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The following standard will be addressed with the implementation of this group. This will be evidenced by me serving as a change agent to reduce anxiety levels within the members of the group. This will also be evidenced by the students themselves serving as change agents when they take the techniques they have learned and help their peers also struggling with anxiety.

B-PF 9. Create systemic change through the
implementation of a school counseling program
a. Act as a systems change agent to create an environment
promoting and supporting student success

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The following standard will be addressed with the implementation of this group. This group was made with the goal of counseling and guiding a small group of students with an issue that was seen and evidenced by data and debriefs from classroom teachers.

(c) 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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(a) School Counselor Certificate Standards. The knowledge and skills identified in this section must be used by an educator preparation program in the development of curricula and coursework and by the State Board for Educator Certification as the basis for developing the examination required to obtain the School Counselor Certificate. The standards also serve as the foundation for the professional growth plan and continuing professional education activities required by §239.25 of this title (relating to Requirements to Renew the Standard School Counselor Certificate). (b) Standard I. Learner-Centered Knowledge: The certified school counselor has a broad knowledge base. The certified school counselor must know and understand: (1) the history and philosophy of counseling; (2) counseling and consultation theories and practices; (3) career development theories and practices; (4) the roles and responsibilities of a comprehensive school counseling program that emphasizes college and career readiness and postsecondary options for all students, including college admissions, college financial aid resources, application procedures, and workforce and career opportunities; (5) assessment principles and procedures, including the appropriate use of tests, test interpretation, and test results; (6) changing societal trends, including demographic, economic, and technological tendencies, and their relevance to school counseling; (7) environmental, social, and cultural factors that affect learners' development and the relevance of those factors to educational, career, personal, and social development, along with comprehensive school counseling programs; (8) learners' developmental characteristics and needs and their relevance to educational and career choices; (9) legal and ethical standards, practices, and issues and the importance of commitment to and implementation of ethical principles; (10) the characteristics and educational needs of special populations; (11) techniques and behavioral interventions to assist teachers with classroom management; (12) the integration of a school counseling program, the Texas College and Career Readiness Standards, and academic curricula; (13) the roles and responsibilities of a comprehensive school counseling program that is responsive to all students; (14) counseling-related research techniques and practices; (15) developing and teaching best practices on leadership skills; (16) how cultural factors and group membership impact individual students; (17) the comprehensive school counseling program model; (18) how to utilize various forms of technology and how inappropriate use could be professionally and personally harmful; and (19) an understanding of systems, including family dynamics and school environments. (c) 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: (1) develop processes and procedures for planning, designing, implementing, and evaluating The Texas Model for Comprehensive School Counseling Programs; (2) provide a proactive, comprehensive, developmental school counseling program based on the needs of students, as set forth in The Texas Model for Comprehensive School Counseling Programs; (3) counsel individuals and small groups using appropriate counseling theories and techniques in response to students' needs; (4) consult with parents/guardians, teachers, administrators, and other individuals as appropriate to enhance his or her work with students; (5) coordinate resources, referrals, and follow-up procedures for students within the school and community; (6) demonstrate proficiency in teaching small and large groups by actively engaging students in the learning process; (7) participate in the selection, use, and interpretation of assessments and assessment results; (8) use multiple sets of information and data to make decisions about students, programs, and services; (9) use counseling-related research techniques and evidence-based practices to address student needs; (10) advocate for a comprehensive school counseling program that is responsive to all students; (11) facilitate learners' ability to achieve their potential by helping them set and attain challenging educational, career, personal, and social goals based on various types of information; (12) maintain proficiency in counseling and campus-related technology; and (13) use varied sources of information, resources, and practices to counsel students about postsecondary opportunities and college and career readiness. (d) Standard III. Learner-Centered Process: The certified school counselor participates in the development, monitoring, revision, and evaluation of a campus based on The Texas Model for Comprehensive School Counseling Programs that promotes learners' knowledge, skills, motivation, and personal growth. The certified school counselor must: (1) collaborate with others in the school and community to implement a guidance curriculum that promotes learners' development in all domains, including cognitive, social, and emotional areas; (2) facilitate learners' ability to achieve their potential by helping them set and attain challenging educational, career, personal, and social goals based on various types of information; (3) use both preventive and intervening strategies to address the concerns of learners and to help them clarify problems and situations, set goals, explore options, and implement change; (4) implement effective referral procedures to facilitate the use of special programs and services; (5) act as a consultant to help learners achieve success inside and outside of school; (6) advocate for a comprehensive school counseling program and recognize the required time commitment to fully apply the program implementation cycle; (7) create a program mission, goal, and services in alignment with the school mission and campus improvement plan; (8) create and disseminate literature or newsletters to all stakeholders that describe the comprehensive school counseling program and reduce negative stigmas associated with receiving counseling services in a school-based program; (9) establish an advisory council or board with membership of all stakeholders (student, parent, teacher, administrator, community member, other personnel, and support specialists); (10) increase public relations and awareness through community outreach, such as fundraising, grant writing, donations, volunteerism, local businesses, and use of public or guest speakers; (11) provide school-wide professional development and parent workshops throughout the school year; (12) support participation in fair-share responsibilities versus non-counseling related duties; (13) know district, state, and federal initiatives that are to be reflected in a comprehensive school counseling program; and (14) develop practices to promote learners' knowledge about college and career readiness processes necessary to pursue postsecondary opportunities. (e) 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: (1) understand learner differences, including those related to cultural background, gender, race, ethnicity, socio-economic levels, academic ability, and learning styles, and know ways to create and maintain a positive school environment that is responsive to all learners; (2) advocate for a school environment in which diversity is acknowledged and respected, resulting in positive interactions across all cultures, genders, ethnicities, and learning styles; (3) facilitate learning and achievement for all students to ensure services that cover an array of exceptionalities, including special populations, by promoting a cooperative, inclusive, purposeful learning environment; (4) take a positive, strength-based approach that builds on commonalities versus differences in all learners; (5) understand how environment and behavior may impact or influence individual learners; (6) ensure equitable access to programs and services for all students; (7) understand how family values, group membership, and culture intersect; (8) acknowledge learners' gifts, strengths, and extracurricular talents when considering programs and services; (9) increase students' awareness and include their voices regarding educational and individualized plans; and (10) ensure equitable access and exposure to postsecondary opportunities and college and career readiness information and resources for students and parents/guardians. (f) Standard V. Learner-Centered Communications: The certified school counselor, an advocate for all students and the school, demonstrates effective professional and interpersonal communication skills. The certified school counselor must: (1) demonstrate effective communication through oral, written, and nonverbal expression; (2) use knowledge of group dynamics and productive group interaction; (3) support responsive interventions by effectively communicating with parents/guardians, teachers, administrators, and community members; (4) facilitate learners' access to community resources; (5) develop and implement strategies for effective internal and external communications; (6) facilitate parent/guardian involvement in their children's education; (7) develop partnerships with parents/guardians, businesses, and other groups in the community to facilitate learning; (8) work effectively as a team member to promote positive change for individuals, groups, and the school community; (9) take a positive, strength-based approach that verbalizes commonalities versus differences in all learners; (10) effectively communicate his or her role and responsibility and counselor identity to all stakeholders to reduce confusion about the duties of a school counselor; (11) adhere to best practices connected to ethical and legal considerations around appropriate use of technology and email, documentation, record keeping, privileged communication, and informed consent process; and (12) facilitate access to and use of school and community information and resources related to postsecondary opportunities and college and career readiness by learners, parents/guardians, teachers, administrators, and community members. (g) Standard VI. Learner-Centered Professional Development: The certified school counselor continues professional development, demonstrating a commitment to learn, to improve the profession, and to model professional ethics and personal integrity. The certified school counselor must: (1) use reflection, self-assessment, and interactions with colleagues to promote personal professional development; (2) use counseling-related research techniques and practices as well as technology and other resources to facilitate continued professional growth; (3) strive toward the highest level of professionalism by adhering to and modeling professional, ethical, and legal standards; (4) apply research-based practice to improve the school guidance and counseling program; (5) engage in ongoing professional development to improve the school guidance and counseling program; and (6) engage in continued professional development experiences to learn and apply concepts, skills, and practices related to increasing college and career readiness and promoting postsecondary opportunities and preparation for all learners.

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(a) School Counselor Certificate Standards. The knowledge and skills identified in this section must be used by an educator preparation program in the development of curricula and coursework and by the State Board for Educator Certification as the basis for developing the examination required to obtain the School Counselor Certificate.

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After reviewing the different factors, I could see several of these being present throughout the group's progression. Instillation of Hope will be present when students see that the techniques they are learning will actually be able to help them in alleviating some of their anxiety. Universality will be present when after the sharing of stories, students are able to see that they are not alone in their anxieties. Altruism will be seen when students are able to take the techniques they have learned in our group and use/share them with their peers not within the group.

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Considering I will play a big role in setting the overall tone and environment for the group I will implement a Transformational leadership style. This is in hopes of serving as a role model for the students as to how they should behave and interact with one another and their peers not in the group. I believe a Participative leadership style would be best for the students to use amongst themselves. Each member needs to know that they are a valuable stakeholder in our group and their thoughts, feelings, and opinions are vital to the group's success.

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Stage 1: We would start the group with introductions and completing a couple of ice breakers to create a sense of comfort at the beginning of the group. I would set some generic rules regarding respecting the space we are in and respecting each other's times but then I would facilitate a group conversation about rules they think are important and then tweak/rewrite the rules to convey a clear message. We would all sign an agreement on not sharing other people's stories and to respect their confidentiality. If this confidentiality is broken, I will set up a meeting between the two students to have a restorative conversation and then talk to the student individually who broke confidentiality about the norms of the group.

Stage 2:  Each time the group met I would start the session by reviewing the norms of the group and conducting check-ins with each student. I would then have the students review what they learned the last time we met and if they have had any opportunities to utilize or share the techniques they have been learning. In between meetings, I would try to have one or two quick check-ins with each student to track their progress both individually and as a leader with their peers.

Stage 3: Towards the last couple of sessions we will begin talking about how the students are feeling about the group ending and what they are going to take away from our time together. We would also have the conversation about how the confidentiality contract we signed was a lifetime contract and how just because the official group was ending that the commitments we made to each other were lifetime. I will also remind the students that just because we won't have any scheduled time together that doesn't mean that I won't be there to talk when they need me.

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I would use this resource to establish rules or norms for our group. Establishing rules/norms for the group is important so that all members are on the same page about group expectations and sets a level of accountability within the group. I think having elementary students describe what these rules look/sound like is vital because it gives them other cues and visuals to what behavior is expected rather than just reading rules from a list. I would set some generic rules regarding respecting the space we are in and respecting each other's times but then I would facilitate a group conversation about rules they think are important and then tweak/rewrite the rules to convey a clear message.

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Once students are chosen for the group, I would send home an informational handout describing the group and an Informed Consent signature form for the parents to complete and send back with their student. I would provide the parents my email that they could use to contact me with any questions they may have about the group.

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I will gather referrals from the chosen grade levels teachers about students who they see struggling with anxiety but are also seen as a leader amongst their peers. I would then choose 4-6 students from these referrals to screen individually for myself. I would look for students who are exhibiting some anxiety but not to the point where they are overwhelmed by anxiety. I would also present the student with scenarios where they would be put in a leadership role and see how they respond to the situation to assess their leadership characteristics. I would then describe the group and is purpose to the student and gauge their interest and then ask of they hav any questions.

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I would schedule a meeting with my principal to inform her about my intentions with the group and obtain their permission to proceed. I would then use my knowledge of the students I work with along with information from the teachers to choose the students for the group. Once the students were chosen, I would call them down to my office and give them a handout with the name, purpose, goals, and times and dates of meetings for our group. I would also give a more detailed informational handout and parent signature form for the students to give their parents.

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

American School Counselor Association (2014). Mindsets and
behaviors for student success: K-12 college- and career-readiness
standards for every student. Alexandria, VA: Author.

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

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

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The following standards will be mastered by the students by the end of our 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

B-LS 1. Demonstrate critical-thinking
skills to make informed decisions

B-LS 7. Identify long- and short-term
academic, career and social/
emotional goals

B-SMS 1. Demonstrate ability to assume
responsibility

B-SMS 7. Demonstrate effective coping
skills when faced with a problem

B-SS 1. Use effective oral and written
communication sk

B-SS 2. Create positive and supportive
relationships with other students

B-SS 7. Use leadership and teamwork
skills to work effectively in diverse
teams

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Anxiety Agents: This small group will focus on the topic of anxiety and how we can serve as anxiety agents to help ourselves and others deal with anxiety. The students in this group would be elementary aged students, probably 3rd-5th grade students.