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It’s My Time Family Group

A group for college students, or other adults, who have family members or close friends with problems using alcohol or other drugs ( Mattoo, 2019).

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Mindsets-Behaviors M 1-6; B-LS 1-2,4,6-10; B-SMS 1-10; and B-SS 1-10 (American School Counselor Association, 2021)

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Mindsets Standards and Behavior Standards for student Success to be addressed in this group

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Mindsets Standards and Behavior Standards for student Success to be addressed in this group

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*Belief in development of whole self, including a healthy balance of mental, social/emotional and physical well-being;
*Self-confidence in ability to succeed;
*Critical thinking skills to make informed decisions;
*Self-motivation and self- direction for learning;
*High-quality standards for tasks and activities
*Long- and short-term academic, career and social/emotional goals;
*Career and social/emotional goals;
*Responsibility for self and actions;
*Delayed gratification for long-term rewards
*Empathy
*Positive, respectful and supportive relationships with students who are similar to and different from them.
*Social maturity and behaviors appropriate to the situation and environment (American School Counselor Association, 2021).

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We could collaborate with others treatment groups in the area (Texas Administrative Code, 2001).  We could support the university/college level students by advertising through:
The School's Website or News Letter; Mass Emails;  Social Media; Flyers in Common Areas of The School; Notify Local School Counselors, Parents, And Staff Members; Talk With Local Community and Treatment Centers;  and Advertise With Local Sorority and Fraternity Chapters.

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Pre group screening:

Referrals will come through the university/college counseling program via General Questionnaire, DSM IV, DSM V, or Addiction Severity Index (ASI) will be our screening and assessment tools.  Any adult 18 or old or older, doesn't feel they have a problem, but someone close to them does.  If the person identifies as the family member with the substance use problem, that person cannot qualify for DSM IV Drug or Alcohol Dependency nor Substance Use Disorder Moderate to Severe, and if has taken the ASI scores 4 or higher in "Family.”  (Samuel, 2006)

Post group Evaluation:

Clients will fill out a survey identifying the progress/change in themselves.  The program is set up based on the stages of change model (Loma Linda University Health, 2023) and cognitive behavior therapy Franklin Reality Model (Setzer, 2004).  The survey will ask them:

·       What complaints did you have in your life at the time of the first session?

·       What did you choose to work on during your time in the group?

·       How concerned about this problem were you at that time? 1-5

·       What stage of change were you in at the beginning of the class?

·       How convinced are you that you were in that stage of change? 1-5

·       What stage are you in at the end of the class? 1-5

·       How strongly do you feel you are in that stage of change now? 1-5

·       How much did you change because of this class? 1-5

·       Has your perspective changed on the situation? 1-5

·       What is a lesson they learned while being in the group?

·       Do you feel the group was helpful in improving your life.

If they can be more aligned with the betterment of their lives, the class was successful. Even if they can’t fully articulate it. If they can identify change in a more positive direction even if it hurt, the class was a success.

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It's easy to set up an account with Simple Practice where clients can read and sign the needed forms before starting the group. Also, we can print out the needed forms and have them on hand to pass out or review in session.  We can also print some consent forms to reflect rules, and have them posted on the wall, door, and or tables.  The fact of it being a closed group it, would be less likely that we’d have to go over them in serious detail every session since those same people have already agreed with each other to attend and honor confidentiality.

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What is said here stays here, respect each other's words and opinions, and everyone must participate. The group can elaborate on what they feel is important and what the rules are for the group. We don't move on until we agree.

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Stage 1: Orientation (Forming) (Hansen, 2009).
How we would establish longevity of confidentiality:

Signed group rules along with the consent forms.

Starting the class off reviewing  those group rules,

Letting the group define them

and agree on the explanation before moving on in the session.

Reminding them people have a choices, aren't always integral, and sometimes make mistakes reminds them it can be broken.

Encourage  them to share only what they are willing and comfortable with.

Remind them the group is voluntary so everyone there is choosing to be.

Stage 2 -- Power Struggle (Storming):

Neutralize situations,

Working their struggles into the group lessons for the day for relatability and lesson application,

telling jokes and making references they all laugh at and relate to, gaining cohesion during the storming stage and try to move into normalcy.

Stage 3 – Cooperation and Integration (Norming) (Hansen, 2009):
Ways to formulate a group flow include:

Having everyone speak at some point of the group even if they are feeling toxic.  This makes them comfortable speaking up for themselves, normal to ask for help instead of bottle up, and teaches them "B-SS 8. Advocacy skills for self and others and ability to assert self, when necessary (American School Counselor Association, 2021)."

Clients choosing to, B-SS 4. Empathize; acknowledge; encourage; and move past it, actively applying the standard of "B-SMS 6. Ability to identify and overcome barriers," (American School Counselor Association, 2021).

Encouraging and supporting vulnerability builds respect and connection, and changes the group norms to be more open and outspoken via imitative behavior and catharsis (Yalom, 1995).

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Psychotherapy group with a democratic participative leadership style.   Students in groups in these types of leadership styles are more likely to produce hire quality contributions than in an authoritative or delegative leadership style (Cherry, 2023). I chose this style because I want the group members to produce at a higher quality level. This style is best for this group because the goal is to get the practice of making decisions in their lives, and get the experience of seeing changes in outcomes with those healthy decisions.

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Educ. Code Section 33.006 School Counselors; General Duties

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Educ. Code Section 33.006 School Counselors; General Duties

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"The primary responsibility of a school counselor is to counsel students to fully develop each student’s academic, career, personal, and social abilities. (Educations, section 33)"

"In addition to a school counselor’s responsibility under Subsection (a), the school counselor shall:

(1)participate in planning, implementing, and evaluating a comprehensive developmental guidance program to serve all students and to address the special needs of students:

(A)who are at risk of dropping out of school, becoming substance abusers, participating in gang activity, or committing suicide;..." (Educations, section 33)

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*Instillation of Hope will come when the clients see they are ok even though they are not focusing on pleasing people, say no when needed, and set healthy boundaries (Yalom, 1995).
*Learning a balance of Interpersonal Learning and the Imparting of Information empowers them outside of the codependent relationship and helps build their autonomy for interdependent relationship (Yalom, 1995).

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Texas Administrative Code: Standards Required for the School Counselor Certificate

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Texas Administrative Code: Standards Required for the School Counselor Certificate

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"(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 (Texas Administrative Code, 2001) :

(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 (Texas Administrative Code, 2001);

(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 (Texas Administrative Code, 2001);

(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 (Texas Administrative Code, 2001);"

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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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American School Counselor Association (2021). ASCA Student Standards; Mindsets and Behaviors for Student Success. Alexandria, VA: Author.

Cherry, K. (2023, June 27). How to Lead: 6 Leadership Styles and Frameworks. Very Well Mind. https://www.verywellmind.com/leadership-styles-2795312Hansen, S., M.S (2009). The Five Stages of Group Development. School Counseling Zone. http://school-counseling-zone.com/

EDUCATION CODE, TITLE 2. PUBLIC EDUCATION, SUBTITLE F. CURRICULUM, PROGRAMS, AND SERVICES. Section 33.006 — School Counselors; General Duties, https://statutes.capitol.texas.gov/Docs/ED/htm/ED.33.htm#33.006 (last updated Jul. 23, 2023).

LOMA LINDA UNIVERSITY HEALTH (2023, January 1). Stages of Change Model. LOMA LINDA UNIVERSITY HEALTH SCHOOL OF MEDICINE. Retrieved August 30, 2023, from https://medicine.llu.edu/academics/resources/stages-change-model#:~:text=Maintenance%20involves%20being%20able%20to,much%20progress%20they%20have%20made.

Samuel H. Rikoon, John S. Cacciola, Deni Carise, Arthur I. Alterman, A. Thomas McLellan, Predicting DSM-IV dependence diagnoses from Addiction Severity Index composite scores, Journal of Substance Abuse Treatment, Volume 31, Issue 1, 2006, Pages 17-24, ISSN 0740-5472, https://doi.org/10.1016/j.jsat.2006.03.003.

Setzer, L. (2004, August 24). Experiencing Objectivism through the Reality Model. Rebirth of Reason. Retrieved September 3, 2023, from http://rebirthofreason.com/Articles/Setzer/Experiencing_Objectivism_through_the_Reality_Model.shtml

Texas Administrative Code. (2001) .TITLE 19.EDUCATION. PART 7. STATE BOARD FOR EDUCATOR CERTIFICATION. CHAPTER 239. STUDENT SERVICES CERTIFICATES. SUBCHAPTER A SCHOOL COUNSELOR CERTIFICATE. RULE §239.15 Standards Required for the School Counselor Certificate.

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