Student absenteeism, conflict referrals, and teen mental health concerns are on the rise at school. Referrals and screening results showing difficulties in peer or romantic interactions, withdrawal behaviors, or low self-efficacy in communication. This group will address a documented institutional need, which is teens struggling with boundary awareness and interpersonal assertiveness, by providing hands-on, practice-based instruction. Participants will learn how to recognize and define personal boundaries in every aspect, like emotional, relational, digital, etc., and how to express limits respectfully.

Participants will work toward the following ASCA standards:

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

Behavior: Self-Management Skills (B-SMS 7): Demonstrate effective coping skills when faced with a problem.

Behavior: Social Skills (B-SS 1): Use effective oral and written communication skills and listening skills.

Behavior: Social Skills (B-SS 6): Use effective collaboration and cooperation skills.

(ASCA, 2021)

• Teacher and counselor referrals.

• Flyers in counselor offices and breakrooms.

• School website postings and newsletters for parents.

• Brief faculty-meeting announcements and counselor emails.

• Personal invitations to students identified through referrals or screenings.

This ensures that parents, teachers, and administrators are aware, while maintaining professional and discreet communication.

Individual pre-group interviews with each potential participant.

Students complete a brief readiness survey to assess their interest, willingness, and comfort level in a group setting.

Screening will assess emotional stability, suitability for a small-group format, and the ability to respect confidentiality.

Selection will prioritize students showing difficulty with boundaries, conflict, or peer stress.

(ASGW Best Practice Guidelines, 2008)

For participants over 18, consent will be obtained directly from the student.

Consent forms will explain group purpose, expectations, confidentiality limits, and reporting requirements.

Attachment: Sample Consent/Assent Form updated per TEC §28.004(q-6) regarding parental opt-in for sensitive topics.

Respect others’ opinions and confidentiality.

No interrupting or judging.

Attendance and participation are expected.

“What is shared here stays here,” with limits explained.

Predetermined rules: confidentiality limits, respect, and safety.

Group-determined rules: how to handle interruptions, use of phones, and start/closing rituals.

(Missouri Comprehensive Guidance Program, 2017)

(Yalom & Leszcz, 2020)

(Goleman, 2000; Northouse, 2021)

• Universality: Members realize they are not alone in struggling with boundaries.

• Interpersonal Learning: Role-plays and feedback will help members practice new communication skills.

• Cohesion: Supportive peer interactions will build trust and a sense of belonging.

• Instillation of Hope: Seeing others succeed in setting boundaries inspires confidence in their own ability.

  
  

(Yalom & Leszcz, 2020)

Application: I must obtain written parental consent before students join. Consent protects student rights, clarifies expectations, and ensures parents are informed partners.

Application: Group members will be reminded that while confidentiality is expected, it cannot be guaranteed. As a counselor, I am legally required to break confidentiality if a student reports harm to self/others or abuse. This protects students while maintaining ethical practice.