# data[].attributes.headline
The mellow fellows: The mellow The Mellow fellows are a small group of ninth grade students around fifteen years of age. They just entered high school and are enrolled in dual credit college courses. They have been recommended by the ninth-grade teachers and the counselor after looking at their Fall semester performance in both high school and college courses. After conferring with the students and teachers, the observations made that while these students have the ability to perform above average in these courses, they lack the ability to cope with the stress brought on by the transition to high school and simultaneous enrollment in college courses. Therefore, these students would benefit from a small group setting to learn how to manage their stress and be successful in their classes.

# data[].attributes.subject
The mellow fellows: The mellow The Mellow fellows are a small group of ninth grade students around fifteen years of age. They just entered high school and are enrolled in dual credit college courses. They have been recommended by the ninth-grade teachers and the counselor after looking at their Fall semester performance in both high school and college courses. After conferring with the students and teachers, the observations made that while these students have the ability to perform above average in these courses, they lack the ability to cope with the stress brought on by the transition to high school and simultaneous enrollment in college courses. Therefore, these students would benefit from a small group setting to learn how to manage their stress and be successful in their classes.

# data[].attributes.body
Upon completing their participation in this group, students will be able to adopt the following mindset:

M 1. Belief in development of whole self, including a healthy balance of mental, social/emotional and physical well-being
M 3. Positive attitude toward work and learning
M 4. Self-confidence in ability to succeed
(ASCA, 2021)

# data[].attributes.body
Students will adopt the following behaviors:

B-SMS 1. Responsibility for self and actions
B-SMS 6. Ability to identify and overcome barriers
B-SMS 7. Effective coping skills
B-SMS 8. Balance of school, home and community activities
B-SMS 10. Ability to manage transitions and adapt to change
(ASCA, 2021)

# data[].attributes.body
Teachers will receive an e-mail at least a month before the group begins to meet in which the purpose of the group and the benefits for those students that participate will be explained. Teachers will be encouraged to recommend students from the ninth grade who will benefit from participating in this group. Along with the email, a google form link will be provided to submit the names of the students, current grade, behaviors and attitudes, and reason for concern or recommendation.
Once meeting times have been established, teachers in charge of advisory periods will also be receiving an email to be reminded about which students will be attending the sessions so they are not counted absent.

# data[].attributes.body
The counselor will send a mass email to parents advertise the group. The email with contain a flyer in English and Spanish detailing the purpose of the group, meeting dates and times, and benefits. Since some parents do not have working email addresses, the flyer will also be posted on the school's main page, social media (such as Facebook, Twitter and Instagram) along with the contact information for the school's counselor.
Finally, since consent will be required, a formal letter will be sent to the parents of those students who have been selected to participate. The letter will provide all the details, and include the informed consent contract.

# data[].attributes.body
Selected students will be invited to a pre-session meeting to go over the purpose of the group, rules, meeting times and dates. The counselor will call each student individually into her office to inform them about this meeting and answer any general questions they may have before the meeting.
To remind students about the meeting, flyers and reminder passes will be distributed the week before and the week of the meeting.

# data[].attributes.body
1. Parents from each participant will receive a phone call from the counselor to explain why their child has been chosen to participate in the Stress Management group.
2. Parents will be informed that they will be receiving a letter in the mail that contains more information and a consent form to allow their child to participate in the group.
3. The parent will be invited to a student-parent-counselor meeting in case they have questions as a family about the program.
4. The counselor will emphasize to the parents that the student will also be asked if they are willing to participate in the group, even if they have permission from their parents.
5. Once parents have had the opportunity to meet with the counselor, then they will turn in their signed form.

# data[].attributes.body
1. The counselor will meet with each student individually.
2. The counselor will explain to the student why they have been recommended to participate in the group and what they will gain from participating.
3. The counselor will explain the ground rules of the session and what is expected of from each participant.
4. The counselor will explain what is not allowed to leave the session and that there could be possible consequences for those students who break the rules.
5. The counselor will give examples of what they can learn in a session.

# data[].attributes.body
Dallas ISD Counseling Services. (n.d.).

# data[].attributes.body
Dallas ISD Counseling Services. (n.d.).

# data[].attributes.attachment_caption
Missouri Professional School Counselors and Counselor Educators. (2015). 

# data[].attributes.body
I plan to use this resource to explain to students what their behavior should look like when they are participating in the sessions. This will clarify any questions they may have pertaining to any rule. I can also utilize this resource to help students create rules for the group.

# data[].attributes.body
The following rules will be established by the counselor:

1. Students will respect the privacy and confidentiality of the information shared in the sessions.

2. Students will treat each other with respect; they will listen, and wait for their turn to talk.

3. Students who break the rules will be dismissed from the group.

# data[].attributes.body
These are rules created by students:

1. We have the right to skip a topic we are not ready to share information about, but we will listen attentively to others.

2. We will be supportive of our peers.

# data[].attributes.body
Since the moment the pre-screening interview takes place, I will make sure that the students understand that their well-being and privacy is my main priority. On the day of the first session, I will emphasize that the information we share must stay within the group, otherwise they will be dismissed from the group. To make sure that students understand the importance and can think about the consequences, I will ask students to think about how they would feel if their own secrets were to be made public. Students will share aloud their thoughts and discuss why they will adhere to the group rules. Once all students have had a chance to share their thoughts I will answer any questions and address any concerns.

To establish rapport with the students I believe it is important that they know that I can relate to their problems; therefore, I will also share my experiences with stress and how I have managed to overcome some of these situations.

# data[].attributes.body
Each week I will introduce the purpose of the lesson to be conducted that day. I will relate it to the previous week's lesson objective and ask students to share if they have applied what they have learned thus far. Then, I will check in individually with those students who are struggling to share with the group.

# data[].attributes.body
Students will be screened individually before deciding whether they would benefit from the small group sessions. Before interviewing each student, the counselor will verify that the students recommended are in ninth grade, and performing below average in their classes.

Using the "TAP-In" method (Morganett, 1990), students will be screened by first Telling them about the group. They will receive information about the topic to be discussed, the number of sessions and length of each one, which days they would meet and during which period, as well as the reason why they are being considered to participate. Students will also be told what they will gain from participating in these group sessions, as well the expectations.

Next, students will be asked about their commitment and interest to participate in the group. The counselor will be able to assess if the student is interested in participating and sharing information throughout the sessions. During this time, the counselor will answer any questions that the student may have that may be preventing them from committing to the group.

Finally, the counselor will pick the students that will participate in the group based on the screening interview and the level of interaction. Other circumstances that will be taken into consideration can include the student's expectations, and any recent crises or situations that the student may have experienced recently.

# data[].attributes.body
A transformational leader is one who "garners trust, respect and admiration from their followers" Cherry, K. (2021, August 11).

For this group, I would use this type of leadership because there are many added benefits including intellectual stimulation that can inspire students to be creative and explore new ways of doing things. In this case, students can explore different ways to manage their stress and choose the most adequate for them. Additionally, these types of leaders foster supportive relationships to allow group members to feel free to share their thoughts and feelings. This would be important in the group dynamics to make sure students in the group feel they are in a safe environment, free of judgement and know they can share their thoughts without consequences.

Ultimately this type of leadership would provide many benefits to students and improve their mental well-being which is the ultimate goal of this group.

# data[].attributes.body
1. Instillation of Hope- Students will have hope that they will learn techniques to manage their stress.

2. Universality- through sharing experiences and feelings, students will realize that they are not the only ones suffering from stress that can be triggered by school and home life.

3. Imparting Information- Students will learn from the counselor what the signs and symptoms of stress are, they will learn the side effects, and different stress management techniques.

4. Direct advice- While students will explore different techniques to manage stress, they may also be able to ask for advice for a specific situation. Similarly, they can share with their peers something that has worked for them if they have experienced something similar.

(Yalom, I.D., 1995).

# data[].attributes.body
Sec. 33.005.  COMPREHENSIVE SCHOOL COUNSELING PROGRAMS.
(a)  A school counselor shall work with the school faculty and staff, students, parents, and the community to plan, implement, and evaluate a comprehensive school counseling program that conforms to the most recent edition of the Texas Model for Comprehensive School Counseling Programs developed by the Texas Counseling Association.(b)  The school counselor shall design the program to include:(1)  a guidance curriculum to help students develop their full educational potential, including the student's interests and career objectives;(2)  a responsive services component to intervene on behalf of any student whose immediate personal concerns or problems put the student's continued educational, career, personal, or social development at risk.

# data[].attributes.body
A.7.a. Advocacy When appropriate, counselors advocate at individual, group, institutional, and societal levels to address potential barriers and obstacles that inhibit access and/or the growth and development of clients. A.7.b. Confidentiality and Advocacy Counselors obtain client consent prior to engaging in advocacy efforts on behalf of an identifiable client to improve the provision of services and to work toward removal of systemic barriers or obstacles that inhibit client access, growth, and development.

A.9. Group Work A.9.a. Screening Counselors screen prospective group counseling/therapy participants. To the extent possible, counselors select members whose needs and goals are compatible with the goals of the group, who will not impede the group process, and whose well-being will not be jeopardized by the group experience. A.9.b. Protecting Clients In a group setting, counselors take reasonable precautions to protect clients from physical, emotional, or psychological trauma.

(ACA, 2014)

# data[].attributes.body
References

American Counseling Association. (2014). ACA Code of Ethics. https://www.counseling.org/resources/aca-code-of-ethics.pdf

American School Counselor Association. (2021). ASCA Student Standards: Mindsets and Behaviors for Student Success. Retrieved from https://www.schoolcounselor.org/getmedia/7428a787-a452-4abb-afec-d78ec77870cd/Mindsets-Behaviors.pdf

Cherry, K. (2021, August 11). Leadership Styles and Frameworks You Should Know. Retrieved April 19, 2022 from https://www.verywellmind.com/leadership-styles-2795312

Dallas ISD Counseling Services. (n.d.). Group Counseling Permission Form. Dallas ISD.

Dallas ISD Counseling Services. (n.d.). Referral Request for Group Counseling. Dallas ISD.

Dallas ISD Counseling Services. (n.d.). Parent/legal Guardian/Eligible Student Authorization and Informed Consent. Dallas ISD.

Missouri Professional School Counselors and Counselor Educators. (2015). Professional School Counselor Small Group Counseling Guide: A professional School Counselor’s Guide to Planning, Implementing & Evaluating School-Based Counseling Groups. Retrieved from https://www.missouricareereducation.org/doc/smallgroup/SmallGroupCounseling.pdf

Morganett-Smead, R. (1994). Skills for living, elementary: Group counseling activities for elementary students. Champaign, IL: Research Press

2 Tex. Educ. Code § 33. Subchapter A. School Counselors and Counseling Programs. https://statutes.capitol.texas.gov/Docs/ED/htm/ED.33.htm#33.000

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

# data[].attributes.body
During the last session students will track their stress levels again and compare them to their initial results. For those students that have made a significant improvement, I will ask them what they have done to reduce their stress and for those that may not have improved as much I will ask them to share with the group or individually what they still need to work on.

Once the lesson is over, I will remind students that although the group sessions are over, the information that their peers shared throughout is still confidential and should not be shared. I will remind them that just like they can share private information from their peers, their own information can also easily become public, thus it is important to remember to respect the confidentiality and oath that they signed.

Before saying the official good-bye to the students, I will remind them that I will be following up on their progress a month from the last session to make sure they are keeping up with the techniques they have learned. Afterwards, I will give students the opportunity to shake hands with each member, say good-bye and share something positive about their peers they noticed throughout the sessions.