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Texas Model

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

Bell, A. (2019, September 4). Closure Activities. Retrieved from https://mrsbellthecraftycounselor.com/2019/09/closure-activities/.

Cherry, K. (2019, August 29). Leadership Styles and Frameworks You Should Know. Retrieved from https://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

Texas Counseling Association. (2018). The Texas model for comprehensive school counseling programs (5th ed.). Austin, TX:  Texas Counseling Association.

2 Texas Education Code § 33.005 (2017).

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

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According to Texas Education Code (TEC) Section 33.005 Developmental Guidance and Counseling Programs (2) states that "a responsive services component to intervene on behalf of any student whose immediate personal concerns or problems put the student's continued educational, career, personal, or social development at risk" is required (2 Tex. Edu. Code § 33.005, 2017). Small group sessions on how to alleviate stress would be a responsive services component. Stress has also been identified as a service provision thorough the responsive services component in the Texas Model (txca.org).

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EDUCATION CODE CHAPTER 33. SERVICE PROGRAMS AND EXTRACURRICULAR ACTIVITIES

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EDUCATION CODE TITLE 2. PUBLIC EDUCATION SUBTITLE F. CURRICULUM, PROGRAMS, AND SERVICES CHAPTER 33. SERVICE PROGRAMS AND EXTRACURRICULAR ACTIVITIES SUBCHAPTER A. SCHOOL COUNSELORS AND COUNSELING PROGRAMS Sec. 33.002. CERTIFIED SCHOOL COUNSELOR. (a) From funds appropriated for the purpose or other funds that may be used for the purpose, the commissioner shall distribute funds for programs under this subchapter.

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ASCA School Counselors Professional Standards and Competencies

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ASCA School Counselors Professional Standards and Competencies

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ASCA standards and competencies help counselors establish, maintain, and enhance their comprehensive school counseling program to address the academic achievement, career planning, and social/emotional development of pre-k through 12 students (ASCA, 2019). Small group sessions include ASCA Mindsets:
M 4. Every student should have access to a comprehensive school counseling program.
M 7. Comprehensive school counseling programs promote and enhance student academic, career and social/emotional outcomes.
Behaviors:
B-SS 2. Provide appraisal and advisement in large-group, classroom, small-group and individual settings
B-SS 3. Provide short-term counseling in small-group and individual settings
B-SS 6. Collaborate with families, teachers, administrators, other school staff and education stakeholders for student achievement and success
(ASCA, 2019)

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This group may utilize the following therapeutic factors.
Instillation of Hope-Students may find that techniques practiced will be effective (Yalom, 1995).
Universality-Students may realize they are not the only ones who struggle with stress (Yalom, 1995).
Altruism-Once students are successful, they may be willing to help others in the group (Yalom, 1995).
Direct Advice-Students may find relaxation techniques successful for them and may give others in the group strategies for handling their stress (Yalom, 1995).
Interpersonal Learning-If students are successful in implementing relaxation techniques and notice a positive difference in their stress levels that results in improved grades and behavior, they may be able to relate to others in the group with the same successes (Yalom, 1995).

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The counselor would have established rules and allow students develop additional rules.
Established rules:
1. We listen to each other and offer suggestions without criticizing each other.
2. We encourage each other and support each other.
3. We understand what we say is confidential-what is said in the group stays in the group. Explain when confidentiality must be breached: if someone outside the group is hurting another student, a group member is hurting someone, or is a group member is thinking about hurting himself or herself.
4. Be on time and make up any classwork you miss.
5. You do not have to share if you choose to do so.

Other rules will be discussed during the first session. The students will agree to these rules before signing the informed consent.

(Missouri Professional School Counselors and Counselor Educators, 2015)

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I feel that I would assume the democratic leadership style with this group. According to Cherry (2019), this is typically the most effective leadership style. This leadership style allows me to give guidance to group members, I can also participate in the group, and this style allows group members to participate. While encouraging group members, this type of leadership also allows me to have the final say in decision-making processes. I want my students to feel important which can motivate them to be engaged and can help meet the goals of the group which is what this leadership style accomplishes (Cherry, 2019). This would work best as I can also associate with stress and be genuinely involved in the group discussion. This may help build relationships with my students as well.

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This group would be homogeneous with a role model.
Stage 1: "Storming/Norming Stage"
To begin each session, the counselor would start with a fun ice-breaker activity. The group would spend a few minutes discussing the students' likes and dislikes, strengths and weaknesses, and hobbies and interests. The counselor would make sure my office or meeting room was warm and welcoming. The counselor would make positive phone calls to inform the parents of something their child did well at during school. The counselor would actively listen to the students and make sure each student had my school e-mail address and office phone number so that they can contact me outside of group time. To establish norms, The counselor would allow the students to develop additional group rules and expectations with my guidance.
Stage 2: "Performing Stage"
Hands on games and activities will be used to keep students' interests. Role-playing stressful situations and utilizing an appropriate way to cope with each situation will be used.
Stage 3: "Mourning Stage"
For closure activities the students could choose from:
Elevator Pitch- Have each student sum up all they have learned about the group into a 60-second speech (Bell, 2019).
Snowball Fight- Everyone writes three things they have learned from the group on a piece of paper. Then they wad the paper up and throw it to the center of the room. Everyone takes a turn opening and reading each other's ideas (Bell, 2019).
So What? Have each student answer the question, What have you learned from this group that will matter to you in one year? In three years? In five years?(Bell, 2019).
Snapshot-Have students create a snapshot of what they have learned using pictures or words (Bell, 2019).
Movie Release- Have students create a movie poster featuring all they learned as if it were going to be a box office hit (Bell, 2019).
Gallery Walk- Have students create a visual representation of all they have learned. Hang them around the room and have students check out each other's understanding and takeaways of the lessons (Bell, 2019).

Students will be encouraged to keep in touch and check on each other periodically.

A follow up plan will be established to meet with each student individually and as a group. A follow up meeting with teachers will be scheduled to discuss if students are feeling less stressed and using relaxation techniques taught. Academic and behavior concerns will be addressed to check for improvements.

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(Missouri Professional School
Counselors and Counselor Educators, 2015).

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Once group members have been chosen (no more than 10), a consent form will be sent home to the parents of the members. The counselor would also include a letter explaining the purpose of the group. An assent form will be given to the students at the beginning of the first session.

(Missouri Professional School
Counselors and Counselor Educators, 2015).

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If the counselor is a small district, the counselor could screen students individually. If the counselor is in a large district, group screening may be more efficient. This group would consist of no more than 10 students. For the screening process the process would use T-A-P:
Tell about the group:
*Describe the group.
*Tell the student how he or she will benefit from the group.
*Tell the student about the expectations of the group.
*Participation in the group is voluntary.
Ask the student about his or her interest and commitment
*Ask the student to explain his or her understanding of the group.
*Ask the student if he or she has any questions about the group.
*Ask the student if he or she is interested in the group and why or why not.
*Ask the student if he or she is willing to follow to rules of the group.
*Ask the student what his or her goals are for growth.
*Ask the student to rate his or interest of the group of a scale of 1-10.
Pick Members
*Is the student willing to participate in the tasks of the group?
*What is the reason the student wants to join the group?
*Ask what the student will be satisfied with:
being able to meet goals?
other members of the group?
overall enjoyment of the group?
*Will the student be able to utilize group experiences in other life areas?
*Has the student experienced a recent crisis that would interfere with participation?
*Was the student able to interact on a personal level?
*Are the student's expectations similar to other members' expectations?
*How motivated is the student to participate on a scale of 1-10?
This information must be balanced with information I know about the group, the student, myself, and professional judgment.

The counselor would individually inform students if they are in this small group. The counselor would also individually inform students of alternative small groups if they are not chosen for this small group.

(Missouri Professional School Counselors and Counselor Educators, 2015).

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Plans to disseminate small group information:

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Plans to disseminate small group information:

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To disseminate information the counselor can :
*use daily announcements (if appropriate)
*post flyers around campus
*send personal invitations
*send e-mails
*post on the school website page (if appropriate)
*post information in the teacher workroom
*ask teachers to pass out information to students
*post on the school's social media accounts (if appropriate)
*post information on the school marquee (if appropriate)

To advertise for this particular group, the counselor would post flyers around campus and ask teachers to pass out flyers to eighth grade students. The counselor would also give the teachers of those students a copy of the information.

(Missouri Professional School Counselors and Counselor Educators, 2015)

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Through this group students will master:

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Through this group students will master:

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Mindsets:
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
Behaviors:
B-SMS 1. Demonstrate ability to assume responsibility
B-SMS 2. Demonstrate self-discipline and self-control
B-SMS 6. Demonstrate ability to overcome barriers to learning
B-SMS 7. Demonstrate effective coping skills when faced with a problem

(ASCA, 2019)

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This group is designed for eighth grade students who struggle with stress. The purpose of this group is to instill successful relaxation techniques that students can utilize as needed.
Through a needs assessment and mining TAPR data, it was determined that eighth graders are struggling with how to cope with stress. This information proved a need for this small group.