The group will focus on recognizing the signs of anger, learning techniques to stay calm, and finding healthy ways to express anger. The goal of this group is to empower each student to handle challenging situations with control and confidence. We do this by ensuring each student has the tools to resolve conflicts appropriately and maintain positive relationships.

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

M 2. Sense of acceptance, respect, support and inclusion for self and others in the school environment*

M 3. Positive attitude toward work and learning*

M 4. Self-confidence in ability to succeed*

*(ASCA, 2021).

B-SMS 1. Responsibility for self and actions*

B-SMS 2. Self-discipline and self-control*

B-SMS 6. Ability to identify and overcome barriers*

B-SMS 7. Effective coping skills*

B-SS 4. Empathy*

B-SS 6. Effective collaboration and cooperation skills*

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

B-SS 9. Social maturity and behaviors appropriate to the situation and environment*

*(ASCA, 2021).

American Counseling Association. (2014). 2014 ACA code of ethics. https://www.counseling.org/knowledge-center/ethics

American School Counselor Association (2021). ASCA Student Standards; Mindsets and Behaviors for Student Success. Alexandria, VA: Author.

Cherry, Kendra. (2023). 6 leadership styles and Frameworks. Verywell Mind. https://www.verywellmind.com/leadership-styles-2795312

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.

Morganett, R. S. (1990). Skills for living: Group counseling activities for young adolescents. Chicago: Research

Press.

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

• Email: Send out an email with information about the group's goals, structure, and benefits. Include contact information if they want to nominate student for group.

• School Facebook Page: Post information about the group on the school’s Facebook page. Include contact information if they want to nominate student for group.

Students:

• Classroom Announcements: Share a fun announcement about the group during homeroom and lunch time. Include information on how to contact counselor for consideration.

• Flyers: Put up flyers around the school that highlight the group’s fun activities and the benefits of joining. Include information on how to contact counselor for consideration.

Teachers and Administration Team:

• Email: Send an email with a brief overview of the group, the benefits for students, and how teachers/staff refer students to the group.

• Staff Meeting: Present the program during a staff meeting to explain its benefits and how teachers/staff can refer a student who would benefit.

• Referrals: Anger Avengers is a group for 5th grade boys who struggle with anger management. This is the initial selection criteria, then reviewing referrals from teachers/staff, parents and students is the next step.

• Parental Consent: Once the referrals are reviewed, I would then make parent phone calls to those students who met criteria to obtain verbal consent from parent to speak more to student. IF student was chosen for the group, a written and signed consent would be obtained.

• Individual Student Interviews: Use the "TAP-In" process Tell the student about the group, Ask the student about his level of interest/commitment to the group, Pick participants. (Morganett, 1990). This allows for the student to have a clear understanding of the group and ask questions. Along with decide themselves if they want to be involved or not--some students are not ready to address their needs.

My predetermined rules include:

• No making fun of others

• No cell phones

• Participation is needed

• Keep your hands to yourself

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

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

"The professional school counselor informs students and parents/guardians about the purpose, goals, techniques and rules of the counseling process, including the limitations of confidentiality (ASCA, 2022).

This means that I cannot share any information with teachers/staff unless I am provided consent from parent or permission from student to share. I think that this can be a very grey area for some situations as it could help support the student. There are limitations to confidentiality as well: harm to self, harm to others, abuse/neglect, and court order.

(Yalom, 1995)