While I will not be working with students, the framework provided by the ASCA is applicable to the social-emotional learning of the parents in my small group. The Mindsets and Behaviors they will master upon completion of the group include:

Emotional Resilience - Participants will develop self-awareness and self-management, highlighting the ability to cope with stress and challenges, which is essential for personal and academic success.

Self-Leadership - Participants will develop self-efficacy and decision-making, encouraging individuals to take initiative and feel confident in their roles, particularly in the context of parenting.

Peer Support and Trust Building - Participants will develop social skills, emphasizing the importance of building relationships, teamwork, and communication.

Emotion Regulation - Participants will develop skills of self-management, focusing on the ability to recognize, understand, and manage emotions, and develop coping strategies.

Connection to Self and Others - Participants will develop social awareness and relationship skills, fostering a deeper understanding of oneself and improving relationships with others, especially in the context of family dynamics.

Overall, these points promote personal growth, emotional intelligence, and effective interpersonal relationships, all of which are central to the ASCA Mindsets and Behaviors (Home - American School Counselor Association (ASCA), n.d.).

• Collaborate with the Family Care Program Director to promote the group

• Conduct informational sessions to answer questions and build interest.

We will:

• Host a meeting outlining the group's goals and parameters.

• Distribute packets of information to the clinical team and Family Care supervisors.

• Host a Q & A session.

• Accept nominations of potential candidates for the group.

A brief summary of the process:

T - Tell about the group

• Group topic.

• Meetings: schedule, duration of each session, and total number of sessions.

• Participant expectations: attend all meetings unless illness or emergency arises.

• Participation in the group is voluntary, but request that every person who commits to the group see it all the way through.

A - Ask about interest and commitment

• Questions the potential participant has about any part of the group process?

• Interest in the group - why or why not?

• Seeing another counselor, inside or outside Hendrick Home?

• Willing to adhere to expectations/ground rules?

• What are the individual's goals for growth?

P - Pick Members

• Willing to participate?

• What motivates the potential participant to join the group?

• Can the group's focus address their personal needs or goals?

• Will the potential participant be able to apply/transfer group experiences to other life areas/relationships?

• Has the potential participant experienced a recent crisis or situation that would block participation in this group?

• How motivated is the potential participant to participate fully in the group experience?

(Missouri Department of Elementary and Secondary Education, 2015).

• Informed Consent: Before participating in group therapy, all individuals must sign a written informed consent form that clearly explains the potential risks and benefits of group therapy, the confidentiality expectations.

• HIPAA Notice of Privacy Practices: Provide individuals with a copy of the organization’s HIPAA Notice of Privacy Practices, which outlines their rights regarding their PHI.

All listed rules are determined by Hendrick Home for Children and are not negotiable. There may be additional rules as discussed and decided by the group as deemed appropriate.

Stage 1: Orientation and Group Formation

• At this initial stage, participants will engage in icebreaker activities that allow them to introduce themselves and share their reasons for attending the group. The facilitator will play a crucial role in fostering a welcoming and inclusive environment where everyone feels valued.

• Trust will be built through empathy, active listening, and validation of feelings. Sharing personal experiences or stories may help model vulnerability and promote openness among group members.

• During the first session, group members will review the ground rules collaboratively and work together to create a respectful and safe space. Participants will be encouraged to suggest guidelines that promote confidentiality, active participation, and mutual support as needed to support the provided ground rules.

Addressing the limits of confidentiality is crucial in this stage. It is important to clearly explain to participants that, while confidentiality is typically the standard, there are specific situations—such as instances of harm to oneself or others—that may necessitate disclosure. Additionally, emphasizing that each participant holds a responsibility to maintain the confidentiality of their peers will help foster a sense of trust and safety within the group. Discussing the potential impact of sharing information outside of the group further establishes this foundation, reinforcing the importance of protecting each other's privacy (American Counseling Association - Home for Professional Counseling, n.d.).

Stage 2: Exploration and Development

• As the group progresses, the focus will shift from building relationships to deeper discussions of personal experiences and challenges. The facilitator will guide conversations to keep them relevant and on track, ensuring all voices are heard.

• Regularly checking in with participants about their feelings and experiences will be crucial to ensure that the group remains cohesive. Techniques such as “thumbs up/thumbs down” or quick polls can provide real-time feedback on group dynamics.

• Members will be encouraged to participate actively in discussions and activities. Assigning specific tasks or roles within the group (such as timekeeper or note-taker) may foster a sense of responsibility and commitment to mutual goals.

• The facilitator will monitor the progress toward each session's learning outcomes by conducting reflective exercises at the end of each session, allowing participants to share what they found helpful or challenging.

Stage 3: Termination and Closure

• As the group nears the end of its sessions, I will implement a structured closure plan to help participants process their experiences. This will include guided reflections on personal growth and the skills they’ve learned throughout the program.

• Participants will be encouraged to express their emotions about the group ending, discussing feelings of sadness, achievement, or apprehension in a supportive environment.

• Reflecting on the group's journey, I will highlight individual and collective successes to reinforce a sense of accomplishment. A small celebration will be organized to mark the end of the program, further encouraging positive closure.

• As the group concludes, I will reiterate the importance of continued confidentiality. Participants will be reminded that while their time together is ending, the trust and sharing established within the group must be preserved even after the program ends.

• I will establish a peer check-in process to help participants feel supported as they transition out of the group setting. This will foster ongoing connections and reinforce the concepts learned. This will be accomplished through a peer buddy system with scheduled check-in meetings (face-to-face or via text messaging) and a group messaging platform for the whole group to share updates, ask questions, and provide support to one another.

By following these stages outlined by the Missouri Comprehensive Guidance and Counseling Program, the group counseling project can effectively support and empower single mothers at Hendrick Home for Children, enabling them to thrive in their parenting roles and emotional well-being.

A transformational leader promotes self-discovery and resilience, enabling participants to improve their coping strategies and develop important skills. This method effectively tackles the specific emotional challenges encountered by single mothers and nurtures a supportive community for sharing experiences and mutual learning (Northouse, 2018).

The participative aspects of transformational leadership can also enhance the mothers' sense of belonging and community by promoting open communication and shared decision-making (Kirkpatrick & Locke, 1996). This is crucial, particularly in a group counseling setting, as it helps to reduce feelings of isolation and empowers participants to take an active role in their healing and growth process.

In summary, the transformational leadership style will foster an environment that not only meets the project’s objectives but also empowers participants to become self-sufficient and resilient individuals.

Therapeutic factors that could be observed during our sessions:

• Instillation of Hope: As participants hear about others overcoming similar challenges, they can begin to believe in their own capacity to improve their situations.

• Universality: By sharing experiences, participants will realize they are not alone in their feelings and challenges, fostering a sense of belonging and normalizing their experiences.

• Altruism: As group members support one another, they may experience the joy of helping others. This can enhance their self-esteem and reinforce the idea that they have valuable contributions to make, thus promoting personal growth and empowering them to strive for more.

• Development of Social Skills: In discussing parenting techniques, building support networks, and receiving feedback, participants can enhance their social skills, making them feel more confident in their interactions both within the group and in the community.

• Catharsis: The therapeutic activities and peer sharing provide an opportunity for participants to express and process their emotions, leading to emotional relief and healing. This is particularly important for mothers dealing with past trauma.

• Existential Factors: Participants may reflect on their personal journeys, confronting feelings of loss, uncertainty, or responsibility, which can lead to a greater understanding of their circumstances and values, ultimately fostering resilience.

• Cohesiveness: As relationships develop among group members, a strong sense of community can emerge. This cohesiveness will further encourage sharing and provide a supportive environment where participants feel safe to open up.

In my work with equine-assisted therapy, competence means staying informed about group counseling techniques and the dynamics of human-horse interactions. By advancing my skills through continued education and specialized training, I can provide an enriching environment where participants receive effective support, leading to better outcomes in their personal development and therapy goals (Resources—Association for Specialists in Group Work, 2021).

As a counselor conducting group sessions using Equine-Assisted Therapy (EAT), maintaining confidentiality enhances the therapeutic alliance among participants. When group members feel secure that their thoughts and feelings will not be disclosed outside the group, they are more likely to engage openly with both the horses and peers, enhancing the effectiveness of therapy.

Resources – Association for specialists in group work. (2021b, April 13). https://asgw.org/resources/

Home - American School Counselor Association (ASCA). (n.d.). https://www.schoolcounselor.org/

Kirkpatrick, S. A., & Locke, E. A. (1996). Direct and indirect effects of transformational leadership on group performance. Academy of Management Journal, 39(1), 102-119. https://doi.org/10.2307/256255

Missouri Department of Elementary and Secondary Education. (2015). Missouri Comprehensive Guidance and Counseling Program—Responsive Services Small Group Counseling Module. In Missouri Comprehensive Guidance & Counseling Programs: Linking School Success to Life Success (pp. 21–23).

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

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