SAWSS Group by Samantha Bell https://padlet.com/sbell171/55n5cl9acjj9r6hr en-us 2023-09-15 17:28:57 UTC 2023-09-18 02:21:01 UTC hello@padlet.com https://padlet-uploads.storage.googleapis.com/1938210535/4e60eda0f0ab329874d62c96162a3ab3/Workplace_discrimination__573165881__510x340.jpg Safety, Acceptance and Wellness Support Space (SAWSS) Group sbell171 https://padlet.com/sbell171/55n5cl9acjj9r6hr/wish/2706246067 This group topic will address the importance of providing a safe school climate with supportive programs and resources to help LGBTQ+ students and other students cope and deal with negative experiences related to bullying and discrimination.  This group will be directed toward students in the 13–18-year-old age range.  This group will help support positive policies and interactions between all students and staff, provide resources and education on LGBTQ+ discrimination and mental health, foster positive relationships and encourage an inclusive campus and safe school environment for all. ]]> 2023-09-15 17:37:28 UTC https://padlet.com/sbell171/55n5cl9acjj9r6hr/wish/2706246067 ASCA Student Standards: Mindsets & Behaviors for Student Success sbell171 https://padlet.com/sbell171/55n5cl9acjj9r6hr/wish/2706259499 ASCA mindsets and behaviors that will be achieved by students in this group:

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. 

B-SMS 7. Effective coping skills 

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


]]> 2023-09-15 17:49:45 UTC https://padlet.com/sbell171/55n5cl9acjj9r6hr/wish/2706259499 References: sbell171 https://padlet.com/sbell171/55n5cl9acjj9r6hr/wish/2707476127 American School Counselor Association. (2016). ASCA ethical standards for school counselors. https://www.schoolcounselor.org/getmedia/764178fc-c4b7-45d2-a4bc-bd4e101ab15e/EthicalStandards.pdf

American School Counselor Association. (2021). The ASCA Mindsets & Behaviors for Student Success: K-12 College-and Career Readiness for Every Student describe. https://www.schoolcounselor.org/getmedia/7428a787-a452-4abb-afec-d78ec77870cd/Mindsets-Behaviors.pdf

Cherry, K. (2023, June 27). Leadership styles and frameworks you should know. Verywell Mind. https://www.verywellmind.com/leadership-styles-2795312

Hines, P. L., & Fields, T. H. (2002). Pregroup screening issues for school counselors. The Journal for Specialists in Group Work, 27(4), 358–376. https://doi.org/10.1080/714860199

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. Retrieved from https://dese.mo.gov/sites/default/files/guid-respon-serv-small-group-counseling-guide-2015.pdf

State of Texas. (n.d.). EDUCATION CODE CHAPTER 33. SERVICE PROGRAMS AND EXTRACURRICULAR ACTIVITIES. Statutes.capitol.texas.gov. Retrieved 2023, from https://statutes.capitol.texas.gov/Docs/ED/htm/ED.33.htm

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




]]> 2023-09-17 15:40:47 UTC https://padlet.com/sbell171/55n5cl9acjj9r6hr/wish/2707476127 Publicity sbell171 https://padlet.com/sbell171/55n5cl9acjj9r6hr/wish/2707481391 The primary form of advertising for the group will be through on campus flyers, posters and the school newsletter.  Students may also be referred by faculty or staff and even other students.  Faculty and staff be provided with group information to and may refer any students whom they believe would benefit from the group.  

]]> 2023-09-17 15:48:21 UTC https://padlet.com/sbell171/55n5cl9acjj9r6hr/wish/2707481391 Pre-group Interviewing and Screening sbell171 https://padlet.com/sbell171/55n5cl9acjj9r6hr/wish/2707722537 All students will do a pre-interview or screening meeting with the counselor.  The student will discuss the content and context of the group and their personal experience with LGBTQ+ matters.  The purpose of this meeting will be to   "initiate a therapeutic relationship, to explore expectations and concerns about the group, and to discover the prospective member’s presenting problem(s), commitment to change, and suitability for the group" (Hines & Fields, 2002).]]> 2023-09-17 22:43:29 UTC https://padlet.com/sbell171/55n5cl9acjj9r6hr/wish/2707722537 Consent/Assent sbell171 https://padlet.com/sbell171/55n5cl9acjj9r6hr/wish/2707742912 Students will be required to provide a consent form signed by a parent/guardian, per school policy, to participate in the group. Students will also sign an assent form stating they aware of what the group is about and that they know that they may leave the group at any time.]]> 2023-09-17 23:33:11 UTC https://padlet.com/sbell171/55n5cl9acjj9r6hr/wish/2707742912 Group Rules and Guidelines sbell171 https://padlet.com/sbell171/55n5cl9acjj9r6hr/wish/2707764420 Group members will discuss group rules and guidelines and acknowledge that they understand the rules. The purpose of the rules and guideline is to set expectations for privacy, communication, attendance, and respect among the group members. All initial rules will be predetermined by the facilitator, however, every group will differ. If additional rules are needed, they will be discussed and agreed upon by the group members.]]> 2023-09-18 00:08:39 UTC https://padlet.com/sbell171/55n5cl9acjj9r6hr/wish/2707764420 Group Dynamics sbell171 https://padlet.com/sbell171/55n5cl9acjj9r6hr/wish/2707796571
Stage 1- Trust, respect and confidentiality are important aspects of the group dynamic. During the first session groups members will get to know each other and share common experiences, creating unity among the group, they share commonalities in their own unique experiences.  This will begin to foster a positive relationship among the group.  The importance and significance of respect and privacy will be discussed, as well as the possibility of breach of confidentiality.  

Stage 2- Group discussion, activities, and an emphasis on member involvement to facilitate change will be utilized to keep the members working cohesively and productively.  Group members will also be encouraged to ask questions either during group or outside of group if they need assistance or want to understand something better or need more information.

Stage 3- Attitudes, thoughts and feeling toward group closure will begin being discussed prior to the close of group to address any concerns or questions, and to help process the closure of the group. A closing discussion regarding the relationships and trust that were built will be had to emphasis the continuance of privacy and confidentiality.  The group members will be encouraged to continue their relationships with one another after group, they will also be encouraged to continue communicating with the facilitator if they have questions or concerns or need help. 

]]> 2023-09-18 00:37:49 UTC https://padlet.com/sbell171/55n5cl9acjj9r6hr/wish/2707796571 Leadership Style sbell171 https://padlet.com/sbell171/55n5cl9acjj9r6hr/wish/2707801603 The leadership style that will be best for this group is a participative or democratic style. This style will allow for the leader to be a part of the group and encourages participation and input from all members. Respect and trust will be an important part of the foundation of this group, all members and their experiences, feelings and thoughts are important. ]]> 2023-09-18 00:42:14 UTC https://padlet.com/sbell171/55n5cl9acjj9r6hr/wish/2707801603 Yalom's Therapeutic Factors sbell171 https://padlet.com/sbell171/55n5cl9acjj9r6hr/wish/2707813479 There will be several therapeutic factors that will be present in this group. Universality will be seen in the common experiences among the members, there will be installation of hope in that by the end of the group all members will be better equipped to handle negative experiences and provide support for others.  This will be achieved through direct advice in coping mechanisms and socioemotional self-awareness and awareness toward others (Yalom, 1995).  ]]> 2023-09-18 00:52:15 UTC https://padlet.com/sbell171/55n5cl9acjj9r6hr/wish/2707813479 sbell171 https://padlet.com/sbell171/55n5cl9acjj9r6hr/wish/2707824860 2023-09-18 01:01:44 UTC https://padlet.com/sbell171/55n5cl9acjj9r6hr/wish/2707824860 Legal Requirements sbell171 https://padlet.com/sbell171/55n5cl9acjj9r6hr/wish/2707838335 Sec. 33.006.  SCHOOL COUNSELORS; GENERAL DUTIES.  (a)  The primary responsibility of a school counselor is to counsel students to fully develop each student's academic, career, personal, and social abilities.

It is required of school counselor to help develop students' academic, career, personal, and social abilities. This group can be beneficial to all of these aspects as helping students process and react to negative experiences, building positive relationships, and building self-confidence and socioemotional awareness will support their overall success and development.


]]> 2023-09-18 01:13:06 UTC https://padlet.com/sbell171/55n5cl9acjj9r6hr/wish/2707838335 Ethical Requirements sbell171 https://padlet.com/sbell171/55n5cl9acjj9r6hr/wish/2707838573 ACSCA Ethics

A.10. Underserved and At-Risk Populations 
A.4. Academic, Career and Social/Emotional Plans 

The ASCA Ethical Standards for School Counselors (2016) advises that counselors advocate for students, help foster positive mindset, resilience and perseverance. It also states that counselors help create a safe school climate that is respectful and non-discriminatory. The basis of this group to service students who have experienced some kind of discrimination or negative situation and help them discover ways of coping and being resilient, as well as educate other on how to create and sustain a safe and accepting school environment. ]]> 2023-09-18 01:13:19 UTC https://padlet.com/sbell171/55n5cl9acjj9r6hr/wish/2707838573