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

2. M 2 - Self-confidence in one's ability to succeed and adapt to life changes.

3. M 3 - Sense of belonging in the school environment and other supportive communities.

4. M 5 - Belief in using abilities to their fullest to achieve high-quality results.

5. M 6 - Understanding that one's actions impact others and the broader community.

Behaviors

6. B-LS 3 - Use time-management, organizational skills to manage emotions and responsibilities.

7. B-LS 7 - Identify and apply coping strategies for managing stress and emotional challenges.

8. B-SMS 2 - Demonstrate self-discipline and self-control when coping with grief and change.

9. B-SMS 6 - Demonstrate ability to overcome barriers and preserve through difficult situations.

10. B-SMS 7 - Use coping skills to manage emotions in healthy ways.

11. B-SMS 1 - Use effective communication skills to express feelings, needs, and concerns.

12. B-SS 2 - Create positive and supportive relationships with peers and adults.

13. B-SS 4 - Demonstrate empathy and understanding toward others experiencing similar challenges.

14. B-SS 5 - Demonstrate ethical decision-making and social responsibility in interactions.

15. B-SS 9 - Demonstrate social maturity and behaviors appropriate to the situation and environment.

    
    

    (ASCA student standards: Mindsets & Behaviors for Student Success )

1. Parents/Guardians:

   1. parent letters & Flyers: send home a letter with details about the group. Confidentiality and support will be emphasized in this letter.

   2. Email & Phone Calls: Direct outreach to parents of students who may benefit from the group.

2. Students:

   1. Posters and Flyers will be placed in high-traffic areas like hallways, the counseling office, and library.

   2. Counselor One-on-One Outreach

   3. Student Referral Forms- will provide a confidential way for students to express joining.

3. Teachers & Staff:

   1. Staff Meetings-give a brief presentation about the group and how teachers can help identify students in need.

   2. Email Announcement

   3. Google Doc Referral Forms

4. Administrators:

   1. Proposal Meeting-present the group's goals, expected outcomes, and how it aligns with student well-being initiatives.

   2. Data Report-share research or past success stories from similar groups to justify its need.

1. Personal Invitation-One-on-one meetings to privately meet with students who may benefit and explain the group.

2. Referral Process- students will be provided with an option to express interest in a confidential manner (QR code and paper form). Teachers will also be able to recommend students privately through a google doc referral. Parents who notice their child struggling can also request participation.

3. Parent Communication- letters and emails home will inform parents about this group's purpose and benefits. Parent-teacher conferences will also be utilized.

Assess Participant Readiness:

1. Pre-Group Screening-short, private meeting with the student to help gauge their emotional state and willingness to participate.

2. Parent/Guardian Input-consent forms, parents can share concerns about their child's emotions and behaviors.

3. Self-Assessment Questionnaire-survey to help students reflect on their emotions and gauge their readiness.

Participants will be screen individually rather than as a group. This will ensure confidentiality and comfort of student sharing their feelings while avoiding influence by the group.

1. Purpose of the Group

2. Frequency and Duration

3. Confidentiality Guidelines

4. Voluntary Participation

Student Assent - even with parent consent, the student must also agree to participate in Healing Together.

1. Confidentiality

2. Respect Each Other

3. One Person Speaks at a Time

4. Participant is Encouraged, but not Forced

5. No Giving Unwanted Advice or Trying to Solve Other's Problems

6. Use "I" Statements

7. No Gossiping About Group Members

8. Respect Different Coping Styles

9. Attendance and Commitment-attend regularly but communicate if you need to miss.

10. No Disruptive Behavior

Establishing relationships and trust in Healing Together will be very important.

1. Establish a Safe and Supportive Environment.

2. Start with Icebreakers and Check-Ins.

3. Encourage Personal Sharing at Their Comfort Level.

4. Use Team-Building and Interactive Activities.

5. Encourage Peer Support and Empathy

6. Be Consistent and Patient.

Group norms create a safe, structured, and supportive environment. At the first meeting of Healing Together, the norms will be explained to create a respectful and trusting space. Healing Together is a place of support, not judgement. Confidentiality limits will be clearly established from the very beginning.

1. Set the Expectation Up Front.

2. Include Confidentiality and Group Norms.

3. Reiterate Confidentiality Throughout the Group.

Stage 2:

To ensure that participants in Healing Together remain engaged and moving towards our learning outcomes, the following strategies will be used:

1. Establish Clear Goals and Expectations.

2. Maintain a Structured and Flexible Agenda.

3. Address Challenges Proactively.

4. Reflect on Progress and Adjust as Needed.

5. Celebrate Growth and End with Intention.

Mid-Group Reflection Surveys will be conducted with participants to assess group effectiveness and allow for adjustments as needed.

Stage 3:

Healing Together Plan for Closure:

1. Prepare for Closure in Advance-introduce the concept of closure at least 2-3 sessions in advance before the final meeting.

2. Final Session Structure

   1. Welcome and Emotional Check-In

   2. Reflecting on Growth

   3. Sharing and Acknowledgement

   4. Looking Forward

   5. Closing Ritual and Goodbye

3. Post-Closure Follow-Up-offer individual check-ins for students who may need extra support after the group ends. A follow-up meeting a few weeks later with encouragement and reminders or resources.

1. Collaborative and Inclusive

2. Empowering

3. Supportive Environment

4. Flexibility

A participative leadership style promotes healing through collaboration.

1. Universality: Students realize they are not alone in their experiences of grief or divorce. Hearing others share similar feelings reduces their sense of isolation.

2. Instillation of Hope: Witnessing others cope with our progress through similar challenges can inspire hope in students who are struggling with their own situations.

3. Altruism: Helping others in the group by offering support, advice, or listening can give students a sense of purpose and boost their self-esteem.

4. Imparting Information: Counselors provide psychoeducation about grief, coping mechanisms, and the emotional impact of divorce, which helps students understand their feelings better and learn coping strategies.

5. Group Cohesiveness: Over time, students develop a sense of belonging and connection within the group.

6. Catharsis: Expressing deep emotions related to grief or divorce can be a powerful release for students, helping them process and begin to heal.

7. Existential Factors: Students may reflect on life's challenges, loss, and change, which can foster personal growth and acceptance of their situations.

8. Development of Socializing Techniques: The group offers a safe environment for students to practice communication, empathy, and emotional expression, which can improve their social skills.

9. Imitative Behavior: Students may model the coping behaviors and emotional expressions of others in the group, learning healthier ways to deal with their own family change.

10. Interpersonal Learning: Group members receive feedback from peers and counselors, helping them understand how their behaviors and emotions affect themselves and others.

Parent Consent: School counselors must obtain written consent from a student's parent or legal guardian before the student can participate in group counseling sessions. This ensures that parents are informed and agree to their child's involvement in such activities.

Adhering to these requirements helps ensure that group counseling sessions are conducted legally and ethically, fostering a safe and supportive environment for students.

Confidentiality: While the Texas Education Code doesn't explicitly detail confidentiality requirements, school counselors are ethically obligated to maintain the confidentiality of information shared during counseling sessions, including group counseling. This obligation is outlined in the American School Counselor Association (ASCA) Ethical Standards, which emphasize the importance of respecting students' privacy rights.

Adhering to these requirements helps ensure that group counseling sessions are conducted legally and ethically, fostering a safe and supportive environment for students.

Texas Administrative Code, Texas State Board Examiners of Professional Counselors Chapter 239 Subchapter A

Texas Education Code, Title 2, Subtitle E, Chapter 26, Section 26.003. (2021). Parental Involvement.

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