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Students that are part of this group have been identified as ‘at-risk’ according to state assessment testing, and a recent needs assessment completed for the campus. The students will be in 6th, 7th, and 8th grade with age ranges between 11-14. These small groups will focus on equipping middle school students with the skills necessary to achieve academic success through learning and acquiring study skills, goal setting skills, organization skills, and test-taking strategies.

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The following American School Counselor Association (ASCA) mindset and behavior standards will be met through participation in this group.

M 4. Understanding that postsecondary education and life-long education and life-long learning are necessary for long-term career success.

M 5. Belief in using abilities to their fullest to achieve high-quality results and outcomes.

B-LS 3. Use time-management, organizational and study skills.

B-LS 4. Apply self-motivation and self-direction to learning.

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

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Invitations to participate in this small group will be limited to students who have been identified as 'at-risk' according to recent state and district assessments . Each student identified in each grade level will be sent a personal invitation describing when the group will meet and what the group will cover. Letters will be disseminated through the advisory period teachers. I will then follow up by meeting with each student individually to share with them about the group and answer any questions they may have.

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After the students are sent a personal invitation, the counselor will meet individually with each invited student to perform a pre-group interview and assessment. During the meeting, the counselor will share the group's intent and goals with the student and the potential benefits through participation. Expectations of being a part of the group will be discussed, and the student's expected participation level. The counselor will ensure the student understands the purpose of the group and will answer any questions the student may have. The counselor will finish the pre-group interview screening process by asking the student if they are interested in being a part of the group and sharing why or why not.
The student will be assessed on their level of interest, their willingness to participate, and the ability to commit to the group's expectations and guidelines.
The counselor will review the interviews and what each student shared. Decisions will be made based on ensuring the group will benefit the student. It will also be reviewed if the student will benefit the group by being an active participant with the group material and other group members.

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There will be a total of 8 participants in each group. Running concurrently will be a 6th-grade group, a 7th-grade group, and an 8th-grade group. Once group members have been selected, a parental consent form will be sent home to the parents. Accompanying this consent form will be a letter outlining the group and the study skills that will be addressed and taught. Students will also receive a consent form during the first group meeting.

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During the first meeting, all participants will receive the guidelines and ground rules form. This will be an important first step for our group as this sets the tone and expectations for the rest of our time together. The following guidelines and rules were established prior to the first meeting:
1. Confidentiality.
2. Respect for one another.
3. Active Participation.
After reviewing these, the students will have the opportunity to discuss, create, and establish other rules/guidelines to observe when gathering together as a group.

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A group will be established for each grade level at our campus. This will include a group for 6th-grade, 7th-grade, and 8th-grade. The students participating in these groups have been identified as 'at-risk.' They could benefit from extra interventions focusing on study skills that will increase their current academic skills and prepare them for future educational success. Creating an environment that will promote the development of healthy group dynamics is essential. This will happen through 3 stages.
Stage 1 -   This stage is critical because this is where relationships and trust are built. This stage will occur during the first couple of group meetings. During the first meeting, confidentiality will be discussed. This is an important component of the group, as students need to know that what they are sharing will stay within the group. Students need to know that the group is a safe place and that they can trust one another. This is why emphasis will be placed on students not sharing what they hear in the group with others. Consequences and possible re-movement from the club could happen if a breach of confidentiality occurs. During this time, I will also share the limits of confidentiality with the group, and when this could occur.
During this stage, I will work hard to build trust and relationships with the students through get-to-know-you games, sharing times, and trust-building exercises. It is also important that students build relationships and trust with one another. Through the different strategies that will be employed during the first stage, I believe this will happen.
Stage 2 - From the group's onset, one of the ground rules that will be emphasized repeatedly is group members being respectful and encouraging to one another. At the end of each group meeting, enough time will be left that each group member will share one positive thing they noticed about someone else during group time. Students will also be sent a confidential follow-up form after each group meeting, where they can share how they felt the group meeting went, any areas of concern, if they had the ability to utilize the study skill taught, and any possible issues they would like to discuss in a one-on-one meeting.
Stage 3 -  This stage means the group is getting close to the end. Students will be reminded about their oath of confidentiality and its continued importance even though the group is ending. Students will be encouraged to continue their friendships outside of the group and always look for ways to help one another. This will be a difficult time because relationships and group unity have been established. To ensure students do not feel a sense of abandonment, a follow-up plan has been established. Since this is a study skills club, we will have a group get-together before the next major exam and another after the exam is completed to celebrate. I will also meet with each student individually after the group ends. A follow-up with teachers will occur to see if the students are implementing the new study skills they learned in the group. This will also help us gauge if the group successfully equipped students with new strategies for academic success.

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This type of group would benefit most from a participative leadership style. The students selected for these groups will come from diverse backgrounds. Some are economically disadvantaged, others are from a minority background, and all have experienced hardships and setbacks in academic achievement. These students need guidance, support, and encouragement. Through this leadership style, an environment of support will be created to help the students engage, learn, and develop new academic skills. This type of group will both encourage and celebrate the accomplishments of each group member.

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Through this group, many of Yalom's Therapeutic Factors will be present. First, Universality will be a factor in the students realizing that they are not alone. They will see that others are experiencing the same struggles with academics, and this group will hopefully become a place that they can be real and share their insecurities and fears. Next is the Installation of Hope. This factor will be found when students learn the new study skills strategies that will hopefully address their learning styles. Through this, they will experience a new surge of hope leading them to realize that they can succeed in school and beyond. Another one of Yalom's factors is the Development of Socializing Techniques. The students will develop socializing and interpersonal skills to cultivate new friendships and build trust within the group. The goal is for the students to grow in these skills throughout the group sessions and beyond.

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The Texas Education Code (TEC) defines and outlines school counselors' duties by implementing a comprehensive school counseling program.
Sec. 33.006(b)(1) states that school counselors will "participate in planning, implementing, and evaluating a comprehensive developmental guidance program to serve all students and to address the special needs of students: (B) who are in need of modified instructional strategies."
This section outlined by the TEC supports the decision to conduct this type of group because it will focus on teaching students new instructional strategies for their academic development and advancement.

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The American School Counselor Association (ASCA) Ethical Standards for School Counselors was established to serve as a guide to school counselors in developing and executing their counseling program.
Section A.7.a states that school counselors must "facilitate short-term groups to address students' academic, career, and/or social/emotional issues."
This ethical requirement supports this group's creation by stating that counselors must facilitate short-term groups that address academic issues, and the Cobras Strike Study Skills Group will be doing exactly that.

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19 Tex. Admin. Code §239.15

American School Counselor Association. (2014). Mindsets and behaviors for student success: K-12 college- and career-readiness standards for every student. https://www.schoolcounselor.org/asca/media/asca/home/MindsetsBehaviors.pdf

American School Counselor Association. (2016). ASCA ethical standards for school counselors. https://www.schoolcounselor.org/asca/media/asca/Ethics/EthicalStandards2016.pdf

Cherry, K. (August 03, 2020). Leadership styles and frameworks you should know. https://www.verywellmind.com/leadership-styles-2795312

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. 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.