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

B-SMS 1. Responsibility for self and actions

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

B-SMS 7. Effective coping skills

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

B-SS 6. Effective collaboration and cooperation skills

B-SS 9. Social maturity and behaviors appropriate to the situation and environment

With the following mindsets in place:

M1. Belief in development of whole self, including a healthy balance of mental, social/emotional and physical well-being

M2. Sense of acceptance, respect, support and inclusion for self and others in the school environment

M3. Positive attitude towards work and learning

1. Respect each other and the group space

2. What is said in group stays in group

3. Attendance and being on time are required

By using the Participant Guidelines/ Ground Rules handout during the first group session, a safe baseline of understanding can be established for all members. The established rules would be reviewed and each group member will have the option to add additional rules to ensure individual needs for having a safe place to work are met. All rules will be agreed upon by group members, which allows for cohesion and comfort during the orientation stage of group counseling. Each member will receive a copy of the group rules. The rules will be posted in the group counseling room for each session.

The group leader will engage explicitly throughout the group process and act as a model for norms and expectations. To establish the group, I would first address the purpose of the group, review informed consent, and state the limits of confidentiality (MDESE, 2015). Remind students that what is said in the group space stays in the group space, it is not gossip, and we are all in here trusting each other to keep our personal information secret. Confidentiality can not be guaranteed, but it is strived for every second. The only times that it will be broken is if a student is a danger to self, someone else, or if there is some form of abuse happening. I have to make sure that each group member is safe. A posting of confidentiality and limits will hang in the room. All students will verbally affirm their understanding and have the opportunity to ask clarifying questions. Then begin building connection and rapport within the group by having each student introduce themselves and playing an icebreaker game, which can help peers identify common interests. I will also have each group member identify one goal for participating in group. I would encourage dialogue between group members and ask for their feedback and understanding throughout.

Stage 2: Maintaining cohesion, trust, and safety

Confidentiality and ground rules will be reviewed at the beginning of each session to maintain awareness and building a place of security, trust, and safety (MDESE, 2015). I would introduce each session's purpose and ask group members for success stories and about their efforts to put in place learned skills in the past week. This would establish the norm of implementing learned skills, inviting feedback from peers, encourage involvement, and guage progress throughout. At the end of each session, the group will process what was learned and identified, and then be assigned homework for each member to complete (MDESE, 2015). Having open dialogue builds connection and encourages growth individually and within the group interactions.

Stage 3: Closure

In the final group session, I would take time in the beginning of the session to talk about how each group member feels about group ending and provide support and encouragement to all for putting in place learned skills post group. I would also encourage them to maintain the friendships that they built within the group and remind them that confidentiality does not end when group ends, but it is something that is kept always. I would plan an activity for the final session that incorporates all learned skills in a fun way, to encourage recognition of growth and build confidence in their ability to implement these skills outside of group (MDESE, 2015). I would also have them complete a post-assessment for them to gauge their progress and the group successfulness. I will have each group member identify their original goal and ask them how they feel about their progress in meeting their goal. I will also let each member know that I will be following up with them individually periodically to see how they are doing with maintaining goals and using their learned skills. This encourages continued growth and reduces fear of abandonment.

Cherry, K. (2023, June 27). How to lead: 6 leadership styles and frameworks. Verywell Mind. https://www.verywellmind.com/leadership-styles-2795312. 

Missouri Department of Elementary and Secondary Education. (2015). Missouri comprehensive guidance & counseling programs: Linking school success to life success. https://dese.mo.gov/media/pdf/guid-respon-serv-small-group-counseling-guide-2015

Pender, D. A., & Thomas, R.V. (May 2008). Association for Specialists in Group Work: Best Practice Guidelines 2007 Revisions. The Journal for Specialists in Group Work. 33 (2): 11-117. DOI:10.1080/01933920801971184

Sanger Independent School District. (2023). Our district. https://www.sangerisd.net

Yalom, Irvin D. (1995). The Theory and Practice of Group Psychotherapy (4th ed.). Basic Books