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Goal Crushers are a group of 3rd grade students who can benefit academically from improved self-esteem and positive academic habits, such as goal setting and tracking. The group was created to instill confidence and positive academic habits in at-risk Hispanic students, but is open to all third grade applicants.

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American School Counselor Assiciation (ASCA) MIndsets and Behavior Standards

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American School Counselor Assiciation (ASCA) MIndsets and Behavior Standards

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Students will master ASCA (2014) mindset standard M-2, Self-confidence in ability to succeed and learning strategy B-LS 7, identify long and short-term academic goals.

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First, the counselor will present the group plan to the principal to gain approval for conducting the group and for feedback pertaining needed improvements. Once approval is obtained, the counselor will begin informing teachers of the basis for the group.

Information regarding the goals and nature of the group will first be introduced to 3rd grade teachers at a PLC meeting. Teachers will be informed that the ultimate purpose of the group is to give at-risk Hispanic students tools to feel more confident in their ability to succeed academically, though the group is open to all third grade students. The counselor and teachers will discuss student testing data regarding possible candidates. Teachers will be asked to email names of any student who may benefit from the program to the counselor, including a short justification for each students' possible benefit from the program. Convenient meeting times for the group will also be established at this time, based on the teachers' and counselor's schedule. Once meeting times are established the counselor will reserve a room to utilize for meetings.

The group will be advertised to 3rd grade students during classroom guidance. Students will be given fliers to take home to parents, outlining the purpose of the group and informed consent forms to return if the student and parents choose to apply for the group. The consent forms also include space for including a brief, optional description of why the parent would like for the student to participate, in the group. Teachers will be asked to place small advertisements in their weekly calendar that is sent home to parents.

After completing the program for all interested 3rd graders, the counselor will introduce the program to 4th and 5th grade teachers and begin the same process to advertise the group to students and parents.

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Once teacher, student, and parent submissions are received, the counselor will screen students individually to determine each individual's potential to benefit from the group and to benefit the group itself. The counselor will describe the group topic, expectations, outcomes, and goals to students. letting them know that participation is voluntary.

The counselor will ask students to describe initial feelings toward participation in the group and if they are willing to adhere to the guidelines and expectations. The counselor will ask the student what his or her level if interest in participating in the group is on a scale of 1 to 5. The counselor will take notes of each interaction.

Once the counselor has met with all potential candidates, she will meet again with teachers during PLC to further discuss each students' potential to contribute to and grow from the group. The counselor will review all data, including testing data and teacher, parent, and student communication. After deciding which students are candidates for group counseling, the counselor will place the chosen students in groups of 6, based on knowledge of each student, including academic achievement, attitude toward school work, perceived level of self-esteem and confidence, and ethnicity.

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It is necessary to obtain consent for participation in the counseling group from parents or guardians and from each student. Parents and guardians are provided an informed consent form with the initial flier advertisement for the program. These consent forms can be returned to the student's teacher, who will pass the forms to the counselor. Parents who did not return the initial consent form, whose child was nominated by a teacher or showed interest in the group him or herself, will be contacted via phone or email and a consent form will be sent home with the child or via email.

The counselor will provide informed consent forms, derived from the Missouri  Comprehensive Guidance and Counseling Program (2015), to students at the beginning of each group's initial meeting. The counselor will explain the basis of the group, individual expectations, and limits of confidentiality. Students will be asked to sign the consent form once understanding is reached.

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Counseling Techniques Module 5 Consent Form

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The ground rules and guidelines for the group will be thoroughly discussed during the group's first meeting. The counselor will outline the necessary guidelines using the participant guidelines and ground rules resource. Students will be asked to describe what they will see and hear when other members follow each guideline and what other members will see and hear when they follow each guideline.

Predetermined rules for this group are numbers 1, 3, 7, and 9. Group members will be given the opportunity to discuss and present additional guidelines. One guideline group members can present is a rule regarding respecting others. The group will discuss what it sounds and looks like to treat others with respect. Because group members have chosen to participate in this group, a guideline regarding participation in activities is needed. Members will create a rule outlining the necessary participation required to remain in the group.

All group participants and the counselor must sign the bottom of the list to confirm their agreeance with and understanding of the group's ground rules. The rules will be referenced at the beginning of each meeting and throughout sessions as necessary. It will be explained that any member of the group that does not follow a guide line will not be invited back to the group for the remainder of the meetings.

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The group will undergo predictable stages as time progresses.

According to the Missouri Comprehensive Guidance and Counseling Program (2015), during stage one, members are building trust between each and the counselor. They are learning to trust the process. Group members will be more likely to trust one another when they are able to relate on some level. Because the group consists of students from different cultures, classes, friend groups, and abilities, the counselor should facilitate activities that allow for members to relate to one another.

During the first lesson of the group, students will discuss personal strengths and weaknesses pertaining to different aspects of life. Because it is the first day of the group, these will probably be fairly surface level and common characteristics to many children. Students will be able to identify with struggles and interests of other students, beginning to strengthen the bonds between members of the group. Group norms of respect, acceptance, and belonging will be demonstrated during the first lesson, setting the tone for the rest of the program.

The counselor will also share some strengths and weaknesses with the group, relating some of the students' characteristics to her own. Throughout the process, the counselor will continue to encourage group members to relate and bond based on similarities and by facilitating group encouragement while members set and work towards personal goals.

It will be emphasized, before sharing, that this is when the confidentiality agreement begins to come into play. Students must not discuss other's feelings and secrets with anyone outside of the group, just as they expect the same themselves. It will be explained that, though we have the rule of confidentiality, we cannot control others, so students must be aware that confidentiality is not guaranteed.

Students will be presented with the goals of the group, which include leaving the group feeling confident in one's abilities and being able to set and work towards short-term goals. The counselor will explain that group members will work together to encourage each other during the process and that everyone will leave feeling as though they have five new friends or five closer friends.

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During stage two, group members encourage each other to set realistic and challenging personal goals. Activities are designed to promote encouragement throughout the goal setting and attaining process. Members who struggle with working toward their goal will be encouraged by others in the group who have advice or those who can sympathize. Activities focused on increasing self-esteem are included throughout the program, so students will continue to relate based on positive attributes.

Once goals have been set, the counselor will gage students' progress toward their goals each session. Students will discuss personal progress towards their goal with a partner during each session. Partners are assigned by the counselor and will change each session, allowing everyone to work together and bond individually. The counselor will check in with each pair to gage individual students' progress.

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The last group meeting will consist of members discussing, in pairs, the ultimate progress they have made toward their personal goal thus far. The counselor will check in with each pair during this time, discussing ideas for where each student can go with their goal moving forward. The group will come together and discuss the positive traits that each possesses which help them work towards their goal. Everyone will discuss their future plan for continuing to work toward their goal or for creating a new goal.

Students will complete an activity based on the plan for continuing to work toward the goal, so that they have a reminder moving forward.

The counselor will emphasize that confidentiality is still in place and that she will continue checking on each member of the group, including inquiring about continuing confidentiality.

Students will be assured that they can speak to the counselor individually if they lose confidence in their ability to achieve their goal. After the group concludes, the counselor will check in with each student individually once a week for a few weeks, based on individual progress. The counselor will establish individual counseling with any group members who appear to still be struggling with self-esteem or positive academic habits.

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While working with this group, the counselor will most likely use the participative leadership style. Very Well Mind (2020) describes participants of a group run by this leadership style as more motivated and creative. The participative leadership style offers the most opportunity for members to provide creative input and collaborate with each other. Because of the collaborative nature of the group, the leader cannot be overly directive. While it is important for activities to be well planned and expectations to be clearly stated, this group requires some flexibility and direction from its members.

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A few of Yalom's Therapeutic Factors (1995) may contribute to group members' success during the program. Universality is a theme throughout the group, as members will recognize that others experience similar struggles and triumphs. Hopefully, Interpersonal learning and development of social techniques will both occur throughout the program as group guidelines and norms are demonstrated and group members gain practice socializing in a controlled environment with a small amount of peers. Students will have opportunities to accept feedback from peers and may find new ways to relate and connect to others. Students may enjoy giving direct advice to peers in a controlled and accepting environment, which will boost their confidence.

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Legal and Ethical Requirements-Texas Education Code

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Legal and Ethical Requirements-Texas Education Code

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Texas Education Code 33.006 (2019) states the counselor's duty to plan, implement, and evaluate a comprehensive school counseling program to address the special needs of students at-risk of dropping out of school. The data behind this group indicates a gap in academic performance of Hispanic students at Fort Concho Elementary. Students consistently performing below academic standards are at-risk of dropping out of school. The group strives to support these students by instilling self-esteem and positive academic habits.

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Legal and Ethical Requirements- American Counseling Association Code of Ethics

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Legal and Ethical Requirements- American Counseling Association Code of Ethics

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American Counseling Association Code Of Ethics A.9 (2014) addresses the necessity to screen prospective group counseling candidates, choosing compatible groups of members who will not be harmed by the process. Proper screening techniques are utilized to create this group. Parent, teacher, student, and testing data are taken into consideration. Students are screened individually before being placed into a group. Students who will not benefit from group counseling are not included in a group. Students who are likely to disrupt the group are not included.

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2 Texas Education Code § 33

American Counseling Association (2014). Code of ethics. Alexandria, VA.

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

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

Very Well Mind (2020). Leadership styles and frameworks you should know. Retrieved from https://www.verywellmind.com/leadership-styles-2795312

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