purpose and benefits of The C3 Gang self-regulation group, focusing on how it can help them manage their emotions and improve relationships with classmates. During these meetings, the counselor will assess each student's interest and comfort level by asking questions and observing their reactions. Screening will be done individually to get a clear understanding of each student's needs, making sure the right participants are chosen for the group.

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In alignment with the publicity plan, after students are referred to the school counselor and selected for group participation, an email will be sent to the parent or guardian outlining the group’s purpose. Attached to the email will be an informed consent and permission slip for the parent or guardian to review, sign, and return to the school counselor. This permission slip will also be provided to the student's teacher should the parent reach out to the teacher with questions/asking for the permission slip.

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Predetermined group rules will be established before the group begins. These rules provide a framework for safety and respect, while the collaboratively agreed-upon group rules will help build a sense of community.

Predetermined Group Rules:

Confidentiality: What is shared in the group stays in the group. This ensures students feel safe to express themselves without fear of others discussing their personal information outside the sessions.

Respect for Others: Students must listen respectfully when someone else is speaking and refrain from interrupting.

Participation: Students ARE encouraged to participate in all activities but are allowed to "pass" if needed.

The students will discuss and identify collective group rules during the first group session. These will be created and agreed upon once permission/consent/ascent, confidentiality, and group introductions have been completed.

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A directive, authoritarian, and structured leadership style would work best for this group. As the group facilitator, the school counselor will actively be teaching, moderating, and demonstrating self-regulation techniques to the participants while making sure that the group rules are being followed. Providing clear instructions, setting expectations, and leading activities in a structured and organized manner will help with moving the sessions forward. The facilitator/school counselor will also, at the same time, offer encouragement to help the students feel motivated, engaged, and safe. This leadership style keeps younger students focused and learning effectively.

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Potential therapeutic factors that could be seen for students in the group are:

Instillation of Hope: As students see themselves and others making progress, they may begin to believe the group is helping them learn new skills and motivate them to continue practicing self-regulation strategies.

Universality: Being part of the group with other students facing similar challenges will help the participants realize they are not alone. This can reduce feelings of isolation and increase their engagement in group and classroom situations.

Imparting of Information: Students will learn essential self-regulation strategies, such as deep breathing and positive self-talk, which are central to the group's objectives.

Development of Socializing Techniques: The group setting allows students to practice and improve interpersonal skills, such as communication, conflict resolution, and cooperation.

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Stage 1 - Building Relationships, Establishing Norms, and Addressing Confidentiality

I will create a welcoming environment through introductions and icebreaker activities to build trust and relationships with the students. These activities will allow the students to get comfortable with one another and establish rapport. Group rules will be established collaboratively in the first session, where students will discuss and agree on rules such as respectful listening, participation, and confidentiality. I will pre-determine certain non-negotiable rules, like maintaining a respectful environment and the expectation of confidentiality. I will also explain the importance of confidentiality, as students may share outside of the group. Still, we will discuss the importance of keeping each other's personal stories private. This structure and student input balance will foster a sense of shared responsibility within the group.

Stage 2 - Keeping the Group Cohesive and Productive

To keep the group working cohesively and productively, I will use structured activities, lessons, and games designed to teach self-regulation skills in a fun and interactive way. I will regularly check in with students during each session by asking how they feel about the activities and the progress they are making. I will also encourage peer feedback and praise to reinforce positive group dynamics. Throughout the sessions, I will monitor participation and engagement, providing extra support when needed to ensure all students stay focused on the learning outcomes. Assessing progress through informal observations, student reflections, and feedback will help me gauge how well they internalize self-regulation techniques.

Stage 3 - Group Closure and Reinforcing Confidentiality

During the final session, I will focus on reviewing what the students have learned and how they can continue to use the self-regulation strategies outside the group. We will reflect on the progress made, and I will discuss how they feel about the group ending and encourage them to share any thoughts or concerns. As we close the group, I will remind the students that confidentiality remains important even after the group ends and that they should continue to respect each other’s privacy. I will provide follow-up opportunities, such as individual check-ins, to ensure they continue to feel supported as they apply their new skills.

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Confidentiality and Limits in Group Counseling

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Confidentiality and Limits in Group Counseling

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Maintaining confidentiality in group counseling is a fundamental requirement, as emphasized by the ASCA ethical standards and the Texas Education Code. Confidentiality is critical in creating a safe and supportive environment where students feel comfortable sharing personal information. However, there are specific limitations to confidentiality that must be communicated to students and parents, mainly when there is a risk of harm to the student or others. According to the ASCA, counselors have an ethical duty to protect students' privacy. Still, this duty is overridden when safety concerns arise, such as issues related to abuse, neglect, or harm.

The Texas Education Code further reinforces this responsibility by outlining counselors' legal obligations in these situations, including mandatory reporting requirements. As a counselor, it is essential to ensure that both students and parents understand the importance of confidentiality while also making it clear that there are circumstances where the law requires intervention. By adhering to these ethical and legal frameworks, I can help foster trust with students and families, creating an environment that promotes open communication. At the same time, I ensure compliance with state mandates that are designed to protect minors from harm. This balance between upholding confidentiality and fulfilling legal obligations helps maintain a professional and ethical counseling practice while safeguarding the well-being of the students.

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Informed Consent and Parental Permission

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Informed Consent and Parental Permission

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Both the Texas Education Code and ASCA ethical guidelines require counselors to obtain informed consent from parents or guardians before minors can participate in group counseling sessions. This ensures that parents are fully informed about the group’s purpose, structure, goals, and any potential risks or benefits before giving their consent. This step is critical not only to comply with legal mandates but also to build a solid foundation of trust and communication between the counselor and families. As a counselor, obtaining informed consent gives me the opportunity to explain the value of the counseling process, address any concerns parents may have, and reassure them that their child’s well-being is the top priority.

By adhering to this requirement, I ensure that all students are participating with full knowledge and approval from their parents, which is vital to the success and compliance of group counseling sessions. This informed consent process also supports an open dialogue between the school, families, and the counseling program, allowing parents to feel confident in the support their child is receiving. This practice meets both legal and ethical standards but also strengthens the effectiveness of group counseling by fostering transparency, cooperation, and a shared understanding between everyone involved.