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‘The Life-Bringers’ is a Psychoeducational Group for pregnant teenagers conducted through an organization like The Guidance Center. This group is focused on delivering pregnancy education over pregnancy options, pregnancy, labor, & postpartum stages, parenthood, and repeat pregnancy prevention.

Group SLO's

Thorough understanding of options and pregnancy and postpartum stages.

Cognitive and emotional preparedness for labor, delivery, and parenthood (The Pregnant Adolescent--a Group Approach, 1976).

Knowledge of prevention for repeat pregnancies.

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This group is not school based since my practice as a LPC is organization based but these specific codes are relevant and will be applied.

M 1. Belief in development of whole self, including a healthy balance of mental, social/emotional and physical well-being

M 4. Self-confidence in ability to succeed

B-LS 1. Critical thinking skills to make informed decisions

B-SMS 1. Responsibility for self and actions

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

B-SS 5. Ethical decision-making and social responsibility

B-SMS 7. Effective coping skills

B-SMS 10. Ability to manage transitions and adapt to change

(ASCA Student Standards: Mindsets & Behaviors for Student Success - American School Counselor Association (ASCA), n.d.)

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To advertise this group, I will be utilizing fliers, website listings, and professional referrals. The procedures will consist of designing a group flier and adding it to the organization's website of which it will be hosted at, posting the flier to social media platforms, and through referally from an informative network of professionals who deal with pregnant teenagers such as Drs., teachers, counselors, and etc.

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Participants will be voluntary and selected through interest and need. Interviews will be conducted individually upon declaring interest and proof of pregnancy. Referrals will then be acquired from the individuals parents, teachers, drs., and or counselor. The participants deemed most to benefit from this group will then be notified and a meeting be set to discuss group procedures and determine final determinations of participation.

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Informed Consent must be granted from the adolescent's parent/s or guardian/s before being able to begin this group counseling. A form will be sent home with the participant to be signed by both the parent/guardian and the pregnant adolescent who is participating.

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This resource gives detailed information to ethical guideline practices and will be a foundational source for implementing rules. The group rules will consist of the following:

1. Respect for each participant in the group.

2. Practice and ensure Confidentiality.

3. Limits to Confidentiality - immediate danger to self, duty to warn, and suspected abuse or neglect of a child or elder

4. No misconduct or foul language.

5. Freedom to share or not to share what you wish.

Further rules will be discussed by the group and added if deemed relevant upon the initial pre-group meeting..

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Since 'The Life-Bringers' is a homogeneous group, needs and or problems might occur relatively quick.

Stage 1 -  I plan to build relationship and trust between members and myself through portraying empathy, and respect for the participants. Group norms will be established through persistent and consistent enforcement. Limits of confidentiality will be addressed through the opening of each meeting in which these limits will be mentioned to remind individuals and to bring awareness to their limitations.

Stage 2 - I plan to keep my members working cohesively and productively by introducing collective processes such as games and group discussions over similar experiences. This will help them relate and to better value each other. I will check in with the group to ensure everyone agrees and are on the same page.

Stage 3 - My plan for group closure is to individually assess members through surverys and to pose group questions that allow willing participants to speak their personal experience with what the group. Upon the ending sessions, I will repeat the importance of keeping confidentiality post group counseling. A post group follow-up will be conducted 6 weeks later to the ending to collaborate on growth and to share possible success stories.

( Missouri Department of Elementary and Secondary Education, n.d.)

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The leadership style that I plan to use is the Participative Leadership (Democratic) style. I feel that this particular style will work best on pregnant adolescents because it is the most effective in developing quality responses and it also instills a sense of individuality within the girls. A characterstic that is highly important for soon to be young mothers.

(MSEd, 2023)

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Leadership styles are classifications of how a person behaves while directing, motivating, guiding, and managing groups of people. There are many leadership styles. Some of the most widely discussed include: authoritarian (autocratic), participative (democratic), delegative (laissez-faire), transformational, transactional, and situational.

Great leaders can inspire political movements and social change. They can also motivate others to perform, create, and innovate. As you start to consider some of the people who you think of as great leaders, you can immediately see that there are often vast differences in how each person leads.

Fortunately, researchers have developed different theories and frameworks that allow us to better identify and understand these different leadership styles.

Lewin's Leadership Styles

In 1939, a group of researchers led by psychologist Kurt Lewin set out to identify different styles of leadership.﻿﻿ While further research has identified more distinct types of leadership, this early study was very influential and established three major leadership styles that have provided a springboard for more defined leadership theories.

In Lewin's study, schoolchildren were assigned to one of three groups with an authoritarian, democratic, or laissez-faire leader. The children were then led in an arts and crafts project while researchers observed the behavior of children in response to the different styles of leadership. The researchers found that democratic leadership tended to be the most effective at inspiring followers to perform well.

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. This style of leadership is strongly focused on both command by the leader and control of the followers. There is also a clear division between the leader and the members. Authoritarian leaders make decisions independently, with little or no input from the rest of the group.

Researchers found that decision-making was less creative under authoritarian leadership.﻿﻿ Lewin also concluded that it is harder to move from an authoritarian style to a democratic style than vice versa. Abuse of this method is usually viewed as controlling, bossy, and dictatorial.

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Authoritarian leadership is best applied to situations where there is little time for group decision-making or where the leader is the most knowledgeable member of the group. The autocratic approach can be a good one when the situation calls for rapid decisions and decisive actions. However, it tends to create dysfunctional and even hostile environments, often pitting followers against the domineering leader.

Participative Leadership (Democratic)

Lewin's study found that participative leadership, also known as democratic leadership, is typically the most effective leadership style. Democratic leaders offer guidance to group members, but they also participate in the group and allow input from other group members. In Lewin's study, children in this group were less productive than the members of the authoritarian group, but their contributions were of a higher quality.

Participative leaders encourage group members to participate, but retain the final say in the decision-making process. Group members feel engaged in the process and are more motivated and creative. Democratic leaders tend to make followers feel like they are an important part of the team, which helps foster commitment to the goals of the group.

Delegative Leadership (Laissez-Faire)

Lewin found that children under delegative leadership, also known as laissez-faire leadership, were the least productive of all three groups. The children in this group also made more demands on the leader, showed little cooperation, and were unable to work independently.

Delegative leaders offer little or no guidance to group members and leave the decision-making up to group members. While this style can be useful in situations involving highly qualified experts, it often leads to poorly defined roles and a lack of motivation.

Lewin noted that laissez-faire leadership tended to result in groups that lacked direction and members who blamed each other for mistakes, refused to accept personal responsibility, made less progress, and produced less work.

Observations About Lewin's Leadership Styles

In their book, The Bass Handbook of Leadership: Theory, Research, and Managerial Applications, Bass and Bass note that authoritarian leadership is often presented solely in negative, often disapproving, terms. Authoritarian leaders are often described as controlling and close-minded, yet this overlooks the potential positives of stressing rules, expecting obedience, and taking responsibility.

While authoritarian leadership certainly is not the best choice for every situation, it can be effective and beneficial in cases where followers need a great deal of direction and where rules and standards must be followed to the letter. Another often overlooked benefit of the authoritarian style is the ability to maintain a sense of order.

Bass and Bass note that democratic leadership tends to be centered on the followers and is an effective approach when trying to maintain relationships with others. People who work under such leaders tend to get along well, support one another, and consult other members of the group when making decisions.

Additional Leadership Styles and Models

In addition to the three styles identified by Lewin and his colleagues, researchers have described numerous other characteristic patterns of leadership. A few of the best-known include:

Transformational Leadership

Transformational leadership is often identified as the single most effective style. This style was first described during the late 1970s and later expanded upon by researcher Bernard M. Bass. Transformational leaders are able to motivate and inspire followers and to direct positive changes in groups.

These leaders tend to be emotionally intelligent, energetic, and passionate. They are not only committed to helping the organization achieve its goals, but also to helping group members fulfill their potential.

Research shows that this style of leadership results in higher performance and more improved group satisfaction than other leadership styles. One study also found that transformational leadership led to improved well-being among group members.

Transactional Leadership

The transactional leadership style views the leader-follower relationship as a transaction. By accepting a position as a member of the group, the individual has agreed to obey the leader. In most situations, this involves the employer-employee relationship, and the transaction focuses on the follower completing required tasks in exchange for monetary compensation.

One of the main advantages of this leadership style is that it creates clearly defined roles. People know what they are required to do and what they will be receiving in exchange. This style allows leaders to offer a great deal of supervision and direction, if needed.

Group members may also be motivated to perform well to receive rewards. One of the biggest downsides is that the transactional style tends to stifle creativity and out-of-the-box thinking.

Situational Leadership

Situational theories of leadership stress the significant influence of the environment and the situation on leadership. Hersey and Blanchard's leadership stylesis one of the best-known situational theories. First published in 1969, this model describes four primary styles of leadership, including:

1. Telling: Telling people what to do

2. Selling: Convincing followers to buy into their ideas and messages

3. Participating: Allowing group members to take a more active role in the decision-making process

4. Delegating: Taking a hands-off approach to leadership and allowing group members to make the majority of decisions

Later, Blanchard expanded upon the original Hersey and Blanchard model to emphasize how the developmental and skill level of learners influences the style that should be used by leaders. Blanchard's SLII leadership styles model also described four different leading styles:

1. Directing: Giving orders and expecting obedience, but offering little guidance and assistance

2. Coaching: Giving lots of orders, but also lots of support

3. Supporting: Offering plenty of help, but very little direction

4. Delegating: Offering little direction or support

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It seems like there are as many different styles of leadership as there are leaders. Discover some of the most common leadership style frameworks.

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Members of 'The Life-Bringers' might experience an Instillation of Hope, Universality, Imparting of information, and Existential factors. Instillation of Hope might derive due to the feelings of reassurance in the drastic changes that they are about to face with having a child. Universality can occur since this group is very similar in current experiences of youth pregnancy. Imparting of information is common with psychoeducational groups so it is highly likely for this to occur. And lastly, Existential factors might rise with some pondering the purpose of life and their ability to bring another life into the world.

(Yalom ID, 1995)

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The Texas Administrative Code relays a list of General Ethical Requirements for a Professional Counselor. A relevant one declares the professional relationship and the details that should be included within informed consent.

TITLE 22, PART 30, CHAPTER 681, SUBCHAPTER B, RULE §681.41

(e) Regardless of setting, a licensee must provide counseling only in the context of a professional relationship. Prior to providing services, a licensee must obtain from an individual a signed informed consent, signed written receipt of information, or in the case of involuntary treatment a copy of the appropriate court order, including the following:  (1) fees and arrangements for payment;  (2) counseling purposes, goals, and techniques;  (3) any restrictions placed on the license by the Council;  (4) the limits on confidentiality;  (5) any intent of the licensee to use another individual to provide counseling treatment intervention to the client;  (6) supervision of the licensee by another licensed health care professional including the name, address, contact information and qualifications of the supervisor;  (7) the name, address and telephone number of the Council for the purpose of reporting violations of the Act or this chapter; and  (8) the established plan for the custody and control of the client's mental health records in the event of the licensee's death or incapacity, or the termination of the licensee's counseling practice.

(Texas Administrative Code, n.d.)

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(a) A licensee must not make any false, misleading, deceptive, fraudulent or exaggerated claim or statement about the licensee's services, including, but not limited to: (1) the effectiveness of services; (2) the licensee's qualifications, capabilities, background, training, experience, education, professional affiliations, fees, products, or publications; or (3) the practice or field of counseling. (b) A licensee must not make any false, misleading, deceptive, fraudulent or exaggerated claim or statement about the services of a mental health organization or agency, including, but not limited to, the effectiveness of services, qualifications, or products. (c) A licensee must discourage a client from holding exaggerated or false ideas about the licensee's professional services, including, but not limited to, the effectiveness of the services, practice, qualifications, associations, or activities. If a licensee learns of exaggerated or false ideas held by a client or other person, the licensee must take immediate and reasonable action to correct the ideas held. (d) A licensee must make reasonable efforts to discourage others whom the licensee does not control from making misrepresentations; exaggerated or false claims; or false, deceptive, or fraudulent statements about the licensee's practice, services, qualifications, associations, or activities. If a licensee learns of a misrepresentation; exaggerated or false claim; or false, deceptive, or fraudulent statement made by another, the licensee must take reasonable action to correct the statement. (e) Regardless of setting, a licensee must provide counseling only in the context of a professional relationship. Prior to providing services, a licensee must obtain from an individual a signed informed consent, signed written receipt of information, or in the case of involuntary treatment a copy of the appropriate court order, including the following: (1) fees and arrangements for payment; (2) counseling purposes, goals, and techniques; (3) any restrictions placed on the license by the Council; (4) the limits on confidentiality; (5) any intent of the licensee to use another individual to provide counseling treatment intervention to the client; (6) supervision of the licensee by another licensed health care professional including the name, address, contact information and qualifications of the supervisor; (7) the name, address and telephone number of the Council for the purpose of reporting violations of the Act or this chapter; and (8) the established plan for the custody and control of the client's mental health records in the event of the licensee's death or incapacity, or the termination of the licensee's counseling practice. (f) A licensee must inform the client in writing of any changes to the items in subsection (e) of this section, prior to initiating the change. (g) Technological means of communication may be used to facilitate the therapeutic counseling process. (h) In accordance with §503.401(a)(4) of the Act, a licensee must not intentionally or knowingly offer to pay or agree to accept any remuneration directly or indirectly, overtly or covertly, in cash or in kind, to or from any person, firm, association of persons, partnership, corporation, or entity for securing or soliciting clients or patronage. (i) A licensee employed or under contract with a chemical dependency facility or a mental health facility must comply with the requirements in the Texas Health and Safety Code, §164.006, relating to soliciting and contracting with certain referral sources. Compliance with the Treatment Facilities Marketing Practices Act, Texas Health and Safety Code Chapter 164, will not be considered as a violation of state law relating to illegal remuneration. (j) A licensee must not engage in activities for the licensee's personal gain at the expense of a client. (k) A licensee may promote the licensee's personal or business activities to a client if such activities, services or products are to facilitate the counseling process or help achieve the client's counseling goals. Prior to engaging in any such activities, services or product sales with the client, the licensee must first inform the client of the licensee's personal and/or business interest therein. A licensee must not exert undue influence in promoting such activities, services or products. (l) A licensee must set and maintain professional boundaries. (m) Except as provided by this subchapter, non-therapeutic relationships with clients are prohibited. (1) A non-therapeutic relationship is any non-counseling activity initiated by either the licensee or client that results in a relationship unrelated to therapy. (2) A licensee may not engage in a non-therapeutic relationship with a client if the relationship begins less than two (2) years after the end of the counseling relationship; the non-therapeutic relationship must be consensual, not the result of exploitation by the licensee, and is not detrimental to the client. (3) A licensee may not engage in sexual contact with a client if the contact begins less than five (5) years after the end of the counseling relationship; the non-therapeutic relationship must be consensual, not the result of exploitation by the licensee, and is not detrimental to the client. (4) For purposes of paragraphs (2) and (3) of this subsection, the licensee must be able to demonstrate there has been no exploitation and the non-therapeutic relationship is not detrimental to the client in light of all relevant factors, including, but not limited to, the factors set forth in §681.42(b)(4)(A) - (G) of this title (relating to Sexual Misconduct). (5) The licensee must not provide counseling services to previous or current: (A) family members; (B) personal friends; (C) educational associates; or (D) business associates. (6) The licensee must not give or accept a gift from a client or a relative of a client valued at more than $50, borrow or lend money or items of value to clients or relatives of clients, or accept payment in the form of goods or services rendered by a client or relative of a client. (7) The licensee must not enter into a non-professional relationship with a client's family member or any person having a personal or professional relationship with a client if the licensee knows or reasonably should have known such a relationship could be detrimental to the client. (n) The licensee must not knowingly offer or provide counseling to an individual concurrently receiving counseling treatment intervention from another mental health services provider except with that provider's knowledge. If a licensee learns of such concurrent therapy, the licensee must request release from the client to inform the other professional and strive to establish positive and collaborative professional relationships. (o) A licensee may take reasonable action to inform medical or law enforcement personnel if the licensee determines there is a probability of imminent physical injury by the client to the client or others, or there is a probability of immediate mental or emotional injury to the client. (p) The licensee must take reasonable precautions to protect clients from physical or emotional harm resulting from interaction: (1) within a group; or (2) individual counseling. (q) For each client, a licensee must keep accurate records of: (1) signed informed consent, signed written receipt of information, or, in the case of involuntary treatment, a copy of the appropriate court order (2) intake assessment; (3) dates of counseling treatment intervention; (4) principal treatment methods; (5) progress notes; (6) treatment plan; and (7) billing information. (r) In the absence of applicable state and federal laws, rules or regulations, records held by a licensee must be kept for a minimum of seven (7) years from the date of termination of services with the client, or five (5) years after the client reaches the age of majority, whichever is greater. (s) Records created by licensees during the scope of their employment by agencies or institutions that maintain client records are not required to comply with (q) and (r) of this section. (t) Billing Requirements. (1) A licensee must bill clients or third parties for only those services actually rendered or as agreed to by mutual understanding at the beginning of services or as later modified by mutual written agreement. (2) Relationships between a licensee and any other person used by the licensee to provide services to a client must be so reflected on billing documents. (3) Pursuant to Texas Health and Safety Code, Chapter 611, on the written request of a client, a client's guardian, or a client's parent (sole managing, joint managing or possessory conservator) if the client is a minor, a licensee must provide, in plain language, a written explanation of the types of treatment and charges for counseling treatment intervention previously made on a bill or statement for the client. This requirement applies even if the charges are to be paid by a third party. (4) A licensee may not knowingly overcharge a client. (5) With the exception of an unkept appointment, a licensee may not submit to a client or a third party payor a bill for counseling treatment intervention the licensee knows or should know is improper, unreasonable, or unnecessary. (u) A licensee must comply with all requirements of Texas Health and Safety Code Chapters 611 and 181 concerning the release of mental health records and confidential information. (v) Prior to the commencement of counseling services to a minor client who is named in a custody agreement or court order, a licensee must obtain and review a current copy of the custody agreement or court order, as well as any applicable part of the divorce decree. A licensee must maintain these documents in the client's record and abide by the documents at all times. When federal or state statutes provide an exemption to secure consent of a parent or guardian prior to providing services to a minor, a licensee must follow the protocol set forth in such federal or state statutes. (w) A licensee must terminate a professional counseling relationship when it is reasonably clear the client is not benefiting from the relationship. (x) Upon termination of a relationship if professional counseling is still necessary, the licensee must take reasonable steps to facilitate the transfer to appropriate care. (y) A licensee must not evaluate any individual's mental, emotional, or behavioral condition unless the licensee has personally interviewed the individual or the licensee discloses in the evaluation the licensee has not personally interviewed the individual. (z) A licensee must not knowingly overtreat a client. (aa) A licensee must not aid or abet the unlicensed practice of professional counseling by a person required to be licensed under the Act. (bb) A licensee must report to the Council knowledge of any unlicensed practice of counseling. (cc) A licensee or an applicant must not participate in the falsification of any materials submitted to the Council. (dd) A licensee must not provide services while impaired by a physical, mental, or medical condition or by medication, drugs or alcohol

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(a) A licensee must not make any false, misleading, deceptive, fraudulent or exaggerated claim or statement about the licensee's services, including, but not limited to: (1) the effectiveness of services; (2) the licensee's qualifications, capabilities, background, training, experience, education, professional affiliations, fees, products, or publications; or (3) the practice or field of counseling.

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In the Texas Administrative Code it states the implications and types of therapies that can be utilized for specifically Licensed Professional Counselors.

TITLE 22, PART 30, CHAPTER 681, SUBCHAPTER B, RULE §681.31

(2) group counseling, which uses interpersonal, cognitive, cognitive-behavioral, behavioral, psychodynamic, and affective methods and strategies to achieve mental, emotional, physical, social, moral, educational, spiritual, and career development and adjustment through the life span;

(Texas Administrative Code, n.d.)

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The use of specific methods, techniques, or modalities within the practice of professional counseling is limited to professional counselors appropriately trained and competent in the use of such methods, techniques, or modalities. Authorized counseling methods, techniques and modalities may include, but are not restricted to, the following:
(1) individual counseling, which uses interpersonal, cognitive, cognitive-behavioral, behavioral, psychodynamic, and affective methods and strategies to achieve mental, emotional, physical, social, moral, educational, career, and spiritual development and adjustment through the life span; (2) group counseling, which uses interpersonal, cognitive, cognitive-behavioral, behavioral, psychodynamic, and affective methods and strategies to achieve mental, emotional, physical, social, moral, educational, spiritual, and career development and adjustment through the life span; (3) marriage/couples counseling, which uses interpersonal, cognitive, cognitive-behavioral, behavioral, psychodynamic, affective and family systems methods and strategies to achieve resolution of problems associated with cohabitation and interdependence of adults living as couples; (4) family counseling, which uses interpersonal, cognitive, cognitive-behavioral, behavioral, psychodynamic, affective and family systems methods and strategies with families to achieve mental, emotional, physical, moral, social, educational, spiritual, and career development and adjustment through the life span; (5) addictions counseling, which uses interpersonal, cognitive, cognitive-behavioral, behavioral, psychodynamic, affective methods and strategies, and 12-step methods to achieve abstinence from the addictive substances and behaviors by the client; (6) rehabilitation counseling, which uses interpersonal, cognitive, cognitive-behavioral, behavioral, psychodynamic, and affective methods and strategies to achieve adjustment to a disabling condition and to reintegrate the individual into the mainstream of society; (7) education counseling, which uses formal and informal counseling methods and assessments and appraisal instruments for the purpose of determining strength, weakness, mental condition, emotional stability, intellectual ability, interest, skill, aptitude, achievement, and other personal characteristics of individuals for the selection of and placement in educational settings, preschool through postdoctoral study; (8) career development counseling, which uses formal and informal counseling methods and appraisal instruments for the purpose of determining intellectual ability, interest, skill, aptitude, achievement, mental condition, emotional fitness, and other personal characteristics for occupational, vocational, and career selection and placement throughout the life span; (9) sexual issues counseling, which uses interpersonal, cognitive, cognitive-behavioral, behavioral, psychodynamic, and affective methods and strategies in the resolution of sexual disorders; (10) referral counseling, which uses the processes of evaluating and identifying needs of clients to determine the advisability of referral to other specialists, informing the client of such judgment and communicating as requested or deemed appropriate to such referral sources; (11) psychotherapy, which uses interpersonal, cognitive, cognitive-behavioral, behavioral, psychodynamic, and affective methods and/or strategies to assist clients in their efforts to recover from mental or emotional issues; (12) play therapy, which uses play and play media as the child's natural medium of self-expression, and verbal tracking of the child's play behaviors and feelings as a part of the therapist's role in helping children overcome their social, emotional, and behavioral issues; (13) hypnotherapy, which uses the principles of hypnosis and post-hypnotic suggestion in the treatment of mental and emotional issues and addictions; (14) expressive modalities used in the treatment of interpersonal, emotional or mental health issues, chemical dependency, or human developmental issues. Modalities include but are not limited to, music, art, dance movement, or the use of techniques employing animals in providing treatment; (15) biofeedback, which uses electronic equipment to monitor and provide feedback regarding an individual's physiological responses. The counselor who uses biofeedback must be able to prove academic preparation and supervision in the use of the equipment as a part of the counselor's academic program or the substantial equivalent provided through approved continuing education; (16) assessing and appraising, in compliance with §681.43 of this title (relating to Testing), which uses formal and informal instruments and procedures, for which the counselor has received appropriate training and supervision, in individual and group settings for the purposes of determining the client's strengths and weaknesses, mental status, emotional stability, intellectual ability, interests, aptitudes, achievement level and other characteristics for diagnosing mental health disorders; but does not permit the diagnosis of a physical condition or physical disorder; (17) consulting, which uses the application of specific principles and procedures in counseling to provide assistance in understanding and solving current or potential problems that the consultee may have in relation to a third party, whether individuals, groups, or organizations but not considered direct client contact for LPC Associates; and (18) crisis counseling, which focuses on short term counseling interventions to address immediate situations including factors such as safety and immediate needs.

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The use of specific methods, techniques, or modalities within the practice of professional counseling is limited to professional counselors appropriately trained and competent in the use of such methods, techniques, or modalities.

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ASCA Student Standards: Mindsets & Behaviors for Student Success - American School Counselor Association (ASCA). (n.d.). https://www.schoolcounselor.org/Standards-Positions/Standards/ASCA-Mindsets-Behaviors-for-Student-Success

Missouri Department of Elementary and Secondary Education. (n.d.). https://dese.mo.gov/

MSEd, K. C. (2023). 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=22&pt=30&ch=681&rl=31

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=22&pt=30&ch=681&rl=41

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