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SUDS is a small group of students that are experiencing divorce at home; the group will be a support group that provides students a community and resources to guide them through the life changing experience. Through this small group, students will learn about different family dynamics, coping mechanisms, and expressing their emotions.

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In order to promote Students Understanding Divorce and Separation group, I will submit a google form to school personnel to describe the purpose and description of the group. As part of the same google form, personnel will complete the second form, which will be the "Needs Assessment" document, and identify which students in their class will benefit from this particular group.

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To inform students of the Divorce and Separation group, I will set up a meeting with the student individually, to inform them. I will discuss the positive outcomes and the different ways it can help them cope with their parent's divorce. I will also share that he or she will share similarities to those within the group.

In order to determine if students are ready for the group, I will look at their behaviors and attendance in class. Despite divorce and separation affecting student attendance and behavior, I need to assure that they are fit to work in a cohesive group and friendly environment.

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Mindset Standard: M 5. Belief in using abilities to their fullest to achieve high-quality results and outcomes(ASCA, n.d.).

Students will build confidence in their ability to face difficult situations in an effective manner

Behavior Standards: Self Management Skills - B-SMS 1. Responsibility for self and actions(ASCA, n.d.).

Students will learn how self-regulation strategies to manage their emotions.

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Informed Constent (Missouri Professional School Counselors et al., 2015)

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As part of the response from the campus needs assessment, I will contact the student's families mentioned by phone call or conference. During the discussion, I will share my concerns and ask the parents for their consent. If they agree, I will give or send home a document for them to sign to ensure I have written documentation. As part of the consent, families will be aware of the importance of attendance and know that the group will not take away from classroom instructional time.

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Through transformational leadership, I feel I will have the best outcome for the students. Children perform more effectively when they feel that they are important and what matters to them, also matters to you. Transformational leadership style allows me to identify my role as their counselor, but also show my empathy and understanding to their situation to increase their willingness to move forward through the sessions. Through this type of leadership, I am able to express how committed to their growth and success in this group and celebrate their accomplishments (MSEd, 2023).

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Universality: Everyone that is part of the group live in a home of divorce or separation, which is something they all have in common. This factor demonstrates that the students can relate to a similar family dynamic and feelings.

Interpersonal Learning: As part of this group, students will be have opportunities to communicate and learn from one another as well as be provided with suggestions or advice on how to approach their issues brought on from their parents divorce or separation.

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19 Tex. Admin. Code §239.15

(b) Standard I. Learner-Centered Knowledge: The certified school counselor has a broad knowledge base. The certified school counselor must know and understand:

(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

As my role as a school counselor, I will provide services to all students that are in our campus. The way a student develop depends on their environment, who their friends are, and their cultural beliefs. While referencing the comprehensive school counseling program, every student will be given the same opportunity to be part of the small group.

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Small Group Guidelines(Missouri Professional School Counselors et al., 2015)

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As part of building trust and respect within our SUDS small group, I will share explain the need for having rules, just like they do in their classroom. To hold students accountable in following the rules, I first have them share some rules that they want for the group. As they share one at a time, that student will demonstrate what the expectation looks like and sounds like. While looking at the "Participant Guidelines/Ground Rules" document, I will determine if we have missed in any other rules and discuss the remainder of them as a group (Missouri Professional School Counselors et al., 2015).

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Title 2 Chapter 33 of the Texas Education Code

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Title 2 Chapter 33 of the Texas Education Code

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2 Texas Education Code § 33

Subchapter A. School Counselors and Counseling Programs

Sec. 33.003. PARENTAL CONSENT. The board of trustees of each school district shall adopt guidelines to ensure that written consent is obtained from the parent, legal guardian, or person entitled to enroll the student under Section 25.001(j) for the student to participate in those activities for which the district requires parental consent.

This legal requirement is a vital part of a school counseling small group, since it is about obtaining parental consent. Before a student can be part of any small group, a school counselor must notify the parent of the description and purpose, and receive the signed consent form.

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Stage 1: In order for me to build a relationship to the participants in the group, we will begin by sharing the purpose of this group, and allow students to ask any questions they may have. I want them to feel comfortable expressing their thoughts while maintaining a sense of respect for one another. Through conversations, students will discover similarities regarding the subject of the group. Once we have established the purpose, I would like students to sign a group contract, that explains the importance of confidentiality and reiterate respect for one another.

Stage 2: Before each session begins, we will do a temperature check to gauge how students are feeling about coming to the small group. To ensure students are on task and working cohesively, I will implement engaging activities in which they can demonstrate their knowledge of that particular lesson of the week. While communicating and collaborating with teachers and parents, I will determine the if the skills are being transferred.

Stage 3: As the group comes to a close, I will meet with each student individually, to gather feedback on their response to what they have learned. I will also remind students that, even though group has ended, I am available to assist them in reinforcing what they have learned.

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ASCA. (n.d.). ASCA Student Standards: Mindsets & Behaviors for Student Success. In ASCA Student Standards: Mindsets & Behaviors for Student Success. https://www.schoolcounselor.org/getmedia/7428a787-a452-4abb-afec-d78ec77870cd/mindsets-behaviors.pdf

EDUCATION CODE CHAPTER 33. SERVICE PROGRAMS AND EXTRACURRICULAR ACTIVITIES. (n.d.). https://statutes.capitol.texas.gov/Docs/ED/htm/ED.33.htm#33.000

Missouri Professional School Counselors, Missouri Counselor Educators, Missouri Department of Elementary & Secondary Education, & Missouri Center for Career Education. (2015). Missouri Comprehensive Guidance and Counseling Program: Responsive Services Professional School Counselor Small Group Counseling Guide. In Missouri Comprehensive Guidance and Counseling Program: Responsive Services Small Group Counseling Module (pp. 2–43) [Guide]. https://missouricareereducation.org/doc/smallgroup/SmallGroupCounseling.pdf

MSEd, K. C. (2023, June 27). How to Lead: 6 Leadership Styles and Frameworks. Verywell Mind. https://www.verywellmind.com/leadership-styles-2795312

Texas Administrative Code. (n.d.). https://texreg.sos.state.tx.us/public/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=19&pt=7&ch=239&rl=15