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The group is named Controlled Cats because having power over one's emotions and reactions takes control, and the school mascot is the bobcat. This group will focus on identifying what self-control is, how it can be attained, what causes the impulse of acting out, and how to avoid losing control. The age range is 8-9 year old students in the 3rd grade.

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Participants in Controlled Cats will master the following ASCA Mindsets and Behaviors upon completion of this group.
Mindsets:
M 1. Belief in development of whole self, including a healthy balance of mental, social/emotional and physical well-being M 2. Sense of acceptance, respect, support and inclusion for self and others in the school environment
M 3. Positive attitude toward work and learning
M 4. Self-confidence in ability to succeed
M 5. Belief in using abilities to their fullest to achieve high-quality results and outcomes
Behavior Standards:
B-SMS 1. Responsibility for self and actions
B-SMS 2. Self-discipline and self-control
B-SMS 6. Ability to identify and overcome barriers
B-SMS 7. Effective coping skills
B-SS 2. Positive, respectful and supportive relationships with students who are similar to and different from them
B-SS 4. Empathy
B-SS 9. Social maturity and behaviors appropriate to the situation and environment

(ASCA, 2021, p.2)

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Controlled Cats is a group that is available to students by invitation only.  The criteria for being invited to Controlled Cats is the number of referrals a student in 3rd grade received for a lack of self-control in particular situations.  Potential participants will receive a letter inviting them to an individual planning session. The potential group member will also receive an invitation for their parents/guardians to attend the planning session. During the planning session, information will be given to both the participant and parent/guardian about Controlled Cats.

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Potential participants will be interviewed/screened individually using an interview form adapted from the National Center for Training Support, & Technical Assistance's publication Working With Groups: A Group Facilitation Manual and by using the TAP-In method created by Rosemarie Smead.  During the interview/screening process the following topics will be covered:
*Group Descriptions
*Benefits of being in the group
*Expectations/Participation
The final decision will about group members will be decided after the interview/screening process is complete.

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This is a draft of the Informed Consent form that will need to be signed by parents/guardians before a student can participate in group counseling. This can be signed while the parent/guardian is in the interview/screening process or can be sent home to be signed if the parent/guardian participated by phone/zoom.

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Group members will create ground rules during the first meeting. The school counselor will help facilitate the making of the ground rules. Included is an example of some ground rules for groups. There will be the required ground rule of confidentiality. A poster will be created with the ground rules and will be signed by all participants. This poster will be referred to at the start of every meeting. Ground rules can be fluid and changed with group approval.

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Stage 1 Getting acquainted/setting norms/building trust: During this stage, participants will start to get to know each other.  Norms/rules will be established and agreed upon by all participants.  Limits of confidentiality will be discussed including mandated reporting information.  Group members will decide upon consequences of breaking confidentiality.

Stage 2 Working together to accomplish individual and group goals.  During stage 2 group members will continue to get to know each other further.  They will also be practicing strategies and techniques that are learned as well as coming up with their own.  Participation notes will be taken and group members will complete exit tickets/reflections before they leave each group session.

Stage 3 Ending the Group: Closure will begin to happen during the last session. This session will include celebrations and goal setting for each student. A final group survey will be completed by the participants. Follow-up information will be provided to the group members including a follow-up meeting where each participant will be able to meet with the counselor individually to complete an interview form similar to the one shown. The follow-up interviews will begin after Christmas break is over to see how students are doing.

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Participative Leadership (Democratic)

I feel that the participative leadership style (Democratic) will work best with this group.  This leadership style allows the group members to participate work together but also allows the leader to offer their guidance. This usually leads to more engagement and motivation.  Group members feel like they are part of the team which helps them commit to goals.

I feel that it will work with the 3rd graders in this group because they are still young and will possibly be participating in group counseling for the 1st time and will need some guidance.

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The following are some of Yalom's Therapeutic Factors that I may see during group sessions:
*Instillation of Hope: As group members work through strategies and learning, I would hope that they would believe that the treatment will be effective.
*Universality: This is one of the major benefits of group counseling to me.  So many people feel that they are alone with their struggles, I hope that the group members will see that there are other kids that have similar struggles.
*Imparting Information: Group members will learn about self-control.
*Altruism: Group members will be able to share other strategies which may help someone else in the group leading to a feeling of usefulness.
*Development of socializing: Participating in group counseling will help students work on socializing skills.
*Direct advice: Just like with altruism, students give and receive strategies which will help them be successful.
*Interpersonal learning: Working with students that have similar struggles will help the group members with their relating skills.

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American Counseling Association Code of Ethics
A.4. Avoiding Harm and Imposing Values
The ethical requirements that fall under A.4, are put in place to prevent counselors from purposefully harming clients. These support my role as a school counselor because they help me to keep in mind how my personal values and ideas need to be put to the side when helping clients to prevent unintentional harm.

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Texas Education Code 33.006
7 states that c) Nothing in Subsection (b)(7) exempts a school counselor from any mandatory reporting requirements imposed by other provisions of law.
When facilitating groups and going over confidentiality limits this is a good code to bring up to let group members know that certain things would have to be reported and I am not exempt from reporting just because I am a counselor.

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References are included as a PDF.