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 M 5. Belief in using abilities to their fullest to achieve high-quality results and outcomes

Rangers Rising Above: ASCA Behavior Standards

Learning Strategies:

B-LS 1. Critical thinking skills to make informed decisions

B-LS 2. Creative approach to learning, tasks and problem solving

B-LS 7. Long- and short-term academic, career and social/emotional goals

B-LS 9. Decision-making informed by gathering evidence, getting others’ perspectives and recognizing personal bias

B-LS 10. Participation in enrichment and extracurricular activities

Self-Management Skills:

B-SMS 1. Responsibility for self and actions

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

B-SMS 4. Delayed gratification for long-term rewards

B-SMS 5. Perseverance to achieve longand short-term goals

B-SMS 6. Ability to identify and overcome barriers

B-SMS 7. Effective coping skills

B-SMS 9. Personal safety skills

B-SMS 10. Ability to manage transitions and adapt to change

Social Skills:

B-SS 1. Effective oral and written communication skills and listening skills

B-SS 2. Positive, respectful and supportive relationships with students who are similar to and different from them

B-SS 5. Ethical decision-making and social responsibility

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

Participation in the group will be evaluated by attendance and how active the athlete is in the group meetings The LPC will report levels of involvement to the Athletic Director and Coaches.

1. All group members understand and respect confidentiality. a. Professional School Counselor b. Group members

2. One person speaks at a time.

3. Everyone has an opportunity to participate and share.

4. Use only respectful words and responses

5. All group members will treat each other with respect.

6. Make every effort to be on time

7. All group members are encouraged to actively participate

8. Group members have the right to pass on an issue

9. Group members will be encouraged to have an open mind and accept where other group members are in their development.

10. Group members will have the opportunity to develop other guidelines.

(Missouri Professional School Counselors and Counselor Educators, 2015, 26)

Stage 1: Getting acquainted/setting norms/building trust: Participants find their places and grow to trust themselves, each other and the leader. Psychological safety and connections are two keys to building trust. Conflict may precede trust, which may be demonstrated by “acting-out” or testing the leader as part of the process in the first stage.

Stage 1 is sometimes called the “Storming/Norming Stage.”

(Missouri Professional School Counselors and Counselor Educators, 2015, 7)

Rangers Rising Above- Stage 1 Plan:

1.) How do you plan to build relationships and trust between group members and yourself?  The group will participate in icebreaker sessions at the beginning of every session. This will allow the group to get to know one another and build relationships and trust.

How will group norms be established?

Group norms will be established through ground rules and acceptance of participants thoughts and emotions.

How will you address limits of confidentially within the group and establish that confidentiality cannot be guaranteed, even though it is an expectation (i.e., limits to confidentiality, Are others responsible for keeping my secrets?, etc.)?

There will be limits on confidentiality, the group will meet in a private location on campus in a room with no windows. We will agree to keep information confidential at the beginning of every session.

Stage 2: Working together to accomplish individual and group goals. Two keys to accomplishing goals are valuing self and others, and believing the group will make a difference. Cohesiveness and productivity have been established.

Stage 2 is sometimes called the “Performing Stage.”

(Missouri Professional School Counselors and Counselor Educators, 2015)

How do you plan to keep your members working cohesively and productively as you progress through each session towards your learning outcomes?

Every group participant is expected to be honest, actively participate, listen, be respectful, and give / receive personal advice to other group members.

How will you check in with group members to gauge progress throughout the group?

Assessments discussed in prior slides will be used.

Stage 3- Ending the Group: Closure is attained by reflecting on individual and group accomplishments. Plans for future growth are enhanced by projecting independent application of knowledge and skills gained as well as identifying supports to sustain changes.

Stage 3 is sometimes called the “Mourning Stage” because the group members mourn the loss of the group.

(Missouri Professional School Counselors and Counselor Educators, 2015)

What is your plan for group closure?

The group will close at the end of the 16 week semester. Participants will be well informed of the ending date of the therapy group.

If struggling, participants can request individual counseling sessions at any point while enrolled in courses at Ranger College.

Confidentiality factors will be discussed with each participant and agreed upon during the exit interview and assessment.

Transformational Leadership is the style of leadership that I feel will work well with the Rangers Rising Above Self-Help Support Group. I will be energetic in leading the meetings while expecting active participation and input from all members.

Why do you feel that approach would work best with this specific population?

I feel like working with athletes will require energy and treating the group as a team sport. I will guide or coach the group while all members actively work together to grow and support one another.

Universality: members might feel united in their shared experiences as students, athletes and substance use and abuse.

Imparting of Information: The counselor and other participants will provide information on the negative mental and physical health impacts of substance use and abuse.

Altruism: group members will be thankful for the group because they were able to use their own struggles to help others.

Imitative behavior:  those fresh in sobriety can model behaviors of those who are on the sober path, kind of a “fake it til you make it” design.

Direct advice: the group will provide each other with recovery advice and the counselor will direct the group and provide direct advice.

B.2. Exceptions

B.2.a. Serious and Foreseeable Harm and Legal Requirements The general requirement that counselors keep information confdential does not apply when disclosure is required to protect clients or identifed others from serious and foreseeable harm or when legal requirements demand that confdential information must be revealed (American Counseling Association, 2014, 7).

Ranger College is an equal opportunity educational institution and employer. Students, faculty, and staff members are selected without regard to their disability, race, color, age, sex, national origin, veteran’s status, or religious affiliation, consistent with Titles VI and VII of the Civil Rights Acts of 1964, as amended; executive orders 11246 and 11758, as issued and amended; Title IX of the education amendments of 1972, as amended; the Age of Discrimination in Employment Act of 1967, as amended; the Rehabilitation Act of 1974 (sections 503 and 504); Texas statutes 6252-14-V.A.T.S. and 6252-16-V.A.T.S; the Vietnam Era Veteran’s Assistance Act of 1974; and the Americans With Disabilities Act of 1990, as amended. Ranger College also complies with the Family and Medical Leave Act of 1993. Inquiries concerning application of Title IX may be referred to the President of Ranger College. (Ranger College, 2022, 7).

https://www.counseling.org/docs/default-source/default-document-library/ethics/2014-aca-code-of-ethics.pdf?sfvrsn=55ab73d0_1

American School Counselor Association. (n.d.). ASCA Student Standards: Mindsets & Behaviors for Student Success- K-12 College-, Career- and Life-Readiness Standards for Every Student.

https://www.schoolcounselor.org/getmedia/7428a787-a452-4abb-afec-d78ec77870cd/Mindsets-Behaviors.pdf

Missouri Professional School Counselors and Counselor Educators. (2015). PROFESSIONAL SCHOOL COUNSELOR SMALL GROUP COUNSELING GUIDE: A Professional School Counselor’s Guide to Planning, Implementing & Evaluating School-Based Counseling Groups.

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Ranger College. (2022). Ranger College Student Handbook 2022-2023.

https://www.rangercollege.edu/student-services/title-ix/titleix_documents/StudentHandbook2022_2023.pdf