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Leading Ladies Small Group Attach Action Plan

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Leading Ladies Small Group Attach Action Plan

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Leading Ladies was created to help 7th grade girls achieve success.  The girls will explore ways to become the best version of themselves. Topics such as navigating social media, sharpening leadership skills and boosting their self-esteem will be addressed.

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The following Mindset and Behavior standards (American School Counselor Association, 2014) for students will be met through participation in this group:

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

B-LS 1. Demonstrate critical-thinking skills to make informed decisions.

B-SMS 7. Demonstrate effective coping skills when faced with a problem.

B-SS 2. Create positive and supportive relationships with other students.

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Flyers will be posted around school, emails will be sent to parents, students and teachers, and daily announcements will be made for 2 weeks prior to applications being made available. Information on this group will also be given to the 7th grade girls PE coach and Jacket Time teachers who might benefit from this group information. 7th grade female students will have an opportunity to fill out an application to be a part of the group. 10 girls will be selected to participate in the small group, and selections will be made by the counselors after reviewing applications.

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Students who show interest in the group will pick up an application from the counselors, as students are picking up applications the counselor will meet with the student. During this meeting the counselor will make sure that the student understands what the group will be discussing and ask if the student has any further questions or concerns. This brief time with each student will allow for individual assessment and a brief interview with each student. Once all applications are collected, the counselor will gather referrals from teachers to get a full picture of the student. Once the 10 group members are selected there will be a small group screening to discuss general thoughts and feelings of bullying and self-esteem. The group topics will be introduced and explained to the group with the opportunity to ask questions, if needed. This process will allow the counselor to see each student on an individual basis as well as see how each student will fit within the group, before the sessions begin.

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Once group members have been selected (no more than 10 participants) a consent form will be sent home to the parents of the group members, along with the advertisement and a letter from the counselor explaining the purpose of the group. A consent form will also be given to participants during the first session.

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The following group rules will be established prior to beginning the group:

1. Be kind and respectful of each others.

2. What you say in here, stays in here with confidence and confidentiality. (unless someone is hurting you, you want to hurt someone or you want to hurt yourself.)

3. You are not required to share, unless you choose to do so.

We will also create and sign our social contract in the first session. Additional rules will be discussed, agreed upon and established with the group during the first session. The rules will be reviewed before students sign their informed consent.

During the first session the group will go over the Participant Guidelines/Group Rules worksheet (MPSCCE, 2015) together, to determine the norms for our group. We will walk through each example and discuss what each rule "looks like" and "sounds like". Utilizing this worksheet will set the group up for success, because they will be able to work through each rule together.

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The group is composed of 7th grade girls struggling with bullying and self-esteem. Because of the special population of girls, the group dynamics will be very unique to this group. According to the Missouri Professional School Counselors and Counselor Educators (2015) Small Group Counseling Guide, there are three stages of group dynamics.

Stage 1: To build relationships and trust we will begin by playing a get to know you game with a beach ball. Allowing adequate time for the group members to become comfortable with one another is important, so that trusting relationships are able to be built. The group norms will be established during the first session. We will create our social contract together and each group member will sign the living contract. During each session we will go over our contract and remind ourselves of the norms. Confidentiality will be discussed in depth as we go over the social contract, norms for the group and address as the group members sign their informed consent form.

Stage 2 To keep group members working cohesively and productively each session will have activities for the group members to participate in. These activities will pertain to each of the lesson topics for the session, and the group members will be encouraged to openly discuss the topics. As the counselor participates with the group members, taking notes about participants' progress will be crucial, this will assist the counselor in knowing if topics need to be retaught or presented in a different way for better understanding.

Stage 3 To close out the group the students will complete the post-assessment. Allow students to discuss if needed, what they have learned and what they will take away. There will also be group evaluation for the students to complete. The forms will be returned to the Counselor’s office the following day. This will allow for follow-up with group members. This evaluation will help determine the success of the group. The collected evaluations will also be a wonderful tool to use for creation of further small groups. Conducting intentional follow-up with students, will assist the students to know that they still have your support. Follow-up meetings could also lead to the need for individual counseling appointments, to follow-up with goal achievement. During the ending meeting we will discuss how the sessions even though they are ending, still are confidential. Referring to the social contract during every session will reinforce the importance of confidentiality. Reassure the group members that your door is always open for future assistance and that group members are also a great resource.

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This group will benefit best from a participative leadership style. Utilizing the participative leadership style allows for group members to participate, give input, and feel engaged, while the group leader offers guidance (Cherry, 2020). Bullying and self-esteem issues need to be approached cautiously and working to support students by offering guidance, a listening ear, participating in activities and discussions, as well as supporting the girls as they lead their own discussion, would be most beneficial.

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Through this group, several of Yalom's Therapeutic Factors could be present. First, universality would be a factor during every group session (Yalom, 1995). Through discussions the girls will help each other navigate the struggles they face on a day to day basis, having open discussions and sharing time the girls will realize that they are not alone and share similar experiences within their group.  Altruism can also be present throughout our group sessions. Going through the lessons and activities, the group members hopefully will gain confidence in themselves to help others through the struggles they face (Yalom, 1995). Finally direct advice could also be present within the group, each girl will have an opportunity to give and receive strategies for dealing with a problem from their peers (Yalom, 1995). Throughout the sessions the girls will be practicing these skills and hopefully they can practice and use these skills in their own daily experiences.

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The Texas Administrative Code outlines the requirements for a certified professional school counselor.
Standard 2 of section 239.15 states that the certified school counselor must counsel individuals and small groups using appropriate counseling theories and techniques in response to students' needs as outlined in The Texas Model for Comprehensive School Counseling Programs (19 TAC § 239.15).

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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 ASGW Best Practice Guidelines A.4. outlines program development and evaluation. This step involves identifying the type(s) of group(s) that will be offered and how they relate to the needs of the community  (Thomas & Pender, 2008). This ethical guideline is important for school counselors to follow as they are conducting their demographic and needs assessments at their campuses. Utilizing these assessments helps counselors to form the specific groups that will meet the needs of their students when necessary.

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American School Counselor Association (2014). Mindsets and Behaviors for Student Success: K-12 College- and Career-Readiness Standards for Every Student. Alexandria, VA: Author.

Cherry, K. (2020, August 3). Prominent 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

Thomas, R. V., & Pender, D. A. (2008). Association for Specialists in Group Work: Best Practice Guidelines 2007 Revisions. The Journal for Specialists in Group Work, 33(2), 111–117. https://doi.org/10.1080/01933920801971184

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

19 Tex. Admin. Code §239.15.