1. M 2 – Self-confidence in the ability to succeed.

2. M 3 – Sense of belonging in the school environment.

3. M 6 – Positive attitude toward work and learning.

Behaviors:

Learning Strategies:

1. B-LS 4 – Apply self-motivation and self-direction to learning.

2. B-LS 9 – Gather evidence and consider multiple perspectives to make informed decisions.

Self-Management Skills:

4. B-SMS 2 – Demonstrate self-discipline and self-control.

5. B-SMS 6 – Demonstrate ability to overcome barriers to learning.

6. B-SMS 7 – Demonstrate effective coping skills when faced with a problem.

7. B-SMS 10 – Demonstrate ability to manage transitions and adapt to changing situations.

Social Skills:

8. B-SS 1 – Use effective oral and written communication skills and listening skills.

9. B-SS 2 – Create positive and supportive relationships with other students.

10. B-SS 3 – Create relationships with adults that support success.

11. B-SS 4 – Demonstrate empathy.

12. B-SS 5 – Demonstrate ethical decision-making and social responsibility.

13. B-SS 9 – Demonstrate social maturity and behaviors appropriate to the situation and environment.

(American School Counselor Association, 2021)

• Email Notifications – A detailed email will be sent to parents explaining the group’s purpose, benefits, and how their child may qualify.

• Parent Newsletters – Information will be included in school newsletters to provide ongoing awareness.

• Direct Parent Contact – Counselors will call or send personal invitations to parents of identified students.

2. Students

• Classroom Announcements – Teachers will provide brief verbal announcements in advisory or homeroom periods.

• Flyers & Posters – Strategically placed in hallways, counseling offices, and common areas to catch students’ attention.

• Counselor/Teacher Recommendations – Direct outreach to students based on referrals and needs assessments.

• Personal Invitations – Identified students will receive a confidential invitation from the counseling office.

3. Teachers & Staff

• Faculty Meetings & PLCs – Counselors will present the small group initiative, share referral forms, and answer questions.

• Email Communications – Teachers will receive a detailed email outlining the group’s objectives and how they can refer students.

• Staff Breakroom & Workroom Flyers – Printed materials will be available for teachers to review at their convenience.

• Google Drive/Shared Folder – A resource hub will be created for teachers to access referral forms and group updates.

4. Administrators

• One-on-One Briefing – A meeting will be scheduled with administrators to explain the program and align it with school goals.

• Data-Driven Reports – Periodic updates will be provided, showcasing the impact and effectiveness of the group.

5. Counselors & Support Staff

• Counselor Meetings – The group will be discussed in counselor collaboration meetings to ensure consistency and support.

• Shared Referral Forms – Counselors will have access to a digital form for easy student referrals.

• Regular Check-ins – Counselors will provide feedback on student progress and offer insights on group improvements.

Students will be informed about the group through:

• Personal Invitations: Identified students will receive a confidential invitation to discuss the group.

• Counselor Meetings: One-on-one conversations will explain the group’s purpose, expectations, and benefits.

• Teacher & Staff Referrals: Teachers will help inform students they believe may benefit from participation.

• Parent Communication: Parents will receive an email or phone call explaining the group and seeking consent.

Assessing Participant Readiness, Willingness, & Interest

Using the "TAP-In" process from the screening selection process resource: students will go through the following process:

1. Tell the Student About the Group

   • Explain the group’s purpose, meeting structure, and expectations.

   • Clarify confidentiality rules and exceptions.

   • Highlight benefits such as learning new skills, improving communication, and developing stronger relationships with adults.

2. Ask About Interest & Commitment

   • Ask the student to summarize their understanding of the group.

   • Assess their interest level on a scale of 1-10.

   • Confirm their willingness to follow expectations, including attendance and confidentiality.

   • Determine if they are seeing another counselor inside or outside of school.

   • Ask about personal goals they hope to achieve through participation.

3. Pick Participants Based on Readiness

   • Evaluate their motivation and ability to engage in the group.

   • Ensure their needs align with the group’s focus.

   • Consider their ability to contribute positively to group dynamics.

   • Identify any recent crises or external factors that might hinder participation.

   • Make final selections based on professional judgment, balancing individual needs and group cohesion.

(Missouri Professional School Counselors and Counselor Educators, 2015)

Screening Method: Individual vs. Group

• Individual Screening: Each student will be interviewed privately to allow for an open and honest discussion.

• Group Consideration: While screening is individual, students will be placed in the group with peers who share similar challenges and needs to ensure a supportive environment.

By implementing this structured screening process, we ensure that only students who are ready, willing, and able to benefit from the group are selected, maximizing the effectiveness of the intervention.

In Humble ISD, parental consent is required before a student can participate in small group counseling. Since counseling services involve discussing personal topics, parents must be informed about the purpose, process, and expectations of the group. Parents will receive a consent form outlining:

• The group’s purpose and structure.

• The counselor’s role and confidentiality limitations.

• The voluntary nature of participation.

• The right to withdraw their child from the group at any time.

Student Consent

While parental consent is mandatory, student consent is encouraged. Before joining, students will:

• Be informed about the group's purpose and expectations.

• Have an opportunity to ask questions.

• Voluntarily agree to participate.

This ensures students understand their role and feel comfortable engaging in the group.

Confidentiality

Humble ISD adheres to ASCA ethical guidelines, which prioritize confidentiality while recognizing parental rights. Students must understand that confidentiality is maintained unless:

1. The student gives permission to share specific information.

2. The student discloses harm to self or others.

3. There is suspicion of child abuse or neglect.

Counseling records do not become part of the student’s permanent academic record, except as required by school policy.

(Humble ISD, 2024)

Process for Consent & Screening

1. Referral & Initial Discussion: Students are referred by teachers, parents, or counselors based on identified needs.

2. Parent Notification: Parents receive a consent form explaining the group’s purpose and structure.

3. Student Screening: The counselor meets with students individually to assess their readiness and willingness.

4. Student Assent: Students agree to participate voluntarily after understanding the group expectations.

5. Group Begins: Once both consent and assent are secured, students start participating in sessions.

This structured approach ensures ethical and informed participation while fostering a supportive and confidential environment.

• The participant guidelines will be introduced in the first session to establish a clear structure.

• Students will review and discuss the guidelines to ensure understanding and agreement.

• The counselor will emphasize the importance of confidentiality, respect, and participation in creating a supportive group environment.

• A printed or digital copy of the guidelines will be provided to all participants.

Predetermined Rules (Set by Counselor)

The following rules are non-negotiable and will be in place from the beginning:

1. Confidentiality – What is shared in the group stays in the group, except in cases where safety concerns arise.

2. One Speaker at a Time – Group members will practice active listening and wait their turn to speak.

3. Respectful Communication – No put-downs, name-calling, or offensive language.

4. Participation Encouraged, Not Forced – Everyone is encouraged to share, but they have the right to “pass” if they are not ready.

5. Timeliness & Attendance – Members should arrive on time and attend consistently to maintain group cohesion.

6. Open-Mindedness – Respecting others’ perspectives, even if they differ from one’s own.

Rules Determined by the Group

To promote a sense of ownership, participants will contribute to shaping the remaining guidelines.

• How to Handle Disagreements – Agreeing on a respectful way to resolve conflicts within the group.

• Supportive Language & Encouragement – Determining how group members want to provide and receive encouragement.

• Session Structure Adjustments – Allowing input on discussion formats, such as whether they prefer more role-playing activities, discussions, or journaling.

The finalized rules will be revisited at the start of each session to reinforce expectations and ensure a productive group environment.

(Missouri Professional School Counselors and Counselor Educators, 2015)

During the initial phase, it is crucial to create a sense of safety and trust among group members. To achieve this, I will:

• Icebreaker Activities: Start with simple, non-threatening exercises to help students become comfortable with one another.

• Personal Sharing (Within Comfort Levels): I will model appropriate self-disclosure to encourage open communication.

• Confidentiality Discussion: Explain that while confidentiality is an expectation, it cannot be guaranteed (e.g., members may share outside the group). Emphasize the limits of confidentiality, including cases involving harm to self or others​.

• Group Norms Creation:

  • Pre-determined rules (confidentiality, respect, active participation) will be introduced.

  • Additional rules will be collaboratively created by the group to enhance accountability.

• Trust-Building Activities: Role-playing exercises and trust-building discussions will encourage openness and honesty.

Stage 2: Maintaining Cohesion & Productivity

Once trust is established, maintaining engagement and ensuring productive discussions are key. Strategies include:

• Regular Check-Ins: Begin each session with a check-in question (e.g., “How are you feeling about the group?” or “What has been challenging this week?”).

• Relating New Content to Past Sessions: Reinforce connections between group discussions and personal growth.

• Encouraging Participation: Ensure all members have opportunities to contribute while respecting those who prefer to observe.

• Processing Activities: Reflecting on how group discussions apply to real-life interactions with adults.

• Addressing Conflict: If conflict arises, use guided discussions to model problem-solving and respectful dialogue.

• Monitoring Progress: Informal reflections, self-assessments, and feedback from members will help track progress.

Stage 3: Group Closure & Follow-Up Plan

Ending the group successfully ensures that members leave with confidence in their new skills without feeling abandoned. To facilitate closure:

• Final Reflection Activity: Members will share their key takeaways and how they plan to use their new skills in daily life.

• Reinforce Confidentiality Post-Group: Explain that even though the group is ending, confidentiality must still be respected.

• Goodbye Ritual: Create a meaningful farewell activity, such as writing supportive notes to each other or a group affirmation exercise.

(Missouri Professional School Counselors and Counselor Educators, 2015)

Rationale for Democratic Leadership:

• Encourages Engagement: Middle school students are at a developmental stage where they seek autonomy and voice. Involving them in setting group norms and goals fosters a sense of ownership and commitment.

• Builds Trust: A collaborative environment where students feel heard and respected enhances trust among group members and between the students and the facilitator.

• Develops Critical Skills: Participating in group discussions and decision-making processes helps students enhance their communication, empathy, and problem-solving abilities.

I aim to create a supportive and empowering atmosphere that aligns with the developmental needs of middle school students, thereby facilitating meaningful growth in their relationships with adults.

(Cherry, 2023)

2️⃣ Universality – Members will realize they are not alone in their struggles, fostering connection and reducing feelings of isolation.

3️⃣ Imparting of Information – Through discussions and activities, students will learn communication strategies, conflict resolution skills, and trust-building techniques.

4️⃣ Altruism – Members will support each other by offering advice and encouragement, reinforcing their ability to contribute positively.

5️⃣ Development of Socializing Techniques – Practicing active listening, assertive communication, and perspective-taking will enhance their ability to interact effectively with adults.

6️⃣ Interpersonal Learning – Receiving feedback from peers and the counselor will help students reflect on their behaviors and improve their interactions.

7️⃣ Catharsis – Group members will have a safe space to express emotions related to past conflicts with authority figures.

8️⃣ Corrective Recapitulation of Family Dynamics – Students may identify patterns from their relationships with parents and apply new, healthier approaches in interactions with adults.

9️⃣ Imitative Behavior – Observing peers who demonstrate respectful communication and conflict resolution will encourage students to adopt similar behaviors.

🔟 Existential Factors – By engaging in self-reflection, students will recognize their personal responsibility in shaping their relationships with adults.

✅ Conclusion: These therapeutic factors will promote growth, emotional safety, and meaningful change in students as they develop healthier relationships with adults.

(Yalom, 1995)

🔍 How This Supports Group Counseling:

• I will clearly outline confidentiality expectations at the start of the group, emphasizing that it cannot be guaranteed in a group setting.

• Students will be reminded that discussions should remain private, but I am required to break confidentiality in cases involving harm to self, others, or suspected abuse.

• This protects student privacy, builds trust, and ensures that all members understand their rights and responsibilities regarding confidentiality.

🔍 How This Supports Group Counseling:

• Parental Consent is Required: Before a student joins the group, I will obtain signed consent from a parent or legal guardian.

• Student Assent Encouraged: Even though minors cannot legally consent, I will:
  ✅ Explain the purpose and expectations of the group.
  ✅ Ask if they are comfortable participating.
  ✅ Allow them to make choices within the group process.

• This ensures students feel respected, included, and empowered, while maintaining legal and ethical compliance.

2 Texas Education Code § 33.003

American Counseling Association. (2014). 2014 ACA code of ethics.

American School Counselor Association (2019). ASCA School Counselor Professional Standards & Competencies

American School Counselor Association (2021). Student Standards; Mindsets and Behaviors for Student Success.

Cherry, K. (2023). Leadership styles and frameworks you should know. Verywell Mind.

Humble ISD. (2024). Section I: Parental Rights. Humble ISD Parent/Student Handbook. https://core-docs.s3.us-east-1.amazonaws.com/documents/asset/uploaded_file/3592/HumbleISD/3376437/2024-25_Parent_Student_Handbook___Student_Code_of_Conduct.pdf

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.

Texas Education Agency. (2018). The Texas model for comprehensive school counseling programs (5th ed.). Texas Counseling Association.  https://tea.texas.gov/sites/default/files/Pub_2018_Texas-Model_5th-Edition.pdf.

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