Family Changes by https://padlet.com/kcarroll81/6w21c84pgipd This group is a place for students to discuss changes in their family or in their life that can be hard to deal with and are difficult to handle. en-us 2019-11-28 00:56:23 UTC 2023-04-16 16:08:31 UTC hello@padlet.com ASCA Mindsets and Behaviors kcarroll81 https://padlet.com/kcarroll81/6w21c84pgipd/wish/417312453 The following ASCA Mindsets and Behaviors will be met and mastered through participation 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. Self-confidence in ability to succeed.
B-SMS 7. Demonstrate effective coping skills when faced with a problem.
B-SMS 10. Demonstrate ability to manage transitions and ability to adapt to changing situations and responsibilities.
B-SS 1. Use effective oral and written communication skills and listening skills.
B-SS 2. Create positive and supportive relationships with other students.

(American School Counselor Association, 2014).
]]> 2019-11-28 01:05:36 UTC https://padlet.com/kcarroll81/6w21c84pgipd/wish/417312453 Informed Consent kcarroll81 https://padlet.com/kcarroll81/6w21c84pgipd/wish/417313102 Parent and student consent will be obtained before the group begins.  Parent consent will be obtained through a signed informed consent permission form by the parent or guardian of the student.  The student will sign a participant guidelines/ground rules assent form during the screening process interview.
 
(Missouri Professional School Counselors and Counselor Educators, 2015)
]]> 2019-11-28 01:09:23 UTC https://padlet.com/kcarroll81/6w21c84pgipd/wish/417313102 Group Rules kcarroll81 https://padlet.com/kcarroll81/6w21c84pgipd/wish/417313537 As a group we will discuss ground rules and expectations.  Students will decide and agree on other group rules and expectations they would like to have implemented.  
Ground Rules:
1.     Treat others as we would like to be treated. 
2.     Talk one at a time 
3.     Respect each other.
4.     Listen when others are speaking.
5.     What is said in the group, stays in the group. 
Limits of confidentially with peers: Even though it is a rule, we can’t make other kids keep our secrets! 
Limits of confidentiality with the school counselor:
1.  If someone is hurting the student.
2.  If the student wants to hurt someone.
3.  If the student wants to hurt themself.
4.  If the student asks the counselor to tell someone.

(Missouri Professional School Counselors and Counselor Educators, 2015)
]]> 2019-11-28 01:11:19 UTC https://padlet.com/kcarroll81/6w21c84pgipd/wish/417313537 Group Dynamics kcarroll81 https://padlet.com/kcarroll81/6w21c84pgipd/wish/417313905 This is a homogeneous group with five participants. Each group will have at least one positive role model, and this group will be comprised of second and third-grade students who have similar maturity levels. This group includes students of various backgrounds and perspectives as well as both male and female students. Based on the pre-group interview screening, students will be willing to work with others, and there are no foreseeable conflicts or behavioral histories with group members.

While all groups are unique, it is likely this group will go through the normal group stages. The school counselor will facilitate the group from stage to stage to help protect and promote the psychological safety, privacy of group members, and trust. The school counselor will also model and reinforce group norms.

Stage 1 “Storming/Norming”
During the first lesson, students will begin to find their place and to trust themselves, each other, and the school counselor. Emotionally safety and connecting to one another will occur through an ice breaker and trust-building activities. Conflict or acting out may precede the trust-building.

Stage 2 “Performing Stage”
The group will learn to value themselves and others and believe the group will make a difference in their situations and lives. Through this stage and process, the group will build cohesiveness and be productive in meeting and accomplishing personal and group goals.

Stage 3 “Mourning stage”
Before the group ends, during the last session, the group will reflect on individual and group accomplishments. The group will discuss how they can apply what they have learned in the group and identify supports to sustain their growth and change.

(Missouri Professional School Counselors and Counselor Educators, 2015)]]> 2019-11-28 01:13:38 UTC https://padlet.com/kcarroll81/6w21c84pgipd/wish/417313905 Leadership Styles kcarroll81 https://padlet.com/kcarroll81/6w21c84pgipd/wish/417314234 The democratic leadership style will be used in leading this group, and is the most beneficial to the group.  The school counselor will use this leadership style so students will participate, but also listen to other group members.  The school counselor will retain the final say in decisions particularly in regards to group rules and confidentiality, as well as imparting correct knowledge on the subject.  Students will feel engaged, motivated and like they are an important part of their group.  Students are likely to be committed the group goals.
 
(Cherry, 2019)
]]> 2019-11-28 01:15:50 UTC https://padlet.com/kcarroll81/6w21c84pgipd/wish/417314234 Therapeutic Factors kcarroll81 https://padlet.com/kcarroll81/6w21c84pgipd/wish/417314402 Group members will realize they are not alone in their problems, and feel they have hope as their family is going through changes.  Group members will have a chance to share their thoughts, feedback and reactions to other group members’ behaviors and perceptions.  Information about feelings, coping skills, and communicating effectively will be shared with group members, along with strategies and advice to help students navigate their situations and discover new ways of seeing or relating to others.  
(Yalom, 1995)
]]> 2019-11-28 01:16:54 UTC https://padlet.com/kcarroll81/6w21c84pgipd/wish/417314402 Legal Requirements kcarroll81 https://padlet.com/kcarroll81/6w21c84pgipd/wish/417314533 The Texas Education Code speaks of the responsive services component to intervention for any student whose immediate personal concerns or problems put the student's continued educational, career, personal, or social development at risk.
(2 Tex. Educ. Code  § 33.005)

The Texas Administrative Code outlines the requirements for school counselors to provide a proactive, comprehensive, developmental school counseling program based on the needs of students, put in place by The Texas Model for Comprehensive School Counseling including counseling in small groups using appropriate theories and techniques in response to students needs.
(19 Tex. Admin. Code § 239.15)]]> 2019-11-28 01:17:38 UTC https://padlet.com/kcarroll81/6w21c84pgipd/wish/417314533 Ethical Requirements kcarroll81 https://padlet.com/kcarroll81/6w21c84pgipd/wish/417314605 The American Counselor’s Association Code of Ethics includes:
 
A.7.b. Confidentiality and Advocacy Counselors obtain client consent prior to engaging in advocacy efforts on behalf of an identifiable client to improve the provision of services and to work toward removal of systemic barriers or obstacles that inhibit client access, growth, and development.
 
B.1.c. Respect for Confidentiality Counselors protect the confidential information of prospective and current clients. Counselors disclose information only with appropriate consent or with sound legal or ethical justification.
 
This ethical guideline supports a school counselor in sending home a permission slip, and meeting with individual students before the start of the group to obtain consent and assent, as well as protecting students’ confidentiality.

 (American Counseling Association, 2014)
]]> 2019-11-28 01:18:02 UTC https://padlet.com/kcarroll81/6w21c84pgipd/wish/417314605 kcarroll81 https://padlet.com/kcarroll81/6w21c84pgipd/wish/417317176 2019-11-28 01:31:36 UTC https://padlet.com/kcarroll81/6w21c84pgipd/wish/417317176 Family Changes Small Group kcarroll81 https://padlet.com/kcarroll81/6w21c84pgipd/wish/417317363
This group is designed for elementary students.  To provide a place for these students to discuss changes in their family and/or in their life that can be hard to deal with and are difficult to manage.

Through a needs assessment it was determined that second and third-grade boys and girls were struggling with family changes which inspired the creation of this group.]]> 2019-11-28 01:32:35 UTC https://padlet.com/kcarroll81/6w21c84pgipd/wish/417317363 kcarroll81 https://padlet.com/kcarroll81/6w21c84pgipd/wish/417318817 2019-11-28 01:39:55 UTC https://padlet.com/kcarroll81/6w21c84pgipd/wish/417318817 kcarroll81 https://padlet.com/kcarroll81/6w21c84pgipd/wish/417318883 2019-11-28 01:40:23 UTC https://padlet.com/kcarroll81/6w21c84pgipd/wish/417318883 Publicity Plans kcarroll81 https://padlet.com/kcarroll81/6w21c84pgipd/wish/417319021 The plans for publicizing for this group include referral brochures that will be made available to parents/guardians, teachers/administrators, and the student himself or herself.  This will be accomplished through homeroom classes, teacher/staff meetings, and sending the brochure home through Tuesday folders and the online folder to parents.  The request for a referral will also be on the school counselor’s website.  ]]> 2019-11-28 01:41:12 UTC https://padlet.com/kcarroll81/6w21c84pgipd/wish/417319021 References kcarroll81 https://padlet.com/kcarroll81/6w21c84pgipd/wish/417321134 American Counseling Association. (2014). ACA code of ethics. Alexandria,
VA: Author.

American School Counselor Association (2014). Mindsets and
Behaviors for Student Success: K-12 College- and Career-Readiness
Standards for Every Student. Alexandria, VA: Author.

Cherry, K. (2019). Leadership styles and frameworks you should know.  Retrieved from:  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.  Retrieved from: https: dese.mo.gov/sites/default/files/guid-respon-serv-small-group-counseling-guide-2015.pdf

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

2 Tex. Admin. Code  § 33.2

19 Tex. Admin. Code § 239.15]]> 2019-11-28 01:51:28 UTC https://padlet.com/kcarroll81/6w21c84pgipd/wish/417321134 Screening Process kcarroll81 https://padlet.com/kcarroll81/6w21c84pgipd/wish/417326212 In the screening process, students will be met with individually and informed about the group. Including a description of the group, group expectations, and alternative options if they are not placed in a group. Questions will be asked to gauge student interest and willingness to follow group rules and expectations. Through the individual screening interview, group members will be selected who are willing to participate, who would find the information beneficial to their personal goals and needs, and who would be satisfied with the process and other group members.

(Missouri Professional School Counselors and Counselor Educators, 2015)]]> 2019-11-28 02:15:41 UTC https://padlet.com/kcarroll81/6w21c84pgipd/wish/417326212 Article: The Impact of Divorce on School Aged Children kcarroll81 https://padlet.com/kcarroll81/6w21c84pgipd/wish/417337920 This article supports the need for a small group to address family changes and for students to be able to discuss these changes and learn how to process and deal with them.]]> 2019-11-28 03:15:13 UTC https://padlet.com/kcarroll81/6w21c84pgipd/wish/417337920