This group is for 18–25-year-olds who have found themselves having

thoughts of suicide or self-harm.

-Why self-esteem is important and how to build it. (M 5 in ASCA)

-Ability to identify triggers and early warning signs. (B-SMS 1)

-Ability to identify healthy coping skills and utilize them. (B-SMS 7)

-Increased Resiliency. (M 1, B-SMS 2, B-SMS 6)

-Ability to identify support systems and how to utilize them. (B-SS 2, B-SS 3, B-SS 6)

-Ability to regulate emotions in an effective way. (M 1, B-LS 1, B-LS 2, B-LS 9, B-SMS 1, B-SMS 2, B-SMS 7, B-SMS 9, B-SMS 10, B-SS 4, B-SS 5, B-SS8, B-SS 9)

Bloom, S. L., Foderaro, J. F., & Ryan, R. A. (2002/2005/2021). S.E.L.F.: A trauma-informed, psychoeducational group curriculum— Introductory materials with sample lesson 1. CommunityWorks. Retrieved from SandraBloom.com website: FREE-INTRODUCTORY-MATERIALS-WITH-SAMPLE-LESSON-1.pdf. American School Counselor Association. (2021). ASCA student standards: Mindsets & behaviors for student success.https://www.schoolcounselor.org/getmedia/7428a787-a452-4abb-afec-d78ec77870cd/Mindsets-Behaviors.pdf

American Psychological Association. (n.d.). Patient Health Questionnaire (PHQ-9) [PDF]. In Clinical practice guideline for the treatment of depression. Retrieved September 6, 2025, from https://www.apa.org/depression-guideline/patient-health-questionnaire.pdf

Christian Counseling in Dallas. (2009, July). Informed consent for groups [PDF]. Christian Counseling in Dallas. https://www.christiancounselingindallas.com/images/INFORMED-CONSENT-for-groups-July-2009.pdf

APA Division 49. (2011, April). Group procedures. The Group Psychologist. https://www.apadivisions.org/division-49/publications/newsletter/group-psychologist/2011/04/group-procedures

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

Cherry, K. (2022, May 23). How to lead: 6 Leadership styles and frameworks. Verywell Mind. https://www.verywellmind.com/leadership-styles-2795312

American Counseling Association. (2014). ACA code of ethics. https://www.counseling.org/docs/default-source/default-document-library/ethics/2014-aca-code-of-ethics.pdf

This group will primarily be by invite after a screening done in the registration process with the college. Flyers will be shared via email and throughout campus to share the existence of the group. When the group has officially gained it's members, they will specify the people who are invited to stay "in the know" of the group. Weekly updates of the progress and projected lessons will be sent via email to the group members, designated support people, and faculty/staff on campus. This will also include the snacks or dinner that will be e provided so appropriate planning can take place before attending the meeting.

Once the students have completed registration with the college and have indicated a need for the group, individual contact will be made. The group will be explained in totality, and the individual will be allowed to accept or decline the invitation. Upon acceptance, the student will meet with the group leader to fill out paperwork such as confidentiality agreements and have time to ask questions before the group officially starts.

The primary requirement of our institution is to ensure no information is shared regarding a student without the appropriate consent form being signed. The attached consent form touches every topic needed, but will be edited to remove the pricing aspect and counselor names on the consent portion. No parent consent is required due to the age range that will be served.

The attached rules will be provided read and agreed upon by each member at registration to the group. They will again be discussed at the first session.

1. Confidentiality-what is said during the session stays between group members with the only exception being the group leader believes that someone is in danger.

2. Privacy- if a group member should feel uncomfortable at any time, they have the right to refuse participation. It is encouraged to open up and take full advantage of the group.

3. Dignity- no group member will be ostracized in any way.

4. Violence or intimidation- if a member is violent or intimidating to another group member, they will be asked to leave.

5. Alcohol or other drugs-if the leader has reasonable belief that a member is under the influence, they will be asked to leave the group. This is due to inhibited abilities/less control over their behavior.

6. Exclusive relationships- relationships between group members is discouraged. In a vulnerable and honest group session, discussing intimate relations can be detrimental.

7. Gossip- if any concerns arise with another member, they agree to confront the other member directly rather than gossiping.

8. Attendance- members agree to attend every meeting unless an emergency arises. In that event, appropriate information will be shared with the group in the spirit of transparency and comradery. Three unexcused absences will result in a discussion about membership.

9. Internet connection- to enhance interconnection, the group members will form and participate an online group. The rules of confidentiality will remain the same.

10. Responsibilities- the group leader will enforce each of these rules.

11. Termination- if a member decides to leave, they will attend one last group to inform the other members and allow them to process and ask questions. The other members will also respect the decision of the person wishing to leave.

At any time, members may propose new procedures or guidelines. If discussed and agreed upon by the group, the rules will be adopted.

This form will be revisited at the beginning of the middle group session. This means it will be signed at registration and discussed again at the beginning and middle sessions.

Stage 1- Not everyone enjoys and ice breaker. It can feel intimidating. However, utilizing the right one can set the tone for building relationships with others. At the beginning of the session, the participants will pick a question card that they would like to answer which supports self autonomy. This also allows time for them to process and not feel on the spot. After going through required materials, the leader will go first, breaking the ice. After the individual answers, others are invited to respond to the same question. After the activity, the leader will remind the members about confidentiality and the honor system it follows before beginning the first session topic.

Stage 2- When individuals feel like their thoughts and opinions are truly heard, they are more likely to feel connected and wanted. We will tackle the struggles of the group as a team with the group leader acting as the conductor to keep the train on track and productive. After each session, the members will complete the PHQ-9 form with an additional question asking why their score may have went up or down. It is a short form, so there will ideally be no question fatigue.

Stage 3- The second to last session will have a vocal reminder that the next session is the last, and note to take with them expressing the gratitude for the groups journey and excitedness for the future. It will also have "homework" asking them to be pondering any words or stories they would like to share. One last topic will be covered, and a hands on worksheet will be completed about real ways they want to take what they've learned and apply it in real life. Here's the kicker. They will post the sheet in the online group they've created, and act as accountability partners moving forward. The last half of the session will involves haring the "homework" that they've been thinking about. We will schedule a date for four weeks later to check in with everyone one last time. As a good-bye, the member will draw a name out of a bucket and will write that person an individualized note of encouragement that they will take with them. Lastly, we will discuss that every person deserves to feel that nothing they said will be taken out of the walls they shared it in.

The leadership styled that will primarily be utilized is participative. If the expectation and hope of the group is honesty and vulnerability, it is important to lead by example. The members may not feel as comfortable opening up if the leader isn't willing to do so themselves. Also, this group will be with 18-25 year old college students who are finding their footing as an adult. It is important to support self autonomy rather than confining them into a strict box. With a sensitive group topic, the leader may need to embrace an authoritarian style in the case of overstepping or the breaking of the agreed upon rules.

• Every member will have experienced a similar interaction in life with the group, but they will still be in different parts of their journeys. Some may have mastered some skills that others haven't which opens the door for Instillation of Hope from one member's successes.

• Universality should absolutely be present. The member's are all facing similar mental health struggles that we will be learning how to cope and heal from.

• The structure of the lessons and informative information that will by provided by the leader will lead to the imparting of information factor. Although a large portion will be discussing what has happened in the member's lives, the leader will be helping them learn how and why it's affecting them as well as how to move forward.

• The importance that placed on the comradery of the group and promotion of sharing will curate altruism.

• One session topic is identifying and utilizing support systems. This can correlate with the development of socializing techniques.

• Imitative behavior will be ideal with member's who have found unique ways to cope healthily and can offer first hand experiences.

  • This goes hand in hand with the direct advice factor. When one member shares something another has already faced and triumphed, they will be able to share specific advice that helped them.

• Again, in a group being vulnerable with such a sensitive topic, it is probable that catharsis will appear when reencountering a difficult time or moment in their life. This will only be achieved if the correct atmosphere is made where the member's feel safe and valued.

• Overall, interpersonal learning should happen from the beginning to the end. The students will be connecting a relating from the ice breaker to the good-bye exercise, and gaining valuable input from their fellow group members.

In section E.1.b. of the ACA Code of Conducts (2014), it discusses the responsibilities of a counselor to not misuse assessment results and interpretations. They also must have a plan in place to prevent others from misusing this information as well. This group will use an assessment at every session, so knowing the guidelines of proper usage is integral for the wellbeing of the members. Section E as a whole discusses the proper guidelines of attaining, assessing, and distributing the assessments. It is hard to truly know the effectiveness of a group without ensuring that your ways of measuring are full proof from the data it finds to the legality with which the assessment was created and given.