These include:

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

2. Sense of acceptance, respect, support and inclusion for self and others in the school (group) environment (M-2).

3. Self Confidence in the ability to succeed (M-4).

(American School Counselor Association [ASCA], n.d.)

1. Responsibility for self and actions (B-SMS-1)

2. Self-discipline and self-control (B-SMS-2)

3. Ability to identify and overcome barriers (B-SMS-6)

4. Effective coping skills (B-SMS-7)

5. Personal safety skills (B-SMS-9)

6. Advocacy skills for self and others and ability to assert self, when necessary (B-SS-8)

   (ASCA, 2016)

Through the justice involved program at the local mental health authority, the jail transition case manager will verify the mental health diagnosis that led the potential participant to be involved with the case manager initially. This will help case manager to identify eligibility; from those participants the case manager will identify potential participants to invite to be screened for the group.

Informing Potential Participants

Through the jail transition case manager program, the potential participants will receive the following information to help them decide if they would be interested in participating:

1. Group Topic

2. The goals and objectives of the group

3. How this will be accomplished

4. Who is eligible to participate and that the group will have eight members, a facilitator, and a co-facilitator.

5. How they are eligible to be a potential candidate for the group.

6. Participants will be informed that their participation is voluntary. That the group will be c when they are aware that they will be released from jail within the next 30 days.

7. Participants will be given the expectations for attendance, confidentially, limits to confidentiality and informed consent.

8. Participants will be given information about group dynamics and the importance of participation, respect and valuing others lived experiences.

Identifying Participant interest

The jail case manager will identify participant readiness and interest through the following:

1. Request that the participant explains their understanding of the group’s purpose, goals, objective, rules, confidentiality, and expectations.

2. Ask if they have any questions about the group.

3. Ask them to identify how they feel that they will benefit from the group.

4. Determine the participants level of commitment to attend and participate in the group.

5. Ask potential participants to identify any conflicts, concerns, or hesitations that they may have in joining the group.

6. What is their reason for wanting to join the group, or not wanting to join?

7. On a scale of 1-5, how motivated are they to engage in the counseling group?

Selecting the members

The facilitator will determine the participants by evaluating the information. The facilitator will identify those that are most willing and eager to attend while considering the following:

1. What is their reason for wanting to attend?

2. Will they be able to apply the group to future decisions and reduce criminal involvement?

3. Will their participation improve the experience or hinder the experience of other participants?

4. Are they someone that has been able to be open with their feelings and respectful in prior conversation with the case manager or others?

5. On a scale of 1-5, how motivated are they to engage in the group?

6. Will their participation contribute to group dynamics?

(Missouri Professional School Counselors and Counselor Educators, 2015).

(UC Irvine Office of Research, 2024)

For GRITT, the following ground rules are designed to foster a safe, supportive, and respectful group setting for all participants. Rules 1-5 are pre-established rules. The remaining rules will be reviewed by the group in the initial session; modifications and/or additional rules may be established by the group as needed.

1. Confidentiality

   1. What is shared in this group, stays in this group.

      1. Exceptions include danger to self or others, child/elderly abuse or court orders.

2. Safety

   1. Keep the group space physically and emotionally safe.

   2. No violence, threats, name calling or intimidation.

   3. Notify facilitator if you need a break

3. Respect

   1. Do not speak over others

   2. Allow others time to speak

   3. No interrupting

   4. Use active listening

   5. Use "I" statements

   6. Speak to each other respectfully

   7. No mocking or judgement

   8. Respect time for session sections

   9. Be on time

4. Boundaries

   1. Respect personal space

   2. Avoid giving advice

   3. No discussing of illegal activity or incriminating details

5. No Substance Use

   1. Sessions and facilities are substance and tobacco-free

   2. If you arrive under the influence, you will respectfully be asked to leave.

6. Participation

   1. Attend consistently

   2. Be honest

   3. Be as open as you feel comfortable doing so.

   4. Group engagement is encouraged, but not required.

7. Self-Care

   1. Take breaks if feeling overwhelmed

   2. Use techniques taught in session

   3. Inform facilitator if you need to step out

8. Commitment

   1. Be willing to try new coping skills

   2. Participate in sessions and homework.

   3. Respect the process

(Missouri Professional School Counselors and Counselor Educators, 2015)

Ensuring that dominating voices are not compromising the sessions and allowing those that a quiet to have some time will help to improve participation. Role-playing and peer support activities will help to reinforce collaboration and mutual encouragement, promoting a more cohesive group environment.

Check-ins addressing how the last session may have influenced their behaviors between the last session, and the current session will help to track emotional engagement, dedication to the material and monitor progress. Helping participants reflect on what is working for them and what they could change will help them reflect on their needs.

Through informal observation and openness, group cohesion will help to inform, and adjustments needed for facilitation. Pre and Post assessments will also help to measure progress.

(Missouri Professional School Counselors and Counselor Educators, 2015)

Normalizing feelings of mixed emotions that result from the closing of the group will be processed. Participants will be allowed and encouraged to share their feelings and reflect on the coping skills and knowledge that they can continue to utilize beyond this group.

A follow-up plan may be developed for participants that feel abandoned by the group closure. This plan may include referrals to ongoing services, individual counseling, support groups, or any resources that participants need.

During the final session, I will review and reinforce participants' responsibility to maintain after the group sessions have ceased.

(Missouri Professional School Counselors and Counselor Educators, 2015)

Using this style will be the best fit for justice-involved women that have lived experiences of having their power and voice taken from them. Using a leadership style that promotes shared decision-making, values diverse perspectives, and fosters environments that emphasize peer support, will lead to lasting results.

(Cherry, 2023)

1. Universality - Participants will identify with each other and recognize that they are not alone in their experiences of trauma, anxiety, depression, or re-entry to the community after incarceration. This will help them to reduce feelings of shame and isolation.

2. Altruism - Participants may experience healing through supporting one another, offering encouragement, and validating shared struggles. Helping others can be empowering for women who have often been placed in disempowered roles.

3. Instillation of Hope - Seeing peers progress, share coping skills, and make positive changes can foster hope that recovery and growth are possible for each participant.

4. Group Cohesion - As trust builds, members may feel a powerful sense of belonging, acceptance, and support. This cohesion is often a healing contrast to the isolation and rejection they may have experienced in other areas of life.

(Yalom, 1995)

How It Supports My Role:
As a licensed professional counselor, ensuring informed consent demonstrates respect for client autonomy and helps foster trust. It also provides legal protection and establishes clear expectations, which is crucial when working with justice-involved or vulnerable populations.

Application to Group Counseling:

• Participants must be informed about the purpose, goals, and risks of the group counseling.

• Participants should understand the limits of confidentiality, with emphasis on informing them that confidentiality cannot be completely guaranteed among peers.

• This must be documented by written consent before participation begins.

(American Counseling Association [ACA], 2014)

How It Supports My Role:
As a professional counselor, balancing confidentiality with legal obligations helps create a safe space for clients while also protecting vulnerable individuals from harm. This requirement ensures I uphold ethical standards, comply with state law, and safeguard the welfare of both clients and the community.

Application to Group Counseling:

• Participants must be educated about both the expectation of confidentiality and its limits.

• Counselors are legally and ethically bound to break confidentiality if there is imminent risk of harm or abuse.

• Maintaining confidentiality is fundamental to establishing trust within group sessions.

(ACA, 2014; American School Counselor Association, 2016)

American School Counselor Association. (2016). ASCA Ethical Standards for School Counselors. Alexandria, VA.

Cherry, K. (2023). How to Lead: 6 Leadership Styles and Frameworks. Verywell Mind. https://www.verywellmind.com/leadership-styles-2795312

Copeland, M. (2011). Wellness Recovery Action Plan. Peach Press.

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.

Texas State Board of Examiners of Professional Counselors. (2023). Texas Administrative Code, Title 22, Part 30, Rule §681.41. https://texas-sos.appianportalsgov.com/rules-and-meetings?interface=LANDING_PAGE

University of California, Irvine. (n.d.). Drafting the informed consent form. UCI Office of Research. https://research.uci.edu/human-research-protections/subject-enrollment/informed-consent/drafting-the-informed-consent-form/

Yalom, I.D. (1995). The Theory and Practice of Group Psychotherapy (4th ed.). New York: Basic Books.