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

M 2: Sense of acceptance, respect, support and inclusion for self and others in the school environment

Behaviors

B-SMS 1: Responsibility for self and actions

B-SMS 2: Self-discipline and self-control

B-SMS 6: Ability to identify and overcome barriers

B-SMS 7: Effective coping skills

B-SMS 10: Ability to manage transitions and adapt to change

For administration

For teachers, I feel like the best way to communicate with everyone is going to be through email. I will send an email to 4th and 5th Grade teachers.

"Do have students in your classroom who are showing disruptive behaviors? Is this impacting your classroom environment? Are they struggling socially?

I am going to be holding group support sessions for students demonstrating disruptive behaviors and will focus on building skills that will help them with impulsions, self-control, and coping strategies.

For parents, I would like to reach out through phone or email to the student's parents that teachers recommended. And I would ask them if they would be interested in having their child participant in group that they would be building on life skills that would help them in the classroom.

In interviewing students a Mindful Attention Awareness Scale for Children (MAAS-C) will be used to assess how the students perceived themselves in the classroom and their self-concept. This screening process will be done individually. Using this would help to monitor how the student feels about themselves and their progress through sessions.

We will be obtaining consent from parents or guardians. We will have a virtual form and a paper form signed. For students we will meet with students before the first session to make sure they understand purpose and expectations of our group sessions

Our school motto is in our campus pledge is to be safe and responsible, so to remind students of these commitments we make every day at school. Before the beginning of each session, we will review expectations and ground rules and how we respect and talk to one another. It will also be emphasized how important it is for students to be respected when each person is sharing. Confidentiality will be encouraged and be addressed at the beginning and end of each session with reminders of how important it is that we feel safe to share in our group. In group norms I will discuss my role to the group in which I will be listening to our group discussions as well as guiding everyone to practice the skills for our weekly lesson.

I plan to build relationships and trust with group members through icebreakers so that we can get to know one another in a setting with little pressure to slowly build trust. We will also create a treatment agreement for our group for rules that we all need to respect and follow. We will address confidentiality in a way that discusses the consequences to our group if we are unable to build a trusting and safe group. In our treatment agreement, we will discuss the importance of letting each person have a say.

• Stage 2- Performing Stage

I plan to check on group members throughout each session. I will check to see how they are feeling coming in. I will check in in the middle of the session for a check for understanding and about progress in practicing this skill. Each session will end with reflecting and asking them how they feel closing out our session.

I would also like to check in on their progress in the classroom at the beginning, middle, and end. I want an initial check-in after the first session and then I will check on the student's process a couple of weeks after and at the end to see how lessons impacted their behavior at school.

During sessions, because we will be working on self-regulation skills, we will participate in role-playing and trust-building activities.

• Stage 3- Mourning Stage

At the final session, we will summarize the key skills and accomplishments we made throughout our time together. We will highlight individual and group achievements. I inform them that I will continue to follow up with them individually throughout the rest of the school year. I will encourage students to still communicate with one another to help each other work on their skills and progress.

Sec. 33.005. COMPREHENSIVE SCHOOL COUNSELING PROGRAMS. (a) 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.

A.2. Informed Consent in the Counseling Relationship

A.2.a. Informed Consent Clients have the freedom to choose whether to enter into or remain in a counseling relationship and need adequate information about the counseling process and the counselor. Counselors have an obligation to review in writing and verbally with clients the rights and responsibilities of both counselors and clients. Informed consent is an ongoing part of the counseling process, and counselors appropriately document discussions of informed consent throughout the counseling relationship.

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Long, C. (2023, March 15). Disruptive Behavior in the Classroom? Identifying the Cause Could Be the Cure | NEA. Www.nea.org. https://www.nea.org/nea-today/all-news-articles/disruptive-behavior-classroom-identifying-cause-could-be-cure

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.

Overcoming Obstacles Middle School Curriculum, American School Counselor Association Mindsets & Behaviors for Student Success Alignment*. (n.d.). https://www.overcomingobstacles.org/portal/en/media/853

Ruttledge, R. A., & Petrides, K. V. (2012). A cognitive behavioural group approach for adolescents with disruptive behaviour in schools. School Psychology International, 33(2), 223-239. https://doi-org.easydb.angelo.edu/10.1177/0143034311415908

Su, Y.-W., & Swank, J. M. (2018). Attention Problems and Mindfulness: Examining a School Counseling Group Intervention With Elementary School Students. Professional School Counseling, 22(1). https://doi.org.easydb.angelo.edu/10.1177/2156759X19850559

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