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The "Stride Group" is designed for 18-19-year-old high school students, aimed primarily at those attending the Credit Recovery class during 6th period. This group aims to help students who have faced challenges in maintaining regular attendance by providing them with the support they need to catch up and stay on track with their academic goals.

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Mindset Standards Integration:

M1-M6: Outline how each mindset standard (from belief in whole self-development to understanding the need for postsecondary education) will be incorporated into the group's activities and goals.

Behavior Standards Integration:

Learning Strategies (B-LS 1-10): Specific strategies to be taught for effective online learning, critical thinking, and goal setting.

Self-Management Skills (B-SMS 1-10): Focus on developing responsibility, self-discipline, and perseverance to complete online courses.

Social Skills (B-SS 1-10): Enhancing communication, empathy, and teamwork within the group setting.

Group Student Learning Outcomes:

Successful Completion of Classes: Align with ASCA standards like self-management and learning strategies.

Consistent Course Engagement: Emphasize strategies like time management (B-LS 3) and responsibility (B-SMS 1).

Effective Self-Paced Learning: Relate to self-motivation (B-LS 4) and perseverance (B-SMS 5).

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Given the specific target audience for the Stride Group, which is limited to students enrolled in the Credit Recovery class during the 6th period, the dissemination strategy needs to be more focused and direct.

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Outline the strategies for effectively communicating information about the Stride Group to different stakeholders, including Parents, Students, Teachers, Administrators, and Counselors.

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Direct Communication with Students

We will initiate personalized invitations and informative talks directly in the 6th-period Credit Recovery class. This approach ensures that every eligible student receives the information firsthand.

Additional small group or one-on-one discussions will be held for interested students to address any questions and encourage participation.

Parental Engagement

Targeted communication will be sent to parents of eligible students, including detailed emails and letters explaining the Stride Group's objectives.

We plan to engage with parents through brief meetings or phone calls for those who seek further information or wish to discuss their child’s involvement.

Faculty and Staff Awareness

Faculty meetings will serve as a platform to inform and engage teachers, particularly those involved in the Credit Recovery program.

Informational material will be distributed in staff lounges and mailboxes, focusing on the program's relevance and how staff can support student participation.

Collaboration with School Counselors

School counselors will be pivotal in identifying students who could benefit the most from the Stride Group.

Counselors will also assist in communicating the program's benefits to parents during regular interactions.

School’s Internal Platforms

We will utilize the school's internal digital platforms, like Canvas, to post specific information accessible to our target audience.

Reminder Announcements

Regular reminders will be given in the Credit Recovery class to ensure all eligible students are aware and have the chance to join.

Peer Influence

We encourage students who show early interest in the Stride Group to share their enthusiasm with their peers, fostering a supportive community.

Through this focused and direct communication strategy, we aim to maximize awareness and participation in the Stride Group, ensuring that the students who can benefit the most are fully informed and engaged.

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Our approach is tailored to meet the specific needs of the Stride Group, drawing upon the established guidelines from the Missouri Comprehensive Guidance and Counseling Program (Missouri Department of Elementary & Secondary Education, 2015) and the T-A-P process developed by Morganett (1990).

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Informing Participants

Participants will be informed through a combination of classroom announcements and personalized invitations, explicitly detailing the group’s purpose, structure, and the benefits of participation.

Example of Invitation Content: A brief overview of the Stride Group, its objectives in supporting academic recovery, and the potential personal and academic growth opportunities for participants.

Assessment Strategy

1. Telling about the Group:

Detailed explanation of the group, including its focus on overcoming academic challenges and fostering effective time management.

Clarification of expectations: regular attendance, active participation, and strict adherence to confidentiality.

Example Question: "How do you feel about participating in a group where confidentiality is paramount?"

2. Asking about Interest and Commitment

Assessing students’ understanding of the group’s goals and their personal reasons for interest.

Evaluating commitment levels through questions about previous experiences with group settings or academic challenges.

Example Question: "On a scale of 1-10, how would you rate your interest in joining a group focused on academic recovery and support?"

3. Picking Members

Evaluating willingness to engage in group tasks and contribute to group dynamics.

Considering each student's personal goals and their alignment with the group’s objectives.

Example Criteria: Willingness to share and learn from peers, openness to receiving and giving feedback, and a demonstrated need for academic support.

Final Selection

The selection of participants will balance the information gathered through the T-A-P process, the group's composition needs, and the professional judgment of the facilitator.

We aim to form a cohesive group that supports individual growth while fostering a collaborative learning environment.

Ethical Considerations

Adherence to ACA, ASCA, and ASGW ethical standards throughout the screening process, ensuring fairness and confidentiality.

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American Counseling Association (ACA). (2014). Ethical & Professional Standards. Counseling.org. https://www.counseling.org/knowledge-center/ethics

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

American School Association (ASCA). (2022). ASCA ethical standards for school counselors. Schoolcounselor.org. https://www.schoolcounselor.org/About-School-Counseling/Ethical-Responsibilities/ASCA-Ethical-Standards-for-School-Counselors-(1)

Cherry, K. (2006, May 12). How to lead: 6 leadership styles and frameworks. Verywell Mind. https://www.verywellmind.com/leadership-styles-2795312

Mccarthy, C. J., Bauman, S., Coker, A., Justice, C., Kraus, K. L., Luke, M., Rubel, D., & Shaw, L. (2021). ASGW guiding principles for Group Work. Asgw.org. https://asgw.org/wp-content/uploads/2021/07/ASGW-Guiding-Principles-May-2021.pdf

Missouri Department of Primary & Secondary Education. (2015). Guide response serv small group counseling guide 2015. Dese.mo.gov. https://dese.mo.gov/media/pdf/guid-respon-serv-small-group-counseling-guide-2015

Missouri Professional School Counselors and Counselor Educators. (2015). Missouri comprehensive guidance and counseling program-responsive services small group counseling module. Missouricareereducation.org. https://www.missouricareereducation.org/doc/smallgroup/SmallGroupCounseling.pdf

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

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Parental Consent

Campus Policy: Our campus policy mandates that for students who are minors (under 18 years of age), parental or legal guardian consent is a requirement for participation in any group or program.

Implementation: We will send consent forms to parents or legal guardians by email and/or mail, depending on the chosen communication channel. The consent form will include details about the Stride Group, its purpose, logistics, potential risks, limits of confidentiality, and voluntary participation.

Student Assent

Campus Policy: While student assent is not mandatory by campus policy, it is highly recommended for students aged 18 or 19. Assent demonstrates their willingness to participate voluntarily in the Stride Group.

Implementation: We will inform students aged 18 or 19 about the Stride Group and the importance of their assent. Assent forms will be provided alongside parental consent forms, allowing students to express their willingness to participate.

Confidentiality Assurance

Campus Policy: Our campus policy emphasizes the importance of confidentiality in all group sessions, ensuring that participants' privacy is protected.

Implementation: We will include information in the consent forms reiterating the group's commitment to confidentiality. Participants will be reminded of the confidentiality rules at the beginning of each session.

Content of Consent Forms

Campus Policy: The consent forms must include specific information about the group's purpose, potential risks, limits of confidentiality, and voluntary participation.

Implementation: Our consent forms will be comprehensive and transparent, clearly understanding the Stride Group's objectives and what participants can expect. We will ensure that all required elements are included.

Obtaining Consent

Campus Policy: Consent forms should be obtained before the start of the program.

Implementation: We will collect consent forms from parents or legal guardians and, where applicable, student assent forms before the start date of the Stride Group. No participant can join the group without completed and signed consent forms.

Note: These outline our plans to obtain informed consent, align with campus policies, and ensure transparency and compliance. It highlights the importance of parental consent for minors, the recommendation for student assent, confidentiality assurance, and the content of the consent forms. The goal is to create a clear and organized process for obtaining consent from parents and students.

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Invitation and Consent Form for Stride Group

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To Create a Positive and Supportive Group Environment

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How We Plan to Utilize This Resource

We will utilize the "Stride Group - Guidelines and Expectations Handbook" as a foundational resource to set clear expectations, ensure a safe and respectful space, and promote constructive interactions within the Stride Group.

Guidelines and Expectations

Respect and Courtesy

1. Respect Others: Treat your fellow participants, facilitator, and guest speakers respectfully. Listen actively when others are speaking and avoid interrupting.

2. Positive Language: Use positive and constructive language during discussions. Avoid disrespectful or offensive language.

3. Diverse Perspectives: Embrace diversity and different perspectives within the group. We can all learn from each other's experiences.

Participation and Engagement

1. Provide Constructive Feedback: If you have suggestions or concerns about the program, share them constructively with the facilitator.

2. Raise Concerns: If you encounter any issues or feel uncomfortable, don't hesitate to communicate with the facilitator.

3. Respectful Resolution: Trust that your concerns will be addressed respectfully and promptly.

4. Active Participation: Engage actively in group activities and discussions. Share your thoughts and insights; your contributions are valuable.

5. Listen Actively: When others are speaking, actively listen without interrupting. This fosters a supportive and respectful environment.

6. Be Punctual: Arrive on time for each session to maximize the program's benefits.

Confidentiality and Privacy

1. Respect Privacy: What is shared in the group stays in the group. Respect the confidentiality of others and their personal stories.

2. No Personal Identifiers: Avoid sharing personal identifiers (e.g., full names) when discussing sensitive topics.

3. Privacy Reminder: The facilitator will periodically remind the group about the importance of confidentiality.

4. No Electronics Allowed: Electronic devices, such as phones, earbuds, etc., are not allowed during sessions. We aim to create a focused learning environment.

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We will draw on insights from two key sources: the specific details of the "Stride Group" program and the comprehensive guidance provided by the "Missouri Comprehensive Guidance and Counseling Program—Responsive Services." These sources will inform our approach to creating a supportive and constructive environment that fosters trust, academic progress, and confidentiality within the group. The following sections will outline how we plan to apply these insights at each stage of group dynamics to facilitate students' academic growth and success.

Predetermined Rules:

Confidentiality: All discussions within the group will be kept confidential to build trust and openness.

Respect: Respectful and considerate behavior towards fellow participants and facilitators is always expected.

Timeliness: Participants must arrive on time for each 40-minute weekly session.

Group-Determined Rules:

During our initial session, we will engage in a group discussion where students can suggest and decide on additional rules that reflect our group's values and needs.

Stage 1: Building Relationships and Trust

Building Trust: In this stage, we will focus on creating a safe and trusting environment for our "Stride Group" members. Trust is essential for open and honest communication. We will encourage trust-building activities and open discussions.

Establishing Group Norms: We will collaboratively define explicit group norms. These norms will be agreed upon by both the group members and the facilitator to ensure everyone's commitment to a respectful and supportive atmosphere.

Confidentiality Awareness: We will address the limits of confidentiality within the group. While confidentiality is an expectation, it cannot be guaranteed. We will have an open conversation about the boundaries of confidentiality, ensuring that group members understand the concept. We will emphasize that others are responsible for keeping their own secrets.

Stage 2: Ensuring Cohesion and Productivity

Cohesive Progress: To maintain cohesion and productivity, we will regularly check in with group members during and between sessions. This will involve open discussions about their experiences, challenges, and progress toward our learning outcomes.

Goal-Oriented Approach: We will ensure that our members remain focused on their academic goals. We will provide guidance and support to help them align their actions with their objectives. This stage will be called the "Performing Stage," where members actively work towards their goals.

Stage 3: Group Closure and Follow-up

Closing Successfully: The final stage, "Closure," will involve reflection on individual and group achievements. We will allow members to express their feelings about the group ending and acknowledge the sense of loss they may experience.

Follow-Up Plan: Recognizing the potential difficulty of group closure, we will have a follow-up plan in place. This plan will include resources and support for members as they continue their academic journey independently.

Confidentiality Reminder: Throughout this stage, we will reinforce the importance of confidentiality, even as the group ends. Members will be reminded that what was shared within the group should remain confidential.

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Why Participative Leadership?

Student-Centered Approach: Participative leadership involves guidance with input from group members. It encourages students to take ownership of their academic journey.

Enhanced Engagement: This style enhances student engagement and motivation by involving students in decision-making and goal-setting.

Supportive Environment: It fosters a supportive learning environment where every student feels valued and heard.

Alignment with Group Structure: The Stride Group is open and adaptable. Participative leadership aligns seamlessly with this structure (Cherrie, 2006).

Application Within Stride Group

Goal Setting: Involve students in setting personalized academic goals.

Challenges and Insights: Encourage students to share their challenges and insights.

Collaborative Strategies: Collaboratively develop strategies for academic success.

Addressing Challenges

Challenge 1: Diverse Student Needs

Solution: Manage individualized learning plans tailored to each student's needs.

Challenge 2: Group Dynamics

Solution: Balance group dynamics by promoting a culture of respect and inclusivity.

Conclusion

Participative Leadership is the chosen approach for the Stride Group. It empowers and inspires every student in their academic journey.

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Analyzing Yalom's Curative Factors of Group Treatment, as detailed in "The Theory and Practice of Group Psychotherapy, 4th Edition" (Basic Books, 1995), reveals their relevance to the Stride Group. These factors, such as the instillation of hope and universality, are integral to the group's dynamics, providing students with valuable opportunities for personal growth and academic improvement.

Instillation of Hope: Students in the Stride Group may develop faith that their support and guidance will help them catch up on their academic goals. For example, a student struggling with attendance may feel hopeful about improving their attendance record through group support.

Universality: During the sessions, students may realize that they are not alone in facing academic challenges. Sharing experiences of difficulties with attendance and coursework can create a sense of universality. For instance, a student might express relief knowing others have faced similar challenges.

Imparting of Information: The group may provide didactic instruction about academic strategies and the importance of regular engagement in online courses. For instance, a session might involve discussing effective time management techniques for online learning.

Altruism: Students may experience a sense of usefulness by offering support and advice to their peers. For example, students who have successfully improved their attendance might share strategies with others, fostering a feeling of altruism.

Corrective Recapitulation of Primary Family Group: Transference relationships may emerge during the sessions, reflecting dynamics from students' primary family experiences. This can allow students to relearn and clarify any distortions in their relationships with authority figures.

Development of Socializing Techniques: The group may help students develop interpersonal skills relevant to academic success. For example, students might engage in role-playing exercises to practice effective communication with teachers and peers.

Imitative Behavior: Students may adopt the behaviors and strategies of their peers who are functioning well academically. Witnessing a fellow student's successful approach to online learning may inspire others to imitate similar behaviors.

Catharsis: Students may have opportunities to express strong emotions related to their academic challenges. For instance, students might openly share their frustration about falling behind in coursework, allowing for cathartic release.

Existential Factors: Through sharing with others, students may come to recognize existential aspects of their academic journey, such as the responsibility for their actions. Discussing these factors can lead to self-reflection and personal growth.

Direct Advice: The group sessions may involve students offering and receiving suggestions for strategies to improve their academic performance. For instance, a student might seek advice on setting achievable academic goals.

Interpersonal Learning: Students receive feedback from their peers, helping them understand how their behavior and actions impact others. They can experiment with new ways of relating, fostering better interpersonal skills.

These therapeutic factors create a supportive and growth-oriented environment within the Stride Group, facilitating academic progress and personal development.

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Responsibilities to Parents/Guardians and Responsibilities to the School

Recognize, honor, and respect the importance of parents/guardians when providing services to students in a school setting and collaborate with students’ parents/guardians as appropriate.

Respect the rights and responsibilities of custodial and noncustodial parents/guardians and, as appropriate, establish a collaborative relationship to facilitate and advocate for students’ maximum growth in academic, career, and social/emotional development (ASCA, 2022).

Promote equity and inclusion through culturally affirming and sustaining practices honoring the diversity of families (ASCA, 2022).

Design and deliver comprehensive school counseling programs that are integral to the school’s academic mission, informed by analysis of student data based on the ASCA National Model (ASCA, 2022).

Advocate for a school counseling program free of non-school counseling assignments (ASCA, 2022).

Collaborate with appropriate officials to remove barriers that may impede the effectiveness of the school and/or the school counseling program in promoting equitable student outcomes (ASCA, 2022).

Provide support, consultation, and mentoring to professionals needing assistance when appropriate to enhance school climate and student outcomes (ASCA, 2022).

Maintenance of Standards and Ethical Decision-Making

School counselors confidentially consult with professional colleagues to discuss potentially unethical behavior and determine if the situation is an ethical violation (ASCA, 2022).

School counselors understand mandatory reporting responsibilities in districts and states (ASCA, 2022).

When faced with an ethical dilemma, school counselors use an ethical decision-making model that includes:

Defining the ethical dilemma.

Identifying potential cultural, religious, and worldview factors and power dynamics.

Applying the ASCA Ethical Standards and relevant district policies and procedures.

Consulting with appropriate professionals.

Considering the student’s age and developmental level.

Considering parental/guardian and student rights.

Applying ethical principles like beneficence, autonomy, nonmaleficence, justice, fidelity, and veracity (ASCA, 2022).

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Two Legal or Ethical Requirements for Counselors That Pertain to the Stride Group

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Two Legal or Ethical Requirements for Counselors That Pertain to the Stride Group

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Informed Consent

Legal or Ethical Requirements

Informed Consent is a crucial legal and ethical requirement for counselors conducting group counseling sessions.

Explanation

Informed Consent ensures that participants in group counseling are fully aware of the nature, purpose, risks, benefits, and potential outcomes of the counseling process (ASCA, 2022).

It empowers individuals to make informed decisions about their participation in the group.

This requirement supports counselors by promoting transparency and trust in the counseling process.

Counselors can use informed consent to explain the group's goals, rules, confidentiality, and the roles of group members, fostering a safe and supportive environment (ASCA, 2022).

Confidentiality in Group Counseling

Legal or Ethical Requirements

Maintaining confidentiality is another fundamental legal and ethical requirement for counselors in group counseling.

Explanation

Counselors are bound to protect the privacy of group members by not disclosing information shared within the group, except in specific situations mandated by law (ASCA, 2022).

This requirement supports counselors by creating a safe space for participants to share openly without fear of their personal information being disclosed.

It builds trust among group members, enhancing the effectiveness of the counseling process (ASCA, 2022).

Counselors can emphasize the importance of confidentiality within the group, fostering an environment where individuals feel comfortable sharing their thoughts and emotions.

Group Leader Competence

Legal or Ethical Requirements

Counselors leading group counseling sessions must possess the necessary competence and training to facilitate group processes effectively (ASCA, 2022).

Explanation

This requirement ensures that counselors have the skills and knowledge required to manage group dynamics, address conflicts, and create a therapeutic environment.

It supports counselors by enhancing their ability to provide meaningful guidance and support to group members.

Competent group leaders can tailor interventions to meet the diverse needs of participants, promoting positive outcomes (ASCA, 2022).

Ethical Use of Assessment Tools

Legal or Ethical Requirements

Counselors conducting group assessments must adhere to ethical guidelines when selecting, administering, and interpreting assessment tools (ASCA, 2022).

Explanation

This requirement ensures that counselors use valid and reliable assessment instruments that are culturally sensitive and free of bias.

It supports counselors by providing a framework for ethical assessment practices that respect the dignity and diversity of group members.

Ethical assessment promotes fairness and accuracy in understanding group members' needs and informing intervention strategies (ASCA, 2022).