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My group will be called the Respectful Raiders. The group will work on the topic of “respect” and what that is and looks like in a variety of school and social settings. The ages of the group members will be 11-14 grades 6-8. The curriculum used will be from vendors Capturing Kid’s Hearts and Emergent Tree.

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The American School Counselor Association (ASCA) mindsets that are utilized in the Respectful Raiders group are: 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, and M 4. Self-confidence in ability to succeed.

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Students and staff will learn about this group XX ways. Staff will be introduced to the group during our September staff meeting and they will receive a half page flyer with information on group topics and time frame. Students will learn about the groups from their teachers, from announcements in the morning and at lunch, from flyers on the walls and from digital flyers in the cafeteria. Some students for this group will be selected from a list of students who have already exhibited certain behaviors and have been identified on campus surveys.

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Some of students in this group will be selected from a list of students who have already received office referrals or consequences because of disrespectful behavior toward students or staff. Others will be selected after student and teacher surveys go out and students either self-identify as low in respect or teachers refer them. Students who are simply interested will be interviewed individually by the guidance counselor to determine if they would be a good fit for the group.

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Parents and students will be contacted about the group and once they agree to join, a parent permission slip and informed consent form will be sent home. The students will also receive the form when they meet for the first time. Students will not join the group without verbal consent and then written consent will be necessary to participate in the group.

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The rules set by me for Respectful Raiders are:

1. Maintain confidentiality.

2. Be safe, respectful, and responsible.

3. Maintain boundaries.

Other norms or behavior expectations will be discussed by the group to help determine how they wish to be treated and any boundaries they want to set with each other.

These rules will be explained at the beginning of each session and will be displayed on a poster in the office as a visual reminder as well.

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This will be a homogenous group of students who are around the same age and are experiencing similar difficulties. The group will be no more than four students.

Stage 1 - In stage one, we will discuss confidentiality and that we will keep confidentiality unless they are indicating they want to harm themselves or others or are reporting abuse. We will also set explicit norms together so each student knows and understands the boundaries the group will operate in. We will do ice breaker activities to get to know each other. I will have to show the students that I am genuine, that I have unconditional positive regard , and I am empathetic.

Stage 2 - In stage two, we will work on the students belief that they can change and that the group will help them accomplish this change. They will learn and practice strategies that will help them replace disrespectful behavior with respectful behavior. We will talk, play games, role-play, and encourage each other as we learn to be more and more respectful.

Stage 3 - In stage three, or the conclusion stage of the group, the students will reflect upon personal growth accomplished within the group. The students will also rate the effectiveness of the group through a survey. The students will write "I will..." statements about how they will continue to use what they've learned in the group. They will also make plans for other areas they may need to grow.

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My leadership style for this group will be participative or democratic. While I will certainly structure the meetings and have desired outcomes, the students will do a lot of the norm setting, talking about respect, and evaluating their growth. I will encourage all group members to participate in all activities and foster an environment where students feel their opinion or point of view is valued. Through this leadership style I believe the group will be more successful that if I was to be authoritarian or delegative.

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There a several of Yalom's Therapeutic Factors that may be seen in this group including:

Instillation of Hope

Universality

Importing of Information

Development of Socializing Techniques

Imitative Behavior

Direct Advice

Interpersonal Learning

For this specific group, Development of Socializing Techniques to help students with respectful behavior will be evident. Also, Interpersonal Learning through group exercises will be evident.

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Legal requirements for group counseling come from the Texas Education Code §33.005(2) Responsive Services and §33.005(3) Individual Planning. As part of a comprehensive school counseling program, the counselor shall intervene when there is an immediate risk to a students personal or social development. A student struggling with respect and identified through screeners is a fit for this group. Also, the counselor shall help a student plan and monitor their social and personal development and a small group that sets goals and monitors progress can help fill this need.

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One ethical requirement as determined by the ASCA for Group Work is, A.7h Communicate the aspiration of confidentiality as a group norm, while recognizing and working from the protective posture that confidentiality for small groups cannot be guaranteed. This may be one of the most difficult considerations for participants to reconcile with and may lead to difficulty building trust among the members.

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American School Counselor Association (1984). ASCA ethical standards for school counselors. https://www.schoolcounselor.org/getmedia/44f30280-ffe8-4b41-9ad8-f15909c3d164/EthicalStandards.pdf

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

Cherry, K. (2023). How to lead: 6 leadership styles and frameworks. https://www.verywellmind.com/leadership-styles-2795312

Hauber, K., Boon, A. E., & Vermeiren, R. (2019). Therapeutic factors that promote recovery in high-risk adolescents intensive group psychotherapeutic MBT programme. Child and adolescent psychiatry and mental health, 13, 2. https://doi.org/10.1186/s13034-019-0263-6

Missouri Comprehensive Guidance and Counseling Programs (2015). Responsive services: Small group counseling module. file:///C:/Users/105078/Documents/ASU/EDG%206321%20Group%20Counseling/Group%20Dynamics.pdf

Texas Education Code §33.005. Comprehensive school counseling programs. https://statutes.capitol.texas.gov/Docs/ED/htm/ED.33.htm#33.000

Yao, L. & Kabir, R. (2023). Person-centered therapy: Rogerian therapy. National Library of Medicine. https://www.ncbi.nlm.nih.gov/books/NBK589708/#:~:text=Person%2Dcentered%20therapy%20operates%20on,conducive%20to%20honest%20self%2Dexploration.

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EDUCATION CODE CHAPTER 33. SERVICE PROGRAMS AND EXTRACURRICULAR ACTIVITIES

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EDUCATION CODE TITLE 2. PUBLIC EDUCATION SUBTITLE F. CURRICULUM, PROGRAMS, AND SERVICES CHAPTER 33. SERVICE PROGRAMS AND EXTRACURRICULAR ACTIVITIES SUBCHAPTER A. SCHOOL COUNSELORS AND COUNSELING PROGRAMS Sec. 33.002. CERTIFIED SCHOOL COUNSELOR. (a) From funds appropriated for the purpose or other funds that may be used for the purpose, the commissioner shall distribute funds for programs under this subchapter.