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Group Counseling Action Plan: Calm Your Mind

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Group Counseling Action Plan: Calm Your Mind

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This group counseling will allow students to improve their emotional and mental health. This will allow students to be productive in their learning by using coping techniques to reduce anxiety and stress levels. According to the literature review anxiety and stress has a direct negative effect on student’s performance academically. It would benefit the students to attend the sessions before finals or state-mandated tests to help reduce test-taking anxiety.

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The following Mindset and Behavior are identify in the group session of Calm Your Mind.
Mindsets
“M 5. Belief in using abilities to their fullest to achieve high-quality results and outcomes
Behaviors

B-SMS 7. Demonstrate effective coping skills when faced with a problem” (ASCA, 2014, p. 2).

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To promote Calm Your Mind group counseling will be posted though out the school and listed on the counselor website.

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Stage 1
The counselor will state rules, state the purpose, state the goal, state confidentiality, and gain permission by each student to conduct services.  Also, the counselor will inform the students of their rights. The student can choose not to participate at any time and may leave the group.

The counselor will have each member introduce them self. Then the group will pair up by two and tell each other about them self. The group will come back together. The partner of the student will tell the group one thing that they learned about their partner.

The counseling will conduct a closing by summarizing the introduction statement.

Stage 2
The counselor will discuss the terminology, side effects, and feelings of stress and anxiety.

The counselor will talk about the trigger. How triggers effects oneself.
The counselor explains what and how to use coping techniques

The counselor introduces different breathing techniques.
The counselor introduces positive thinking.
The counselor will introduce self-talk
Stage 3
The counselor will discuss taking care of self to promote a healthy emotional and physical self. Healthy eating, exercising, socializing with peers, find hobbies, etc.   Students will state one coping technique that they found beneficial and described how they used it. The students will fill out a worksheet of a future goal. The students will share what they wrote. The counselor will close the session by summarizing what was talked about. The student will take an electronic survey of how they felt about the overall sessions. I-Pads will be available.
(Hall, 2020, p. 2-3)

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The group will consist of students who have been referred by teachers and counselors. The group counseling will be advertised throughout the school and posted on Mrs. Hall counseling website. The group therapy is open to all students. Students must contact the counselor first before attending. There will be a sign-up sheet at the counselor's office. (Missouri Professional School Counselors and Counselor Educators, 2015, p. 17).

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Informed consent must be granted from parent and student for the counselor to provide group counseling. (Missouri Professional School Counselors and Counselor Educators, 2015, p. 24)

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Rules will be stated at the being of each session.
Small Group Counseling Rules
1. All students keep confidentiality within the group.
2. Everyone will be an active listener.
3. Everyone has an opportunity to participate and share.
4. Use positive language.
5. All participants will treat each other with respect.
(Missouri Professional School Counselors and Counselor Educators., 2015, p. 26)

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The counselors will play the role of transformation leadership by "motivating and inspire followers and to direct positive changes in groups" (Cherry, 2020, p. 1).  In the first session the counselor will introduces themselves and state the goals to the group.
The group will take on the role of a transaction by "accepting a position as a member of the group" (Cherry, 2020, p.1). This role understands completing tasks will allow them, the students, to be productive in their learning by using coping techniques to reduce anxiety and stress levels.

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Instillation of Hope - faith that the treatment mode can and will be effective.

Universality - demonstration that we are not alone in our misery or our "problems".

Imparting of Information - didactic instruction about mental health, mental illness, psycho dynamics or whatever else might be the focal problem of the group.

Direct Advice - receiving and giving suggestions for strategies for handling problems.

(Yalom, 1995, p. 1).

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The following handout 5 Things You Should Know About Stress identify the affect of stress and provides techniques to mange stress (U.S. Department of Health and Human Services, National Institutes of Health, n.p.).

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The following handout I'm So Stressed Out identify the terms of stress verses anxiety and provides coping techniques (U.S. Department of Health and Human Services, National Institutes of Health, n.p.).

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The Texas Administrative Code outlines the requirements for a certified professional school counselor.

Section 239.15 of Standards ll of 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: (3) counsel individuals and small groups using appropriate counseling theories and techniques in response to students' needs (19 Tex. Admin. Code §239.15).

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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 following are sections from the ACA Code of Ethics that reflect in elements in group counseling.
A.9. Group Work
A.9.a. Screening Counselors screen prospective group counseling/therapy participants. To the extent possible, counselors select members whose needs and goals are compatible with the goals of the group, who will not impede the group process, and whose well-being will not be jeopardized by the group experience.
A.9.b. Protecting Clients In a group setting, counselors take reasonable precautions to protect clients from physical, emotional, or psychological trauma

E.3. Informed Consent in Assessment
E.3.a. Explanation to Clients Prior to assessment, counselors explain the nature and purposes of assessment and the specific use of results by potential recipients. The explanation will be given in terms and language that the client (or other legally authorized person on behalf of the client) can understand.

(American Counseling Association, 2014, p. 6-11).

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Please feel free to visit the School Counselor's website page for additional resources and information on upcoming group counseling, events, flyers, and events.