Slideshow by Schicasulyn Henderson

Establishing the Group

shenderson31_1 — 2024-02-11 19:19:28 UTC

Bringing Out The Best Group

shenderson31_1 — 2024-02-11 19:20:59 UTC

The Bringing Out the Best Group (BOTB) Group will be working on skills to manage conflict. The students working on these skills will be 9^th graders. Conflict management among students is crucial for fostering a positive and safe learning environment.

ASCA Mindsets & Behaviors

shenderson31_1 — 2024-02-11 19:30:49 UTC

B-LS 9. Decision-making informed by gathering evidence, getting others’ perspectives, and recognizing personal bias

B-LS 1. Critical thinking skills to make informed decisions

B-SS 1. Effective oral and written communication skills and listening skills

B-SMS 1. Responsibility for self and actions

B-SS 6. Effective collaboration and cooperation skills

B-SS 9. Social maturity and behaviors appropriate to the situation and environment

Publicity

shenderson31_1 — 2024-02-11 19:31:09 UTC

To promote this group, we plan to visit classrooms, distribute flyers, and place QR codes throughout the school in easily noticeable areas for 9th-grade students. We will also advertise the group on the school announcements and post about it on the official school social media outlets. By using a variety of channels, we hope to increase the chances of students becoming aware of the group and signing up.

Screening

shenderson31_1 — 2024-02-11 19:31:28 UTC

Teacher and self-reported student referrals will be used as data sources for screening small counseling groups. Teachers often have firsthand observations of students' behaviors and interactions within the classroom, while self-reported referrals from students can provide valuable insights into their own experiences and challenges. Also, disaggregated data reports from the school database system will be reviewed to identify trends and patterns related to interpersonal conflicts among 9th-grade students. By analyzing this data with school administration, a School Counselor can gain valuable insights into the root causes of conflicts and tailor interventions accordingly. A list of students will be compiled based on this data and Pre- Group screened for group work. This approach will allow the School Counselor to provide targeted support and intervention where needed.

Informed Consent

shenderson31_1 — 2024-02-11 19:31:51 UTC

Informed Consent will be obtained from parents before working with students in small groups. The target population for the BOTB Small Group are students aged 14-15 but in the case of a student who is 18 or older, parental permission may or may not be required. School counselors have a responsibility to be familiar with local and state laws regarding informed consent. By being informed about the relevant laws and regulations, School Counselors can ensure that they are following legal requirements and protecting the rights of students.

Ground Rules

shenderson31_1 — 2024-02-11 19:32:46 UTC

Ground Rules are essential for creating a productive and respectful environment within a group. They set clear expectations for behavior and communication, which can help prevent misunderstandings and conflicts. When participants are involved in developing these ground rules, they feel a sense of ownership and are more likely to adhere to them.

Referring to the Ground Rules throughout the session can serve as a gentle reminder and reinforcement of the agreed-upon standards. It's also important to periodically review and revise ground rules as needed to ensure they remain relevant and effective for the group's dynamics and objectives.

Group Dynamics

shenderson31_1 — 2024-02-11 19:33:11 UTC

Forming Stage – During this stage, the group is just coming together, and participants may be unsure of their role in the group. The group facilitator will need to build trust and cohesion. This can be done by setting goals and having group members participate in Icebreaker or Getting-to-Know-You activities.

Storming Stage – During this stage there may be some tension and conflict as group members may have differing ideas and views on the group and its direction. The group facilitator will need to continue mediating conflict and facilitating open honest communication.

Norming Stage – This is when there will be more group cohesion. Group participants understand the group, know their roles, and work together. The group facilitator will continue to guide and support the group to achieve the Student Learning Outcomes.

Leadership Style

shenderson31_1 — 2024-02-11 19:33:36 UTC

Facilitative Leadership will empower participants to take ownership of their learning and growth. This type of leadership will help to create a safe supportive environment wherein all group members will feel comfortable participating, sharing experiences, and problem-solving.

Therapeutic Factors

shenderson31_1 — 2024-02-11 19:34:01 UTC

Therapeutic factors that could potentially be seen during a BOTB group session:

1. Imparting information can be observed as students participate in role-playing activities that incorporate applying information learned. Role-playing will provide the group with a safe supportive place to practice skills.

2. Interpersonal learning and the development of socializing techniques can be observed as students participate in role-playing, group discussions, activities, self-reflection, and feedback from the group.

3. Group cohesiveness can be observed as Ground Rules are further developed by the group, and the counselor continues to build rapport by continuing to encourage group members to share their individual experiences and insights.

Legal Considerations

shenderson31_1 — 2024-02-11 19:40:25 UTC

· Confidentiality – The Family Educational Rights and Privacy Act (FERPA) is a federal law that protects students’ educational records(2021). Information shared within the counseling group should be kept confidential unless there is a legal obligation to disclose it such as harm to self or others.

· Special Education Services- Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act are federal laws that protect the rights of students who have disabilities. Additional legal obligations must be taken into consideration when providing services to students with disabilities.

· Informed Consent- is required before students participate in counseling groups.

· Child Abuse Reporting- School Counselors are considered mandated reporters and are legally obligated to report suspected cases of child abuse or neglect to the proper authorities. Information shared during group sessions could be reported to authorities.

· Crisis Response and Intervention- A School Counselor should be prepared to provide immediate crisis and emergency support during small group sessions. A student may attempt to physically harm another student in the group or themselves.

Ethical Considerations

shenderson31_1 — 2024-02-11 19:41:01 UTC

Conflict of Interest- A dual relationship that occurs with students, where the counselor socializes with students outside of counseling sessions or has personal connections with their families. This limits the ability of the counselor to provide unbiased counseling services

References

shenderson31_1 — 2024-02-11 19:41:27 UTC

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

School counseling services parent permission form ... (n.d.). https://www.houstonisd.org/cms/lib2/TX01001591/Centricity/Domain/13777/School Counseling Services Parent Permission Form English5.pdf

US Department of Education (ED). (2021, August 25). Family educational rights and privacy act (FERPA). Home. https://www2.ed.gov/policy/gen/guid/fpco/ferpa/index.html