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The population for this time-limited group is struggling junior and senior high school students who take dual-credit courses and also participate in extracurriculars or work after school jobs who are showing signs of at-risk behavior (failing, attendance, tardiness, changes in behavior, withdrawal, fatigue). The topics addressed through this group are time management, coping with stress, healthy habits and resiliency.

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The ASCA student standards help students to achieve personal success. The following are mindsets and behaviors that will be encountered and practiced by the Next Level Group.

Mindset 3: A positive attitude toward work and learning.

Behavior Learning Strategy 3: Time management, organization and study skills.

Behavior Learning Strategy 7: Long and short-term academic, career and social/emotional goals.

Behavior Self Management Skill 2: Self Discipline and Self Control.

Behavior Self Management Skill 7: Effective Coping Skills

Behavior Self Management Skill 8: Balance of school, home and community activities.

Behavior Self Management Skill 10: Ability to manage transitions and adapt to change.

(American School Counseling Association, 2021).

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This group will be a closed group, so it will not be advertised publicly. It is intended for at risk students.

The first step is to discuss the group with school administration, provide justification and seek approval.

The second step for planning this group would be to meet with each at-risk student to recommend participation, describe the group and send the consent form for the student to discuss with the parent/guardian.

Thirdly, follow up phone calls might be needed for some of the parents and students.

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Photo by Papaioannou Kostas on

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The screening process for this group will be based on an individual interview process. Through this interview I will assess willingness, readiness and interest as well as offer the opportunity for the students to ask questions, express concerns and make an informed decision.

A document explaining the plan, schedule, group topics and ground rulles will be given to the student for consideration.

By using the questions and principles from Morganett's TAP process for group member selection as a checklist, I will cover all of the areas needed to determine group membership (1990).

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Informed Consent Form (Missouri Professional School Counselors and Counselor Educators, 2015)

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During the interview screening process, informed consent will be discussed. The student will sign a consent from as well as the parent or guardian.

The parent or guardian consent form will be sent home with the student along with a document describing the small group goals, curriculum and calendar.  The student consent form will include a group rules pact and will be signed at the first meeting.

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As a group we will have a guided discussion about the ground rules. This will happen during the first session, and we will use a handout similar to the one above to guide the discussion.

The main areas that we will cover are:

confidentiality

respect

participation

As a group we will write up a commitment document and sign it together.  This document will be displayed at all of the group meetings.

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Stage 1
During this stage norms will be formed formally and informally. To set the stage for confidentiality and respect, a group pact will be created and signed. I will formally declare myself the leader of the group, while at the same time informally advocate for each member as a leader as well by acknowledging, encouraging and modeling desired behaviors such as listening, participation and honesty. There will invariably be conflict, but with the right approach conflict is an opportunity for growth and building trust.

Stage 2
The practice and reflection element of the group assignments will keep the group working toward the set goals. By reflecting on successes and struggles each week, the group will build confidence and camaraderie as they build good habits and skills together.

Stage 3
Reflection on skills practiced and making a plan for the future will be the basis for closure of this group. A reminder of the group pact to show appreciation for each other and a reminder of continuing confidentiality is also important. A remind group will also be established for those who would like to receive encouragement and reminders about learned principles and to use as a check-in.

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A participative leadership style would work best with this group. The goal of this group is to build skills and healthy habits, and it is important for students to take an active part in their own growth. Therefore, they need to feel engaged and empowered to take responsibility for their own learning.

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Universality
By mutual sharing of concerns and struggles, members will realize that they are not alone. They are not the only ones to struggle.
Imparting of Information
There is a teaching element to this group that aims to inform the members of skills, habits and principles that will help them reach their goals.
Direct Advice
This group will be an opportunity for students to receive and give advice on strategies for success through sharing and reflection.
(Yalom, 1995)

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According to the Texas Administrative Code, a school counselor is to "counsel individuals and small groups using appropriate counseling theories and techniques in response to students' needs" (19 T.A.C. § 239.15).

The students who would make up this group are at risk of failing or dropout, and this qualifies as a need that would necessitate counseling, and specifically are good candidates for group counseling.

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In the American School Counseling Association Ethical Standards [ASCA] (2022), section A.7 is all about group work. Many of the ethical standards outlined apply to this particular group.

A school counselor is to  "facilitate short-term groups to address students’ academic achievement, postsecondary and career exploration, and social/emotional well-being" (ASCA, 2022, p. 4). This group will focus on academic achievement and social/emotional well-being.

Another standard that applies is that a school counselor is to "inform parents/guardians of student participation in and the purpose of the small group" (ASCA, 2022, p. 4)

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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

American School Counselor Association. (2022). ASCA ethical standards for school counselors. https://www.schoolcounselor.org/getmedia/44f30280-ffe8-4b41-9ad8-f15909c3d164/EthicalStandards.pdf

Morganett, R. S. (1990). Skills for living: Group counseling activities for young adolescents. Chicago: Research Press.

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/files/guid-respon-serv-small-group-counseling-guide-2015.pdf

School Counselor Certificate, 19. Tex. Admin. Code §
239.15.

Yalom, I. (1995). The theory and practice of group psychotherapy (4th ed.).