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References:

American Counseling Association. (2014). 2014 ACA code of ethics. https://www.counseling.org/docs/default-source/default-document-library/2014-code-of-ethics-finaladdress.pdf

American School Counselor Association (2019). ASCA School Counselor Professional Standards & Competencies. Alexandria, VA: Author

American School Counselor Association (2021). ASCA Student Standards; Mindsets and Behaviors for Student Success. Alexandria, VA: Author.

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ACA Code of Ethics F.11.c. states when a counselor is providing counseling, "Multicultural/Diversity Competence Counselor educators actively infuse multicultural/diversity competency in their training and supervision practices. They actively train students to gain awareness, knowledge, and skills in the competencies of multicultural practice."  When these students work with a small group to explore these topics, they will witness how other students respond and think through social situations. The diversity and background that each student comes from will teach others about the various ways that people and families handle situations. These students are familiar with those in their neighborhoods, but they are not exposed to many cultures outside of that. This provides an opportunity for the counselor to provide them the necessary exposure to broaden their mindset while developing their diversity.

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ASCA (2019) B-PF 9 states a school counselor will "Create systemic change through the implementation of a school counseling program a. Act as a systems change agent to create an environment promoting and supporting student success." This group serves this purpose by assisting these students with learning to behave accordingly in the world outside of school. School serves as a short time in a student's life, and the counselor is working within their current environment to help them with life skills that will serve them for a longer period of time.

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The focus of this group is on teaching these students how to appropriately respond to emotional situations and learn social cues and expected behaviors, this group will utilize the development of socializing techniques and direct advice.
Socializing techniques involve social learning and the development of interpersonal skills. The group activities will help the students see social situations and practice appropriate responses. It will also allow them to practice in situations and activities where their emotions might be peaked.
Direct Advice is receiving and giving suggestions for strategies for handling problems. This group needs this method instead of collaboration because of the lack of intellectual ability to notice and imitate social behaviors. They need these expectations explicitly taught.

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This group aims to teach students how to be aware of their emotions and learn ways to focus their attention on a physical sensation to help them manage those emotions in a productive way. This group will be made up of 10-year-old, male and female students that are economically disadvantaged as well as intellectually disabled.

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This group aims to help students learn and master these mindsets and behaviors according to the ASCA (2021):
M 1. Belief in the development of the whole self, including a healthy balance of mental, social/emotional, and physical well-being.
M 2. Sense of acceptance, respect, support, and inclusion for self and others in the school environment.
B-SS 4. Empathy.
B-SS 10. Cultural awareness, sensitivity, and responsiveness.

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Teachers will be made aware of the group recruiting criteria through a secure email due to confidentiality. After the group is active, teachers will only be made aware of progress if they have a vested interest in the group members.
Parents will be given a letter explaining the group's purpose and their child's acceptance. This letter will also serve as the confidentiality agreement and permission for the child to participate in the group.
Administrators and education stakeholders will be made aware of the group's purpose, recruiting criteria, and those selected at the first school board meeting preceding the group having its' first meeting. Then at the conclusion of the group sessions, a summary of progress, mastery, and detailed information necessary to the outcome of the group will be provided at the school board meeting that occurs after the last session.

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This will be a closed, counseling group. Students will be selected to participate by the counselor leading the sessions.  The group will be limited to 5 members, and it will be made up of 10-year-old, male and female students that are economically disadvantaged as well as intellectually disabled.

Each student will be selected through information collected through the Individual Education Plans that state the student is Intellectually Disabled. After this determination is made, the leader will meet directly with the teachers of students to determine if they believe the students have a gap or deficit in their knowledge of social awareness, social skills, empathy, and self-awareness.
Students will be contacted directly by the leader of the group to determine their willingness to participate. Students will be asked a series of conversational questions adapted to their comprehension level about participating in the group. Willingness is expressed through curiosity about the subject, and excitement to be part of the group, If a student is unwilling, they will be removed from the list.

The group leader will keep a list of qualifying, willing students to justify the need for another group to be formed later on.

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Sweetwater ISD does not require student consent, however, if the student is a minor, we must obtain consent from the parent of any student participating in counseling.
The group leader will schedule a meeting with each approved student's parent to explain the group purpose and process and obtain consent.

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These will be the basic rules of the group. They will be introduced in the first meeting, and we will briefly revisit them each meeting thereafter. The students will contribute examples of what each of these looks like in real life. We will spend time during the first meeting exploring all of these until all members understand them completely.
The intellect of these students requires a method that engages them in some type of role-play or physical action to show their mastery.
•       Explain how you plan to utilize this resource, or one similar, to set ground rules and expectations for the group.

•       What rules are predetermined by you and what rules can be determined as a group?

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This group will have a participative leader. The objective of this group is to learn the social and emotional skills that they need to productively and efficiently cope with their emotions and be aware of social expectations. The leader will guide the group members through activities and thought processes, but the group will be responsible for verbally contributing and physically participating in the role-play lessons. They will acquire skills more efficiently and long-term if they find their own personal way to connect to them.

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Stage 1- In the first meeting, all group members will be introduced to the guidelines and ground rules. Introductions are not necessary. These students already work together in numerous classes, and they are already familiar with the leader. We will address confidentiality first thing, and it will be made clear that their contributions are confidential unless they are being harmed, someone else is being harmed, or they are harming themselves.
Stage 2- Group members will be observed throughout each session. Participation, willingness, and overall engagement in the process will be observed and documented. Any group member struggling, the group leader will reach out to them individually. Every 3 weeks the group leader will individually check in with members through an informal setting to gauge their opinion of the group and its progress.
Stage 3- The last meeting will consist of a reflection of the previous lessons, and it will also include a "what I know now" activity for the group members to reflect on what they feel they have learned. The group leader will check in with members for two weeks following the group ending to observe whether or not they are applying the skills they have learned and to check on their emotional status after the group has ended. These students struggle to build emotional ties, and ending the group may affect them negatively. Follow-up and even continuing to check in over a longer period of time may be necessary.