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This small group places an emphasis on qualitative art contents such as Social Studies, Reading and Writing by utilizing data acquired by the Texas Academic Performance Report while also not neglecting the higher performing Math and Science contents.

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ASCA Mindsets and Behaviors for Student Success

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ASCA Mindsets and Behaviors for Student Success

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This small group will utilize the following standards.

1.  B-SS 1. - Use effective oral and written communication skills and listening skills.
2.  B-SS 2. - Create positive and supportive relationship with other students.
3.  B-SS 6. - Use effective collaboration and cooperation skills.
4.  B-SS 7. - Use leadership and teamwork skills to work effectively in diverse teams.

(ASCA, 2014)

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The way information will be disseminated about the group will be.
1.  Student Handouts - A handout, flyer or pamphlet will be given out in the students 1st or 8th period class from their teacher containing some basic information about the group.
2.  Teacher Boxes - There will be a school wide email sent regarding information about the group as well as a handout placed in boxes for the teachers to make recommendations.
3.  Announcement Over Intercom - Two weeks prior to the first meeting, the adult that performs morning announcements will mention information about the group and give a location for students who are interested in participating to come to.
4 Student Family - There will be a mass email, Class Dojo or Remind message sent to parents who can relay the message at home to their son or daughter.

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Students will be called individually into the counselors office for a screening regarding the group. The counselor will need to communicate the group norms to the student as well as confidentiality and the limits of confidentiality regarding information that will be shared in the group from other students. Secondly, the counselor will communicate the benefits of the group to the student and the opportunities that will be presented in the group such as working alongside peers they may or may not have met yet, learning of new opportunities in different occupational career paths they may not have thought about yet and personal and professional growth.

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If the student is interested in participating and is chosen for the small group they will bring the below form to their parents to have signed and brought back to school prior to the first meeting.

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1.  As a future counselor I plan on building relationships by going over the purpose of the group and students individual goals.  It is crucial for group norms to be established in the first session.  Secondly, I will need to remind students of the limits of confidentiality and how students will need to not talk about the sensitive things being discussed such as personal family stories that are shared in the group.

2.  Trust building activities will be created so that students can build rapport that ends up with each student goal being attained as the group progresses through each session.

3.  Depending on connections that are made in the group some students may choose to continue to be friends with one another upon completion of the post-assessment to see if growth has been made and to reinforce new skills taught.

(Missouri Professional School Counselors and Counselor Educators, 2015)

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I would use a democratic style of leadership when hosting these small group sessions (Cherry, 2020).  This will allow me to offer direction and guidance while also encouraging the group members to openly engage in conversation about topics discussed.

This approach will benefit me as a future school counselor and the students because the population in this group could include students who recently moved to the United States and may have limited English or limited confidence in responding to questions or prompts in English.

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The below ground rules are pre-determined by the group leader.  If any additional rules are added or taken away the group will decide by majority vote.

The rules will be handed out each session and will be read aloud by majority of the participants.

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In this therapy session, the students may experience "Universality" and "Development of Social Activities" (Yalom, 1995). If the students experience Universality students may come to the understanding that they are not the only ones feeling a certain way increasing their empathy and connectedness towards others that experience the same. Students will develop their socializing techniques and culture norms in Development of Social Activities.

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Yaloms Curative Factors of Group Therapy

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19 TAC § 239.a outlines standards required for school counselors.

According to the American School Counselors Association, school counselors must apply legal and ethical principles when working with young people of any capacity.  School counselors must, "B-PF 3 B, adhere to legal responsibilities of the role of the school counselor (ASCA, 2019). This is crucial in B-PF 3 that states counselors must "adhere to the ethical and statutory limits of confidentiality" (ASCA, 2019). The procedures that counselors must follow when working in small group settings like this include confidentiality and the limits of confidentiality in order to protect students who share information breaching confidentiality.

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19 TAC § 239.a outlines standards required for school counselors.

According to the American Counseling Association Code, counselors must also "communicate information in ways that are culturally appropriate (ACA, 2014).  This code will ensure that student participants and their families understand the group norms and expectations when agreeing and signing to informed consent.  The supreme court saw case Lau v. Nichols in which they upheld a decision that students must receive a meaningful education and educational opportunities in their native language (Lau v. Nichols, 414 U.S. 563). The supreme court decision in Lau v. Nichols applies to this small group counseling group whether the participant speaks English or if they need an interpreter so they can still receive the same opportunity as native English speakers.

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American Counseling Association. (2014). ACA Code of Ethics.  Alexandria, VA: Author.

American School Counselor Association. (2014). Mindsets and behaviors for student success: K-12 college- and career-readiness standards for every student. https://www.schoolcounselor.org/getmedia/7428a787-a452-4abb-afec-d78ec77870cd/Mindsets-Behaviors.pdf

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

Bibliotherapy for children in the classroom. (2008, August 22). Retrieved April 16, 2021, from https://www.brighthubeducation.com/teaching-methods-tips/5171-bibliotherapy-for-children/

Cherry, K. (2020, August 03). What Are Prominent Leadership Styles and Frameworks You Should Know? Retrieved September 11, 2020, from https://www.verywellmind.com/leadership-styles-2795312

Lau v. Nichols, 414 U.S. 563

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

T. (Ed.). (n.d.). Texas Academic Performance Report 2015-16 Campus Performance. Retrieved from http://www.aldine.k12.tx.us/pdfs/accountability/TAPR/101902043_TAPR_16.pdf

Texas Administrative Code. (2017). RULE §239.15 - Standards Required for the School Counselor Certificate. 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=19&pt=7&ch=239&rl=15

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