To build relationships and trust within the Healing Hearts group, I will focus on creating a warm, respectful, and emotionally safe environment from the very first session. Trust will be built through consistent routines, supportive interactions, and age-appropriate activities that encourage sharing, empathy, and teamwork. I will model active listening, validation, and nonjudgmental responses to set the tone for how group members should treat one another. Group norms will be established collaboratively during the first session, starting with a few non-negotiable rules I introduce—such as respecting others’ feelings, listening without interrupting, and keeping group discussions private. Then, I will guide the children in helping to create additional rules together, giving them a sense of ownership and responsibility.

When discussing confidentiality, I will explain in child-friendly language that what is shared in group is private and should stay within the group, unless someone is being hurt, wants to hurt themselves, or wants to hurt someone else. I will clearly explain that while we expect everyone to keep each other’s stories private, we cannot promise that other group members will always keep those secrets. I will emphasize the importance of respect and trust and remind students that while confidentiality is expected, it cannot be guaranteed because children cannot be held legally responsible for keeping information private. This discussion will be revisited regularly, especially if any issues arise, to reinforce the group’s commitment to emotional safety and respectful behavior.

Stage 2:

To keep Healing Hearts group members working cohesively and productively throughout the sessions, I will implement structured routines, engaging activities, and consistent group rituals that reinforce a sense of safety, belonging, and shared purpose. Each session will follow a predictable format such as a check-in, skill-building activity, discussion, and a closing reflection, which helps children feel secure and focused. Activities will be interactive and age-appropriate, promoting cooperation, empathy, and communication skills aligned with our learning outcomes. I will also use visual aids, emotion charts, and group games to maintain engagement and reinforce group norms.

To monitor individual and group progress, I will conduct regular informal check-ins through feelings check-ins at the start of each session, observation of group dynamics, and reflective prompts or exit tickets at the end of sessions. Additionally, I will use brief one-on-one check-ins as needed to assess emotional well-being and readiness to participate. Progress will be evaluated based on students’ use of coping skills, emotional expression, and peer interactions, all tied back to the group’s goals and ASCA Mindsets & Behaviors. This ongoing monitoring ensures that each child is supported and that the group continues moving toward meaningful emotional and behavioral growth.

Stage 3:

For the closure of the Healing Hearts group, I will implement a thoughtful, supportive process designed to help members reflect on their growth, celebrate their accomplishments, and transition smoothly out of the group. During the final sessions, I will begin preparing students for the ending by discussing the concept of closure in child-friendly terms and encouraging them to share their feelings about the group concluding. To explore these emotions, we will use structured activities such as memory books, group art projects, or affirmation circles where students can express what they’ve learned and how they’ve grown. I will also guide the group in identifying coping strategies they can continue to use and people they can turn to for support after the group ends.

To reduce feelings of abandonment, I will emphasize the ongoing support available through individual counseling or check-ins, and I will schedule a follow-up meeting a few weeks after the group ends to reconnect, check on progress, and offer encouragement. This follow-up supports continued growth and reminds students they are not alone (Corey, Corey, & Corey, 2018). In our final session, I will revisit the importance of confidentiality, reinforcing that even though the group is ending, respecting each other’s privacy remains a permanent expectation. I will explain that the stories shared in group are not meant to be repeated outside of it and that honoring this trust shows respect and care for each other.

Legal/Ethical Requirement:
According to the Texas Education Code §33.003 and ASCA Ethical Standards (2016), school counselors must protect the confidentiality of students within the limits of the law. In group settings, counselors must also emphasize the expectation—but not the guarantee—of confidentiality among group members.

How This Supports the Counselor’s Role:
This requirement ensures that students feel safe sharing personal experiences in group counseling. By establishing and regularly reinforcing confidentiality expectations, counselors create a trusting environment where students can express themselves openly. It also helps set clear boundaries and educates students on the importance of respecting peers’ privacy, promoting emotional safety and ethical practice

Legal/Ethical Requirement:
Per Texas Administrative Code §681.41 and the ASGW Best Practice Guidelines (2008), counselors are required to obtain informed consent from parents or guardians before including minors in group counseling. Additionally, counselors should seek assent from the child, ensuring they understand the group’s purpose and agree to participate.

How This Supports the Counselor’s Role:
Informed consent protects the rights of both the student and the parent, ensuring transparency about the group’s goals, structure, and potential risks. Gaining student assent also respects the child’s autonomy and comfort level. These practices build trust, clarify expectations, and demonstrate ethical responsibility, helping counselors maintain professionalism and accountability in their work.

Corey, G., Corey, M. S., & Corey, C. (2018). Groups: Process and Practice (10th ed.). Cengage Learning.

Yalom, I. D., & Leszcz, M. (2020). The theory and practice of group psychotherapy (6th ed.). Basic Books.

American Counseling Association. (2014). ACA code of ethics.