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Instillation of Hope-  Group members are hoping that they will find a way to deal with their grief and the members that are their for supporting someone hopes to gain insight on how they may help someone through their grief.

Universality- They are not alone, people experience grief everyday and at all stages of their life. There is nothing to be ashamed of and that we all can learn to deal this tragedy together.

Altruism-  for the group members that are there to learn to be supportive of ones going through grief. They are the main reason that we will have this factor; they are the prime example of Altruism.

Direct Advice- All group members will be a different stage of their grief, and they will all go through all of them at different times, and in different ways. They will learn from each other and be able to help each other with the different levels of grief.

Interpersonal learning-  There will be a lot of group discussions and feelings will be exposed. Ideas will also be shared. Group members must be able to deal with others emotions, but when someone else gives them a suggestion or thought about their thought process, they must be able to except other group members thoughts.

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Education code Chapter 33. Service programs and extracurricular activities. (n.d.). Texas Constitution and Statutes. https://statutes.capitol.texas.gov/Docs/ED/htm/ED.33.htm#33.006

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Sec. 33.006.  SCHOOL COUNSELORS; GENERAL DUTIES.  (a)  The primary responsibility of a school counselor is to counsel students to fully develop each student's academic, career, personal, and social abilities.(b)  In addition to a school counselor's responsibility under Subsection (a), the school counselor shall:(1)  participate in planning, implementing, and evaluating a comprehensive developmental guidance program to serve all students and to address the special needs of students:

We will make sure that the group does ethically not fulfill the duties that are deemed by the state of texas by a school counselor. Our school counseling department will be a great part of the organizing of this group and we will conduct the group as well.

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American Counseling Association code of ethics. (2022, November 30). NU-MAC. https://counseling.northwestern.edu/blog/aca-code-of-ethics

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I.2.f. Unfair Discrimination Against Complainants and Respondents Counselors do not deny individuals employment, advancement, admission to academic or other programs, tenure, or promotion based solely on their having made or their being the subject of an ethics complaint. This does not preclude taking action based on the outcome of such proceedings or considering other appropriate information. We are not going to discriminate against anyone from this group is the reason will are mentioning this code.

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What is transformational leadership? (2009, May 21). Verywell Mind. https://www.verywellmind.com/what-is-transformational-leadership-2795313

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Myers, E. (n.d.). Participative leadership theory and decision-making style. Study Guides for Psychology Students - Simply Psychology. https://www.simplypsychology.org/participative-leadership.html

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Participative leadership is one of the four participative decision-making styles. It is a leadership style in which, as the name suggests, all team members are encouraged to provide input and thoughts about group goals and decisions. (Myers, 2022) By using this leadership style we will give the group members some ownership of the group, but at the same time, we will also use Transformational Leadership this leadership style will complement our Participative leadership style. Transformational leadership is a leadership style that can inspire positive changes in those who follow. (Verywellminded.com, 2009) Transformational leaders are generally energetic, enthusiastic, and passionate. Not only are these leaders concerned and involved in the process, but they are also focused on helping every member of the group succeed. We want our group leaders to exhibit these traits and be able to let the group be their own, but be able to take the leadership role and run the group as well.

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Stage 1 Getting Acquainted/Building trust/Setting Norms

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Stage 1 Getting Acquainted/Building trust/Setting Norms

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In the first session after we discuss the guidelines and procedures we will do an Ice Breaker that will get the kids talking and getting to know each other. The topic of the Ice Breaker will be three things about them, but will be played in the form of Two Truths and a Lie.  This activity is a great icebreaker but is also fun to do with group members that are already familiar with one another. It allows participants to share something about themselves, use their creativity and imagination to come up with a convincing lie, and learn interesting things about the other group members.

To lead a group through this activity, instruct all group members to take a few minutes to think about interesting aspects of their life. Give them five minutes or so to write down three “facts” about them, two of which are true and one of which is a lie.

Then, have the group members take turns reading their two truths and a lie, and let the other group members guess which ones are true and which one is a lie.

This activity can spark some great discussion and encourage positive social interaction between group members, so make sure not to cut it off too early.

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We will have a group members only page where we can post things that are inspirational and uplifting, but this page will be a collaborative group where if we do need to talk outside the group we can. The group leader will be the mediator of the group, but all group members will have access and be able to upload, discuss, and post to the page.

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Within the guidelines we have a leaving guideline where a member must come to the group and tell them if they must leave the group unexpectedly. If for some reason they move or can not make it to a group then they will still have access to the group page for 72 hours and will be able to post and tell why they are no longer going to be a part of the group. When the 72 hours is up the member will no longer have privileges to the group and will not be able to post. If the member that leaves is still within the school, they are still held to the agreement that they signed before attending the first session.

As far as the rest of the group, and the last session upon the last session. We will do this after the last activity when we meet in group. Just like when we started with a fun lighter activity we will do an activity called Snowball Fight. Everyone writes three things they have learned from the group on a piece of paper. They then will ball them up and throw them to the center of the room. Everyone takes a turn opening and reading each other's ideas. We will discuss all the things that are presented and see what we have all learned.

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This document has all of the guidelines that our school district uses to establish groups and other after school activities. In order to stay in line with the high school and our guidelines we are going to use this same document. It has all of the predetermined rules and guidelines that will be used for What Do I Do Next. Also, so that it seems like an agreement/contract, I have all the group members sign a copy. On the first day of meeting we spend the first part of the meeting discussing what everyone has signed, and answering any questions the group has.

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Even though students can join this group and there is no harm for them. There could be an instance when a student is upset or has talked about harming themselves or possibly others and we would like to be able to talk with the parent if this happens.
The following form is designed for them to fill out and get their parents to sign for consent.

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1. Participants that have an interest can go by the counselor and fill out an interest card. Once the card has been filled out then, the student will meet with their grade-level counselor. The counselor will then meet with the facilitator of the group and discuss the possible candidate.
2. Recommendation from an administrator or school counselor that has seen the student having trouble going through the grieving process.
3. A student is a friend of a student or has a family member they are supporting and comes and wants to receive information about helping them during this time. They would use STEP 1 as well.

There will be no real screening processes. We will be careful to look for students that speak of our seem to want to harm themselves.

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When students participate in this group they will be completing and mastering the following ASCA Mindsets and Behaviors
Learning Strategies
B-LS 10. Participation in enrichment and extracurricular activities.
Self Management Skills
B-SMS 1. Responsibility for self and actions
B-SMS 3. Independent work
B-SMS 7. Effective coping skills

Social 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 7. Leadership and teamwork skills to work effectively in diverse groups
B-SS 10. Cultural awareness, sensitivity, and responsiveness

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We will use the following to get our group information out about our group

Administration-  will be presented the group plan and information at faculty meetings & through Leadership council
Students & Parents- Flyers around school & pamphlets in the Counselors office.
Faculty- same as the students and parents but in the faculty lounge and around the copy machines and in work rooms.
Counselors- they will be first informed, they will help come up the material that will be presented.

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What’s Next? [What do I do after they are gone] This group is designed for students that have
experienced loss and are trying to work through the issues of dealing with the loss of a loved
one. Also, the group can be for students that want to help a friend deal with the loss of a loved
one as well.