Mindset 1: Belief in the development of the whole student.

• Behavior 1.1: Demonstrates a growth mindset and seeks continuous improvement.

• Behavior 1.2: Engages in reflective practices to evaluate progress.

Mindset 2: Positive interpersonal relationships are essential for student success.

• Behavior 2.1: Practices effective communication and collaboration with peers.

• Behavior 2.2: Displays empathy and understanding in interactions with others.

Mindset 3: Self-awareness and emotional regulation are essential for success.

• Behavior 3.1: Identifies personal strengths and areas for growth.

• Behavior 3.2: Implements strategies for managing stress and emotions.

Mindset 4: Goal-setting and decision-making are key components of success.

• Behavior 4.1: Sets realistic academic and personal goals.

• Behavior 4.2: Develops and implements action plans for achieving goals.

To Parents:

• Send personal emails to inform parents about the group. Include group details in campus newsletters and post on the school website.

To Students:

• Distribute flyers in classrooms and place posters in common areas. Broadcast the group on the school announcements.

To Teachers:

• Inform teachers about the details of the group through email. Present the group during a staff meeting, and place flyers in teachers mailboxes.

To Administrators:

• Inform and update administrators about the group through email.

To Counselors:

• Provide other counselors on campus with group information to refer students and promote the group.

For the Girl Talk: Navigating Healthy Friendships group, I will inform participants through flyers, announcements, and emails to parents for consent. After gathering the data from the qualitative and quantitative date from the needs assessments from students and teachers I will conduct one-on-one interviews to assess readiness, willingness, and interests where students can share their challenges, goals, and reasons for wanting to join the group. Participants will be screened individually to ensure a comfortable, private space for expression. The pre-group screening will help me select students who are eager to participate and benefit from the group, ensuring a positive and productive dynamic.

Informed consent is required from both parents and students when engaging in group and individual sessions outside of the classroom. While Plano ISD provides its own informed consent, I do not currently have access to it and must request permission to view it. In the meantime, I have attached a general informed consent form that aligns with Plano ISD's requirements for group counseling.

• Everything shared within the group stays between us.

• Support each other on, by using works of encouragement.

• This is a safe space where beliefs, values, and opinions are accepted.

• Actively contribute to the discussion.

• Share your feelings from your own perspective using "I" statements.

• Take turns speaking and listening to each other, by raising your hand when you want to share.

• Be receptive to new ideas and respect other groups members point of view.

Stage 1: Orientation (Forming)

In the first stage, we will work on building trust and safety within the group. We will participate in engaging activities such as ice breakers and have discussions that can allow the group members to share their interests. We will establish groups norms, address limits of confidentiality, and discuss expectations/rules.

Stage 2: Storming & Norming

During the second stage, the group members will have had a couple opportunities to get to know each other, however members will start to experience challenges of different personalities. It will be important to keep the group goal oriented by including activities that allow collaboration for members to share and connect with each other. Listening members, and assessing progress, and providing feedback as needed will be important to ensure the group is cohesive and moving in the right direction.

Stage 3: Performing & Closing

Towards the end of the group, our focus will shift and we will reflect on the progress we made. We will discuss our personal growth and how we will apply what we learned in the real world. I will reinforce confidentiality and remind everyone that confidentiality still remains when the group ends.

I would use a transformational leadership style, which focuses on inspiring and motivating members to reach their potential. This leadership style will be effective with middle schoolers since it focuses on building members self-confidence and personal growth. Transformational leaders model positive behaviors like empathy and active listening, creating a supportive environment (Northouse, 2018).

Instillation of Hope
In "Girl Talk," participants will find hope as they see how others navigate friendship challenges. By learning practical skills for managing peer pressure, resolving conflicts, and setting healthy boundaries, they will feel more confident in their ability to build positive relationships (Yalom, 2005).

Universality
As middle school girls share their experiences with navigating friendships, they will realize they are not alone in their struggles. This sense of shared experience will help reduce feelings of isolation and foster a supportive group dynamic (Yalom, 2005).

Altruism
Through open discussions and activities, the girls will have opportunities to support one another. Helping each other work through challenges can increase their self-esteem and strengthen the group’s sense of community (Yalom, 2005).

Catharsis
"Girl Talk" provides a safe environment where girls can express their emotions, thoughts, and frustrations related to friendships. Expressing their emotions and thoughts allows them to process their feelings and learn how to navigate social situations with greater emotional resilience (Yalom, 2005).

Counselors are required to maintain confidentiality, but must inform participants of its limits, such as when there is a risk of harm or abuse (Texas Education Code, 2020). Confidentiality is crucial in group counseling, but safety concerns may require breaching it. Counselors must clearly communicate these limits to group members (ASCA, 2016).

When ensuring and reinforcing confidentiality and its limitations, I will ensure I am in compliance with legal and ethical standards for the safety of the group members including myself.

Counselors must obtain informed consent before starting group counseling, ensuring participants understand the group’s purpose, goals, and any risks (ACA, 2014). Informed consent is necessary for transparency and voluntary participation. Participants must be fully aware of what to expect in the group (ASCA, 2016).

Informed consent ensures that the group members are respected, knowledgeable, and have autonomy in deciding whether to participate and have the right to leave the group at anytime.

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

American School Counselor Association (ASCA). (2016). ASCA ethical standards for school counselors.

Texas Education Code. (2020). Retrieved from https://statutes.capitol.texas.gov

Northouse, P. G. (2018). Leadership: Theory and practice (8th ed.). Sage Publications.

Tuckman, B. W. (1965). Developmental sequence in small groups. Psychological Bulletin, 63(6), 384–399. https://doi.org/10.1037/h0022100

Yalom, I. D. (2005). The theory and practice of group psychotherapy (5th ed.). Basic Books.