ClassACT Guidance & Counseling Program by Derek Odelusi https://padlet.com/dodelusi/bu96cezdg9uqevl6 en-us 2023-02-16 03:32:53 UTC 2023-02-26 23:48:45 UTC hello@padlet.com ASCA Mindsets & Behaviors dodelusi https://padlet.com/dodelusi/bu96cezdg9uqevl6/wish/2484429258 All students in this group will follow and demonstrate the following mindset and behavior standards (American School Counselor Association, 2021):

  • M 2. Gain a sense of acceptance, respect, support and inclusion for self and others in the school environment.
  • B-SS 2. Practice positive, respectful, and supportive relationships with students who are similar to and different from them.
  • B-SS 9. Exhibit social maturity and behaviors appropriate to the situation and environment 
]]> 2023-02-16 03:35:11 UTC https://padlet.com/dodelusi/bu96cezdg9uqevl6/wish/2484429258 ClassACT (Acquiring Collective Thoughtfulness) dodelusi https://padlet.com/dodelusi/bu96cezdg9uqevl6/wish/2484431513 In the realm of secondary education, relational aggression negatively affects adolescents and results in socioemotional damage. This group focuses on reducing the effects of relational aggression in middle school students, ages 11-14, by utilizing interventions that foster classroom peer community.]]> 2023-02-16 03:37:03 UTC https://padlet.com/dodelusi/bu96cezdg9uqevl6/wish/2484431513 Publicity dodelusi https://padlet.com/dodelusi/bu96cezdg9uqevl6/wish/2484453436 To promote the groups (or communities) that our counselors want to establish via ClassACT in classrooms across campus, the following methods of communication to garner attention will be utilized:
  • Posters - displayed through out the school and rotated weekly to support the lesson topic of the week
  • School Website - information about ClassACT will be included under the "News & Events" and "Resources" tab for stakeholders to view
  • Social Media - Group branding/logo will be posted on our school's Twitter and Facebook page with a small description included in the captions and hyperlinks to our group's page on the school website 
  • Newsletter - Group information will be shared in the school community newsletter sent out monthly and a with a week-by-week breakdown of lesson topics that will be discussed.


]]> 2023-02-16 04:04:53 UTC https://padlet.com/dodelusi/bu96cezdg9uqevl6/wish/2484453436 Pre-Group Interview/Screening dodelusi https://padlet.com/dodelusi/bu96cezdg9uqevl6/wish/2484464810 During the first week of the school year, students will be informed about our group program through individual assemblies that will be held and staggered for each grade. This will be a time where our school counselors will present common screening details about ClassACT such as its purpose, how and when it will occur, and its benefit.

The next day following the assembly, students will use their advisory period to take a pre-assessment questionnaire to assess levels of student social and emotional awareness. Each questionnaire will also give students a text box to share their opinions, ask questions, or express concerns in regards to the group.

Our campus counseling team will use questionnaire results to   evaluate individual student levels of SEL. This information will aid counselors in assigning students, allowed to participate with parental consent, and creating balanced groups. These results will also identify students  that may pose a "risk" to group dynamics. Teachers, our facilitators, will be informed as well and will have to option of referring students to be placed in advisory groups led by counselors (Missouri Comprehensive Guidance & Counseling Programs, 2015).



]]> 2023-02-16 04:20:08 UTC https://padlet.com/dodelusi/bu96cezdg9uqevl6/wish/2484464810 Informed Consent dodelusi https://padlet.com/dodelusi/bu96cezdg9uqevl6/wish/2484551284 Following the screening process via our ClassACT pre-assessment questionnaire, counselors and campus leadership will use the school's management platform to email an electronic informed consent form to all parents/guardians. If preferred, printed copies of our informed consent form will be available in the campus front office (Missouri Comprehensive Guidance & Counseling Programs, 2015).]]> 2023-02-16 06:23:33 UTC https://padlet.com/dodelusi/bu96cezdg9uqevl6/wish/2484551284 Participants Guidelines & Expectations dodelusi https://padlet.com/dodelusi/bu96cezdg9uqevl6/wish/2485886637 In addition to general group counseling best practice guidelines, participants are expected to follow the 5 group norms below (Thomas & Pender, 2008):
  1. Respect the "talking piece" and the speaker
  2. Positive feedback only
  3. Listen without judgement
  4. Keep it real (honesty & authenticity)
  5. Sharing is encouraged, but pass if you need to
  6. What shared in the circle, stays in the circle.

*If necessary, modifications to norms will be made to best accommodate group dynamics via group consensus.

]]> 2023-02-17 03:59:48 UTC https://padlet.com/dodelusi/bu96cezdg9uqevl6/wish/2485886637 Group Dynamics dodelusi https://padlet.com/dodelusi/bu96cezdg9uqevl6/wish/2485947408 Stage 1 - To begin building relationships among group members, much discussion will be geared towards familiarizing ourselves with one another, facilitators included, via introductions. Low (emotional) risk activities will be frequently utilized to help students engage in discussion and grow in knowledge of participant backgrounds and interests. During this time, facilitators will introduce what community circles are, its benefits, and the parameters of confidentiality. Our standards will encourage group confidentiality of not discussing outside of group sessions the personal ideas/feelings/experiences that are shared within group sessions. After emphasizing the protection of sensitive information, exceptions to confidentiality will be discussed as well. 

Stage 2 - Utilizing community circles, participants will consistently practice their expression of feelings, need, and wants as a group. This practice of social emotional skills will build trust, deepen peer relationships, and inclusion among students. After discussion, every session will end with time for participants to personally reflect, record any key takeaways, rate from 1 - 5 the quality of today’s time together.

Stage 3 - As our guidance and counseling curriculum comes to an end, as a group, we will spend our second to last session revisiting questions and prompts from the pre-assessment questionnaire.  This will provide an opportunity for all students to measure their growth as a result of their participation and contribution to the group. Our last session will give participants to voluntarily share what positive impact(s) this experience has had on them and to identify one thing they plan to practice and continue self-growth (Missouri Comprehensive Guidance & Counseling Programs, 2015).

]]> 2023-02-17 05:11:33 UTC https://padlet.com/dodelusi/bu96cezdg9uqevl6/wish/2485947408 Group Leadership dodelusi https://padlet.com/dodelusi/bu96cezdg9uqevl6/wish/2485990140 To best maximize and best serve this group, facilitators are encouraged (but not required) to implement a transformative leadership style. Due to the emotional risks of authentic participation in group discussions, adopting an attitude that motivates or inspires age 11-14 adolescents through the practice of modeling emotional awareness, making an effort to deepen relationships, and building connections (Cherry, 2022).]]> 2023-02-17 06:30:44 UTC https://padlet.com/dodelusi/bu96cezdg9uqevl6/wish/2485990140 Therapeutic Factors dodelusi https://padlet.com/dodelusi/bu96cezdg9uqevl6/wish/2486018341 Many potential therapeutic factors that may arise in group sessions (The Bergand Group, 2019). Possible factors will give students opportunities to... 
  • Universality - Recognize that they are not alone, in times of hardship, our an outsider. Responses in discussions will help students understand one another through common similarities. 
  • Development of Socializing Skills - Learn, practice, and develop social emotional skills in a group setting.
  • Interpersonal Learning - Develop or boost their ability at effectively communicating verbally and nonverbally in relationships.
  • Group Cohesiveness - Contribute to ClassACT's main goal of transforming classrooms into safe and trusting communities. 

]]> 2023-02-17 07:13:26 UTC https://padlet.com/dodelusi/bu96cezdg9uqevl6/wish/2486018341 Legal Requirements dodelusi https://padlet.com/dodelusi/bu96cezdg9uqevl6/wish/2486020547 As stated in RULE §239.15 the Texas Administrative Code, I have to abide by the required legal standards counseling (TAC, 1977). 

The certified school counselor must:
  • provide a proactive, comprehensive, developmental school counseling program based on the needs of students, as set forth in The Texas Model for Comprehensive School Counseling Programs;
  • counsel individuals and small groups using appropriate counseling theories and techniques in response to students' needs;

]]> 2023-02-17 07:16:59 UTC https://padlet.com/dodelusi/bu96cezdg9uqevl6/wish/2486020547 Ethical Requirements dodelusi https://padlet.com/dodelusi/bu96cezdg9uqevl6/wish/2486028670 According to BF-3 of the ASCA School Counselor
Professional Standards & Competencies, counselors must apply legal and ethical principles of the school counseling profession (American School Counselor Association, 2019).

  • Practice within the ethical principles of the school counseling profession in accordance with the ASCA Ethical Standards for School Counselors
  • Adhere to the legal responsibilities of the role of the school counselor including the unique legal and ethical principles of working with minor students in a school setting
  • Adhere to the ethical and statutory limits of confidentiality
  • Fulfill legal and ethical obligations to families, teachers, administrators and other school staff
  • Consult with school counselors and other education, counseling and legal professionals when ethical and legal questions arise
  • Resolve ethical dilemmas by employing an ethical decision making model in accordance with the ASCA Ethical Standards for School Counselors
  • Model ethical behavior
  • Engage in continual professional development to inform and guide ethical and legal work
]]> 2023-02-17 07:26:11 UTC https://padlet.com/dodelusi/bu96cezdg9uqevl6/wish/2486028670 References dodelusi https://padlet.com/dodelusi/bu96cezdg9uqevl6/wish/2486089157 American School Counselor Association. (2019). ASCA School Counselor Professional Standards & Competencies. Retrieved February 11, 2023, from https://www.schoolcounselor.org/getmedia/a8d59c2c-51de-4ec3-a565-a3235f3b93c3/SC-Competencies.pdf 

American School Counselor Association. (2021). ASCA student standards: Mindsets & Behaviors for student success. ASCA Student Standards; Mindsets and Behaviors for Student Success. Retrieved February 11, 2023, from https://www.schoolcounselor.org/Standards-Positions/Standards/ASCA-Mindsets-Behaviors-for-Student-Success 

The Bergand Group. (2019). Group Therapy: Dr. Irvin D. Yalom’s Curative Factors and Primary Agents of Change. The Bergand Group. Retrieved February 11, 2023, from https://bergandgroup.com/group-therapy/ 

Cherry, K. (2022). 6 Leadership Styles and Frameworks. Verywell Mind. Retrieved February 11, 2023, from https://www.verywellmind.com/leadership-styles-2795312 

Missouri Comprehensive Guidance & Counseling Programs. (2015). Screening/Selection Procedures. Responsive Services | Missouri Department of Elementary and Secondary Education. Retrieved February 11, 2023, from https://dese.mo.gov/college-career-readiness/school-counseling/responsive-services 

TAC. (1977). RULE §239.15 Standards Required for the School Counselor Certificate. Texas Administrative Code. Retrieved February 11, 2023, from https://texreg.sos.state.tx.us/public/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=19&pt=7&ch=239&rl=15 

Thomas, R. V., & Pender, D. A. (2008). Association for specialists in Group Work: Best Practice Guidelines 2007 revisions. The Journal for Specialists in Group Work, 33(2), 111–117. https://doi.org/10.1080/01933920801971184 
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