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The goal of The Regulators is to enable students to handle their emotions and actions appropriately during high emotion periods of time. This group will focus on self-regulation of emotional control. Chosen students will be provided with direct instruction in understanding the value of emotional regulation and strategies to use to accomplish this goal.

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The data produced through the completion of the American School Counselor Association (ASCA) Needs Assessment in the Fall of 2019, demonstrated that East Elementary students are in need of instruction in executive functioning skills. The lack of instruction in techniques to handle strong emotions, organization, completing tasks or maintaining attention directly affects academic achievement, relationships and emotional control (Mahoney, Durlak, & Weissberg, 2018). The lack of these skills is evident at East Elementary through an increase in discipline referrals, low STARR scores, incomplete classroom assignments and aggressive social interactions. Underdeveloped executive functioning skills lead to high dropout rates, crime, poor relationships, unsatisfying careers and low academic performance (ASCA, 2014). The Regulator small group seeks to show improvement in the following behaviors:

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

B-SMS 7 - Demonstrate effective coping skills when faced with a problem.

B-SS 9 - Demonstrate social maturity and behaviors appropriately to the situation and environment.

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The Regulators is a psycho-educational small group designed to support emotional regulation. It is classified as a structured group as time is limited. There is a predetermined focus and agenda. The membership is closed. Students are working towards changes they view as relevant in their lives. Information about the group will be provided to students during the closing of a classroom guidance session to each second-grade classroom. Students may notify their teacher or the counselor if they feel they could benefit from participation in the group. The counselor will meet with the second-grade teachers to get their input on students who could benefit the most and to determine the appropriate day of the week and time for the group to meet.  Each session will last for 30 minutes. The counselor will review discipline referrals with the principal in order to gain as much data as possible in selecting the best candidates for the group. Students will be given a pass with the group information and meeting time to be used when it is time for the session each week. The sessions will take place in the counselor’s office.

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Brownwood ISD places a consent form in the beginning of the year documentation for each student. The counselor will verify this form is signed and make a copy for her own records. Additional Contact will be made with each parent to obtain consent for the student to be involved in the small group. Once the students are chosen, the counselor will work to get assent from each student involved  and a commitment to work in the group.

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There will be four participants in this group.  According to the Missouri Comprehensive Guidance and Counseling Program (2015) group size can range from four to ten participants. Since this group is working towards developing an increase in self-regulation, it can be assumed the students coming into the group will show deficiencies in this area which could lead to behavior problems within the group. Therefore, only four students will be accepted into the group to allow for the most opportunity to demonstrate growth. Students who have shown interest or have been nominated by a teacher will be screened using the “TAP-In” method to maximize group growth and development (Morganett, 1990). The sessions will take place in the counselor’s office.

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The expectations of the group will be reviewed before each session. The baseline of expectations are as follows (Missouri Comprehensive Guidance and Counseling Program, 2015):
1. The counselor and the students will maintain confidentiality.
2. Be respectful and listen.
3. Everyone will be given the chance to share and participate.
4. Be positive.

To promote involvement and emotional buy-in to the group, other expectations will be brainstormed by the participants.

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In order for the group to experience growth, the counselor must prepare appropriately for each session by taking into account the individual needs of the group members and how these needs will impact the group dynamics.
Stage 1 - The counselor will set the tone for trust to be established. Trust needs to be between the group members and between the members and the counselor. Members will look to the counselor for security and direction as they may be unsure of their role in the group initially. The counselor will build student's confidence by closely listening and responding to each student. The counselor will help the group members to notice the things they have in common. This will promote an atmosphere of teamwork and a willingness to support each other.
Stage 2 -  Through purposeful activities and discussions, group members will work together to find ways to make better choices.  By maintaining confidentiality with each other, trust will continue to grow. Students will find safety and comfort by realizing others in the group struggle with similar situations. The counselor takes necessary steps to ensure each member feels included.
Stage 3 -  Through purposeful activities and discussion, students have seen how making better choices can improve their life. Students in the group share with each other examples of how using emotional regulation strategies has helped them to make better choices. The group celebrates the success of each member. The counselor explains to the group the plan of a follow-up session which will be four weeks after the conclusion of the last session.

The counselor will follow up with the group members classroom teachers at the end of every month to continue the tracking of behavioral data.  An effort will be made to observe the students at lunch, recess or during classroom instruction to check-in and note changes. A group summary report will be sent home and to the classroom teachers if agreed upon by the students. This enables teachers and parents to know what has been worked on in the sessions to support the student’s effort in regulating themselves.

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The participative leadership style will best compliment the goals of this group. While the direction provided by the counselor is necessary, it is equally vital that group members feel ownership. K. Cherry (2020) states, participative leaders value their group members which supports a strong "commitment to the goals of the group." If students know they are valued, they will be more willing to participate and believe in the process they are working towards.

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In Title 2, Chapter 33, Subchapter A of the Texas Education code, § 33.005  it states that a school counselor is to establish responsive services, such as individual and group counseling, to intervene for any student who is dealing with problems which impact social development or academic progress. The East Elementary Needs Assessment Survey completed in the fall of 2019 demonstrated the impact the lack of executive skills has on social and academic development.

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EDUCATION CODE CHAPTER 33. SERVICE PROGRAMS AND EXTRACURRICULAR ACTIVITIES

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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.

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According to Yalom's Curative Factors of Group Treatment (1995) Universality applies to The Regulators as students will notice they are not alone and others struggle with  similar situations. The development of socializing techniques can be seen as group members work on social development. Their actions impact how others view them. Students can develop Installation of Hope as they begin to see how their life can feel better and be better with improved decision management skills. The counselor will share strategies for emotional regulation through direct advice.

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According to the ASCA School Counselor Professional Standards and Competencies (2019), counselors are expected to collaborate with families, teachers and administration to support student success. When forming the group, the counselor will collaborate with teachers and administration to determine which students will benefit the most from participation in the group. The parent will be notified and provided an opportunity to share their concerns when consent is sought.

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Brownwood ISD Counselor Corner. 270 likes. The counselors from all 3 Brownwood ISD elementary schools, Coggin Intermediate school, and the middle school have come together to help students and...