Topics include Building Responsibility and Routine, which helps students design and follow home schedules to prepare for school; School Connection, which develops social skills, friendships, and awareness of school opportunities; and Problem-Solving, which strengthens conflict resolution, stress management, and emotional regulation strategies.

Together, these areas equip students with practical tools to improve outlook, consistency, and engagement in school.

After successful completion in the group, students will demonstrate the following ASCA mindsets and behaviors:

Mindset Standards (M)

• M 1: Belief in development of whole self, including balance and well-being

• M 2: Sense of acceptance, respect, support, and inclusion for self and others

• M 3: Positive attitude toward work and learning

• M 4: Self-confidence in ability to succeed

• M 5: Belief in using abilities to achieve high-quality results and outcomes

Behavior Standards (B)

Learning Strategies (B-LS)

• B-LS 3: Time management, organizational, and study skills

• B-LS 7: Long- and short-term academic, career, and social/emotional goals

• B-LS 9: Decision-making informed by evidence and perspectives

Self-Management Skills (B-SMS)

• B-SMS 1: Responsibility for self and actions

• B-SMS 5: Perseverance to achieve long- and short-term goals

• B-SMS 6: Ability to identify and overcome barriers

• B-SMS 7: Effective coping skills

• B-SMS 10: Ability to manage transitions and adapt to change

Social Skills (B-SS)

• B-SS 2: Positive, respectful, and supportive relationships with peers

• B-SS 3: Positive relationships with adults to support success

• B-SS 6: Effective collaboration and cooperation skills

We use the following methods to share information about Count Me In with specific audiences:

Parents & Guardians: Selected families receive an informational letter and consent form, with follow-up emails or calls to confirm participation.

Students: The counselor personally invites selected students and explains the group’s purpose in a supportive, age-appropriate way.

Teachers: Teachers receive group details and schedules at a faculty meeting and through reminder emails to reduce classroom conflicts.

Administrators & Counselors: Administrators and counseling teams (including Communities in Schools) receive updates through direct meetings, email reports, and program updates.

In each meeting, the counselor will explain the group’s purpose and expectations while assessing the student’s readiness, interest, and compliance. Using the T-A-P method (Tell, Ask, Pick), the counselor will confirm understanding and motivation to ensure members can benefit from and contribute to the group. Final selection will rely on attendance data and demonstrated readiness, while students not selected will receive alternative supports (Missouri Professional School Counselors & Counselor Educators, 2015).

In alignment with best practice, the counselor will avoid placing siblings or close relatives in the same group and will exclude students whose behaviors, such as aggression or extreme shyness, could limit the benefit of the group. Students who have experienced recent trauma or crisis are not selected; their needs will be met in a different setting (Missouri Professional School Counselors & Counselor Educators, 2015).

Parents and guardians of selected students will receive the informed consent form in advance, giving them time to ask questions, meet with the counselor to look at the lessons, and understand the expected student outcomes.

• Respecting confidentiality

• Using respectful language

• Listening without interruption

• Arriving on time

  
  

A talking stick (or similar object) signals whose turn it is to speak, so everyone shares without interruption. The counselor will teach members how to use simple silent hand signals to show connection or agreement with a peer’s comment. These strategies reduce blurting and encourage active listening and respect.

The counselor removes any student who breaks confidentiality, intentionally uses hurtful language, or makes others feel unsafe.

Students are required to show consistent effort, as explained during screening. At times, they may complete short take-home activities and return prepared for the next session.

Students help shape additional rules, such as ways to manage disagreements or encourage one another, which builds a sense of ownership. At each meeting, the group posts and reviews the rules to stay consistent and accountable (Missouri Professional School Counselors & Counselor Educators, 2015).

At the beginning of Count Me In, the counselor will focus on creating a supportive environment where students feel safe to share. Building this type of space will begin with icebreaker activities and structured introductions that encourage students to talk about their interests, strengths, and goals for attending school more consistently. Group norms will be developed collaboratively with members to ensure ownership and buy-in. Norms will include respect, confidentiality, listening without interruption, and completing take-home assignments. To support trust and respectful communication, the group will use a talking stick to signal whose turn it is to speak and teach silent hand signals to show agreement or connection with a peer without interrupting.

The counselor will openly address confidentiality from the start. The counselor explains that all members must respect confidentiality, but no one can fully guarantee it outside the group.

Students will also learn about mandated reporting laws, so they understand the counselor’s ethical responsibility to act when safety concerns arise. The counselor will allow students to ask questions so they understand the limitations. By discussing confidentiality limits directly, students will better understand boundaries and expectations (Missouri Professional School Counselors & Counselor Educators, 2015).

Stage 2: Cohesion and Productive Work

During the middle stage, the group maintains cohesion while actively working toward the Student Learning Outcomes. The counselor structures lessons sequentially to build responsibility and routines, foster school connections, and develop problem-solving skills. Each session begins with a brief check-in where students reflect on their attendance, successes, or challenges since the last meeting. These check-ins allow the counselor to gauge progress and promote accountability among students.

The counselor reinforces group norms, celebrates small successes (students can cheer each other on or use encouraging words to students who are struggling), and connects activities directly to students’ real-life experiences to keep members engaged. The group participates in cooperative activities and role-plays that help them apply skills like conflict resolution and emotional regulation in a supportive setting. The counselor monitors progress informally through student participation and formally through pre- and post-assessments that measure changes in attendance, attitudes, and behaviors (Missouri Professional School Counselors & Counselor Educators, 2015).

Stage 3: Group Closure

In the final stage, the counselor helps students reflect on their growth and prepare to use their new skills independently. The group reviews key lessons and identifies strategies they can apply outside the group. Students complete reflection worksheets, participate in discussions about successes, and create an “attendance action plan” for ongoing consistency. The counselor guides students in practicing how to seek help and maintain motivation after the group ends.

The counselor monitors students’ emotions during closure and provides space to process feelings about the group ending. The group celebrates accomplishments and builds confidence as members transition out. The counselor reinforces confidentiality as an ongoing responsibility, even after sessions conclude. To support continuity, the counselor schedules a follow-up meeting 4–6 weeks later so students can share progress, revisit challenges, and re-commit to positive habits (Missouri Professional School Counselors & Counselor Educators, 2015).

At the same time, transformational leadership supports strong one-on-one relationships, motivating students individually and helping them connect personal goals with group outcomes. This balance allows the counselor to honor each student’s unique needs while building group unity and support (Cherry, 2023b).

During a Count Me In session, the counselor may see the following therapeutic factors by Irvin Yalom:

• Universality: Students realize they are not alone in struggling with attendance and may discover shared challenges with their peers.

• Altruism: With support from the counselor, students encourage one another, share tips, and celebrate progress.

• Imitative Behavior: Students who demonstrate positive change can inspire others to adopt similar habits.

• Catharsis: Some students may recognize patterns in their schedules that contribute to tardiness or absences, leading to new insights.

• Direct Advice: Members can exchange practical strategies for routines, school connections, and problem-solving.

• Interpersonal Learning: Students build social skills, practice respectful communication, and learn how their behaviors affect others.

How does SB 12 affect Count Me In?

The counselor must obtain written parental consent before administering any mental health-related screenings, questionnaires, or treatments in the group. One of the goals of Count Me In is to build students' positive outlook on school. It would require asking students how they feel about coming to school every day and tracking their responses throughout the sessions.

The services and lessons given in the group will already be explained to parents and guardians as part of the consent form and process.

SB 12 also restricts Diversity, Equity, and Inclusion (DEI) practices. According to Texas AFT (2025), this bill "...prohibits instruction, guidance, or activities regarding sexual orientation or gender identity at any grade level, codifying what is widely referred to as a “Don’t Say Gay” provision" (para. 4).

This explanation means the counselor would need to avoid including any activities or statements that could be interpreted as imposing DEI duties.

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

Cherry, K. (2023a, August 28). What is democratic leadership? Verywell Mind. https://www.verywellmind.com/what-is-democratic-leadership-2795315

Cherry, K. (2023b, September 26). What is transformational leadership? Verywell Mind. https://www.verywellmind.com/what-is-transformational-leadership-2795313

Missouri Professional School Counselors and Counselor Educators. (2015). Professional school counselor small group counseling guide: A professional school counselor’s guide to planning, implementing, and evaluating school-based counseling groups. Missouri Department of Elementary and Secondary Education.

Texas AFT. (2025, September 5). SB 12: The “Parents” Bill of Rights’ deep dive. Texas AFT. https://www.texasaft.org/government/tea/sb-12-the-parents-bill-of-rights-deep-dive/

Texas Education Agency. (2018). The Texas model for comprehensive school counseling programs (5th ed.). Texas Counseling Association. https://tea.texas.gov/sites/default/files/Pub_2018_Texas-Model _5th-Edition.pdf

Texas Education Code §§ 33.005–33.006 (West 2023).