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Life for college students can be complex as they try to incorporate work, academic, social, athletic and other activities in to their weekly schedule. TickTock on the Clock is a support group designed to help Angelo State University students with time management skills regarding assignment deadlines and timeliness for class. The age level of this group will range from 18 years of age to 21 years of age since this is the average age level of undergraduate students. The group’s primary goal is to provide a secure, structured and encouraging environment to enhance students’ time management abilities.

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TickTock on the Clock participants will meet the following Mindset and Behavior standards (ASCA, 2021):

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

M 3. Positive attitude toward work and learning

M 4. Self-confidence in ability to succeed

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

M 6. Understanding that postsecondary education and lifelong learning are necessary for long-term success

B-LS 3. Time-management, organizational and study skills

B-LS 4. Self-motivation and self- direction for learning

B-LS 6. High-quality standards for tasks and activities

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

B-SMS 1. Responsibility for self and actions

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

B-SMS 3. Independent work

B-SMS 5. Perseverance to achieve long and short-term goals

B-SMS 6. Ability to identify and overcome barriers

B-SMS 8. Balance of school, home and community activities

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

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Advertisement for TickTock on the Clock will include flyers and a mass email. Flyers will be created and displayed on information boards in all campus buildings. Flyers will include days, times, location, capacity, and overview of the counseling group. A mass email with this information will also be sent out to students and professors. This is to ensure that all students are informed of this group counseling opportunity and allow professors to encourage students to attend. There will be a link within the email where students can sign up for the interview and screening process.

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Students will have one week to sign up for the interview and screening process. There will be a maximum number of twenty interview spots available. Once these spots are taken, the group will be noted as “full”. There will be a waitlist option for students who miss the sign ups. If a student decides to drop their spot, the first person on the waitlist will be added. This will be followed for all drops and additions in numerical order. Once the deadline has passed, the sign up link will close.

After the sign up link has closed, the twenty students who showed interest will be individually interviewed by the group counselor. The interview process will include an explanation of the group and topics that will be discussed over the six week period. The process will also include screening questions related to class timeliness and course work deadlines. This will allow the counselor to select ten eligible candidates for the counseling group. Once the interview process is complete, ten selected candidates will be informed of their selection and the group counseling start date.

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Once ten group members have been selected and informed of their selection, they will receive an informed consent form via email to review. These forms will be available for group members to sign and complete during the first group counseling session.

Informed consent forms will consist of student consent only since the age level for participants is 18 years of age to 21 years of age.

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Before beginning the first group counseling session, the counselor will explain the three major ground rules. The counselor and group members will then discuss and establish group rules. A rule guide will be provided for members to review.

Ground Rules Prior to Starting the Group:

1. Be respectful of others.

2. Confidentiality should be practiced at all times, especially outside of the group setting.

3. Cell phones are to be silenced during all group counseling sessions.

Once all group members have had a chance to review the rule guide, discussion and establishment of group rules may begin. After establishment and agreement, the group rules will be recorded and posted for group remembrance.

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The population of this counseling group is college students, or more specifically, young adults. Establishing positive group dynamics will be essential for group progress (Missouri Professional School Counselors and Counselor Education, 2015).

Stage 1: In order to build relationships and trust within group members and myself, interactions will begin at the beginning of the first session. These include establishing and agreeing on ground rules, emphasizing respect and confidentiality, and participating in an ice breaker activity so that all members can get to know one another. Explicit group norms will be established as the group leader provides an overview of how the group will be conducted and details related to lesson plans (Missouri Professional School Counselors and Counselor Education, 2015). Confidentiality will be discussed along with the limits to confidentiality and member safety. This is to ensure that all members are aware of reporting in the case of harm to self, harm to others, or abuse. Members are expected to keep all discussions confidential, especially outside of the group setting.

Stage 2: In order to keep members working cohesively and productively, participation in group discussions and reflections will be highly encouraged. This allows the group to remain connected with one another and as a whole. Some lessons include setting goals for the upcoming week, so this gives members something to work towards and strive for. Group members will also be instructed to document lesson activities and goals in their journals each week so they can reflect back if needed. The group leader will check in with members individually during weeks three and five to discuss progress, setbacks, and any other concerns they would like to address.

Stage 3: During the last group session, members will take the post-assessment test and compare their results to the those of their pre-assessment test. This will allow them to see areas where they improved or regressed over the last six weeks. They will be introduced to regression patterns and strategies for prevention. Members will be asked to develop their own regression prevention strategies that align with their action plan. Self-reflection and discussion will be focused on each member's progress over the six week period by sharing their accomplishments or setbacks. The group leader will provide encouragement and resources for next steps to ensure that all members are aware of extra help if needed. The continuation of confidentiality will be emphasized again upon completion of the closure session. Sweet treats will be available for students as they are dismissed. A follow up plan will include meeting with group members as a group and individually at least one week after the counseling group has concluded to measure success rates.

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Democratic or participative leadership is the most ideal leadership style for TickTock on the Clock. This style allows the group leader to offer guidance to members while also participating in group activities and allowing input from other members. This is usually the most effective leadership style for group conduction (Cherry, 2023).

Democratic leadership would work best within a group of college students because it allows them to voice their thoughts, feelings, ideas, and opinions by encouraging participation. It allows for more engagement, motivation, and creativity. Since the goal of this counseling group is to provide a structured and encouraging environment, the democratic leadership style will allow members to feel important and establish commitment (Cherry, 2023).

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Yalom's therapeutic factors that may potentially rise over the six week period of TickTock on the Clock include installation of hope, universality, altruism, development of socializing techniques, imitative behavior, existential factors, direct advice, and interpersonal learning (Yalom, 1995).

Installation of hope is a possible therapeutic factor because members may believe that the strategies and skills developed will strength their time management skills upon closure of the group. Universality is a possible therapeutic factor because members may share a common "problem" when it comes to how they manage their time. Altruism is a possible therapeutic factor because group members may help others in the group believe they can be successful and accomplish their goals. Development of socializing techniques is a possible therapeutic factor because members may learn something new or develop new skills through open discussions. Imitative behavior is a possible therapeutic factor because members may learn new traits or habits from other members to implement in their routines. Existential factors are possible therapeutic factors because members may recognize the choices that lead to consequences in relation to freedom and free time. Direct advice is a possible therapeutic factor because members will discuss personal habits and goals in relation to time management which could potentially lead to direct support from one member to another. Lastly, interpersonal learning is a possible therapeutic factor because members are liable to receive feedback from others through group discussions and experience new ways of relating to others (Yalom, 1995).

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The Texas Administrative Code explains the requirements that certified professional school counselors must fulfill. Standard 5 states that they must use their knowledge of group dynamics and productive group interactions in order to demonstrate effective professional and interpersonal communication skills (TAC, 2024).

This supports any counselor who would conduct TickTock on the Clock group counseling sessions because creating positive group dynamics and productive interactions through effective communication skills ensures group understanding and cooperation.

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According the ACA Code of Ethics (2014), counselors must screen potential group counseling participants. This is to ensure that they select members whose needs and goals align with the goals of the group, avoid group process disruption, and refrain from jeopardizing a participants well-being through the group experience.

This is supported in TickTock on the Clock through the interview and screening process. All potential members of the group must go through this process in order to determine if they meet the standards and expectations needed to form a productive working group.

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American Counseling Association. (2014). ACA Code of Ethics. American Counseling Association. https://www.counseling.org/docs/default-source/default-document-library/ethics/2014-aca-code-of-ethics.pdf

American School Counselor Association. (2021). The ASCA mindsets & behaviors for student success: K-12 college-and career readiness for every student. https://www.schoolcounselor.org/getmedia/7428a787-a452-4abb-afec-d78ec77870cd/Mindsets-Behaviors.pdf

Cherry, K. (2023, June 27). How to lead: 6 leadership styles and frameworks. Verywellmind. 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.

Texas Administration Code. (2024). Chapter 239. Student Services Certificates Subchapter A. School Counselor Certificate. https://tea.texas.gov/about-tea/laws-and-rules/sbec-rules-tac/sbec-tac-currently-in-effect/ch239a.pdf

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