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The American Counseling Association provides a clear list of ethical expectations. When looking at this special group it is imperative that counselors abide by "A.1. Client Welfare, A.1.a. Primary Responsibility: The primary responsibility of counselors is to respect the dignity and promote the welfare of clients" (American Counseling Association, 2014). Counselors want to see the participants of special groups succeed and show improvement; however, they must not jeopardize the welfare of the students to achieve that goal.

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The Texas Administrative Code is set guidelines for school counselors.
"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: (3) counsel individuals and small groups using appropriate counseling theories and techniques in response to students' needs" (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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There are several of Yalom's Therapeutic Factors present within this group. Instillation of hope in that all members will be learning how to properly channel their emotions in a positive way. Universality in that this is a homogeneous group, so they will realize they are not alone. All members will be receiving direct advice and utilizing that with interpersonal learning (Yalom, 1995).

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A participative leader would be the most beneficial for this group (Cherry, 2023). Leading by example will allow the participants to see what is expected, how to treat each other properly, and give them comfort when talking.

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Stage 1: The "Storming/Norming Stage" will focus on setting ground rules, building relationships, and gaining the trust of the participants (Missouri Professional School Counselors and Counselor Educators, 2015).  Several activities will take place before the group begins to really share and dive into their emotions. All participants will acknowledge and abide by the confidentiality rules set forth at the very beginning; however, they still need to be aware that there is a possibility of that happening. With great effort, the counselor will gain the trust of the participants and make them feel comfortable with each other.

Stage 2: The "performing stage" will focus on "working together to accomplish individual and group goals" (Missouri Professional School Counselors and Counselor Educators, 2015). Throughout the sessions, participants will be interacting with each other and then come together as a group to discuss and gain even more insight. The activities are designed for this purpose. The counselor will be monitoring and taking notes on each participant as this happens. At times the counselor will have to interject when the group members break off into partners. This is key to gauge progress and see if the group is progressing.

Stage 3: The "mourning stage" will be treated with special care (Missouri Professional School Counselors and Counselor Educators, 2015). The final session is a reflection assignment. This gives each participant the opportunity to reflect on their emotions, what they have learned, and the steps moving forward. Building that confidence with each member is crucial as they go on to the next step; however, letting them know that they are welcome to check in with the counselor as needed is okay too. They do not need to leave feeling like they are alone. Again, confidentiality will be reinforced at the close of the session.

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This document will be an activity we do at the beginning of the first session to set the ground rules.

Predetermined Rules:
1. All members will be respectful to others feelings, emotions, and words.
2. What is said in this group must stay in this group.
3. There will not be any bullying of any kind.
4. You will have the opportunity to participate and interact with each other, be mindful of each other's time to talk.

Other rules will be discussed with the group so that they feel comfortable when speaking, and it will give them ownership.

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Parents signed this form at the beginning of the year giving counselors permission to counselor their child. There is a list of who is not allowed to benefit from the counselors services. Those individuals will not be asked to be part of this group session.

The white form will be sent home with selected students so that their parents are aware of the special group session.

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The process for creating this small group would be from teacher referrals and discussions. The counselor will meat with the eighth grade teachers, explain the purpose of the group, and then discuss the type of students that would best benefit from attending the sessions. Teachers will fill out a  survey on each student so that data and information will be gathered.

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This group will not be advertised to the public or general education. Flyers and consent forms will be sent home with specific students who will benefit the most from the group.

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The Empowering Students with Empathy group will begin to master the following standards over the course of six weeks:

"B-SS 1. Effective oral and written communication skills and listening skills" (American School Counselor Association, 2021).

"B-SS 4. Empathy" (ASCA, 2021).

"B-SS 10. Cultural awareness, sensitivity and responsiveness" (ASCA, 2021).

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Description of Small Group and Action Plan 

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Description of Small Group and Action Plan 

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The group topic that will be discussed is having empathy towards others so that bullying does not become a way of emotionally engaging in individuals that they might not understand.