Mindset Standards (American School Counselor Association, 2021):

• M1: Development of whole self, including mental and emotional well-being

• M2: Sense of acceptance, support, and inclusion in the school environment

• M4: Self-confidence in ability to succeed

• M5: Belief in using abilities to their fullest potential

Behavior Standards (American School Counselor Association, 2021):

Self-Management Skills (SMS):

• B-SMS 1: Taking responsibility for actions

• B-SMS 7: Developing effective coping skills

• B-SMS 9: Personal safety skills

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

Social Skills (SS):

• B-SS 2: Building positive relationships with peers

• B-SS 3: Creating supportive relationships with adults

• B-SS 4: Developing empathy

• B-SS 9: Social maturity appropriate to situations

For school staff such as teachers and administrators, information can be shared through secure channels like staff meetings, professional development sessions, and email. Informing school staff ensures everyone involved in the students' routines understands the program's goals and can provide appropriate support. Program updates and progress reports would be shared with stakeholders while maintaining student privacy and confidentiality. The communication strategy should emphasize the program's evidence-based approach, incorporating pre and post-assessment data to demonstrate effectiveness. This collaborative approach ensures comprehensive program support while maintaining appropriate boundaries and professional standards.

1. (Tell) Initial Information Sharing

• Clear written and verbal descriptions of the group's purpose and goals

• Provide a meeting schedule, and location

• Explain confidentiality and limitations

• Detail expectations for participation

2. (Ask Student) Participant Readiness

   Individual readiness can be evaluated through:

• Pre-group screening interviews

• Written assessments of needs

• Referral information

• Willingness to participate

3. (Pick Members) Screening Methods

Group Screening:

• I would initially screen in small group information sessions to:

  • Observe the group's dynamics

  • Asses interactions

  • Evaluate comfort level in group settings

  • Observe group cohesion building

Additionally, students should provide their assent to participate, making the process voluntary and ensuring both parent and student understand the counseling relationship. The documentation must clearly outline that while sessions are confidential, there are exceptions when safety concerns arise. This aligns with ethical practices in school counseling, which is important in building a counseling relationship with the student and their family.

The collaborative rule-setting process would involve engaging group members in developing additional guidelines that address the group's specific needs. This might include establishing expectations around participation levels, communication methods, and handling conflicts. Doing so would enable students to have shared ownership.

During the first session, I would facilitate a discussion where members can suggest, discuss, and agree upon these collaborative rules, ensuring they align with the pre-established ethical guidelines while reflecting the group's unique goal of reducing anxiety. This approach combines the necessities with empowerment, which is essential in group counseling success. The final guidelines would be documented and distributed to all participants, as indicated in Document 8 (Missouri Professional School Counselors and Counselor Educators, 2015). This will serve as a reference throughout the next weeks of group sessions.

The initial stage focuses on creating psychological safety and establishing group norms. I will facilitate trust-building through structured icebreaker activities that allow members to share personal experiences in a supportive environment. Group norms will be established collaboratively, with members contributing to rules around participation, respect, and confidentiality. Regarding confidentiality limits, I will discuss that while confidentiality is an expectation, it cannot be guaranteed in a group setting. We will explore age-appropriate scenarios where confidentiality might be breached and establish a written agreement outlining consequences for breaches (Missouri Professional School Counselors and Counselor Educators, 2015). Regular check-ins will gauge comfort levels and address any emerging concerns.

Stage 2: Cohesion

To keep the group working effectively, I will implement a structured approach combining process and content. Each session will begin with a brief check-in allowing members to share progress and challenges. I will use a combination of discussion, activities, and skill-building exercises aligned with learning outcomes. Progress monitoring will occur through regular individual check-ins, group feedback sessions, and observation of interpersonal dynamics. When resistance or conflicts arise, I will address them while maintaining group safety. Documentation of individual and group progress will help track movement toward goals.

Stage 3: Closure The ending stage requires careful attention to both practical and emotional aspects. Several sessions before ending, I will begin preparing members by discussing feelings about closure and processing the group experience. Members will be encouraged to share what they've learned and how they plan to apply these insights. A structured closure activity will allow members to give and receive feedback, acknowledge growth, and express appreciation. To address potential abandonment feelings, I will implement a follow-up plan including individual check-ins, connection to ongoing support resources, and strategies for maintaining progress. The final session will reinforce confidentiality expectations beyond group termination and celebrate achievements.

The participative leadership approach would be very beneficial because these students need to feel empowered and have their voices heard while processing their trauma. This style allows group members to actively participate in discussions and decision-making while still maintaining appropriate structure and guidance. Research shows that participative leadership creates higher quality contributions from group members and helps foster commitment to group goals (Cherry, 2023). Additionally, this approach helps build the trust needed for students to share their experiences and feelings.

A transformational leadership component would also complement this group by focusing on inspiring positive change and helping students reach their full potential despite their traumatic experiences. This style could help transform students' perspectives from feeling helpless to feeling empowered, while the leader maintains appropriate professional boundaries.

The combination of these two evidence-based leadership approaches provides both the structure and inspiration needed to help these students process their trauma and develop resilience in a supportive group environment.

Additional factors include altruism, corrective recapitulation, development of socializing techniques, imitative behavior, catharsis, and interpersonal learning (Yalom, 1995). These therapeutic elements will naturally emerge during group sessions, creating a supportive environment that encourages personal growth and positive change through collective healing.

1. Informed Consent

• Must obtain written informed consent from all group participants

• Document the consent process thoroughly

• Include clear explanation of confidentiality limits

• Outline roles and responsibilities of counselor and participants

2. Confidentiality Protection According to the ACA Code of Ethics Section B.4.a:

• Clearly explain confidentiality parameters

• Maintain records securely

• Protect electronic communications

• Follow HIPAA and state privacy regulations

• Document how confidential information will be handled

School counselors should maintain appropriate training and credentials (American School Counselor Association, 2019). Specifically, school counselors should practice within their scope. If the counselor needs advice, they should seek supervision. Documentation will be maintained and confidential.

According to the ASCA School Counselor Professional Standards, school counselors should conduct a thorough pre-group screening (2019). Age and appropriateness of the group needs to be considered for each participant. School counselors should also consider the group's dynamics and cultural differences. Professional boundaries should remain at all times.

Documentation should include session notes, attendance and participation. Any concerns will be address and reported immediately. The school counselor will monitor the group's progress and goals. All sensitive materials will be kept private and stored in a safe, confidential space (American School Counselor Association, 2019).

Professional boundaries are a must with group sessions. The school counselor will maintain professional distance and document any potential conflicts. Clear communication of boundaries will be shared with the group.

Having clear crisis protocols in place would be necessary in case sessions trigger a crisis. Emergency procedures must be documented and students may be referred to outside counseling resources (American School Counselor Association, 2019).

American School Counselor Association. (2019). ASCA school counselor professional standards and competencies. https://www.schoolcounselor.org/getmedia/a8d59c2c-51de-4ec3-a565-a3235f3b93c3/SC-Competencies.pdf

American School Counselor Association. (2021). ASCA mindsets and behaviors for student success: K-12 College-, career-, and life-readiness standards for every student. https://www.schoolcounselor.org/getmedia/7428a787-a452-4abb-afec-d78ec77870cd/Mindsets-Behaviors.pdf

Cherry, K. (2023). How to lead: 6 leadership styles and frameworks. VeryWell Mind. https://www.verywellmind.com/leadership-styles-2795312

Fliek, L., Dibbets, P., Roelofs, J., & Muris, P. (2017). Cognitive bias as a mediator in the relation between fear-enhancing parental behaviors and anxiety symptoms in children: A cross-sectional study. Child Psychiatry & Human Development, 48(1), 82–93. https://doi.org/10.1007/s10578-016-0655-2

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.