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American School Counselor Association. (2022). ASCA Ethical Standards for School Counselors. Www.schoolcounselor.org. https://www.schoolcounselor.org/About-School-Counseling/Ethical-Responsibilities/ASCA-Ethical-Standards-for-School-Counselors-(1)

American School Counselor Association. (2021). The ASCA mindsets & behaviors for student success: K-12 college-and career readiness for every student. https://www.schoolcounselor.org/getmedia/7428a787-a452-4abb-afec-d78ec77870cd/Mindsets-Behaviors.pdf

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

Small Group Guidelines & Ground Rules | Worship Center, a church in Lancaster, PA. (n.d.). Worship Center. Retrieved February 5, 2024, from https://www.worshipcenter.org/2023/01/small-group-guidelines-ground-rules/#:~:text=Respect%20for%20Group%20Members%20%E2%80%93%20Be

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After reviewing the ASCA Ethical Standards for School Counselors, counselors must communicate the concept of confidentiality with their clients on an ongoing basis and do so in a culturally sensitive way(American School Counselor Association, 2022).

TST Group Explanation:

Because of this standard, a confidentiality statement will be given to the clients to sign and a confidentiality statement will be read at the beginning of every meeting as a reminder.

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Legal or Ethical Requirement for Teachers Supporting Teachers 

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Legal or Ethical Requirement for Teachers Supporting Teachers 

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According to section A7 of the ASCA Ethical Standards

for School Counselors (Group Work), a counselor must use data to inform group topics, establish well-defined expectations and measure the outcomes of group participation. With the data that is collected, a counselor must also reflect on the group outcomes and determine the adjustments that may improve future group interventions(American School Counselor Association, 2022).

TST Group Explanation:

Once the clients have their final observation and can showcase their new abilities of coping and classroom management, the counselor will be able to decide to allow them to attend a debriefing group session. The debriefing group session will allow the clients to verbally display what they've learned over the period and view the documentation and data that the counselor collected over time. The clients will then have the choice to continue on the group sessions for support or to remove themselves because they feel like they are ready to do so. The data that is collected over time will help improve the process, lessons, and outcomes of the groups for future sessions.

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After looking over the Yalom's Curative Factors of Group Treatment, I've determined that the list of factors below will be potentially shown during your group sessions.

Development of socializing techniques - social learning or development of interpersonal skills.

Imitative behavior - taking on the manner of group members who function more adequately.

Catharsis - opportunity for expression of strong affect. Existential factors - recognition of the basic features of existence through sharing with others (e.g. ultimate aloneness, ultimate death, ultimate responsibility for our own actions).

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

Interpersonal learning - receiving feedback from others and experimenting with new ways of relating.

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For this particular group, the counselor will be using a mixture of the Authoritarian Leadership (Autocratic) style and the Participative Leadership (Democratic) style. A mixture of the two will create a balance of clear cut expectations, while providing guidance to group members. It will also allow the counselor to participate in the group and allow the group members to collaborate about the group dynamics.

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(Cherry, 2023).

Participative Leadership (Democratic):Democratic leaders offer guidance to group members, but they also participate in the group and allow input from other group members(Cherry, 2023).

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Teacher Supporting Teachers Group Dynamics 

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Teacher Supporting Teachers Group Dynamics 

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Stage 1-Builing Relationships: the best thing about this group is we share a common interest and goal. Majority of us will have relationships with each other because we work in the same department. During our first meeting, we will collaborate with each other to create our group norms and discuss the limits of confidentiality. Confidentiality is the most important aspect of our group, even though it is not guaranteed. Before every meeting, we will read our confidentiality statement. Our confidentiality statement will explain that we are all responsible for for keeping each other secrets.

Stage 2- Working Cohesively and Productively: Providing the group with interactive lessons will create a cohesive and productive working space. Interactive lessons are a great way to have fun, build teamwork, and gain knowledge. While the clients are participating in the lessons, the counselor will be able to make observations to gauge if the group members are progressing.

Stage 3-Group Closure: For a group like this one, classroom observations will be the most effective form of evaluation. It will allow the counselor or facilitator to witness how the clients use their new-found techniques of coping and classroom management in their natural environment of the classroom. Once the clients have their final observation and can showcase their new abilities of coping and classroom management, the counselor will be able to decide to allow them to attend a debriefing group session. The debriefing group session will allow the clients to verbally display what they've learned over the period and view the documentation and data that the counselor collected over time. The clients will then have the choice to continue on the group sessions for support or to remove themselves because they feel like they are ready to do so. The data that is collected over time will help improve the process, lessons, and outcomes of the groups for future sessions.

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Group guidelines and ground rules are a great tool to help your Group get the most out of your time together(Small Group Guidelines & Ground Rules | Worship Center, a Church in Lancaster, PA, n.d.). The guidelines that were created is in place to keep everyone safe by protecting their mental and emotional secrets. These four guidelines will be implemented no matter what. Violating these guidelines could lead to a client being exiled from the group. As a group, we will be able to create more guidelines that are suitable for all members.

Predetermined Guidelines

1.     Confidentiality – Remember that everything shared in the Group is to remain confidential. This will protect your Group and encourage trust and acceptance. Unless you have permission, do not share anything personal outside of your Group.

2.     Openness – Be open. Do your best to be open and honest during discussions. Your transparency will encourage others.

3.     Respect for Group Members – Be quick to listen and slow to speak. Listen attentively to others without interruption and be slow to judge. Allow others to share.

4.     We are here to support each other, not fix each other.

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As of now, the clients will not need a form of consent to participate in the group sessions. The group sessions will be voluntary and the clients may come as they please. A form of confidentiality will be put in place to protect the clients privacy.

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Attached to the announcement email will be a survey that will act as a screening tool to determine if this group is right for the clients. The survey will ask questions that are based on the observations of the department. It will contain a demographics section, classroom experience section, and sections for the clients to express their expectations of the small group meetings.

Demographics:

What is your name?

Do you have a preferred name?

How old are you?

How long have you been teaching?

What do you do for fun outside of work?

Do you understand the meaning of stress and the associated complication of stress?

Do you have a way to release your stress?

Classroom Experience

What strategies do you use to build relationships with your students?

Do you give your students the opportunity to participate in classroom decisions and discussions?

Can you name your students triggers if asked?

Have you created plans for your students if a crisis my occur?

Are those plans individualized?

Have you attended Nonviolent Crisis Intervention (NCI) training?

If so, would you need a refresher?

Clients Expectations

What outcomes would you like to see from this group?

In your own words, please express any concerns or feelings that you may have about the information that was shared today?

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Teachers Supporting Teachers is a group that support educators. Most of the clients will fall up under the same department or school district. In order to disseminate the information for the small group, there will be a mass email sent out in the department. The email will contain information about the group purpose, screening process, lessons, and learning outcomes. If the group continues to grow and show positive results, then a conversation will need to happen with administration in order to create a web page that is connected with the school about the success and benefits of the group meetings.

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ASCA Mindset and Behavior Standards Integration 

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ASCA Mindset and Behavior Standards Integration 

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Mindset Standards Integration:

(M1-M5 ), will be the mindset standards that are suited for the participants of this group after its completion. The standards of the belief in development of themselves, a sense of acceptance, a positive attitude, self-confidence in their ability, and the belief of using abilities to their fullest will provide the clients with the best opportunities to reach their goals.

Behavior Standards Integration:

Learning Strategies: (B-LS 1-B-LS 10), these are the basic standards of being a leader of the classroom. A teacher should practice these standards to create the best form of classroom management as possible.

Self-Management Skills: (B-SMS 1-B-SMS 10), in order for teachers to have control of their classrooms, they must have control of themselves. Reaching the goal of self-management, will give you the chance to model what self-management looks like to your students.

Social Skills: (B-SS 1- B-SS 10), these are the standards that will help a teacher build and maintain relationships with their students and staff members. Building relationships is the key to understanding the mindset and triggers of your students. The better a teacher understands a students triggers, the easier it will be to create different prevention strategies.

Learning Outcomes:

Successful completion of theses courses will lead the clients to having control over their emotions by learning healthy coping skills.

The clients will also have the opportunity to learn how to build relationships with their students in order to produce the highest level of classroom management as possible.

Most importantly, the clients will learn de-escalation strategies, and have the opportunities to participate in Nonviolent Crisis Intervention (NCI) refreshers to learn how to protect themselves and their students in a crisis situation.

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The name of the will be Teachers Supporting Teachers or the T.S.T group for short. This group will be created to provide support to teachers who are feeling overwhelmed by the physical, verbal, and mental abuse that they are subjected to while working in a self-contained classroom with emotionally disturbed students. After surveying and monitoring the self-contained classrooms of my campus, I determined that a support group would be sufficient for providing the teachers with a way to learn how to cope with the negative emotions that are placed within them from working in a self-contained classroom. Every day of the week teachers are at risk of mental health issues because they are exposed to ridicule, profanity, character shaming, and the possibility of being physically harmed while providing knowledge to students. Providing teachers with a way to release or restructure their emotions could be the key to longevity for educators. It could reduce mental and physical stress, a high turnover rate for the job position, and improve the work environment.