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PAWS Group: Positive Associations with Students

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PAWS Group: Positive Associations with Students

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The purpose of this group is to provide stress management techniques and coping strategies to CCJHS students, in grades 6-8. Through counselor or teacher referral, the group can focus on helping participants identify their stressors and learn how to manage them.

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The following Mindset and Behavior standards will be met through participation in the PAWS Group:

Category 1: Mindset Standards

M1. Belief in development of whole self, including a healthy balance of mental, social/emotional and physical well-being.

M2. Sense of acceptance, respect, support, and inclusion for self and others in the school environment

M6. Understanding that postsecondary education and life-long learning are necessary for long-term success

Category 2: Behavior Standards

B-SMS 1. Responsibility for self and actions

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

B-SMS 6. Ability to identify and overcome barriers

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The PAWS Group will be a closed group, through counselor or teacher referral only. An informational email and presentation during professional development will be used as outreach to the school staff.

How to identify a potential participant, where to obtain the referral sheet, how to fill it out, and group topics and objectives will be provided in the informational email and PD session.

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Potential participants must be referred from a teacher or school staff member. These referrals will be reviewed to ensure the student(s) meet the group requirements and must provide enough information and/or data to indicate that the student may benefit from participation in the group. The lack of academic achievement is a primary criterion for selection into the group.

After the initial referral review, the counselor will hold individual interviews with the potential participants. The interview will consist of explaining the purpose and goal(s) of the group, as well as expectations for participation. Students will be encouraged to ask questions and address concerns during this interview. The individual interview will ultimately be used to determine the overall student interest and availability in attending the PAWS Group.

A group roster may be built after the screening interview(s) and 10 students will be invited to attend the group in person and via Schoology message/invitation to the PAWS Schoology Group page.

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Upon receiving the PAWS Group invitation, students will receive an informed consent form to take home to their parents, along with a letter explaining the PAWS Group goals and objectives. This form will also be available in the PAWS Group Schoology group page, which parents may have access to.

An informed assent form may be given to students during the first meeting.

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Predetermined Rules:

Confidentiality- What is said here, stays here.

Respect- Be respectful of others and yourself.

Participation- We are here for a reason. While you do not have to share any information in front of others, you do need to participate in the activities. Cell phones MUST be turned off and put away during our meeting.

During the first meeting, students will determine group norms and expectations, which will include additional rules that they decide on. These rules and expectations will be posted on our Schoology page (virtual social contract) and all group members will sign a written Social Contract to have visible during meeting times.

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The PAWS Group will be implemented with a Participative leadership style. While this group will need strong guidance to maneuver through the meetings and activities, it is beneficial for students to see adults working through the group topics with them. We are all human and can benefit from identifying personal stressors and learning stress-management techniques.

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Stage 1: Building rapport with the group and fostering relationship building within the group is a necessity for this stage of the PAWS Group. Giving the possibility of having a very diverse group, we all must have the same understanding of what we want to accomplish and how to do it. Our campus utilizes a program called Capturing Kids Hearts, which focuses on social emotional learning, interpersonal relationships, and how to create a strong culture between students. The same principles that are already implemented on campus (Social Contracts: student derived rules & guidelines; Good Things: students talk about good things that are happening to/around them/starts meeting off on positive notes; Launching: ending the session with a quote, idea, or something to get them thinking positively) will be used for the group as well. Although confidentiality will be addressed at every meeting, the limits of confidentiality will also be explained during the first meeting, so students understand.

Stage 2: As students work through session activities to learn about their own sources of stress and how to handle it, we will also discuss these ideas and issues as a group. The goal of the discussions is for students to know they are not alone and can be support for each other. Ice-breakers, Good Things, and Launchings again will continue to foster a sense of cohesiveness within the group. As students' progress though the meetings and activities, individual check-ins will also be important to gauge individual progress, as well as group check-ins to see how they feel things are progressing as a group.

Stage 3: During this stage we will focus on the growth we have made and how these techniques and skills can be best used in the future. Before the last meeting, students will create a personal stress management plan that identifies potential stressors, techniques and skills for dealing with these stressors, and resources they can access for further help. The personal stress management plan is meant for them to refer back to whenever they need, although it will be stressed upon during the final meeting that even though the group has ended, they still have a support system from the teachers/counselors, and PAWS group. The final meeting will also consist of students completing a post-survey to identify growth and/or any concerns they may have.

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There are several of Yalom's Therapeutic Factors that may be found during the PAWS Group. Universality will be an important factor as students need to know that they are not alone with their struggles. The Development of social skills and Interpersonal Learning are two other factors that will be important factors of the group. The objective of the group is for students to learn how to handle stress and more specifically, the relationship between their thoughts, feelings, and actions when dealing with these stressors. Learning more about themselves may help them approach issues more effectively.

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Texas Administrative Code, Rule 239.15 explains the standards required for school counselors.

Standard II (Learner-Centered Process) says that a school counselor must:

(3) counsel individuals and small groups using appropriate counseling theories and techniques in response to students' needs;

Standard III (Learner-Centered Process) says that a school counselor must:

(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.

These standards support the role of the counselor in that it mandates that counselors must provide counseling to small groups, in response to students' needs and concerns, such as to help them clarify issues, explore options and implement change. (Ex: PAWS Group)

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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 American Counseling Association (ACA) seeks to set forth ethical obligations and guidelines for counselors. Section A examines the counseling relationship.

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.

This ethical requirement is important to the counselor as the screening process is a vital part of the process. While many students may wish to participate (or to be referred to the group), the counselor has an obligation to select those that fit the requirements of focus of the group. This requirement supports the counselor as it reinforces the need for proper selection into the group.

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19 Tex. Admin. Code §239.15 (2017)

American Counseling Association. (2014). 2014 ACA code of ethics. https://www.counseling.org/resources/aca-code-of-ethics.pdf

American School Counselor Association (2021). ASCA Student Standards; Mindsets and Behaviors for Student Success. https://www.schoolcounselor.org/getmedia/7428a787-a452-4abb-afec-d78ec77870cd/Mindsets-Behaviors.pdf

Missouri Professional School Counselors and Counselor Educators. (2015). Professional School Counselor Small Group Counseling Guide: A Professional School Counselor’s Guide to Planning, Implementing & Evaluating School-Based Counseling Groups. https://www.missouricareereducation.org/doc/smallgroup/SmallGroupCounseling.pdf