# data[].attributes.body
The group name will be Senior Success. This group will support senior students ages 17-19 who are graduating within the 2024-2025 school year. The program I am developing aims to provide comprehensive support to senior students classified under special education and at-risk groups. With the assistance of the school counselor, participants will

receive guidance through the FAFSA application process, college navigation, acquisition of IEP accommodations, learning self-advocacy at the post-secondary level, and identifying majors that align with their interests.

# data[].attributes.body
The following ASCA midset standards will be mastered by students who participate in this group:

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 the ability to succeed

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

M 6. Understanding that postsecondary education and lifelong learning are necessary for long-term success

# data[].attributes.body
To advertise for this group, the plan is to focus on students who fall in the at-risk special education population and are in 12th grade and planning on graduating. During every graduation ARD meeting, the parents and adult students will be provided a copy of the flyer and an explanation of the small group plan to help their children reach their post-secondary goals. Additional emails will be sent to parents and adult students, and the flyers and information on the group will be attached.

# data[].attributes.body
The selection of members will be done using the Tap-in Method.

I will tell the students about the group and ask them about their level of interest in and commitment to the group's expectations. Based on student feedback, I will pick participants. All students involved in this group must be ready to work towards their post-secondary education/career goals.

# data[].attributes.body
Once group members have been selected, a consent form will be sent to parents of students under 18. The parents will also be given an informational flyer and a letter from the counselor detailing the purpose and expectations of the group. Some students may be 18 or older, and in this case, they will still be given a consent form.

# data[].attributes.body
The following group rules will be established before the start of the group:

1. All group members will respect one another

2. All group members understand and use confidentiality

3. Make every effort to be on time

4. Participants will actively participate

Additional rules will be established and agreed upon by the group members. A copy of these rules will be given to each member and will require them to sign, acknowledging that they understand and will follow them.

# data[].attributes.body
This group will be Homogeneous, with participants having the same or similar needs/problems or characteristics. In this case, all the students need assistance in navigating the college, trade school, or military application process.

Stage 1: The focus during this stage will be ensuring all students are following the group rules. Since this group is dedicated to helping students reach their post-secondary career and educational goals, all students will discuss and assess their interests and be given a buddy with a similar interest in their post-secondary goals.

Stage 2: The first session will include an interest/post-secondary education and career assessment. The school counselor will create and provide all students with a checklist. The checklists will include students wanting to enter college, trade school, or the workforce. Every group session will require the work and completion of an item on the students' checklist. The school counselor will monitor each student's progress by signing off and receiving the item from the checklist via Google Drive.

Stage 3: The group's conclusion will include the completion of all student checklists and the acceptance of students to college, trade school ,and the military. A ceremony will be done with parents in attendance to announce the accomplishments and acceptance of their students to college, trade school, and the military.

# data[].attributes.body
The leadership style within the group will be authoritarian. The authoritarian leadership style is necessary to "provide clear expectations for what needs to be done, when it should be done, and how it should be done" (Cherry, 2023). Since this is a task-oriented group, it is necessary to establish clear expectations of tasks and deadlines to ensure that students reach their post-secondary goals.

References

Cherry, K. (2023). How to lead: 6 leadership styles and frameworks. https://www.verywellmind.com/leadership-styles-2795312

# data[].attributes.attachment_link.readable_text
Leadership styles are classifications of how a person behaves while directing, motivating, guiding, and managing groups of people. There are many leadership styles. Some of the most widely discussed include: authoritarian (autocratic), participative (democratic), delegative (laissez-faire), transformational, transactional, and situational.

Great leaders can inspire political movements and social change. They can also motivate others to perform, create, and innovate. As you start to consider some of the people who you think of as great leaders, you can immediately see that there are often vast differences in how each person leads.

Fortunately, researchers have developed different theories and frameworks that allow us to better identify and understand these different leadership styles.

Lewin's Leadership Styles

In 1939, a group of researchers led by psychologist Kurt Lewin set out to identify different styles of leadership.﻿﻿ While further research has identified more distinct types of leadership, this early study was very influential and established three major leadership styles that have provided a springboard for more defined leadership theories.

In Lewin's study, schoolchildren were assigned to one of three groups with an authoritarian, democratic, or laissez-faire leader. The children were then led in an arts and crafts project while researchers observed the behavior of children in response to the different styles of leadership. The researchers found that democratic leadership tended to be the most effective at inspiring followers to perform well.

Authoritarian Leadership (Autocratic)

Authoritarian leaders, also known as autocratic leaders, provide clear expectations for what needs to be done, when it should be done, and how it should be done. This style of leadership is strongly focused on both command by the leader and control of the followers. There is also a clear division between the leader and the members. Authoritarian leaders make decisions independently, with little or no input from the rest of the group.

Researchers found that decision-making was less creative under authoritarian leadership.﻿﻿ Lewin also concluded that it is harder to move from an authoritarian style to a democratic style than vice versa. Abuse of this method is usually viewed as controlling, bossy, and dictatorial.

Mental Health in the Workplace Webinar

Authoritarian leadership is best applied to situations where there is little time for group decision-making or where the leader is the most knowledgeable member of the group. The autocratic approach can be a good one when the situation calls for rapid decisions and decisive actions. However, it tends to create dysfunctional and even hostile environments, often pitting followers against the domineering leader.

Participative Leadership (Democratic)

Lewin's study found that participative leadership, also known as democratic leadership, is typically the most effective leadership style. Democratic leaders offer guidance to group members, but they also participate in the group and allow input from other group members. In Lewin's study, children in this group were less productive than the members of the authoritarian group, but their contributions were of a higher quality.

Participative leaders encourage group members to participate, but retain the final say in the decision-making process. Group members feel engaged in the process and are more motivated and creative. Democratic leaders tend to make followers feel like they are an important part of the team, which helps foster commitment to the goals of the group.

Delegative Leadership (Laissez-Faire)

Lewin found that children under delegative leadership, also known as laissez-faire leadership, were the least productive of all three groups. The children in this group also made more demands on the leader, showed little cooperation, and were unable to work independently.

Delegative leaders offer little or no guidance to group members and leave the decision-making up to group members. While this style can be useful in situations involving highly qualified experts, it often leads to poorly defined roles and a lack of motivation.

Lewin noted that laissez-faire leadership tended to result in groups that lacked direction and members who blamed each other for mistakes, refused to accept personal responsibility, made less progress, and produced less work.

Observations About Lewin's Leadership Styles

In their book, The Bass Handbook of Leadership: Theory, Research, and Managerial Applications, Bass and Bass note that authoritarian leadership is often presented solely in negative, often disapproving, terms. Authoritarian leaders are often described as controlling and close-minded, yet this overlooks the potential positives of stressing rules, expecting obedience, and taking responsibility.

While authoritarian leadership certainly is not the best choice for every situation, it can be effective and beneficial in cases where followers need a great deal of direction and where rules and standards must be followed to the letter. Another often overlooked benefit of the authoritarian style is the ability to maintain a sense of order.

Bass and Bass note that democratic leadership tends to be centered on the followers and is an effective approach when trying to maintain relationships with others. People who work under such leaders tend to get along well, support one another, and consult other members of the group when making decisions.

Additional Leadership Styles and Models

In addition to the three styles identified by Lewin and his colleagues, researchers have described numerous other characteristic patterns of leadership. A few of the best-known include:

Transformational Leadership

Transformational leadership is often identified as the single most effective style. This style was first described during the late 1970s and later expanded upon by researcher Bernard M. Bass. Transformational leaders are able to motivate and inspire followers and to direct positive changes in groups.

These leaders tend to be emotionally intelligent, energetic, and passionate. They are not only committed to helping the organization achieve its goals, but also to helping group members fulfill their potential.

Research shows that this style of leadership results in higher performance and more improved group satisfaction than other leadership styles. One study also found that transformational leadership led to improved well-being among group members.

Transactional Leadership

The transactional leadership style views the leader-follower relationship as a transaction. By accepting a position as a member of the group, the individual has agreed to obey the leader. In most situations, this involves the employer-employee relationship, and the transaction focuses on the follower completing required tasks in exchange for monetary compensation.

One of the main advantages of this leadership style is that it creates clearly defined roles. People know what they are required to do and what they will be receiving in exchange. This style allows leaders to offer a great deal of supervision and direction, if needed.

Group members may also be motivated to perform well to receive rewards. One of the biggest downsides is that the transactional style tends to stifle creativity and out-of-the-box thinking.

Situational Leadership

Situational theories of leadership stress the significant influence of the environment and the situation on leadership. Hersey and Blanchard's leadership stylesis one of the best-known situational theories. First published in 1969, this model describes four primary styles of leadership, including:

1. Telling: Telling people what to do

2. Selling: Convincing followers to buy into their ideas and messages

3. Participating: Allowing group members to take a more active role in the decision-making process

4. Delegating: Taking a hands-off approach to leadership and allowing group members to make the majority of decisions

Later, Blanchard expanded upon the original Hersey and Blanchard model to emphasize how the developmental and skill level of learners influences the style that should be used by leaders. Blanchard's SLII leadership styles model also described four different leading styles:

1. Directing: Giving orders and expecting obedience, but offering little guidance and assistance

2. Coaching: Giving lots of orders, but also lots of support

3. Supporting: Offering plenty of help, but very little direction

4. Delegating: Offering little direction or support

# data[].attributes.attachment_link.description
It seems like there are as many different styles of leadership as there are leaders. Discover some of the most common leadership style frameworks.

# data[].attributes.body
This group will utilize Yalom's curative factor to develop socializing techniques, such as social learning or interpersonal skills. This factor will be present when we show students how to advocate for themselves and for their appropriate accommodations on their college campus.

# data[].attributes.body
Title 2 Chapter 33 of the Texas Education Code 33.007 outlines counseling on post-secondary education. This section outlines the importance, eligibility, instructions, and availability each student should have to reach their post-secondary goals.

References

2 Texas Education Code § 33

# data[].attributes.attachment_link.title
EDUCATION CODE CHAPTER 33. SERVICE PROGRAMS AND EXTRACURRICULAR ACTIVITIES

# data[].attributes.attachment_link.description
EDUCATION CODE TITLE 2. PUBLIC EDUCATION SUBTITLE F. CURRICULUM, PROGRAMS, AND SERVICES CHAPTER 33. SERVICE PROGRAMS AND EXTRACURRICULAR ACTIVITIES SUBCHAPTER A. SCHOOL COUNSELORS AND COUNSELING PROGRAMS Sec. 33.002. CERTIFIED SCHOOL COUNSELOR. (a) From funds appropriated for the purpose or other funds that may be used for the purpose, the commissioner shall distribute funds for programs under this subchapter.

# data[].attributes.body
As school counselors, we have an ethical responsibility to ensure that "every student should graduate from high school prepared for postsecondary opportunities" (ASCA, 2019). The primary focus of this group is to ensure exactly that. Upon completing this group, all students will be prepared for post-secondary opportunities.

References

American School Counselor Association (2019). ASCA School Counselor Professional Standards & Competencies. https://www.schoolcounselor.org/getmedia/a8d59c2c-51de-4ec3-a565-a3235f3b93c3/SC-Competencies.pdf