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Slide 1- Description & Small Group Action Plan

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Slide 1- Description & Small Group Action Plan

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The small group’s name will be "The Purple Hearts." This name signifies the military family, with the color purple representing them, and the term "hearts" symbolizing the resilience and emotional fortitude displayed by military families as they overcome the unique challenges they face.

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B-LS 1. Critical thinking skills to make
informed decisions

B-SMS 2. Self-discipline and self-control

B-SMS 10. Ability to manage transitions
and adapt to change

B-SS 2. Positive, respectful and supportive
relationships with students who are similar to and different from them

(ASCA, 2022)

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1. Teacher Collaboration:

Meet with teachers to discuss the counseling program's content and objectives.

Provide teachers with resources and strategies to support students in the classroom, especially if specific challenges or behaviors are addressed in the counseling sessions.

2. Newsletters and Emails:

Create regular newsletters or email updates that highlight the key takeaways and activities from each counseling session.

Include tips for parents and teachers on how to reinforce the lessons and strategies discussed.

3. School Website or Portal:

Post information about the counseling program on the school's website or parent portal.

Include resources, articles, or links related to the topics covered in the program.

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Slide 4- Plans for pre-group interview/screening

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Slide 4- Plans for pre-group interview/screening

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Ask teachers to identify and refer students who may benefit from the group counseling. Teachers often have insights into which students are facing specific challenges.

Assessing Participant Readiness, Willingness, and Interest (will be screened individually):
- Consider teacher recommendations and input. Teachers may identify students who are both willing and in need of the support the group offers.

- Distribute initial surveys to assess students' interest, willingness, and readiness to participate. Include questions about their current challenges and what they hope to gain from the group.

- Seek input from parents to gauge their child's interest and readiness. Parents can often provide insights into their child's emotional state and willingness to participate.

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Parental consent is required for minors participating in counseling programs or other educational activities. This ensures that parents or legal guardians are aware of their child's participation and can provide permission.

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Stage 1:
- Begin by creating a welcoming and nonjudgmental atmosphere during the initial group sessions. Greet each participant warmly and show genuine interest in their well-being.
- Demonstrate active listening skills by giving full attention to what participants say, validating their feelings, and responding empathetically. This helps participants feel heard and understood.
- Reiterate the importance of respecting each other's privacy outside of the group setting. Remind participants not to discuss specific group content or personal information with others.
- Encourage participants to share what they feel comfortable sharing, emphasizing that they have control over the information they disclose. Remind them that group members are expected to respect each other's boundaries.

Stage 2:
- Reiterate the group's purpose and goals at the beginning of each session. Remind participants of the progress they've made and what they aim to achieve collectively.
- Incorporate interactive group activities and exercises that promote cooperation, teamwork, and shared problem-solving.
- Facilitate opportunities for group members to provide support and feedback to each other. Encourage them to share their experiences and strategies.
- At the end of each session, ask participants to reflect on what they've learned and set personal goals for applying the session's content.

Stage 3:
- During the closure session, explicitly address the emotions associated with the group ending. Ask participants to share how they are feeling about the group concluding.
- Encourage open and honest communication about any sadness, apprehension, or other emotions related to the group ending.
- Engage in closure activities that promote reflection and closure. This might include creating a group artwork, writing letters to themselves, or engaging in a symbolic closing ceremony.

- After the group closure, send a follow-up email or communication to participants expressing gratitude for their participation and providing additional resources or contact information for ongoing support.

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Slide 11- Legal and Ethical Requirements Pt. 2

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Slide 11- Legal and Ethical Requirements Pt. 2

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Confidentiality and Limits of Confidentiality: School counselors are responsible for maintaining the confidentiality of group members. Group participants should be informed about the limits of confidentiality within the group context. Ethical Consideration (ASCA Ethical Standards for School Counselors, Standard C.1.): "School counselors have an ethical obligation to protect the confidentiality of information obtained in the course of their work, except when there is a legal or ethical obligation to disclose."

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In small group counseling settings, there are predetermined rules or guidelines established by the counselor or program coordinator to ensure a safe and productive environment. These predetermined rules often revolve around issues of confidentiality, respect, and safety.

1. Confidentiality: Participants are informed that what is shared within the group should remain confidential. They are expected not to disclose the personal information or experiences of others outside the group.

2. Respect: Participants are expected to listen actively, avoid interrupting, and refrain from judgment or criticism.

3. Participation: Participants are encouraged to engage in the group discussions and activities.

4. Safety: The group should be a safe space for all participants. This includes physical safety (e.g., no physical harm) and emotional safety (e.g., creating an environment where sharing is encouraged but not forced).

(NISD, 2023)

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The Northside School Counseling Program on each campus supports the educational, career, personal, and social development of all students PK - 12, and is designed to include the following components: Guidance Curriculum, Individual Planning, Responsive Services, and System Support.
Guidance Curriculum
School counselors provide classroom guidance lessons that facilitate student growth and development in the areas of educational, career, personal, and social development in four curricular content areas: Intrapersonal Effectiveness, Interpersonal Effectiveness, Post-Secondary Education and Career Readiness, and Personal Health and Safety.
Individual Planning
The individual planning component guides students to plan, monitor, and manage their own educational, career, personal and social development. Each student is provided with necessary steps toward his/her established goals.
Responsive Service
In this component, school counselors intervene with or on behalf of those students in pre-kindergarten through 12th grades whose personal circumstances, concerns, or problems are threatening to interfere with or are interfering with their healthy educational, personal, social, career and/or educational development.
System Support
The System Support component describes management activities which assure the delivery of a high quality school counseling program, and service which indirectly benefit students by supporting other programs.

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At Northside ISD students are offered an education which honors their voice and prepares them to engage, contribute, and succeed.

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Slide 10- Legal and Ethical Requirements Pt. 1

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Slide 10- Legal and Ethical Requirements Pt. 1

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Informed Parental Consent: School counselors must obtain informed parental consent before including a student in a group counseling program. Parents or legal guardians should be fully informed about the nature, purpose, and goals of the group, as well as any potential risks or benefits. Ethical Consideration (ASCA Ethical Standards for School Counselors, Standard F.3.): "School counselors ensure that group counseling includes informed parental consent." This requirement emphasizes the importance of transparency and collaboration with parents or guardians to ensure that they are aware of and supportive of their child's participation in group counseling.

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Transformational leadership involves helping individuals set and achieve goals, develop skills, and overcome challenges. This approach is beneficial for elementary students in military families as it supports their personal growth, coping skills, and resilience-building, which are essential for navigating their unique circumstances.

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ASCA Ethical Standards for School Counselors - American School Counselor Association (ASCA). (n.d.). https://www.schoolcounselor.org/About-School-Counseling/Ethical-Responsibilities/ASCA-Ethical-Standards-for-School-Counselors-(1)

E. (n.d.). Guidance & counseling. Northside ISD. https://www.nisd.net/district/guidance-counseling

Home - American School Counselor Association (ASCA). (n.d.). https://www.schoolcounselor.org/
similar to and different from them

MSEd, K. C. (2023b). How to Lead: 6 Leadership Styles and Frameworks. Verywell Mind. https://www.verywellmind.com/leadership-styles-2795312

Next Step Therapy. (2015, April 14). Yalom’s therapeutic factors -. https://nextsteptherapy.ie/groups/group-psychotherapy/yaloms-therapeutic-factors-2/

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- Universality: This factor involves group members realizing that they are not alone in their struggles. Students may come to understand that other group members share similar experiences related to military life, such as frequent relocations or parent absences. This realization can reduce feelings of isolation and foster a sense of belonging.

- Altruism: Altruism occurs when group members experience the satisfaction of helping others. In the small group, students may have the opportunity to offer support and advice to their peers, which can boost their self-esteem and provide a sense of purpose.

- Catharsis: Group sessions can provide a safe space for students to express their emotions and experiences. Catharsis allows them to release their feelings, leading to emotional relief and a sense of clarity.

(Next Step Therapy, 2015)