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This small group is to help students gain an awareness of their emotions and an understanding that their thought processes can help them regulate their emotions. This group will work to teach students strategies to help them to control their emotions.

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The following mindset and behavior standards 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.
M 2. Self-confidence in ability to succeed.
M 5. Belief in using abilities to their fullest to achieve high-quality results and outcomes.
B-SMS 2. Demonstrate self-discipline and self control.
B-SMS 7. Demonstrate effective coping skills when faced with a problem.

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To help advertise this group flyers will be sent home in student communication folders to make parents aware that the group is available. The flyer will encourage parents to express interest if they feel their student will benefit from participating in the group. The flyer will also be emailed to teachers asking for student referrals to the group.

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Student who are voluntarily referred by their parents will be asked to visit the counselor's office individually and screening will take place.
Student referrals from teachers will be collected and these students will be placed into a small group(s) to receive a screening.
Students will be made aware of the group purpose, goals, days, times,  and expectations.

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Once the screening process is completed a consent form will be sent home to the parents/guardians of the  group participants.
Parents will also receive information describing the purpose, goals, days, times, and expectations of the group.
Once forms have been returned, students will be asked to provide their signature as well. This will help serve as a reminder of what is expected of them throughout the course of the group.

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1. Confidentiality: What someone shares in the group, stays in the group.
2. One person shares at a time.
3. Have an open mind to try new things.
4. Be respectful; listen when others are sharing.
5. Participation is key!

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The functions of this will best serve their purposes through a participative leadership. Students contributing their personal experiences will help the cohesiveness of the group. This type of leadership will help students to relate and make connections with one another. Students will participate in group activities and discussions while receiving the support they need to make positive emotional choices.

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A therapeutic factor that might present itself throughout this group is direct advice. Students will be  receiving various suggestions for strategies to help handle their emotions. Another factor that might be present is the development of socializing techniques . Students learning to regulate their emotions is social learning that will help them develop
interpersonal skills.

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This group will consist of elementary age children grades K-2. This group will consist of students who present struggles controlling their emotions.
Stage 1 will help students become acclimated to one another. The students will participate in a “Get to Know You” game to help students begin to build relationships with one another.
Stage 2 will work to help students gain an understanding of purpose and focus of the group. Students will discuss confidentiality and what is expected. Group rules and expectations will be discussed.  A behavior management tool will be implemented by creating a “happy” cup and a “sad” cup. The group  will work to earn points in the happy cup for good behavior, and try to avoid points in the sad cup for bad behavior. A sticker chart will be created to document successful sessions.
Stage 3 will conclude by having students participate in role play situations to show their ability to apply the strategies taught in the groups. Students will be awarded for their performance and will be awarded a certificate to show their completion of the group work. Students will take a "tool kit" to keep with them to help them remember the strategies they learned. Follow ups will be made with parent and classroom teachers to see if the student has made progress. Individual follow ups will be made with each student as well.

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The Texas Administrative  Code states the standards required for the school counselor certificate.

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;

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McGill University. (n.d.). Emotional regulation lesson plans. [PDF file]. Retrieved from https://www.mcgill.ca/connectionslab/files/emotional_regulation_lesson_plans.pdf.

Missouri Professional School Counselors and Counselor Educators. (2015).  Professional school counselor small group counseling guide: A professional counselor’s guide to planning, implementing, and evaluatingI school based counseling groups. [PDF file]. Retrieved form https://dese.mo.gov/sites/defalut/files/guid-respon-serv-small-group-counseling-guide-2015.pdf.

19. Tex. Admin. Code §239.15

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The Texas Administrative  Code states the standards required for the school counselor certificate.

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:
(5) understand how environment and behavior may impact or influence individual learners;