• M2: Sense of acceptance, respect, support and inclusion for self and others in the school environment

• M4: Self-confidence in ability to succeed

• M5: Belief in using abilities to their fullest to achieve high-quality results and outcomes

• M6: Understanding that postsecondary education and lifelong learning are necessary for long-term success

The Behaviors that will be addressed include but are not limited to:

• B-LS 1: Critical thinking skills to make informed decisions

• B-LS 2: Creative approach to learning, tasks and problem solving

• 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 8: . Balance of school, home and community activities

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

• B-SS 2: Positive, respectful and supportive relationships with students who are similar to and different from them

• B-SS 3: Positive relationships with adults to support success

• B-SS 4: Empathy

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

1. Inform students of the purposes, goals, techniques, rules and procedures under which they may receive counseling. Disclosure includes informed consent and clarification of the limits of confidentiality (ASCA, A.2b, 2022).

2. This ethical standard supports my role as a counselor because it clearly states that I must inform the students of what we are doing and gain consent after they are informed of the group and guidelines. Informed consent protects both the counselor and the students. It ensures that students and their families are fully aware of what participation in group counseling entails, including any potential risks or limitations. This requirement also gives students an opportunity to ask questions and express concerns before joining the group.
   

1. Keep information confidential unless legal requirements demand confidential information be revealed or a breach is required to prevent serious and foreseeable harm to the student or others. Serious and foreseeable harm is different for each minor in schools and is determined by a student’s developmental and chronological age, the setting, parental/guardian rights and the nature of the harm. School counselors consult with appropriate professionals when in doubt as to the validity of an exception (ASCA, A.2f, 2022).

2. Confidentiality ensures that students feel safe to share personal and emotional information in a group without fear of it being disclosed outside the group. Maintaining confidentiality builds trust, promotes honesty, and allows for effective group work.

I may also include an infographic on the district website if it is deemed appropriate and necessary.

I plan to build relationships and trust with the students in my group by having an open and welcoming environment. The first session we will spend time going over expectations and guidelines for success. There will be explicit group norms. I will address limits of confidentiality within the group by explaining that this group will work best if we can all be open and honest, but with that it takes a level of trust which is hard to earn but can be done and that I request that what is said in this group stays in the group, those that are not in the group do not need to know what was discussed. I will also explain that while everything in here stays confidential, if something is said that makes me believe you or someone you know is in danger, I will have to report that to best protect them.

In order to keep students working cohesively and productively, I will offer incentives as we reach specific landmarks in our learning. To check progress I will conduct temperature checks independently as well as whole group, I will also check in with teachers and family to note any changes in class or home.

Group closure is the final stage of the group. During this stage we will reflect on individual and group accomplishments. During this time we will also discuss how they plan to utilize these skills in the future and remind them of the resources available to them. I will again do a temperature check to monitor the students feelings. I will also remind students that confidentiality is expected of them even once the group is over.

• The type of group that will be used is participative leadership, guidance to group members is offered, but they also participate in the group and allow input from other group members (Cherry, 2023).

• This would work best with this specific population because it allows me to be in control but also allows the participants to have a say in what goes on and how the group is ran.

"Demonstration that we are not alone in our misery or our "problems"" (Yalom, 1995).

This factor might be seen in this group counseling session because the participants are all experiencing similar issues and by seeing that they aren't alone, it might help them work through their "problems" more effectively.

Cherry, K. (2023, June 27). 6 leadership styles and frameworks. Verywell Mind. https://www.verywellmind.com/leadership-styles-2795312#toc-participative-leadership-democratic

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.

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