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American Psychological Association. (2020). Publication manual of the American Psychological    Association (7th ed.).

American School Counselor Association. (2021). The ASCA Mindsets & Behaviors for Student Success: K-12 College-and Career Readiness for Every Student describe. https://www.schoolcounselor.org/getmedia/7428a787-a452-4abb-afecd78ec77870cd/Mindsets-Behaviors.pdf

American School Counselor Association. (2016). ASCA Ethical Standards for School Counselors. Retrieved from https://www.schoolcounselor.org/asca/media/asca/Ethics/EthicalStandards2016.pdf

Missouri Department of Elementary and Secondary Education. (2015). Missouri Comprehensive Guidance & Counseling Programs: Linking School Success to Life Success.

Smith, J. A., & Johnson, L. M. (2020). Enhancing transition planning for students with disabilities: A systematic review. Journal of Special Education, 45(3), 210-227.

U.S. Department of Education. (n.d.). Transition guide to postsecondary education and employment for students and youth with disabilities retrieved from https://www2.ed.gov/about/offices/list/ocr/transitionguide.html

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Confidentiality and Its Limits

Legal/Ethical Requirement:

Maintaining confidentiality is a cornerstone of counseling ethics as per ACA, ASCA, and ASGW guidelines. However, counselors are also legally obligated to break confidentiality in cases where there is a risk of harm to the individual or others.

How it Supports the Counselor's Role:

Understanding the limits of confidentiality helps in creating a safe space for participants to share and explore their feelings, while also providing the counselor with guidelines for when they are legally required to intervene for safety reasons. This dual role of maintaining confidentiality while ensuring safety is crucial for the ethical practice of group counseling.

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Informed Consent

Legal/Ethical Requirement:
-According to both the American Counseling Association (ACA) and the American School Counselor Association (ASCA), obtaining informed consent from participants (or their guardians, if minors) is a legal and ethical requirement before beginning any counseling sessions.

How it Supports the Counselor's Role:
-Obtaining informed consent ensures that all participants are aware of the scope, risks, and confidentiality aspects of the group counseling sessions. This protects both the counselor and the participants by setting clear expectations and boundaries. It also aligns with local policies that require parental consent for minors participating in group counseling.

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Potential Therapeutic Factors:

Universality- Members realize they are not alone in facing challenges related to transitioning into adulthood, which can be comforting and reduce feelings of isolation.

Instillation of Hope-As members see progress in themselves or others, they become more hopeful about their own potential for growth and change.

Altruism- Members find value and self-worth in helping each other, which can be empowering and contribute to their own sense of competence.

Catharsis-The group provides a safe space for members to express and explore their feelings, which is therapeutic and lead to emotional release.

Cohesion-As the group progresses, members develop a sense of belonging and acceptance, which is important for building self-esteem and trust.

Imitative Behavior-Members model positive behaviors or coping strategies they observe in the group leader or other group members.

Interpersonal Learning-The group setting offers opportunities for members to receive feedback from others, which leads to greater self-awareness and improved interpersonal skills.

How These Factors Could Manifest-Universality & Cohesion: During discussions about challenges in transitioning to adulthood, members openly share their fears and realize many others have similar concerns, building a sense of community.

Instillation of Hope & Altruism- Success stories or progress updates from members inspire hope. Those who have made progress offer tips and advice to others, fostering a sense of altruism.

Catharsis & Interpersonal Learning- Emotional sharing sessions can serve as a cathartic release for members. Feedback during these sessions can contribute to interpersonal learning.

Imitative Behavior-During activities or role-playing exercises, members imitate effective communication or coping strategies demonstrated by the group leader or peers.

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Transformational Leadership-This group is dedicated to providing students with the necessary life skills and tools to effectively advocate for themselves. Through a transformational approach, students can be inspired to look beyond their current situation and strive for a better future. Additionally, this style of leadership can help to build the self-esteem that is often lacking among special education students by setting ambitious goals and providing the necessary support to reach them.

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Stage 1: Forming - Building Trust and Norms

Plan for Building Relationships and Trust:

Ice-breaker Activities- The first session will include activities designed to break down initial barriers and encourage open communication. For example, a "Two Truths and a Lie" game can help group members learn interesting facts about each other in a fun way.

Safe Space Agreement- The group will collaborate creating a "safe space" agreement. This is a set of guidelines that everyone commits to, ensuring that the group remains a safe, respectful, and confidential environment for sharing and learning.

Establishing Group Norms

Group Discussion- The first session will also include a facilitated discussion where group members can suggest and agree upon norms and rules for the group. This ensures everyone has a say in how the group will function.

Group Contract- After discussing, the agreed-upon norms will be compiled into a "Group Contract" that everyone will sign, symbolizing their commitment to upholding these norms.

Addressing Confidentiality-Discussion: I will explicitly outline what can and cannot be kept confidential within the group setting, ensuring that all members understand the limitations.

Written Statement- A written statement or handout about the limits of confidentiality will be provided to all members.

Stage 2: Storming & Norming - Cohesion and Productivity

Structured Activities- Each session will have a well-defined agenda and activities that are designed to move the group towards its goals. This helps maintain focus and cohesion.

Conflict Resolution- If conflicts arise, they will be addressed promptly and openly, with the aim of finding a resolution that respects everyone's viewpoints.

Checking in on Progress:

Quick Surveys-At the start or the end of each meeting, I will send out short, anonymous surveys to assess members' feelings regarding their performance and the direction of the group.

Check-ins- I will pull aside members individually for a brief chat to discuss any concerns or adjustments needed, ensuring that everyone is comfortable with the group's progress.

Stage 3- Performing & Adjourning - Closure and Follow-up

Plan for Closure:

Final Review Session- The last meeting will be dedicated to reviewing the group's journey, discussing what has been learned, and celebrating achievements.

Emotional Check- A final emotional check-in will help gauge how members are feeling about the group ending, providing closure.

Follow-up Plan:

Resource List- A list of books, websites, and other resources related to the group's focus will be provided for further exploration.

Continued Communication- If group members wish, a private online forum or group chat will be set up to allow for continued support and sharing.

Reinforcing Confidentiality

Final Reminder- The last session will include a strong reminder that the expectation for confidentiality continues even after the group has disbanded.

Written Commitment-A final written commitment to maintain confidentiality will be signed by all members as a tangible reminder of this important aspect.

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This group is meticulously designed to equip high school special education students with the essential life skills and transition planning needed for a successful post-secondary life. The curriculum will cover self-advocacy, job readiness, and independent living skills, using a blend of interactive activities and discussions The goal is not just to address current issues but to equip students with the knowledge and skills they need for future success, particularly as they transition into post-secondary life. The group aims to be preventative by providing these students with the tools they need before they face the challenges of adulthood.

Start and End Date: The group will run for six weeks, from September 18, 2023, to October 27, 2023, to allow for in-depth exploration of each topic.

Maximum Number of Participants: Limited to 10 students to ensure individualized attention and to foster a safe, intimate setting for sharing and learning.

Age: Grades 9-12 (14-18 years of age)

Days, Times, Locations: Meetings will be held every Tuesday from 11:30AM PM to 12:30PM in the school library, which offers a quiet, private space conducive to learning.

Length of Lessons: Each session will last 1 hour, providing ample time for both instruction and interactive activities.

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In order to ensure the successful completion of this program, it is essential to adhere to the campus policies regarding informed consent. To obtain informed consent, a detailed consent form ( see form above) is sent home to students at the start of the information session. This form is outlined what participation involves and should be read, signed, and returned to the parent if the parent agrees to allow their child to participate. Finally, a follow-up email is sent to parents if the consent form has not been returned by the deadline.

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In order to ensure that the group is able to effectively communicate the group's goals, objectives, and benefits, a pre-group interview and individual screening will be held. During these individual screenings, participants will be evaluated for their readiness, willingness, and interest in participating in the group activities, as well as their personal goals and concerns. Subsequently, brief announcements will be distributed in the relevant classes to inform students of the group's goals and activities, and a short interest survey will be sent out to measure interest and to tailor activities to the group's needs.

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Outreach Plan for Navigating Tomorrow: Life Skills for Success

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Outreach Plan for Navigating Tomorrow: Life Skills for Success

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Parents:
Personal Invitation: A formal letter will be sent home to students inviting parents to an information session about the group. This provides an opportunity for parents to ask questions and understand the group's goals. Emails will also be sent out with regular updates to keep parents informed of group activities and progress.

Students:  Daily Announcements and Information about the group, including how to join, will be published in the school's daily announcement. There will also be classroom visits where a short presentation will be given in the relevant class to inform students about the group an encourage participation.

Teachers:
Faculty Meetings: At faculty meetings, short presentations are given to let teachers know about the group and how they can support or encourage the group to students. Information flyers will also be placed in common areas that are easily accessible to teachers such as the work room.

Administrator:
Direct Communication: Formal proposals and periodic updates will be sent to school administrators to keep them informed of the group's activities and accomplishments.

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Mindset:
M 1. A belief in the development of the whole self, including a healthy balance of mental, social/emotional, and physical health. Students will work through activities such as SWOT analysis and self-advocacy discussions which will develop a sense of balance in their whole self.

M2。 Confidence in Your Ability to Succeed
Students will engage in group activities and discussions are designed to increase confidence by providing students with the tools they need to succeed in a variety of life skills.

M6. Positive Attitudes towards Work and Learning.  Through practical activities such as cooking and budgeting, students develop a more positive attitude towards real-world work and learning.

Behaviors:
B-LS 1. Demonstrate critical thinking skills to make informed decisions. Students will participate in activities that require critical thinking, such as creating a personal budget and writing a resume.
B-SMS 2. Demonstrate self-control and discipline. Through activities such as mock interviews and group discussions, students learn to control their impulses and behave in a disciplined manner.
B-SS 9. Demonstrates social maturity and exhibits behavior appropriate to the situation and environment. Group settings provide students with an opportunity to practice social skills in a safe, structured environment.

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Predetermined Rules:
The Rules of the Group are as follows:
Confidentiality: All information shared within the group remains confidential, with no exceptions.
Respect for All: Discriminatory, harassing, and disrespectful behavior will not be tolerated.
Active Participation: Members must be emotionally and mentally present in the group, contributing to the discussions and activities.
No Distraction: Phones must be turned off or placed on silent during group sessions.

Rules to be Determined as a Group:

1. Conflict Resolution: How will the group handle disagreements or conflicts among members?

2. Sharing Time: How will the group ensure that everyone has an opportunity to speak?

3. Additional Guidelines: Any other rules that the group feels are necessary for a safe and productive environment.