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

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

B-SMS 6. Ability to identify and overcome barriers.

B-SMS 7. Effective coping skills.

B-SS 8. Advocacy skills for self and others and ability to assert self, when necessary.

(American School Counseling Association, 2021)

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To disseminate information about the STAAR Warriors small group, various channels will be used.

1. Daily announcements- the information about the STAAR Warriors group will be included in the daily announcements to ensure visibility among students, teachers, and staff.

2. Flyers- flyers detaining the purpose, objectives, and benefits of the group will be distributed across the school campus and posted on notice boards.

3. Distribution at faculty meetings- Information packets and forms related to the group will be distributed during faculty meetings to ensure that all teachers are aware of the initiative and can refer students accordingly.

4. Website posting- Details about the group, including its objectives, schedule, and contact information, will be prominently displayed on the school's website for easy access by all.

5. Personal invitations- Individual invitations will be extended to students who could benefits form participating in the group, ensuring a personalized approach to engagement.

These approaches ensure that parents, students, teacher, and administrators are well-informed about the group's purpose, schedule, and benefits.

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For the pre-group interview/screening process. the "TAP-In" process (Marganett, 1990) will be utilize.

Students will be informed about the group through the publicity channels, such as announcements, flyers, and direct communication from the school counselor.

Assessment of students readiness, willingness, and interest will be conducted through individual interviews, evaluating their motivation, understanding of group goals, and commitment to participation.

Screening students will occur individually to ensure the student feels comfortable and willing to share during the process.

Through the T-A-P questions (Morganett, 1990) the aim is to ensure that the selected group members are well-prepared, engaged, and committed to the group process, fostering a supportive and conducive environment for growth and development.

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Once the group members, totaling no more than 12 students, have been selected, a consent form will be provided to the parents or guardians of the participants. This form will be accompanied by the flyer, ensuring that parents have the necessary information about the group and can provide informed consent for their child's participation.

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STAAR Warriors, our focus is on providing support and effective coping strategies for 3rd-grade students who are preparing for and facing the challenges of the STAAR test. These sessions will cover various topics, including stress management techniques, fostering a positive mindset, and creating a supportive environment and community. Our mission is to turn the stress of test preparation into an opportunity for personal growth.

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Establishing ground rules for the group is essential for fostering a safe and productive environment. There will be predetermined rules and rules determined as a group.

Predetermined rules:

1. Respect: Show respect for each other's opinions, experiences, and confidentiality.

2. Confidentiality: What is shared in the group stays within the group, unless someone's safety is at risk.

3. Attendance: Attend all sessions unless there is a valid reason for absence.

4. Participation: Contribute to discussions and activities to the best of your ability.

Rules determined as a group:

1. Group decisions: Determine how group decisions will be made.

2. Respectful communication: Define what respectful communication looks like with the group.

3. Sharing space: Establish norms for sharing physical space during activities.

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The Yalom's Therapeutic factors that could be observed during the group sessions could be instillation of hope and universality. In instillation of hope, students gain confidence in their ability to cope with stress and anxiety related to the STAAR test. Through sharing experiences and learning coping strategies, students may feel more hopeful about their academic performance and future outcomes. In universality, students realize that they are not alone in their struggles with test-related stress. By hearing others' stories and challenges, they may feel a sense of connection and solidarity, reducing feelings of isolation and normalizing their experiences.

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I would likely adopt a transformational leadership style when working with this group. This style emphasizes empathy, inspiration, and motivation, which is crucial for addressing the emotional needs of the students and fostering a positive and supportive environment. Additionally, transformational leadership encourages collaboration and empowerment, allowing students to feel valued and involved in the decision-making process. Given the focus on emotional well-being in this group, a transformational approach would resonate will and promote engagement and growth.

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D3. Group Plan Adaptation of the ASGW Best Practice Guidelines emphasize the importance of adapting group plans to meet the specific needs of the participants, which aligns perfectly with the goals of the STAAR WARRIORS group. Given the diverse needs and challenges faced by 3rd-grade students preparing for the STAAR test, it is crucial to tailor the group interventions to address the specific concerns effectively. By incorporating strategies for stress management, fostering a positive mindset, and building resilience among students facing academic pressure we can ensure that the STAAR WARRIORS group provided targeted support. This will equip students with necessary coping skills to navigate the challenges of standardized testing successfully.

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The Texas Administrative Code Section a.7. underscores the importance of school counselors in developing comprehensive counseling programs that cater to the diverse social, environmental, and cultural needs of students. Aligning to this regulation ensures that STAAR Warriors group is culturally responsive, socially aware, and effective in addressing the diverse needs of students preparing for the STAAR test.

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References

ASCA student standards: Mindsets & Behaviors for student success. (n.d.). https://www.schoolcounselor.org/getmedia/7428a787-a452-4abb-afec-d78ec77870cd/Mindsets-Behaviors.pdf

ASGW Guiding Principles for Group Work. (2021). https://asgw.org/wp-content/uploads/2021/07/ASGW-Guiding-Principles-May-2021.pdf

Cherry, K. (2023). 6 Leadership styles and frameworks. Verywell Mind.      https://www.verywellmind.com/leadership-styles-2795312

Informed Consent Forms. (n.d). Missouri Comprehensive Guidance & Counseling Programs.

Morganett, R. S. (1990). Skills for living: Group counseling activities for young adolescents. Chicago: Research Press.

The school counselor and group counseling. (n.d.). The School Counselor and Group Counseling-  American School Counselor Association (ASCA).  https://www.schoolcounselor.org/Standards-Positions/Position-Statements/ASCA-Position-Statements/The-School-Counselor-and-Group-Counseling

19 Tex. Admin. Code §239.15

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

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Stage 1: To build relationships and trust among group members and myself, I will start by creating a safe and welcoming environment where everyone feels valued and respected. I will use icebreaker activities and team-building exercises to facilitate bonding and establish rapport. Group rules will be established collaboratively, allowing members to contribute to the creation of guidelines for respectful communication, confidentiality, and participation. I will address the limits of confidentiality by discussing with the group that while confidentiality is expected, there are legal and ethical expectations where confidentiality cannot be guaranteed, such as if someone's safety is at risk or if mandated reporting is required.

Stage 2: To keep group members cohesively and productively, I will incorporate structured activities and discussions aligned with the group's learning outcomes. Regular check-ins will be conducted, address any concerns, and celebrate successes. I will encourage open communication and active participation from all members to ensure that everyone feels engaged and supported throughout the group process.

Stage 3: For group closure, I will facilitate a reflection session where members can share their thoughts and feeling about their experiences in the group. I will emphasize the importance of acknowledging and validating any emotions that arise as the group comes to an end. Additionally, I will provide resources and support for transitioning out of the group. It will be reinforced that confidentiality must continue even after the group ends, and I will remind members of their responsibility to maintain confidentiality as they move forward.