Mind Set Standards-

·      "M 1. Belief in the 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 the ability to succeed

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

·      M 6. Understanding that postsecondary education and lifelong learning are necessary for long-term success"

(ASCA, page 1, 2021)

Behavior Standards

1.     Learning Strategies

a.     B-LS1-BLS10

        i.     All skills are to aid in skills, organization, and motivation to help with academic learning

2.     Self-Management Skills

a.     B-SMS1-BSMS 10

       i.     These skills are to create an independent responsible student with self-control.

3.     Social Skills

a.     B-SS1-B-SS10

        i.     These skills are for students to create positive respectful relationships and create collaborative teamwork by being socially aware of norms

(ASCA, 2021)

·      Email staff including administrators, teachers, counselors, and stakeholders

 ·  Present information and forms at a weekly staff meeting

·      School Website posting of the group (all students, staff, stakeholders, and parents have access)

·      Add to the weekly newsletter for staff and students/parents

1. be respectful

2. keep confidentiality

3. keep an open mind

Build a relationship and trust with the group members by making a connection with each group member. This can be done in a variety of ways with an introduction activity all can relate to. The group norms will be set after the introduction activity as a group. Set expectations will be communicated and then added to by the group. All students and guardians will be informed of the confidentiality of the group, and the limitations of legal reporting by the School Counselor such as abuse, neglect, self-harm, harm to others, and court order. A copy of the confidentiality agreement will be provided for reference as needed for each group member. Confidentiality for all must stay within the group, if it is broken the group member will exit the group.

Stage 2

Students will review the group expectations at each session. Students will practice learned skills at each session. Students will act out problem-solving scenarios to apply learned skills. Student's progress will be assessed each session by how they apply the learned skills.

Stage 3

Group closure will review what students have learned and when to apply the learned skills. Confidentiality will be reinforced. Students will be able to express how they are feeling about what they have learned and their confidence in applying outside of the group sessions. Students will create a mini book of the skills learned to take with them as a reference when needed. This is to provide them with a sense of confidence outside of the group session.

This type of leadership would work best for the age group because when they feel they are a part of the group by helping create it, group members are more participative.

• Universality is the sense that one is not alone.

• Altruism-rising above one's self and helping others

• Development of socializing techniques-social learning

• Imitative behavior- mimicking the behavior of another group member

(Yalom, 1995)

This rule supports providing group counseling in the school setting, as it is part of state law.

This ethical standard supports group counseling in the school setting by using a needs assessment for the school, individual, or community.