The counselor will bring up student difficulties that the student knows the counselor is aware of, such as speaking negatively about self, past expressions of grief regarding family, and incidents that have impacted the student’s conduct grade negatively. The counselor will empathize with the difficulties these factors are causing for the student, let the student know he isn’t alone in these struggles, and provide the hope of solutions and change.

The group components will be described: number of weeks, day and time, number of participants, and specific goals of the group. Counselor will fully explain confidentiality, the exceptions, and the expectations regarding that. Counselor will fully explain expectations for participation, including taking turns speaking, listening, staying on topic, being respectful of differences, and contributing to the group goals. The counselor will ask the student to explain the rules, confidentiality, and the goals back to her and will re-discuss as needed.

The counselor will ask if the student would like to be in the group. The counselor will remind the student that change is the ultimate goal of the group and that the student is in charge of making his own change. Counselor will ask student about openness to learning new methods and creating his own positive change.

(Missouri Professional School Counselors and Counselor Educators, 2015)

To gain consent, each referred student’s guardian is called, and the group purpose is explained. The guardian will either give or deny verbal consent. If the guardian verbally consents, a written consent form is sent home.

The group will decide what system they’d like for taking turns to speak. The leader will have two options available (raising hand or having a speaking object) for the group to choose from rather than letting the group brainstorm and potentially be silly or get off track.

Students will be reminded of their commitment to confidentiality but will also be advised to not share anything they wouldn’t want heard on the playground. The initial activities listed in the group plan will hopefully give a sense of universality and bonding.

Stage 2: 
Having detailed lesson plans will be beneficial to keeping this group on track. The activities are psycho-education and discussion-based, but there can not be much freedom to sidetrack with a group of students who are skilled at that. These students will benefit from structure and routine. When students are retrieved from class, the leader can remind them of basic behavior expectations before bringing the group to meet. Checking in on student success with behavior is built into each week in the plan. The leader will also visit with the teachers for further feedback. A big emphasis will be put on successes of any size. The successes will be celebrated as a group in a method of the group's choice (applause or snaps). Students need to believe the group is successful to be invested in it (Missouri Professional School Counselors and Counselor Educators, 2015).


Stage 3:

Each week will begin with a statement such as “We’re on week three of six. How many more meetings do we have?” to add predictability. Review of material previously learned and regular check-ins on progress are built into each week’s plan. As part of closure, the “How I’ve Grown” activity allows for reiteration of the growth made. The group will conclude right before the semester ends, but members will be followed up with individually in the spring semester.

B-PA 2 Identify gaps in achievement, attendance, discipline, opportunity and resources

(American School Counselor Association, 2019)

These standards will help justify spending time on a needed group. It is explicitly stated that small groups are part of the counselor’s duties and that these particular topics and skills are appropriate. As noted in a previous slide, the group includes working on ASCA Student Mindsets and Behaviors.

 

American School Counselor Association. (2019) ASCA school counselor professional standards and competencies. Alexandria, VA: Author.

 

American School Counselor Association. (2021). ASCA student standards: Mindsets and behaviors for student success. Alexandria, VA: Author.

 

Garcia, G. (2016). Listening to my body. Skinned Knee Publishing.

 

John, J. & Oswald, P. (2020). The good egg. Scholastic.

 

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 Comprehensive Guidance and Counseling Program.

 

Victoria ISD. FFEA — Counseling and mental health: Counseling (2020). https://pol.tasb.org/PolicyOnline/PolicyDetails?key=1191&code=FFEA

 

WGU Texas. (2020, April 23). What is authentic leadership? WGU Blog https://www.wgu.edu/blog/what-is-authentic-leadership2004.html#close

 

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