M2. Self-belief in capability to perform.

M5. Faith in working abilities to highest extent to get high quality results and outcomes.

Behaviors:

B-SMS 2. Be self-disciplined and self-control.

B-SMS 7. Show good coping skills in the presence of a problem.

B-LS 3. Apply time-management, study, and organizational skills.

B-SS 2. Form good and constructive relationships with other students.

(Adapted from ASCA Mindsets & Behaviors for Student Success, 2014)

-Discuss in a faculty meeting with teachers and employees.

-Place a flyer in the counseling office.

-Announce during daily announcements.

-Make personal invitations or referral forms to parents, teachers and administrators.

-Place information in faculty work rooms and mailboxes.

Ready Assessment: The willingness, motivation and emotional readiness will be assessed by using a short interview and stress self-report questionnaire.

Format: Individual meetings with the school counselor will be used because it will establish rapport and make sure that it is appropriate.

Purpose: To ensure that the participants are interested, emotionally prepared and will benefit from the group dynamics.

Procedure: Informed consent form will be filled by parents; assent form will be signed by the students who will attest to their knowledge of the objective of the group they will participate in and the restrictions of the confidentiality.

Group-Determined Rules: The students will work together to contribute towards expectations e.g. how they will share time or solve disagreements.

Resource Use: I am going to give the Participant Guidelines and Ground Rules sheet in written form to be reviewed and signed at the first session.

-Create trust with icebreakers and journaling.

-Formulate group rules, such as confidentiality boundaries.

Stage 2 - Working:

-Monitor by weekly check-ins and exit slips.

-Emphasize cohesion by using group work (mindfulness, role-play, affirmations).

Stage 3 - Closure:

-Finish up with a reflection activity and a Stress Survival Kit.

-Discuss on-going confidentiality.

-Provide follow up check-in opportunities to alleviate abandonment.

Rationale: This will promote the sense of student ownership of the learning process, although counselor guidance is still being provided.

Advantage: Best applied to high school students - a balance between a structured approach and peer-based support.

Installation of Hope: Witnessing peer success will encourage members to feel that they can also cope.

Interpersonal Learning: Relationship and communication skills are acquired through peer communication.

Cohesiveness: When peers are supportive, trust and intention to share is encouraged.

-Confidentiality is a professional responsibility as dictated by American School Counselor Association (ASCA) Ethical Standards, although there are exceptions that are to be discussed (e.g. danger to self/others, abuse).

-Students will be advised of the expectation for confidentiality when using groups, although not a guarantee.

-Promotes ethical practice by keeping students safe and protecting them.

-Prerequisite to school policy and American School Counselor Association (ASCA) standards.

-Makes sure parents/guardians know about group purpose, risks and benefits.

-Insures the counselor both legally and ethically and creates trust with the families.