Mindset Standards:

• Self-confidence in ability to succeed

• Belief in using abilities to their fullest to achieve high-quality results and outcomes

Behavior Standards:

Learning Strategies

• Self-motivation and self-direction for learning

• Decision-making informed by gathering evidence, getting others' perspectives and recognizing personal bias

Self-Management Skills

• Self-discipline and self-control

• Effective coping skills

• Ability to manage transitions and adapt to change

Social Skills

• Positive, respectful and supportive relationships with students who are similar to and different from them

• Ethical decision-making and social responsibility

• Social maturity and behaviors appropriate to the situation and environment

Students will be encouraged to complete an Assessment of Students' Perceived Needs Form as well. This will provide them with the opportunity to be involved in the formation of the small group. They can suggest topics or evaluate the list of examples for what they believe there is a need or interest for among their peers (Missouri Professional School Counselors and Counselor Educators, 2015). These will be due at the same time as the staff/parent forms.

Once the assessments have been analyzed, the counselor will put together the logistics and Action Plan of the small group.

Individual screening interviews will be conducted to help select group members. Rosemarie Smead's "TAP-In" method (Morganett, 1990) will be used in the screenings.

Tell about the group

• Group logistics

• Benefits

• Expectations

Ask the student about his or her interest and commitment

• Ask student:

  • About their understanding of group

  • Any questions?

  • Interested? Why or why not?

  • Outside counseling?

  • Willing to adhere to expectations/ ground rules?

  • Goals for growth?

  • Interest on a scale of 1-10

Pick members

• Willing to participate

• Reason for wanting to be in group

• Student satisfaction

• Will learned skills be transferrable for the student?

• Recent crisis/ situation that would hinder participation?

• Interview outcome

• Student's expectations match that of the group

• Motivated to participate fully on a scale of 1-10

The counselor will meet with all students that were not selected and provide insight/ referrals/ information, etc depending on the needs of the student.

In this stage, participants are getting to know each other and the facilitator. They will also learn about the expectations for the group, specifically those around confidentiality.

Students will participate in activities where they are encouraged to share about themselves. Facilitator will point out similarities between experiences to help build connections among members. As these connections grow, members will develop trust and an appreciation for the confidentiality guidelines in place, which will in turn encourage them to follow them.

Stage 2

In this stage, members are working together towards their goals.

Meetings are held on Mondays, which sets the students up to begin applying what was learned at that session throughout the week. Participants are encouraged to keep notes on when they applied the skills learned, and/or when they identified a situation in which they would have been helpful. These insights will be shared at the beginning of the following meeting. As members identify with, and learn from, the experiences of their peers, they will find increasing value in each other.

Stage 3

The group is coming to an end in Stage 3.

Participants will reflect on their experience in the small group counseling program. They will outline all skills learned and make a plan/ resource sheet they can reference to moving forward. Confidentiality past the end of the group will be reinforced.

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.

Imparting of Information - Participants will learn about feelings/emotions and how to manage them in overwhelming situations.

Development of Socializing Techniques - Members will be encouraged to practice and track the social/behavioral skills learned

Imitative Behavior - A regular part of the sessions will be to share the previous week's insights into implementing the skills learned. Students will be able to learn from their peer's experiences and repeat the behavior.

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

M 5. Effective school counseling is a collaborative process involving school counselors, students, families, teachers, administrators and other education partners.

The small group program is a result of a collaborative effort. Data from school staff, parents, and students is used to develop everything from the topic to what day the meetings will be held. Additionally, during the program, participants are encouraged to share and connect about the information in order to learn effectively.

Direct and Indirect Student Services

B-SS 3. Provide short-term counseling in small-group and individual settings

The small group is designed as a short-term counseling program. The counselor is directly involved in all aspects of the program.

American School Counselor Association (2025). ASCA School Counselor Professional Standards & Competencies. Alexandria, VA: Author.

Cherry, K. (2006, May 12). How to Lead: 6 Leadership Styles and Frameworks. Verywell Mind; Verywell Mind. https://www.verywellmind.com/leadership-styles-2795312

Kelly, T., Lyons, K., Pemberton, G., Garvin, C., & Bellamy, C. (2022). Working With Groups: A Group Facilitation Manual for Helping Professionals.

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.

Morganett, R. S. (1990). Skills for living: Group counseling activities for young adolescents. Chicago: Research Press.

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