# data[].attributes.body
Mustang Mojo: Building Mustang Pride is a small school counseling group for 5th and 6th graders, where we discuss and implement social skills. Our 5th and 6th-graders have similar struggles or gaps in social skills and emotional changes, such as peer pressure, identity formation, and bullying.  Both grades are learning to navigate life as middle schoolers, such as maintaining an academic load, meeting higher expectations, and becoming more independent.

# data[].attributes.attachment_link.title
Mustang Mojo_ Building Mustang Pride Group Action Plan (2)

# data[].attributes.attachment_caption
American School Counselor Association. (2021). ASCA Student Standards: Mindset and
Behaviors for Student Success. Alexandria, VA: Author.

# data[].attributes.body
By the end of the group, students will explore their own feelings and practice strategies for managing emotions in group discussions and activities, aligning with ASCA’s focus on developing a positive self-concept (M1) and demonstrating self-discipline and self-control (B-SMS 2). Students will also reflect on how characters feel and practice showing kindness, respect, and teamwork with their peers, supporting ASCA standards that promote understanding and empathy for others (M3), creating positive relationships (B-SS 2), and using communication skills to express needs and resolve conflict (B-SS 6). Finally, students will reflect on the choices characters make in the story and share ideas for positive ways to handle similar situations in their own lives, reinforcing ASCA’s emphasis on demonstrating responsibility for actions (B-SMS 1) and applying problem-solving skills to make thoughtful decisions (B-SS 5).

# data[].attributes.body
To keep all stakeholders informed about the Mustang Mojo: Building Mustang Pride group, parents and guardians will receive a written outlining its purpose and structure. Information will be shared through a variety of channels, including emails, school newsletters, and secure communication platforms like Rooms, ensuring parents receive updates in accessible and convenient ways. At the end of the 8-week program, parents will receive a summary report detailing their child’s growth in social-emotional skills, attendance, behavior, and academic engagement. Students will be oriented at the start of the group to understand the objectives, expected behaviors, and how their progress will be measured, and will participate in self-reflections and journaling to track their own growth. Teachers and school staff will be notified at the beginning of the program and provided with brief updates during and after the group, highlighting student progress and skill development to support classroom engagement and collaboration, while ensuring sensitive information is shared only with those who need to know (Missouri Professional School Counselors & Counselor Educators, 2015).

# data[].attributes.attachment_caption
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. 

# data[].attributes.body
Participants will be informed about the Mustang Mojo: Building Mustang Pride group through individual meetings with the school counselor, where students will learn the group’s purpose, activities, expectations, and the importance of adhering to group norms and rules. Parents and guardians will receive written information and consent forms outlining goals, confidentiality, and session details. To assess readiness and interest, the counselor will conduct brief individual screenings, considering students’ comfort sharing personal thoughts, prior group experiences, and input from teachers or past counselors. The group will include positive role models among peers, ensuring diversity in gender, backgrounds, and compatibility to foster inclusive and supportive interactions. Best practice will be followed by avoiding placing close relatives together in the same group. Behavioral and attendance records will also be reviewed to ensure a good fit. Students showing readiness and interest will be invited to participate, while those needing additional support will be referred to individual counseling as appropriate (Missouri Professional School Counselors & Counselor Educators, 2015).

# data[].attributes.attachment_caption
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. 

# data[].attributes.body
At Nixon Smiley CISD, students may participate in the Mustang Mojo: Building Mustang Pride group only with written permission from both a parent or guardian and the student. This ensures families understand the purpose of the group, which is to help students develop social-emotional skills such as recognizing and managing feelings, showing empathy, building positive relationships, and making responsible decisions. The group will include activities like discussions, role-plays, and reflections, all designed to support improved attendance, behavior, and academic engagement. Confidentiality is maintained, and information shared in the group will only be shared with appropriate staff when necessary. By signing the consent form, parents and students acknowledge their understanding of the program, its benefits, and how participation supports the student’s growth in school and social settings, in accordance with Texas Education Code §§ 33.003–33.004 (2023) and 19 Tex. Admin. Code §239.15 (2023).

# data[].attributes.attachment_caption
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. 

# data[].attributes.body
In a small-group counseling setting, some rules should be set by the counselor, while others can be created collaboratively with the students. The counselor establishes essential rules for safety, legal, and ethical reasons, such as maintaining confidentiality, ensuring respect and safety, following school policies, and attending and participating appropriately. These non-negotiable boundaries protect students and create a structured environment. At the same time, students help develop group norms that encourage engagement and ownership, such as listening and taking turns, supporting one another, contributing ideas respectfully, and staying on topic during discussions. Together, the counselor and students complete a ground rules document during the first session and refer back to it at the start of each meeting to review and uphold the agreed-upon expectations. This approach ensures a safe, supportive, and productive space for learning social-emotional skills (Missouri Professional School Counselors & Counselor Educators, 2015).

# data[].attributes.body
Stage 1 – Forming (Building Trust and Establishing Norms):
In the first session, the focus will be on building relationships and trust between group members and the counselor. Ground rules will be established collaboratively, with the counselor setting essential non-negotiable rules for safety, confidentiality, and respect, while students contribute norms for engagement, listening, and participation. The counselor will clearly explain the limits of confidentiality, emphasizing that while the group expects privacy, it is necessary to disclose information. This stage ensures a safe, structured environment where students feel comfortable sharing and practicing social-emotional skills (Missouri Professional School Counselors & Counselor Educators, 2015).

Stage 2 – Working (Maintaining Cohesion and Progress):
As the group moves through each session, the counselor will facilitate activities and discussions that keep students engaged and working productively toward the learning outcomes. Strategies include guided role-plays, journaling, and group reflections. Progress will be monitored through counselor observations, student self-reflections, and discussions, allowing the counselor to check in regularly and provide support or adjust activities as needed. This stage ensures that group members continue to collaborate effectively and practice social-emotional skills in a supportive environment, known as the "performing stage" (Missouri Professional School Counselors & Counselor Educators, 2015).

Stage 3 – Ending (Closure and Transition):
During the final sessions, the focus will shift to reviewing and reinforcing what students have learned, preparing them for the group’s conclusion. Students will reflect on their growth, discuss how they can apply skills outside the group, and explore their feelings about the group ending. The counselor will emphasize that confidentiality must continue even after the group concludes. A follow-up plan will be provided, including referrals to individual counseling if needed, to support continued social-emotional development and ensure students leave the group feeling confident and supported (Missouri Professional School Counselors & Counselor Educators, 2015).

# data[].attributes.attachment_caption
Yalom ID. (1995). The theory and practice of group psychotherapy (4th ed.). New York: Basic Books. 

# data[].attributes.body
In this small group of 5th and 6th-graders, the counselor could observe five of Yalom’s therapeutic factors in action. Universality may emerge as students realize they are not alone in experiencing difficult emotions, such as nervousness, frustration, or social challenges (Yalom, 1995). Imitative behavior could be seen when students model positive social skills, empathy, and problem-solving strategies demonstrated by peers or the counselor. Instillation of hope may occur as students recognize that practicing social-emotional skills can lead to improved interactions, reduced conflicts, and greater confidence in school settings. Interpersonal learning is another factor, as students receive feedback on their communication, cooperation, and decision-making within the group, helping them refine their social skills. Finally, group cohesiveness can develop as students form supportive relationships and a sense of belonging, which is essential for ongoing engagement and growth (Yalom, 1995).

# data[].attributes.attachment_link.title
Yalom's Curative Factors of Group Treatment (1)

# data[].attributes.headline
Legal & Ethical: Written Parental Consent and Student Assent

# data[].attributes.subject
Legal & Ethical: Written Parental Consent and Student Assent

# data[].attributes.body
Counselors must obtain written permission from parents or guardians, and in some districts, like Nixon-Smiley CISD, student assent, before a minor can participate in small group counseling (Texas Education Code §§ 33.003–33.004, 2023). This requirement ensures that families are fully informed about the group’s purpose, activities, and confidentiality limits. Adhering to this law protects students’ rights and supports ethical practice by keeping parents and guardians as the guiding voice in a child’s education and social-emotional development.

# data[].attributes.body
The participative (democratic) leadership style is particularly effective for a small group of 5th and 6th graders because it balances guidance with active involvement, creating an environment where students feel valued and heard. At this developmental stage, children are learning to navigate social relationships, express their thoughts, and build decision-making skills. By allowing members to contribute ideas, share experiences, and support one another, the counselor fosters a sense of ownership and responsibility for their learning, which encourages engagement and participation (Cherry, 2023). At the same time, the counselor maintains focus, models appropriate social-emotional behaviors, and guides discussions to ensure that group objectives—such as developing self-awareness, social awareness, and responsible decision-making—are met. This approach promotes collaboration, empathy, and mutual respect, all of which are critical for the success of social-emotional skill development in 5th and 6th graders (Cherry, 2023).

# data[].attributes.body
Nixon-Smiley counselors are ethically required to maintain confidentiality, sharing information only with appropriate individuals when legally or ethically necessary (19 Tex. Admin. Code §239.15, 2023). Clear communication about the limits of confidentiality at the beginning of the group protects students and ensures trust. This supports the counselor’s role by creating a safe environment where students can express feelings and practice social-emotional skills without fear of inappropriate disclosure.

# data[].attributes.body
References

American School Counselor Association. (2021). ASCA Student Standards: Mindset and Behaviors for Student Success. Alexandria, VA: Author.

Cherry, K. (2023, June 27). How to Lead: 6 Leadership Styles and Frameworks. Verywell Mind. Retrieved August 19, 2025, 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.

Palacio, R. J. (2012). Wonder. New York, NY: Knopf.

State Board for Educator Certification. (2023). 19 Tex. Admin. Code § 239.15 - Standards required for the school counselor certificate. Retrieved from

https://www.law.cornell.edu/regulations/texas/19-Tex-Admin-Code-SS-239-15

Texas Education Code, §§ 33.003–33.004. (2023). Parental consent and involvement in school programs. Retrieved from https://statutes.capitol.texas.gov/Docs/ED/htm/ED.33.htm

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