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This group is designed for K-2 students who struggle with self-control. The purpose of this group is to help students recognize what self-control is, why it is important, and learn strategies to manage their self-control.

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ASCA Student Standards: Mindsets and Behaviors for Student Success

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ASCA Student Standards: Mindsets and Behaviors for Student Success

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Listed below are the Mindsets and Behavior standards students will meet through participation in this group.

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.5 Belief in using abilities to their fullest to achieve high-quality results and outcomes.

B-SMS 1. Responsibility for self and actions

B-SMS 2. Self- discipline and self-control

(ASCA, 2021)

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To spread awareness about this group, the plan would be to include the information in the campus newsletter to staff, explain the purpose and the process to the staff at a faculty meeting, send invitations to the students that have been identified to participate in the group, and post group information on the counselor's webpage.

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The initial screening process for this group is conducted by teachers and staff.  Teachers and staff are asked to identify students they feel would benefit from a self-control small group. Once potential students have been identified, the counselor will meet with the group of students and explain the purpose and structure of the group. Students will then be interviewed by the counselor to gauge whether the student would benefit from the group or not. Parents also play a part in the screening process as they must consent to their child participating in the group. The counselor will provide an alternative solution for students who are not chosen for the group.

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Once selected, a letter explaining the reason for the group and what we will be doing will be sent home to the students’ parents/guardians along with a consent form. Students who receive consent will be placed in a group.

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The following ground rules will be discussed prior to the first group session and will be determined by the counselor.  Additional ground rules may be established by the group members during the first session.

1. Be respectful
2. Confidentiality
3. Participate

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This is a homogeneous group of K-2 students who struggle with self-control.  There could be multiple self-control groups depending on the amount of students that are referred.

Stage 1: Every group session will begin with a review of the established ground rules and confidentiality.  Students will understand that confidentiality cannot be guaranteed, but is expected.  Students will also be made aware that if confidentiality is broken, it could possibly result in removal from the group.

Stage 2: This stage will begin with a quick ice breaker activity that will allow students to interact and connect with each other and have fun.  Students will also have opportunities to share examples of times that they were able to show self-control.  These accomplishments will be celebrated by the group.  Students will then engage in activities that will encourage them to work together to develop self-control.  Students' progress will be tracked by student participation within the group, as well as teacher and staff feedback.

Stage 3: Students will be made aware up front about about how many sessions they will participate in.  An ice cream cone will be displayed on a poster board with six scoops of ice cream, one representing each session.  At the end of each session, a scoop will be removed.  This will allow students to count down how many sessions are remaining and prepare them for the final session.  The students will be presented with a certificate of competition at the last session. The counselor will conduct a post-group follow up interview with each student to analyze the effectiveness of the sessions and see if students are able to successfully apply and maintain what they learned during their sessions.

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The best leadership style for this group would be participative leadership because it allows the counselor to not only offer guidance to the group, but to participate within the group.  This leadership style also allows group members to feel more engaged and important to the group (Cherry, 2021).

However, given the nature of the group and the issue of a lack of self-control, at times it may be necessary for the counselor to take on an authoritarian leadership style in order to maintain control of the group.

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The following are the different types of Yalom's Therapeutic Factors that would be used in the group sessions:

Instillation of Hope- Students participating in this group will be hopeful that the information and strategies learned within this group will produce positive changes in their behavior.

Universality- Students participating in this group will realize that they are not the only ones that struggle with self-control .

Development of Socializing Techniques- Students participating in this group will be focused on learning important social skills through working with others and effective ways to communicate.

Direct Advice- Students participating in this group will receive suggestions from the counselor for strategies to help them manage their self-control.

(Yalom ID, 1995)

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Standard c.3 of the Texas Administrative Code states that counselors must counsel individuals and small groups using appropriate counseling theories and techniques in response to students' needs.

Through small group counseling, school counselors are able to address the academic, social, and emotional needs of students through personalized intervention.

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(a) School Counselor Certificate Standards. The knowledge and skills identified in this section must be used by an educator preparation program in the development of curricula and coursework and by the State Board for Educator Certification as the basis for developing the examination required to obtain the School Counselor Certificate. The standards also serve as the foundation for the professional growth plan and continuing professional education activities required by §239.25 of this title (relating to Requirements to Renew the Standard School Counselor Certificate). (b) Standard I. Learner-Centered Knowledge: The certified school counselor has a broad knowledge base. The certified school counselor must know and understand: (1) the history and philosophy of counseling; (2) counseling and consultation theories and practices; (3) career development theories and practices; (4) the roles and responsibilities of a comprehensive school counseling program that emphasizes college and career readiness and postsecondary options for all students, including college admissions, college financial aid resources, application procedures, and workforce and career opportunities; (5) assessment principles and procedures, including the appropriate use of tests, test interpretation, and test results; (6) changing societal trends, including demographic, economic, and technological tendencies, and their relevance to school counseling; (7) environmental, social, and cultural factors that affect learners' development and the relevance of those factors to educational, career, personal, and social development, along with comprehensive school counseling programs; (8) learners' developmental characteristics and needs and their relevance to educational and career choices; (9) legal and ethical standards, practices, and issues and the importance of commitment to and implementation of ethical principles; (10) the characteristics and educational needs of special populations; (11) techniques and behavioral interventions to assist teachers with classroom management; (12) the integration of a school counseling program, the Texas College and Career Readiness Standards, and academic curricula; (13) the roles and responsibilities of a comprehensive school counseling program that is responsive to all students; (14) counseling-related research techniques and practices; (15) developing and teaching best practices on leadership skills; (16) how cultural factors and group membership impact individual students; (17) the comprehensive school counseling program model; (18) how to utilize various forms of technology and how inappropriate use could be professionally and personally harmful; and (19) an understanding of systems, including family dynamics and school environments. (c) Standard II. Learner-Centered Skills: The certified school counselor applies the knowledge base to promote the educational, personal, social, and career development of the learner as outlined in The Texas Model for Comprehensive School Counseling Programs. The certified school counselor must: (1) develop processes and procedures for planning, designing, implementing, and evaluating The Texas Model for Comprehensive School Counseling Programs; (2) provide a proactive, comprehensive, developmental school counseling program based on the needs of students, as set forth in The Texas Model for Comprehensive School Counseling Programs; (3) counsel individuals and small groups using appropriate counseling theories and techniques in response to students' needs; (4) consult with parents/guardians, teachers, administrators, and other individuals as appropriate to enhance his or her work with students; (5) coordinate resources, referrals, and follow-up procedures for students within the school and community; (6) demonstrate proficiency in teaching small and large groups by actively engaging students in the learning process; (7) participate in the selection, use, and interpretation of assessments and assessment results; (8) use multiple sets of information and data to make decisions about students, programs, and services; (9) use counseling-related research techniques and evidence-based practices to address student needs; (10) advocate for a comprehensive school counseling program that is responsive to all students; (11) facilitate learners' ability to achieve their potential by helping them set and attain challenging educational, career, personal, and social goals based on various types of information; (12) maintain proficiency in counseling and campus-related technology; and (13) use varied sources of information, resources, and practices to counsel students about postsecondary opportunities and college and career readiness. (d) Standard III. Learner-Centered Process: The certified school counselor participates in the development, monitoring, revision, and evaluation of a campus based on The Texas Model for Comprehensive School Counseling Programs that promotes learners' knowledge, skills, motivation, and personal growth. The certified school counselor must: (1) collaborate with others in the school and community to implement a guidance curriculum that promotes learners' development in all domains, including cognitive, social, and emotional areas; (2) facilitate learners' ability to achieve their potential by helping them set and attain challenging educational, career, personal, and social goals based on various types of information; (3) use both preventive and intervening strategies to address the concerns of learners and to help them clarify problems and situations, set goals, explore options, and implement change; (4) implement effective referral procedures to facilitate the use of special programs and services; (5) act as a consultant to help learners achieve success inside and outside of school; (6) advocate for a comprehensive school counseling program and recognize the required time commitment to fully apply the program implementation cycle; (7) create a program mission, goal, and services in alignment with the school mission and campus improvement plan; (8) create and disseminate literature or newsletters to all stakeholders that describe the comprehensive school counseling program and reduce negative stigmas associated with receiving counseling services in a school-based program; (9) establish an advisory council or board with membership of all stakeholders (student, parent, teacher, administrator, community member, other personnel, and support specialists); (10) increase public relations and awareness through community outreach, such as fundraising, grant writing, donations, volunteerism, local businesses, and use of public or guest speakers; (11) provide school-wide professional development and parent workshops throughout the school year; (12) support participation in fair-share responsibilities versus non-counseling related duties; (13) know district, state, and federal initiatives that are to be reflected in a comprehensive school counseling program; and (14) develop practices to promote learners' knowledge about college and career readiness processes necessary to pursue postsecondary opportunities. (e) Standard IV. Learner-Centered Equity and Excellence for All Learners: The certified school counselor promotes academic success for all learners by acknowledging, respecting, and responding to diversity while building on similarities that bond all people. The certified school counselor must: (1) understand learner differences, including those related to cultural background, gender, race, ethnicity, socio-economic levels, academic ability, and learning styles, and know ways to create and maintain a positive school environment that is responsive to all learners; (2) advocate for a school environment in which diversity is acknowledged and respected, resulting in positive interactions across all cultures, genders, ethnicities, and learning styles; (3) facilitate learning and achievement for all students to ensure services that cover an array of exceptionalities, including special populations, by promoting a cooperative, inclusive, purposeful learning environment; (4) take a positive, strength-based approach that builds on commonalities versus differences in all learners; (5) understand how environment and behavior may impact or influence individual learners; (6) ensure equitable access to programs and services for all students; (7) understand how family values, group membership, and culture intersect; (8) acknowledge learners' gifts, strengths, and extracurricular talents when considering programs and services; (9) increase students' awareness and include their voices regarding educational and individualized plans; and (10) ensure equitable access and exposure to postsecondary opportunities and college and career readiness information and resources for students and parents/guardians. (f) Standard V. Learner-Centered Communications: The certified school counselor, an advocate for all students and the school, demonstrates effective professional and interpersonal communication skills. The certified school counselor must: (1) demonstrate effective communication through oral, written, and nonverbal expression; (2) use knowledge of group dynamics and productive group interaction; (3) support responsive interventions by effectively communicating with parents/guardians, teachers, administrators, and community members; (4) facilitate learners' access to community resources; (5) develop and implement strategies for effective internal and external communications; (6) facilitate parent/guardian involvement in their children's education; (7) develop partnerships with parents/guardians, businesses, and other groups in the community to facilitate learning; (8) work effectively as a team member to promote positive change for individuals, groups, and the school community; (9) take a positive, strength-based approach that verbalizes commonalities versus differences in all learners; (10) effectively communicate his or her role and responsibility and counselor identity to all stakeholders to reduce confusion about the duties of a school counselor; (11) adhere to best practices connected to ethical and legal considerations around appropriate use of technology and email, documentation, record keeping, privileged communication, and informed consent process; and (12) facilitate access to and use of school and community information and resources related to postsecondary opportunities and college and career readiness by learners, parents/guardians, teachers, administrators, and community members. (g) Standard VI. Learner-Centered Professional Development: The certified school counselor continues professional development, demonstrating a commitment to learn, to improve the profession, and to model professional ethics and personal integrity. The certified school counselor must: (1) use reflection, self-assessment, and interactions with colleagues to promote personal professional development; (2) use counseling-related research techniques and practices as well as technology and other resources to facilitate continued professional growth; (3) strive toward the highest level of professionalism by adhering to and modeling professional, ethical, and legal standards; (4) apply research-based practice to improve the school guidance and counseling program; (5) engage in ongoing professional development to improve the school guidance and counseling program; and (6) engage in continued professional development experiences to learn and apply concepts, skills, and practices related to increasing college and career readiness and promoting postsecondary opportunities and preparation for all learners.

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(a) School Counselor Certificate Standards. The knowledge and skills identified in this section must be used by an educator preparation program in the development of curricula and coursework and by the State Board for Educator Certification as the basis for developing the examination required to obtain the School Counselor Certificate.

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The American School Counselor Association (ASCA) provides an ethical framework for school counselors to abide by.  Standard A.7a states that school counselors facilitate short-term groups to address students’ academic, career and/or social/emotional issues (ASCA, 2016).

By providing small group services to students, school counselors are able to advocate for their role. Providing data that shows the effectiveness of the small group sessions proves to staff, administrators, and other stakeholders that the counseling services are valuable to the overall campus.

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

American School Counselor Association. (2021). ASCA Student Standards; Mindsets and Behaviors for Student Success. https://www.schoolcounselor.org/getmedia/7428a787-a452-4abb[1]afec-d78ec77870cd/

Mindsets-Behaviors.pdf

Cherry, K. (2021, August 11). Leadership styles and frameworks you should know. Verywell Mind. 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. http://www.missouricareereducation.org/doc/smallgroup/Small GroupCounseling.pdf

Texas Administrative Code. 19 Tex. Admin. Code §239.15

Yalom ID. (1995). The theory and practice of group psychotherapy (4th ed.). New York: Basic Books