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Let’s Make Good Choices! This group addresses negative behavior problems due to the lack of social emotional learning. The goal of the group is to learn coping skills to help aid in conflict resolution. The target age group is 7–8-year-olds that have negative, disruptive behavior in and outside of the classroom such as tantrums, screaming, refusing to work, and crying.

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The following will be encouraged:

Mind Set Standards-

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

·      M 2. Sense of acceptance, respect, support, and inclusion for self and others in the school environment

·      M 3. Positive attitude toward work and learning

·      M 4. Self-confidence in the 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"

(ASCA, page 1, 2021)

Behavior Standards

1.     Learning Strategies

a.     B-LS1-BLS10

i.     All skills are to aid in skills, organization, and motivation to help with academic learning

2.     Self-Management Skills

a.     B-SMS1-BSMS 10

i.     These skills are to create an independent responsible student with self-control.

3.     Social Skills

a.     B-SS1-B-SS10

i.     These skills are for students to create positive respectful relationships and create collaborative teamwork by being socially aware of norms

(ASCA, 2021)

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·      Announcements via the student/parent app

·      Email staff including administrators, teachers, counselors, and stakeholders

·  Present information and forms at a weekly staff meeting

·      School Website posting of the group (all students, staff, stakeholders, and parents have access)

·      Add to the weekly newsletter for staff and students/parents

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Students will be referred by teachers, parents, or other administrators. The small group will be screened using the TAP method by Rosemarie Smead (Morganett, 1990). The age of the group requires parent or guardian consent, so both student and parent will be part of the interview/screening process. Students and Parents will be told about the group including the group goals, meeting days/times, and expectations. Students will be asked about their interest and willingness to participate fully. Students and Parents will be allowed to ask questions so they fully understand the group's outcomes. Students will then be picked by using the referrals and the student's needs.

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All students are required to have informed consent to meet with the counselor due to the age group. Before a student can meet with the counselor consent must be obtained. Consent can be sent home with a student or sent through the student/parent app. Before a consent form is sent home, communication with the parent/guardian must occur via phone.

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The attached document will be used to set the rules for the group. Each group will help create the ground rules for their group which will be agreed upon by each group member. Most of the rules will be created with the group except for the following which are predetermined rules:

1. be respectful

2. keep confidentiality

3. keep an open mind

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Stage 1

Build a relationship and trust with the group members by making a connection with each group member. This can be done in a variety of ways with an introduction activity all can relate to. The group norms will be set after the introduction activity as a group. Set expectations will be communicated and then added to by the group. All students and guardians will be informed of the confidentiality of the group, and the limitations of legal reporting by the School Counselor such as abuse, neglect, self-harm, harm to others, and court order. A copy of the confidentiality agreement will be provided for reference as needed for each group member. Confidentiality for all must stay within the group, if it is broken the group member will exit the group.

Stage 2

Students will review the group expectations at each session. Students will practice learned skills at each session. Students will act out problem-solving scenarios to apply learned skills. Student's progress will be assessed each session by how they apply the learned skills.

Stage 3

Group closure will review what students have learned and when to apply the learned skills. Confidentiality will be reinforced. Students will be able to express how they are feeling about what they have learned and their confidence in applying outside of the group sessions. Students will create a mini book of the skills learned to take with them as a reference when needed. This is to provide them with a sense of confidence outside of the group session.

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Leadership for this group will be participative. The counselor will guide the group members. The group members will participate and add input to the group. The guidance provided helps the group members feelings of encouragement and engagement.

This type of leadership would work best for the age group because when they feel they are a part of the group by helping create it, group members are more participative.

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Therapeutic factors that can be achieved in this group.

Universality is the sense that one is not alone.

Altruism-rising above one's self and helping others

Development of socializing techniques-social learning

Imitative behavior- mimicking the behavior of another group member

(Yalom, 1995)

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The Texas Administrative Code Rule §239.15 in Standard II, states to provide individual and small-group counseling using appropriate counseling theories and techniques to support students.

This rule supports providing group counseling in the school setting, as it is part of state law.

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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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The American School Counselor Association ethical standards A.7 Group Work; counselors are to provide small group counseling according to the needs of the school, individual, community, or referral process using relevant data.

This ethical standard supports group counseling in the school setting by using a needs assessment for the school, individual, or community.