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https://dese.mo.gov/sites/default/les/guid-respon-serv-smallgroup-counseling-guide-2015.pdf 19 Tex. Admin. Code §239.15
(2017). 2 Texas Education Code § 33 (2019).

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

American Counseling Association. (2014). 2014 ACA code of
ethics. https://www.counseling.org/resources/aca-code-ofethics.pdf

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"Education Code Sec. 33.003.  PARENTAL CONSENT.  The board of trustees of each school district shall adopt guidelines to ensure that written consent is obtained from the parent, legal guardian, or person entitled to enroll the student under Section 25.001(j) for the student to participate in those activities for which the district requires parental consent." (TEC)

Added by Acts 1995, 74th Leg., ch. 260, Sec. 1, eff. May 30, 1995.

This applies to the role of the counselor by making sure that the students who are participating in the group have permission from their parents to be apart of the small group.

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A.9. Group Work
A.9.a. Screening
"Counselors screen prospective group
counseling/therapy participants. To
the extent possible, counselors select
members whose needs and goals are
compatible with the goals of the group,
who will not impede the group process,
and whose well-being will not be jeopardized by the group experience.
A.9.b. Protecting Clients
In a group setting, counselors take reasonable precautions to protect clients
from physical, emotional, or psychological trauma." (American Counseling Association, 2014, p. 6)

This applies to the school counselor cresting small groups because it is important to have group cohesiveness. Screening helps to promote the overarching goal of the group.

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1. Instillation of Hope - faith that the treatment mode can and will be
effective.
Group members will have recognized how their emotions have kept them from progressing and want to know how to respond healthier.
2. Universality - demonstration that we are not alone in our misery or our
"problems".
Group members will recognize that by participating and sharing that they are not alone in feeling an influx of emotions and not knowing how to handle them .
3. Catharsis - opportunity for expression of strong affect.
By participating in the emotional regulation activities group members have an opportunity to express themselves freely and release negative emotions safely.
(Yalom, 1995)

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Participative Leadership

This group would definitely benefit from everyone sharing and working together. They need to know that they are not alone in their feelings. I feel its best (even though they are young) to guide group an allow the group to flow. Although I will exercise the final say  to ensure completion and comprehension, I want the members to benefit from learning each other as well.

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This group will serve students ages 4-12.
Stage 1(Trust): The counselor would have hopefully already established a positive school presence, allowing for students involved to be comfortable with the counselor.
Stage 2 (Group Cohesiveness): In order to establish trust within the group, activities will given for students to see similarities in their emotional deficits.
Stage 3 (Group Closure): Counselor will conduct post assessment, prepare students to receive certificates of completion, follow up with all concerned parties (including students) after group is over. Counselor will also reassure students of confidentiality rules and that they are able to come back to group during the year.

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The Participant guidelines and ground rules will be used to establish ground rules that each grade level group can use.

1. Be respectful.
2. What happens in group, stays, in group.
3. Try your best.
4. Participate!

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Once group participation has been finalized for the 6 weeks (4-6 group members), parental consent will be obtained. A student assent/dissent questionnaire will be given the first day of group.

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Students will be first identified through their SES status, academic success rates, and behavior patterns. These students will receive first invites to participate in the group. A survey/needs assessment will also go out to the student body/parents allowing them to express interest in different topics. A meeting will be held with parents, students, and teachers of the identified students outlining the purpose of the group and expectations before final decisions and informed consents are signed.

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Marketing: This group will be marketed to parents of identified students first after administrative approval. Flyers will be sent home inviting and detailing group purpose. After accepting invite and obtaining parental consent, group numbers will be evaluated to include other interested students. These interested students/families will come from flyers being placed around the school, a flyer being sent in the weekly school newsletter, and shared once per 6 weeks during PTO meetings, and surveys done during classroom guidance time. Emails ill also be sent to teachers so they may recommend students they feel could benefit from the group.

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M 1. Belief in development of whole self, including a healthy balance of mental, social/emotional and physical well-being

M 6. Positive attitude toward work and learning

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

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

B-SS 4. Demonstrate empathy

B-SS 9. Demonstrate social maturity and
behaviors appropriate to the
situation and environment

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Who Am I? (Emotional Regulation Small Group Counseling)

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Who Am I? (Emotional Regulation Small Group Counseling)

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This small group will serve to make sure the elementary population at KJTMA, have the resources and support available for overall growth and success for healthy school/home functioning. Students should benefit from an implementation of the “Who Am I?” program that serves to address students social, psychological, and academic deficits in hopes of cultivating a healthy idea of self. The 6-week program will include social emotional lessons that focus on identifying, feeling, and self-regulating (Zone) emotions. This group will serve students in grades Pre-K -5th grade (ages 4-12).