M 1. Belief in development of whole self, including a healthy balance of mental, social/emotional and physical well-being

M 5. Belief in using abilities to their fullest to achieve high-quality results and outcomes

The following ASCA Behavior Standards will be addressed in this group setting:

B-LS 3. Time-management, organizational and study skills

B-SMS 1. Responsibility for self and actions

B-SMS 6. Ability to identify and overcome barriers

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 3. Positive relationships with adults to support success

B-SS 8. Advocacy skills for self and others and ability to assert self, when necessary

Potential participants will then visit with the school counselor about the group to ensure that they are also interested in participating in the group. The goals of the group and potential benefits will be discussed as well as the expectation of confidentiality and privacy for both the student and the group participants as a whole. 

For students who are identified as potential candidates for the group session, their teachers will be asked by the counselor to submit a School Success Inventory for Teachers in regards to the student’s behavior in class.  These screening forms will also be reviewed by the school counselor to ensure the student’s in class behaviors are going to be effectively addressed in this group setting. 

Additionally, the participants themselves will go over the informed consent form during the first meeting of the group and it must be completed in that session for continued participation.

The following are the guidelines that will be presented:

*Confidentiality is a non-negotiable.

*Everyone has a chance to share if they want to, but only one person is speaking at a time.

*Speak with and treat others with respect at all times.

*Participation will always be encouraged, but participants do have the right to pass on discussing a topic if needed.

*Remaining open-minded is essential to success of the group as a whole. We do not pass judgement here.

*Rules and guidelines can be added to as needed as the group grows together.

Stage 2: This stage will rely heavily on discussion of their struggles, role play of various ways to overcome the struggle, and learning to identify non-verbal cues in one another that signify a need for an Accountabuddy to lend a hand. Trust building exercises will continue and the leader will continue to work towards participants understanding that one participants growth is growth for them all.

Stage 3: The group will conclude with participants demonstrating they are ready to take their skills out into the school setting. Role play and trust building activities will continue, as well as open discussion and sharing of fears and hesitations and ways they could feel supported by their cohorts once outside of the group.

Participants will be encouraged to continue communicating with one another both in and out of school and continuing to help one another and be accountable to one another for their learning. A follow up group session will be established where participants can discuss their progress and perhaps plan future meetings as their needs in the school setting change over time.

Follow ups with teachers will occur at least bi-weekly to assess student progress in the classroom and discuss if the Accountabuddy program is finding success in the classroom as well.

Because the success of this group will rely heavily on participants actually participating in the process, a democratic leader can establish the expectation and then step back and watch and encourage that participation. When participation begins to lag, this leader can step up a reiterate the expectations as needed to continue to push the group toward catharsis.

It is also believed that participation in this group could lead to altruism as participants who normally see only their own negative behaviors have an opportunity to share their struggles and help and learn from others. This could further provide for an installation of hope of the group members find a group who they can rely on to help them through particularly hard days.

With this in mind, a school counselor is within guidelines to screen participants for this group, obtain the proper form of consent and to ensure particiaptns are aware of confidentiality expectations and limitations as outlined in this group proposal.

"A school counselor shall work with the school faculty and staff, students, parents, and the community to plan, implement, and evaluate a comprehensive school counseling program that conforms to the most recent edition of the Texas Model for Comprehensive School Counseling Programs developed by the Texas Counseling Association."

Therefore, the planning and implementation of this proposed group therapy is acceptable under the Texas Education Code.

Subchapter A. School Counselors and Counseling Programs, Sec. 33.005, Subsection a.

American School Counselor Association (2021). ASCA Student Standards; Mindsets and Behaviors for Student Success. Alexandria, VA: Author.

Cuthbert, M.I. (1987).  Developmental guidance for school success skills.  [Doctoral Dissertation, University of Florida].  https://ufdc.ufl.edu/AA00011208/00001/images.

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.

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

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