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Owning My Actions through Time Management and Organization

The group will consist of students in grades 9-12, ages 14-18. They are in high school and have been selected by the academic dean, counselors, and teachers as students needing further assistance in the areas of intrapersonal effectiveness to address their deficits in self-management and organization. These students are at risk of not receiving credits in required classes and are therefore not on tract to meet the graduation requirements with their cohort class.

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The participants of this small group will master the following Mindset and Behavior Standards from ASCA:

Mindset Standard 2: Sense of acceptance, respect, support, and inclusion for self and others in the school environment

Mindset Standard 3: Positive attitude toward work and learning

Behavior-Learning Strategies 3: Time-Management, Organizational, and Study Skills
Behavior-Learning Strategies 4: Self-motivation and self-direction for learning

(American School Counselor Association, 2021)

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Information for the small group will be sent via email to the parent/guardian email address on file. Parents/guardians of the selected participants will also be notified via phone by the counselor's office to provide information on the groups' purpose and justification.

Administrators and teachers will receive an email prior to the group participants being selected asking for feedback to be completed via Google Forms on any students who are exhibiting characteristics of struggling to practice appropriate time-management skills and/or organizational struggles. Once the participants have been selected through the data mining process, administrators and teachers will be provided with a list of students via email and faculty meetings.

Personal invitations will be delivered during the school day to each of the participants notifying them of the date, time, and location for the sessions and who to contact for further questions.

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The method to inform the students of their selection to participate in the small group sessions will be to send a counselor's note requesting they come to the counseling office for an individual meeting. Each student will be notified of the overall goals of the small group sessions, the tasks expected to participate in, the dates, times, and locations, and informed of their assent to participate and share information.

The students will be informed of the positives of agreeing to participate in the small group sessions which are:
Learning new skills, meeting people, and achieving goals/outcomes.

By agreeing to participate, the students are expected to listen to all members of the group, respect and value others' situations, and be willing to help others in the group.

The students will be provided an opportunity to ask further questions before agreeing to participate.

After all potential participants have been screened, the counselors will finalize the groups' participants based on the feedback gathered in each individual meeting. Questions to consider are:
*Will the student be able to apply/transfer group experiences to other life areas?
*Are the students' expectations aligned with the stated group outcomes/expectations?
*Has the student experienced a recent crisis or situation that would block participation in this group?

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Partially Completed Informed Consent Form

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Partially Completed Informed Consent Form

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Informed consent will be requested for any small group counseling sessions that a student is selected to participate in. The attached form will be utilized to send to parents/guardians to sign and return prior to the first session. The form will be kept in the student's file.

Minor student participants will also sign a form acknowledging they have been informed of the limits of confidentiality and agree to assent to participate in the small group sessions.

(Group Counseling Guide, 2015)

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In the first session, the group participants will each be provided a copy of the Participant Guidelines/Ground Rules for Our Group worksheet. The group will be given time to read each rule and make suggestions and provide examples of what the rules look and sound like in their own words. The group leader (counselor) will make a final copy of the rules and be sure to review them at the beginning of each session as well as during the sessions should the discussion veer off topic.

Rules that are predetermined by the group leader are confidentiality and treating others with respect. The participants will be responsible for determining and upholding all other rules the group deems necessary such as arriving on time, having one person speaking at a time, and having the right to pass.

(Group Counseling Guide, 2015)

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The population of this group is high school students, grades 9-12, or ages 14-18. The participants struggle with the organization of class assignments and managing their time appropriately.

Stage 1:
The group leader will pay particular attention to the dynamics of the students and allow adequate time for the students to discuss the group rules and expectations. The students may try to make assumptions for underlying reasons for the various reasons the group was formed and the leader will need to be ready to return the focus of the group to their organizational and time management skills.
The group leader will review the limits of confidentiality and the importance that each participant abide by the group rules and not share information from the group with outsiders.

Stage 2:
The group will work together as a whole, in pairs, and individually to identify and practice utilizing skills to strengthen their organization and time management skills. The group will also work through scenarios in which positive self-talk is required to help overcome obstacles.  The group will participate in a bibliotherapy session which includes the reading of "Alexander and the Terrible, No Good, Very Bad Day" book.

Stage 3:
The group participants will devise a plan to utilize the skills they practiced in the sessions in their academic classes as well as in life outside of school. The participants will be asked to share strategies they feel have been the most helpful or impactful that have assisted them to complete their assignments while also managing their time. The group participants will have opportunities to share any thoughts on the duration of the group sessions. The group leader will review confidentiality expectations and summarize the growth of the group as a whole and individually. A post-assessment will be given to all participants and a follow-up session will be planned 4-6 weeks following the conclusion of the initial six sessions.

The post-assessment will be compared to the pre-assessment to gauge the amount of growth and development of organizational and time management skills across the six-week period. Further data will be collected from teacher feedback surveys and cycle failure report.

(Group Counseling Guide, 2015)

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The leadership styles I anticipate utilizing are the participative and transformational styles. The participants of the group lack self-motivational drive and will require the group leader to provide guidance throughout the sessions. While providing guidance to the participants, I intend to motivate and encourage the participants to take ownership of their organization of assignments and appropriate use of time throughout the day.

With the combination of providing guidance and direction along with a motivation for a change in habits, I will have the greatest impact on the growth of the participants' targeted skills throughout each session.

(Cherry, 2022).

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Several of Yalom's Therapeutic Factors could be present throughout the group sessions. The first factor is Universality. The participants will be able to connect with one another about the struggles they face with organization and time management. Another factor that the group may exhibit is Imitative Behaviors. Participants may be able to utilize another's strengths to develop and strengthen their own skills throughout the sessions. Direct Advice would be another factor experienced by the group. The group leader will be offering suggestions for the participants to experiment with in order to improve and strengthen their skills in organization and time management.
(Yalom, I. D., 1995)

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Texas Education Code outlines specific information to be collected on the parental consent form including the content of the group and the type of activities in which the student will be involved. (2 TEC § 33.003)

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EDUCATION CODE CHAPTER 33. SERVICE PROGRAMS AND EXTRACURRICULAR ACTIVITIES

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EDUCATION CODE TITLE 2. PUBLIC EDUCATION SUBTITLE F. CURRICULUM, PROGRAMS, AND SERVICES CHAPTER 33. SERVICE PROGRAMS AND EXTRACURRICULAR ACTIVITIES SUBCHAPTER A. SCHOOL COUNSELORS AND COUNSELING PROGRAMS Sec. 33.002. CERTIFIED SCHOOL COUNSELOR. (a) From funds appropriated for the purpose or other funds that may be used for the purpose, the commissioner shall distribute funds for programs under this subchapter.

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The Texas Administrative Code provides an outline of services the school counselor must provide. The school counselor must develop processes and procedures for developmental school counseling programs based on the needs of the students, as set forth in the Texas Model for Comprehensive School Counseling Programs. This includes providing counseling to individuals and small groups using appropriate counseling theories and techniques in response to students' needs. (19 TAC § 239.15)

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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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School counselors must facilitate access to counseling services and practice in a nondiscriminatory manner within the boundaries of professional and personal competence. According to the American Counseling Association (2014), Counselors have an expectation to advocate to promote changes at the individual, group, institutional, and societal levels that improve the quality of life of participants. This ethical guideline from ACA supports the rationale for providing small group sessions that advocate and promote changes among a group of students.

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References
American Counseling Association. (2014). 2014 ACA code of ethics. https://www.counseling.org/knowledge-center

American School Counselor Association. (2021). ASCA mindsets and behaviors for student success: K-12 College-, career-, and life-readiness standards for every student. https://www.schoolcounselor.org/getmedia/7428a787-a452-4abb-afec-d78ec778 70cd/Mindsets-Behaviors.pdf

Cherry, K. (2022, October 22). How to lead: 6 leadership styles and frameworks. Verywell Mind. https://www.verywellmind.com/leadership-styles-2795312

Group Counseling Guide 2015. Group Counseling Guide 2015 | Missouri Department of Elementary and Secondary Education. (2015, May). https://dese.mo.gov/media/pdf/guid-respon-serv-small-group-counseling-guide-2 015_0

Student Assessment, 19. Tex. Admin. Code § 239.15

School Counselors and Counseling Programs, 2 Tex. Edu. Code § 33.002-33.007

Yalom, I. D. (1995). The theory and practice of group psychotherapy, (4th ed.). Basic Books.