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Mindsets:
M1- A belief in the development of ones whole self, including mental, social, emotional, and physical well being
M3- Positive attitude towards work and learning.
(ASCA, 2021).

Behaviors:
Self-Management Skills
B-SMS-1. Responsibility for self and actions.
B-SMS-2. Self-discipline and self-control.
B-SMS-5. Perseverance to achieve long and short-term goals.
B-SMS-10. Ability to manage transitions
and adapt to change
(ASCA, 2021).

Social Skills:
B-SS 2. Positive, respectful and supportive relationships with students who are similar to and different from them.
B-SS 3. Positive relationships with adults to support success.
B-SS 5. Ethical decision-making and social responsibility.
B-SS 7. Leadership and teamwork skills to work effectively in diverse groups
(ASCA, 2021).

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

American School Counselor Association. (2021). The ASCA Mindsets & Behaviors for Students: K-12 College and Career Readiness for EveryStudent. https://www.schoolcounselor.org/getmdia/7428a787-a452-4abb-afec-d78ed77870cd/Mindsets-Behaviors.pdf

Cherry, K. (2023, June 27). 6 Leadership styles and frameworks you should know. Verywell Mind. https://www.verywellmind.com/leadership-styles-2795312

Missouri Professional School Counselors and Counselor Educators. (2015). Professional school counselor small group counseling guide: A professional school counselor’s guide to planning, implementing, and evaluating school-based counseling groups. Retrieved from https://dese.mo.gov/sites/default/files/guid-respon-serv-small-group-counseling-guide-2015.pdf

Yalom ID. (1995). The theory and practice of group psychotherapy (4th ed.). New York: Basic Books.

19 Tex. Admin. Code §239.15

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According to the American School Counselor Association (ASCA) details about the informed consent section A.2. which provides the the participant to pick whether or not they want to be a part of a counseling setting or group (ASCA Code of Ethics, 2014). Parents and participants are given all the details of a group before the start of groups to have have an opportunity to look over and make a decision.

Section B of confidentiality states that a counselor must protect the rights of the students and not disclose information shared (ASCA Code of Ethics, 2014). In this group there will be multiple students compromised and the counselor and other participants must keep all information confidential and not discussed outside of the group. Breaking this requirement will lead to consequences and removal from the group.

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The Texas Administrative Code (TAC) requires that school counselors must adhere to when working in group counseling sessions.
Section C Standard 2; 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;
4. consult with parents/guardians, teachers, administrators, and other individuals as appropriate to enhance his or her work with students;
6. demonstrate proficiency in teaching small and large groups by actively engaging students in the learning process;
9.  use counseling-related research techniques and evidence-based practices to address student needs.

This policy is critical to follow and abide by. The student's needs should be researched and theory based for the best outcomes.

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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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We can use several of Yalom's therapeutic factors for this small group. First, the Instillation of Hope, which will instill faith that the treatment made can and will be effective in providing guidance, self correction, motivation, and goal setting to be successful in all aspects of life. Secondly, the Development of socializing techniques, creating social learning or development of interpersonal skills to help students connect and learn to communicate in a healthy and effective way. Lastly, the Development of socializing techniques that expands on social learning and or development of interpersonal skills. Knowing about their skills and exploring them for the benefit of themselves and to help others.

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The Participative Leadership or Democratic Leadership style would be the best choice for this group. This style offers guidance to group but allows their input from other group members as well. Group leaders allow input, but retain the final say in the decision making process. This allows for more inclusion and engagement in the group to foster commitment to each goal (Cherry, 2023).

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This population of fourth and fifth graders have struggled to make friends, communicate, and be academically successful. Due to the different need and strengths of students, this groups has special dynamics.

Stage 1- Building a relationship with the group would start with communication and group activities that will allow to trust each other and connect. The norms will be set in the first group meeting with expectations to stay in the group and work towards a common goal. Confidentially can not be guaranteed, but it is an expectation. Students are responsible for building a trustworthy relationship with each other and helping each other meet their goals.

Stage 2- Setting goals, expectations, and accountability will help group members work cohesively, productively, and progress through the group goals. Weekly check ins with counselors will help guide, monitor, or create changes to the group for best outcomes. These check in can be in person in the office, through weekly emails, or during group meetings.

Stage 3- A preassessment will be evaluated before starting the group and a post assessment after the group’s session has ended. These assessments will be taken in a google form format. It will be scaled on a 1 to 5 level with 1 being the lowest. The post assessment will have the same question plus the open-ended section for suggestions, along with their feelings about the group. Answers will be compared, and if the outcomes determined that the data collected improved learning, collaboration, and success, the groups will increase to reach a bigger percent of the school. During the 2nd 6-week period, we reference the size of small group participants that were gathered from the referrals. The goals would be that ½ of the participants, in this group it would be at least 4, would have a life changing experience and better interact with others to enable success and a better school culture while still keeping confidentiality.

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Rules will be placed and determined before the meeting of the first time.
1. What is said here, stays here.
2. Be kind and respectful.
3. Stay goal focused.
4. You can share, only if you desire.

Additional rules will be created with each group separately in the first session. The goals will be focused on their needs or wants and will be agreed upon before students have to sign their consent. If students can not agree, sign consent, or break a rule, they will have to be withdrawn from the group and given disciplinary action instead.

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Once group member have been nominated or selected for a possible pre-assessment, a consent form will be sent home for a parent or guardian to sign and return giving or declining services or group participation. A flyer will be attached to state the groups goals, mission, and purpose. The consent form must be aligned with the district's policy and approved by administration before sending out to parents.

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After students are selected or nominated by parents, teachers, or other staff, they will fill out a pre-assessment on google forms electronically. The will then meet with the school counselor to determine eligibility, strengths, goals, and confirm understanding of the group. The eligible students must be fourth or fifth graders that have previously had a counseling referral or a discipline referral. After reviewing fourth and fifth grade referrals, a plan will be created with a list of students who are eligible and capable of change with a little motivation, guidance, and discipline. The list will be divided by grade levels to form groups, then further divided by skills. Learners will meet two times a week for 30 minutes for 6 weeks in the morning before class begins. The meeting will take place in the counselor’s media room for the first 15 min and the rest of the time the groups will break into sessions. Program will be evaluate at the end of the six weeks for level success.

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To disseminate information, I will be sending out a newsletter flyer in paper, email, and social media/school page format. Parents will have a chance to sign their children up for a small group as well as teachers or school counselors.

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Guiding the Fifth: Troubled fourth or fifth graders will be selected by teachers and counselors to create a group to improve the school's atmosphere. For example, they will be assigned the jobs of greeters, peer mediators, teacher helpers, cafeteria helpers, and little/big brother class helpers and at the same time improve their own insubordination by setting examples and using their strengths and experiences to help other.