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"B-SS 3. Provide short-term counseling in
small-group and individual settings
a. Use data to identify students in need of counseling
intervention" (American School Counselor Association, 2019, p. 5)

When determining this group, the counselor will use data to decide which topic and type of intervention in needed on campus. Understanding this standard will aid in creating useful counseling groups that will have a positive impact on the campus.

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"B.1.d. Explanation of
Limitations
At initiation and throughout the counseling process, counselors inform clients of
the limitations of confidentiality and seek
to identify situations in which confidentiality must be breached. "
(American Counseling Association, 2014, p.7)

As a counselor conducting a group session, informing participants of the limitation to confidentiality is critical. Students need to know about these limitations so that trust is never broken between counselor and student.

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Students will be receiving and giving suggestions of strategies that can be used to manage our anger and other emotions so that there is not an emotional outbursts.

(Yalom, 1995)

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Students will see that there are other students that face the same challenges of controlling their feelings. This may help them develop a better self esteem.

(Yalom, 1995)

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Before participating in the small group, students may feel like they will always be angry and never be able to control their emotions. Being part of the group can help them develop hope and realizations that they can learn techniques and strategies to over come those challenges.

(Yalom, 1995)

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Transformational leadership is great for motivating followers to making positive changes to their habits (Cherry, 2020).

Transformational leaders are passionate about each individual follower. They work with each follower to help them set their own goals and develop themselves instead of telling them exactly what to do. They let the followers explore and identify ways to succeed themselves. This is very important in this small group. The counselor wants each student actually transforming their old habits and ways.

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During stage one, spend the beginning of each session sharing something about ourselves. Allow students time to grow relationships with counselor and each other. Review norms each session during this stage. Always review confidentiality and the expectations for that. Discuss voluntary participation and what we are wanting to learn from our group.

(Missouri Comprehensive Guidance and Counseling Programs, 2015)

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Always review guidelines and confidentially. Do a check-in with each group member in the beginning of each session.

Throughout the session, have students make connections to previous sessions' content. Have students share a celebration they experienced from connecting to the group.

(Missouri Comprehensive Guidance and Counseling Programs, 2015)

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During the closing sessions, have discussion with students about where they started and where they are no reflecting on their growth. Celebrate each student's growth by pointing out a strength.

Have students create a goal towards using their new skills. Students will choose accountability partners to help them maintain goals.

Set up follow up session for four weeks later where students will come back and reflect on their success.

Remind importance of confidentiality. Discuss with students that even though the group is over, everyone can all still see each other. Discuss with students how they can request a counseling visit.

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Review the rules and guidelines. As a group, discuss and fill in the "Sounds like" and "Looks like" columns. Give each student a copy to have and send digital copies to send to guardians.

Guidelines and rules are located on page 26.

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Counselor will still require a consent form for students to participate in the group. Counselor will also remind students each session that they have the choice to be part of the group. Attach is a parental consent form.

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Campus policies only require parental consent if the counselor is providing a psychological examination, test, or treatment.

(Clear Creek ISD, 2020)

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After students have be referred or shown interest in the group, pull each student individually into the counseling office. Go over description of the group;
-Group Topic (see Action Plan)
-Session lengths, dates and times (see Action Plan)
-Expectations (seen in Ground Rules slide)
-Reasons why the student may have been referred.
-Group participation is voluntary
Review with student what he or she will be gaining from the group;
-SLO's
-Meet new friends
-Learn new skills
-groups are FUN
Review with student the group expectations;
-Go over expectations about participation, confidentiality rules, and connection to core values (see Ground Rules slide)

(Missouri Comprehensive Guidance and Counseling Programs, 2015)

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Ask student if he or she has any question about the group.
Have student explain their understanding of what you have shared about the small group.
Ask student if he or she is interested in the group and why or why not. If they say they are not interested, you may dismiss them. If they do share interest, ask if they are willing to follow the expectations and guidelines.
Have students share with you what they want to learn by participating in the group.
Have student rate self 1-10 on how willing they are to share in a group (1 is very shy and will not talk, 10 is that they love to share to others).
Have student rate self 1-10 again on interest in the group(1 is no interest, 10 is very interested).

(Missouri Comprehensive Guidance and Counseling Programs, 2015)

Attached is a tracking sheet for counselor to use while interviewing student.

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Review the students screening checklist completed during interview.
Choose students based on the following criteria;
-Willing to participate
-Reason for wanting to be in the group-
-Assumed satisfaction from group participation
-Assumption of group success based on attitude in interview.
-Motivation level 1-10 of student (1 being not motivated at all, 10 being very motivated and excited about he group)

*Students who are not chosen will be informed. They will have a 1 on 1 session scheduled with counselor to discuss challenges connected to reasons for being referred to group.

(Missouri Comprehensive Guidance and Counseling Programs, 2015)

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American Counseling Association,  (2014). 2014 ACA Code of Ethics.

American School Counselor Association (2019). ASCA School
Counselor Professional Standards & Competencies. Alexandria,
VA: Author.

Cherry, K. (2020). Transformational leadership: A closer look at the effects of transformational leadership. verywellmind. https://www.verywellmind.com/what-is-transformational-leadership-2795313

Clear Creek ISD. (2020). 2020-2021 Student Handbook.

Missouri Comprehensive Guidance and Counseling Programs. (May, 2015). Responsive services and small group counseling module. Linking School Success to Life Success.

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

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At one faculty meeting a month, the counselor will take time to introduce small groups and share with staff what kind of students will benefit from the group and how to refer students.

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The counselor will have her own column in each monthly newsletter the Principal sends to families that discusses small groups that will be starting that time period and how to request more information for the group. It will direct families to the itsLearning page as well as have the counselor's contact information.

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The counselor will have her own page on the school's chosen online platform (itsLearning). On this page, there will be blocks publicizing each small group for parents, students, and teachers to read about. This page will also include a link to forms where students, teachers, or parents can fill out if they want more information or are interested in a student joining a small group.

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-B-SMS 2: The student will demonstrate self-discipline and self-control.
-B-SMS 6: The student will demonstrate ability to overcome barriers to learning.
-B-SMS 7: The student will demonstrate effective coping skills when faced with a problem.

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

-M 6. Positive attitude toward work and learning

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Sodapop Heads: This group is for students who have challenging times controlling their anger and often have outbursts that disrupt their learning and the learning of others. This group will consist of third grade students ranging from ages 8-9.