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Slide 1: Resilience Builders: Navigating High School Success

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Slide 1: Resilience Builders: Navigating High School Success

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Group Description:

Purpose: Equip high school students aged 14–16 with tools and skills to navigate academic, social, and emotional challenges during their transition from middle school to high school (Steen, Bauman, & Smith, 2007).

Objective: Promote resilience and a positive outlook.

Key Details:

Type: Psychoeducational and Support Group
Duration: October 1, 2023 - November 5, 2023
Schedule: Every Saturday, 10:00 AM - 12:00 PM
Venue: High school library or counseling center
Participants: Maximum of 12 students
Session Length: 2 hours

Student Learning Outcomes (SLO):

1. Improved stress management: 20% reduction in self-reported stress.
2. Enhanced study habits: 15% increase in academic performance.
3. Boosted emotional intelligence: 10% decrease in burnout symptoms.

Safety Protocols:
- Licensed counselor on standby for emotional distress.
- Informed consent from parents/guardians.
- Emphasis on confidentiality with mandatory reporting in specific situations.

Evaluation:
- Pre and post-assessment surveys.
- Data analysis for program effectiveness.
- Reporting to school stakeholders for improvement and planning.

Note: Detailed lesson plans, risks, implementation procedures, and other specifics can be provided upon request.

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Upon completing the "Resilience Builders" group, participants will master the following ASCA (American School Counselor Association) Mindsets and Behaviors:

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.
- M 3: Sense of belonging in the school environment.

Behaviors:
- B-LS 3: Apply self-motivation and self-direction to learning.
- B-SMS 1: Demonstrate ability to assume responsibility.
- B-SMS 2: Demonstrate self-discipline and self-control.
- B-SMS 6: Use effective communication skills.
- B-SMS 7: Demonstrate effective coping skills when faced with a problem.
- B-SS 1: Create positive and supportive relationships with other students.
- B-SS 2: Demonstrate respect for others (American School Counselor Association, 2021).

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ASCA Student Standards- Mindsets & Behaviors for Student Success

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To disseminate information about the "Resilience Builders" group to various audiences, we will employ multiple communication channels to ensure broad outreach:

1. Parental Engagement:
- Send out informative letters to parents/guardians detailing the group's purpose, schedule, and benefits.
- Host a parent information session to address questions and provide a comprehensive overview.
- Share information through parent-teacher conferences and school newsletters.

2. Student Engagement:
- Announce the group during school assemblies and through daily announcements.
- Distribute flyers and posters in high-traffic areas of the school.
- Utilize social media platforms (e.g., school Facebook page) to reach students directly.

3. Teacher and Administrator Involvement:
- Present the group's objectives and importance during faculty meetings.
- Share information in staff lounges or breakrooms.
- Encourage teachers and administrators to refer students who may benefit from the group.

4. Counselor Outreach:
- Collaborate with school counselors to identify potential participants and provide information.
- Disseminate details through counselor channels, including counselor newsletters.

5. School Website and Email:
- Create a dedicated section on the school website with comprehensive group information.
- Send email notifications to parents, students, teachers, and administrators with program details and registration instructions.

6. Personal Invitations:
- Personally invite students who may benefit from the group and discuss the benefits with them individually.

7. District/School Website:
- Post information on the district/school website for broader accessibility.

Our aim is to ensure that information about the "Resilience Builders" group reaches all relevant stakeholders, facilitating enrollment and participation from students who can benefit from this program (Creative Ways to Market Your School Counseling Program - American School Counselor Association (ASCA), 2023).

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Informing Participants:
To inform potential participants about the "Resilience Builders" group, we will follow these steps:

1. Information Sessions: Conduct informational sessions at the school to introduce students to the group's purpose and benefits.

2. Announcements: Make regular announcements during school assemblies, in classrooms, and through daily announcements.

3. Written Materials: Distribute informational flyers and brochures detailing the group's objectives, schedule, and outcomes.

4. School Website: Create a dedicated section on the school website with comprehensive information about the group.

Assessing Participant Readiness:
We aim to assess participant readiness, willingness, and interest in the following ways:

1. Individual Screening: Conduct brief individual screenings with potential participants. These screenings will include discussions about their goals, challenges, and their willingness to actively participate.

2. Interest Surveys: Administer interest surveys to gauge participants' level of interest in the topics covered by the group.

3. Parental Consent: Ensure parental consent is obtained, indicating their support and agreement to have their child participate.

Screening Process:
The pre-group screening will be conducted individually. This allows for a more personalized assessment of each student's readiness and ensures that the group composition aligns with the program's objectives.

Selection Criteria:
Selection of group members will be based on the assessment of readiness, willingness, and interest. We will prioritize students who demonstrate a genuine interest in improving their resilience and coping skills.

Our aim is to create a cohesive group of participants who are motivated to actively engage and benefit from the "Resilience Builders" program (Pregroup Interviews and Group Sessions, n.d.).

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Parental Consent:
- In accordance with our campus policy and ethical guidelines, parental consent is required for all participants who are minors (aged 14-16). We will provide parents/guardians with detailed information about the "Resilience Builders" group, including its objectives, schedule, and potential benefits.

Student Assent:
- While student assent is recommended and encouraged, it may vary based on individual school policies. We will provide students with a clear understanding of the group's purpose and activities and encourage their active participation.

Campus Policy:
- Our campus policy aligns with ethical standards that prioritize participant well-being and privacy. It mandates obtaining parental consent for minors participating in any group activities. Additionally, it recognizes the importance of student assent, encouraging their active involvement in the decision to participate.

Informed Consent Forms:
- Informed consent forms will be distributed to parents/guardians. These forms will include detailed information about the group, its goals, potential risks, and benefits. Parents/guardians will have the opportunity to ask questions and provide consent.

Student Assent Process:
- Students will be provided with age-appropriate information about the group. During the information sessions, students will have the chance to express their interest and willingness to participate. While their assent is encouraged, it will not be a mandatory requirement.

Our approach aligns with both ethical guidelines and campus policies, ensuring that all participants are fully informed about the "Resilience Builders" group and that parental consent is obtained for participants who are minors (HOME, 2022).

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Participant Guidelines and Ground Rules Resource:
- We will utilize the participant guidelines and ground rules resource provided (Bore et al., n.d.). This resource offers a comprehensive framework for establishing rules and expectations for the group. It covers essential aspects such as confidentiality, respect, active participation, and the consequences of rule violations.

Utilization of the Resource:
- The provided resource will serve as the foundation for establishing the initial ground rules and expectations for the "Resilience Builders" group. It will be shared with participants and their parents/guardians during the introductory session.

Predetermined Rules:
1. Confidentiality: All participants must respect the confidentiality of group discussions. What is shared in the group stays in the group, with exceptions for situations requiring mandatory reporting.
2. Respect: Participants are expected to show respect for one another's opinions, experiences, and feelings.
3. Active Participation: Active participation is encouraged, but students are allowed to engage at their own comfort level.
4. Attendance: Regular attendance is important to the group's cohesion and effectiveness.
5. Communication: Participants should use respectful and constructive communication.
6. Punctuality: Arriving on time for group sessions is essential to minimize disruptions.

Group-Determined Rules:
- To promote a sense of ownership and inclusion, participants will have the opportunity to suggest additional group rules during the first few sessions. These rules can be discussed and added if they are agreed upon by the majority of the group members.

Goal of Ground Rules:
- The ground rules are designed to create a safe and supportive environment within the group, ensuring that all participants feel comfortable sharing and learning. They will be revisited as needed to address any emerging issues or concerns.

Our approach combines predetermined rules for essential group dynamics with the flexibility to allow participants to contribute to the establishment of additional rules, fostering a sense of ownership and cooperation within the "Resilience Builders" group.

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Stage 1: Building Relationships and Trust

Building Relationships:
- During the initial stage, my focus will be on creating a safe and welcoming environment where participants feel comfortable. I will facilitate ice-breaking activities and open discussions to foster connections among group members.

Establishing Trust:
- Trust will be established by actively listening to participants, validating their experiences, and demonstrating empathy. I will encourage open and honest communication, ensuring that everyone's voice is heard and respected.

Group Norms:
- Group norms will be collaboratively established during the first few sessions. Participants will have the opportunity to suggest and agree upon norms that promote respect, active participation, and confidentiality.

Addressing Confidentiality:
- While emphasizing the importance of confidentiality, I will also address its limits. Participants will be informed that confidentiality cannot be guaranteed in certain situations, such as threats of harm to self or others. This will be reiterated to ensure a clear understanding.

Stage 2: Maintaining Cohesion and Productivity

Cohesiveness:
- To maintain group cohesion, I will continuously reinforce the importance of mutual support and respect. We will revisit the established group norms to ensure they are upheld throughout the program.

Progress Monitoring:
- Regular check-ins with group members will be conducted to gauge their progress and address any emerging issues. These check-ins will also provide an opportunity for participants to express their thoughts and feelings about the group's dynamics.

Stage 3: Group Closure

Closure Plan:
- Group closure will be a structured process. We will reflect on the personal growth and skills acquired during the program. Participants will be encouraged to share their feelings about the group ending and their future resilience-building plans.

Monitoring Feelings:
- I will monitor and explore how group members are feeling about the group ending. Open discussions will allow participants to express any concerns or emotions they may have about the conclusion of the group.

Reinforcing Confidentiality:
- It will be emphasized that confidentiality must continue even after the group ends. Participants will be reminded of the limits of confidentiality and the importance of respecting each other's privacy.

Follow-up Plan:
- A follow-up plan will be implemented to provide ongoing support and reinforcement of the skills learned. This will help prevent any feelings of abandonment and ensure that participants leave the group with confidence in what they've learned.

These three stages will guide the dynamics of the "Resilience Builders" group, with a strong emphasis on creating a safe and supportive environment, maintaining cohesion and productivity, and ensuring a successful closure that leaves participants feeling empowered and supported (Missouri Comprehensive Guidance and Counseling Program, 2015).

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Slide 8: Leadership Style for "Resilience Builders" Group

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Slide 8: Leadership Style for "Resilience Builders" Group

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Possible Leadership Styles:
1. Transformational Leadership: This style focuses on inspiring and motivating participants to reach their full potential. It involves leading by example, setting high expectations, and fostering a sense of belonging and empowerment within the group.

2. Democratic Leadership: In a democratic leadership approach, group members have a say in decision-making and rule-setting. It promotes collaboration and allows participants to take ownership of the group's direction.

Reasoning:
I believe that a combination of transformational and democratic leadership styles would work best with the specific population of high school students in the "Resilience Builders" group.

Transformational Leadership:
- High school students often respond positively to role models and mentors who inspire and motivate them. By adopting a transformational leadership style, I can encourage participants to believe in their potential to develop resilience and overcome challenges.

Democratic Leadership:
- Adolescents appreciate having a voice and being involved in decision-making processes. Allowing participants to contribute to rule-setting and group norms empowers them and fosters a sense of ownership in the group. This approach aligns with the goal of building their confidence and resilience.

The combination of these leadership styles aims to create a dynamic and supportive environment that motivates students to actively engage in the "Resilience Builders" group, take ownership of their growth, and work together collaboratively towards our shared goals (Berg, Landreth, & Fall, 2018).

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Slide 9: Yalom's Therapeutic Factors in "Resilience Builders" Group

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Slide 9: Yalom's Therapeutic Factors in "Resilience Builders" Group

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1. Universality:
- Participants may realize that they are not alone in their struggles with the challenges of transitioning to high school. Sharing similar experiences and emotions can create a sense of universality and reduce feelings of isolation.

2. Instillation of Hope:
- Group sessions will instill hope by providing practical tools and strategies for managing stress, developing resilience, and navigating high school challenges successfully. Participants will see that positive change is possible.

3. Imparting Information:
- Information on stress management, study habits, emotional intelligence, and growth mindset will be shared during sessions. This knowledge empowers participants to make informed decisions and take control of their high school experience.

4. Altruism:
- Group members may find opportunities to support and help each other, fostering a sense of altruism. By offering assistance and encouragement, they contribute to each other's growth and well-being.

5. Interpersonal Learning:
- Group interactions provide a platform for participants to practice and improve their interpersonal skills. They can learn from one another's experiences and develop healthier relationships.

6. Cohesiveness:
- The group will work towards cohesiveness, creating a supportive and trusting environment. Cohesiveness enhances the therapeutic experience and encourages active participation.

7. Catharsis:
- Group discussions may provide opportunities for catharsis, allowing participants to release pent-up emotions and gain emotional relief. Sharing their challenges can be a cathartic experience.

8. Existential Factors:
- Participants may explore existential themes such as personal responsibility, choice, and meaning during the group. These discussions can lead to personal growth and a deeper understanding of oneself.

9. Guidance:
- The group leader's guidance and support are crucial in facilitating the participants' growth and development. Providing direction and structure to the sessions enhances the therapeutic process.

10. Imitative Behavior:
- Participants may observe and learn from each other's coping strategies and resilience-building techniques. Imitative behavior can lead to the adoption of positive habits.

11. Corrective Recapitulation of the Primary Family Group:
- In some cases, group dynamics may reflect patterns from participants' family experiences. Identifying and addressing these patterns can lead to personal growth and healing.

12. Development of Socializing Techniques:
- Participants will develop social skills and techniques for dealing with stress and challenges in a healthy and constructive manner. These skills are valuable for their high school and future endeavors.

These therapeutic factors, as observed during the "Resilience Builders" group sessions, contribute to the participants' personal growth, emotional well-being, and ability to navigate the challenges of high school successfully (Group Therapy | Online + Houston | Rebellious Wellness Therapy, 2015).

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Slide 10: Legal Requirement: Informed Consent for Group Participation

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Slide 10: Legal Requirement: Informed Consent for Group Participation

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Explanation:

Counselors are legally required to obtain informed consent from both parents or legal guardians and students before participating in group counseling sessions with minors.

This legal requirement ensures that parents/guardians and students are fully informed about the nature, purpose, and potential benefits and risks of group counseling.

Informed consent protects the rights and privacy of participants and allows them to make informed decisions about their involvement in the group. Compliance with this requirement helps build trust and transparency with all stakeholders and prevents potential legal issues (Informed Consent: Is It Attainable with Students in Schools? - American School Counselor Association (ASCA), 2014).

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Slide 11: Ethical Requirements: Confidentiality and Group Counseling

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Slide 11: Ethical Requirements: Confidentiality and Group Counseling

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Explanation:

Ethical standards, such as those outlined by the American Counseling Association (ACA) and the American School Counselor Association (ASCA), emphasize the importance of maintaining confidentiality in group counseling sessions.

Counselors are ethically obligated to create a safe and confidential environment for group members, where personal information shared during sessions is protected.

This ethical requirement supports the trust and openness necessary for effective group counseling. It encourages participants to share their thoughts and feelings openly, knowing that their privacy will be respected.

It is essential for counselors to communicate the limits of confidentiality to group members, making them aware of situations where confidentiality may need to be breached, such as threats of harm to self or others.

Adhering to this ethical standard ensures the well-being and ethical treatment of group participants while fostering a conducive environment for personal growth and change (FAQs - American School Counselor Association (ASCA), 2023).

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                                    References

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                                    References

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American School Counselor Association. (2021). The ASCA Mindsets & Behaviors for Student Success: K-12 College-and Career Readiness for Every Student describe. https://www.schoolcounselor.org/getmedia/7428a787-a452-4abb-afec-d78ec77870cd/Mindsets-Behaviors.pdf

Bore, S., Armstrong, S., & Womack, A. (n.d.). School Counselors’ Experiential Training in Group Work. Retrieved September 10, 2023, from http://jsc.montana.edu/articles/v8n26.pdf

Creative Ways to Market Your School Counseling Program - American School Counselor Association (ASCA). (2023). Schoolcounselor.org. https://www.schoolcounselor.org/Newsletters/January-2023/Creative-Ways-to-Market-Your-School-Counseling-Pro?st=NJ

FAQs - American School Counselor Association (ASCA). (2023). Schoolcounselor.org. https://www.schoolcounselor.org/About-School-Counseling/Ethical-Responsibilities/FAQs#:~:text=School%20counselors%20keep%20student%20information,if%20dictated%20by%20school%20policy.

Group Therapy | Online + Houston | Rebellious Wellness Therapy. (2015). Rebellious Wellness . https://www.rebelliouswellnesstherapy.com/yalomcurativefactors

HOME. (2022). Guidance & Counseling / HOME. Ectorcountyisd.org. https://www.ectorcountyisd.org/Page/522

Informed Consent: Is it Attainable With Students in Schools? - American School Counselor Association (ASCA). (2014). Schoolcounselor.org. https://www.schoolcounselor.org/Magazines/September-October-2014/Informed-Consent-Is-it-Attainable-With-Students-in

Missouri Comprehensive Guidance and Counseling Program. (2015). Missouri Comprehensive Guidance and Counseling Program-Responsive Services Small Group Counseling Module.https://www.missouricareereducation.org/doc/smallgroup/SmallGroupCounseling.pdf
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Psychoeducational group topics. (2019). Theraplatform.com. https://www.theraplatform.com/blog/326/psychoeducational-group-topics

Pregroup Interviews and Group Sessions. (n.d.). https://us.sagepub.com/sites/default/files/upm-assets/11200_book_item_11200.pdf

Robert C. Berg, Garry L. Landreth, & Kevin A. Fall. (2018). Group Counseling : Concepts and Procedures: Vol. Sixth edition. Routledge.‌

Steen, S., Henfield, M., & Booker, B. (2014). The Achieving Success Everyday Group Counseling Model: Implications for Professional School Counselors. Journal for Specialists in Group Work, 39(1), 29–46. https://doi.org/10.1080/01933922.2013.861886

Steen, S., Bauman, S., & Smith, J. (2007). Professional School Counselors and the Practice of Group Work. Professional School Counseling, 11(2), 72–80.

Thomas, R. V., & Pender, D. A. (2008). Association for Specialists in Group Work: Best Practice Guidelines 2007 Revisions. The Journal for Specialists in Group Work, 33(2), 111–117. https://doi.org/10.1080/01933920801971184