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Student Standards; Mindsets and Behaviors for Student Success.

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American School Counselor Association (2021). ASCA

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Students in this group can be found based on data presented from a survey as well as data based off behavioral assessments in the school district.

Data that can be presented to justify the need on campus would be the number of students that are failing, being sent to ISS, placed in detention or reported to have behavioral issues. Using the school districts online platform, where teachers can express any behavioral or emotional concerns students display.

Students that voluntarily seek to join the group can follow the same behavioral assessments given by counselors that were used for students referred to the group.

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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. . 

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Informed consent forms will be sent home with the 10 students that would like to participate in group therapy. A phone call, email, and letter will be made in order to contact the parents and explain the purpose of small group. Students will read signed consent forms in therapy so that they may be reminded of the small group purpose.

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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. . 

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Students will be aware of the ground rules of Arise Therapy before they begin and reminded the first day of group therapy. In addition to discussing the importance of confidentiality.

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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. . 

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In Stage 1, I would like to begin building trust with two diversity activities. One would be the activity Connections. (pg.21) The second activity would be the Getting Started—Respect Activity. (pg.23) These two activities seemed to be good beginning exercises because with the first the students can find someone they connect with and the second because they can learn how to respect one another ‘hypothetically’. (Diversity Activities Resource Guide )

By stage 2, it is my aim to continue with group activities and by actively participating with the students. Continuing to encourage confidentiality and respect towards each other. Focusing on improving ourselves and the reactions that we have as life unfolds. Fostering goals for each individual and praising them as they reach their goals.

•  Stage 3- As group therapy ends, we will have discussions on students’ responsibility for themselves, the future they foresee and confidentiality. In addition to the resources available to them to be successful. I will inform students that they are never alone, and I am on campus if they ever need to speak or vent to me. Moreover, by assigning buddy systems with members who would like to stay in contact with the group members so that they can reach out to each other and maintain friendships. To ease any further discomfort and ensure that students continue to pursue goals we will meet again for a follow up.

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Diversity Activities Resource Guide . (n.d.).

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The leadership style I would use while working with this group would be the transformational leadership style. I believe this approach would work best with this specific population because of the need to redirect students and help them change in a positive manner. Considering that my students will be selected based on their behavioral problems.

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Diversity Activities Resource Guide . (n.d.).

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Cherry, K. (2023). How to Lead: 6 LEadership Styles and Frameworks. Verywell mind, 6.

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Counselor Professional Standards & Competencies. Alexandria,

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American School Counselor Association (2019). ASCA School

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Ethical guidelines for school counselors and group therapy.

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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, 111-117.

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

American School Counselor Association (2021). ASCA Student Standards; Mindsets and Behaviors for Student Success.

Alexandria, VA: Author.

Cherry, K. (2023). How to Lead: 6 LEadership Styles and Frameworks. Verywell mind, 6.

Diversity Activities Resource Guide . (n.d.).

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, 111-117.

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.

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Yalom's Curative Factors of Group Treatment 

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Yalom's Curative Factors of Group Treatment 