B-SMS 1. Responsibility for self and actions

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

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-SMS 6. Ability to identify and overcome barriers

B-SMS 7. Effective coping skills

B-SS 7. Leadership and teamwork skills to work effectively in diverse groups

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

(American School Counseling Association, 2014)

Students who express an interest in the group and a genuine commitment to actively working towards bettering themselves and the group will be considered for participation in the group. Potential group members would also be informed of the attendance expectation and rules of confidentiality and asked if they are able to agree to these conditions. These students will be provided a pre-assessment, the STAXI-2 C/A.

1. Attend every meeting unless you have an excused absence from school and make every effort to be on time.

2. Actively participate in each session by listening, sharing and reflecting, however, each participant is allowed one pass.

3. Understand and respect confidentiality, and the limitations of.

4. Be respectful of yourself and others within the group at all times.

5. Do not pass judgement on those sharing.

   
   

Group participants will also be asked if there are any additional rules they would like added.

Group norms will be established by reviewing the ground rules for the group and asking members if they have any rules for consideration to be added. We will talk about confidentiality and the expectation of confidentiality which will have been touched on in the initial screening phase. We will review the rules of the group along with the limits of confidentiality at the start of each session. Participants will be reminded that they are allowed to only pass once when asked to share.

Stage 2 Working together to accomplish individual and group goals:

Participants will continue to work cohesively and productively as we progress through each session, by being actively engaged in the session topics. Students will be made aware that they are only allowed to pass once per session. As participants utilize their pass, they will be reminded that their pass has been used. The lessons/activities will be created to help students learn leadership skills, build coping mechanisms for their anger, and learn from each other.

Stage 3 Ending the Group:

Our plan for group closure is to encourage participants to continue utilizing their strategies/coping mechanisms when faced with the emotion of anger within the classroom. Teachers will be notified of the mechanism chosen by their students to assist them in controlling their anger. Teachers and students will work together to determine a way for them to nonverbally remind the students to utilize the strategy of their choosing as needed. The counselor will follow up with the student weekly for follow-up check-ins for four weeks following the end of the group. The goal is for the students to utilize the strategies/coping mechanisms they have chosen without the reminders from teachers, or the support from the school counselor.

(Cherry, 2023)

Furthermore, standard II of the Texas Administrative Code states that a "certified school counselor must counsel individuals and small groups using appropriate counseling theories and techniques in response to students' needs". Recognizing that a student's anger can interrupt their ability to learn and effectively participate in the learning process and therefore impede their growth; means that implementing groups to address this, is important for those impacted.

(Tex. Educ. Code § 33.005 (b))

The Counseling Relationship

Confidentiality and Privacy

Professional Responsibility

Relationships with other professionals

Evaluation, Assessment, and Interpretation

Supervision, Training, and Teaching

Research and Publication

Distance Counseling, Technology, and Social Media

Resolving Ethical issues

(American Counseling Association, 2014)

Name of Counseling Group: Getting Ahead of Anger.

Purpose of this group is to create empowered leaders with the tools to navigate the emotion of anger without using aggression or violence. Group members will gain knowledge of coping mechanisms that can be used when feeling angry in order to control their anger rather than be controlled by their anger. Thus, they will learn to stay ahead of their anger. This group will address male students in the 9th grade who are identified by their teachers through teacher reports as individuals who react with anger within the classroom, and who have disciplinary records associated with behaviors stemming from angry outbursts. Individuals pulled from the school documentation will then be given the STAXI-2 C/A at the beginning and conclusion of the group to serve as a pre- and post-assessment.

American Counseling Association (2014). ACA Code of Ethics. ACA 2014 Code of Ethics.

American School Counselor Association (2021). ASCA Student Standards; Mindsets and Behaviors for Student Success. 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, Kendra (2023). How to lead: 6 leadership styles and frameworks. Verywellmind 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.

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