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The Pirate Pals are a small group of sixth-grade students who are 11-12 years old. They are transitioning into sixth grade and have been selected by teacher and counselor observation. These students have been observed engaging in negative self-talk, talking about self-harm, or withdrawing from the other students. Although students receive bi-weekly classroom guidance, they have been selected to need further development and encouragement in their self-esteem.

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The Pirate Pals will master two of the ASCA Standards. The first Standard that will be mastered by students is  B-SMS 6, the ability to identify and overcome barriers. B-SMS 6 will be mastered as students identify negative influences and instances of negative self-talk (American School Counselor Association, 2021). Students will then learn skills to overcome their specific barriers and reflect on their success. The second standard to be mastered is  B-SMS 7., effective coping skills (American School Counselor Association, 2021). Students will learn strategies to stop and redirect negative thoughts, showing a mastery of this standard.

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Publicity for Pirate Pals will occur mainly through online communications. The school Facebook page will post about all potential small group topics for parents that wish to make a recommendation for their child. Teachers will be emailed a form if they wish to recommend any students to the group. And finally, students will also be allowed to request joining the group through the community Google Classroom page. Parents, teachers, and students will all be required to fill out a Google Form providing basic student information and parents/teachers will be allowed to provide any input or observations.

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Prior to joining the Pirate Pals, recommended students will be interviewed individually following the "Tap-in" model (Missouri Professional School Counselors and Counselor Educators, 2015). Students will be informed about the group topic of self-esteem, the length and frequency of meetings, and expectations for attending and participating. Students will also be told about confidentiality and the goals of the group.
Next, students will be asked about their interest in the group and their potential goals. Students will have an opportunity to ask any questions about the group and rate their interest in participating.
Finally, students will be selected for group participation based on their interest, goal alignment, and student participation with the school counselor.

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At Pittsburg ISD parents sign a consent form for their child to receive school counseling services. However, for students participating in small groups, parents will receive an information form about the group topic and goals. If a parent does not want their child to participate then the form can be returned and their child will be removed from the group.  The opt out form would be similar to the one attached from Eisenhower Elementary School.

Students within the group will sign a group contract like the one attached received from  ElementarySchool Counseling.org. The contract's meaning will be discussed and explained to ensure students understand the group expectations. Upon signing the group contract, students should understand that they are agreeing to the services and are ready to begin.

Small-Group Opt-out Form
Group Contract

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The following rules will be established prior to starting sessions:
1. Confidentiality
2. Respect others and yourself
3. Only share if you feel comfortable

Additional rules will be discussed and agreed upon by the group during the first session prior to signing the group contract and consent forms.

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The Pirate Pals group would benefit most from participative leadership. Self-esteem and negative self talk are sensitive subjects that need to be addressed cautiously. Supporting students with guidance, activities, and discussions would allow the students to lead would be beneficial.

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The population of this group is 6th grade students struggling with negative self perceptions. This sensitive topic requires special attention to group dynamics.
Stage 1 will consist of ensuring trust and building rapport. This group of students were identified in the needs assessment as engaging in negative self talk and discussing self harm. The leader of this group will need to identify positive characteristics of each student and promote trust amongst the group.
Stage 2 will include activities to empower students to identify positive traits about themselves and others, teach them how to recognize negative thoughts and how to redirect them.
Stage 3 will conclude with students evaluating goals set throughout the group sessions and reflecting on tools that they learned to combat negative thoughts. Students will share what tools they found most helpful and make plans for continued use. Follow up sessions will be conducted individually and as a group to determine if students remain successful at combatting negative self talk. Teachers will be consulted for their observations as well.

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Several of Yalom's Therapeutic Factors will be seen in this group. Universality will be important as students realize they all share this self-esteem issue. This could allow students to encounter a "me too" feeling and understand they are not alone in their feelings. Altruism may also be present in the group as students recognize positive characteristics of each other and develop positive thoughts of encouragement for other group members, thus lifting them up emotionally as the sessions progress.

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The Texas Administrative Code explains the legal requirements for certified school counselors.

School Counselors are required to provide counseling for individuals and small groups using the appropriate techniques and theories outlined in the Texas Model for Comprehensive School Counseling Programs.

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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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ASGW Guiding Principles explains in Section A the different types of small groups that school counselors may create and how they relate to the community needs. This guideline supports the school counselor in conducting needs assessments and forming the appropriate groups in response.

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The ASCA sets many standards for school counselors, including A.7 regarding groupwork. The ASCA explains that certified school counselors should screen students prior to group membership, communicate about confidentiality, and facilitate the groups with evidence based practices.

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

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/SmallGroupCounseling.pdf

19 Tex. Admin. Code §239.15