Road to Success Small Group Plan by Jennifer Byrd

Road to Success Small Group

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Group Description

The group's name is Road to Success, which ties into Beaumont United High School’s motto for the year: Destination Excellence—Road to Success. The small group will assist students in identifying career interests and options for training through career interest inventories and applying the information to academic coursework and future career goals (Texas Education Agency [TEA], 2018, p. 115).

ASCA Mindsets and Behaviors

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According to the American School Counselor Association [ASCA] (2021), the student mindset and behavior standards "describe knowledge, attitudes, and skills students need to achieve academic success, college and career readiness, and social/emotional development" (p. 2). The standards are categorized into three development domains: academic, career, and social-emotional (ASCA, 2021). Students meet the following standards through participation in the Road to Success small Group:

Mindset Standards:

M 2. Creative approach to learning, tasks, and problem solving (ASCA, 2021)

M 3 Positive attitude toward work and learning (ASCA, 2021)

M 4. Self-confidence in ability to succeed (ASCA, 2021)

M 5 Media and technology skills to enhance learning (ASCA, 2021)

M 6 Understanding that postsecondary education and life-long learning are necessary for long-term success

Behavior Learning Strategies:

B-LS 1. Critical thinking skills to make informed decisions (ASCA, 2021)

B-LS 5. Media and technology skills to enhance learning (ASCA, 2021)

B-LS 1. Critical thinking skills to make informed decisions (ASCA, 2021)

B-LS 5. Media and technology skills to enhance learning (ASCA, 2021)

B-LS 7. Long and short-term academic, career, and social/emotional goals (ASCA, 2021)

B-LS 8. Engagement in challenging coursework (ASCA, 2021)

Behavior: Self-Management Skills

B-SMS 1. Demonstrate ability to assume responsibility (ASCA, 2021)

B.SMS 5. Demonstrate perseverance to achieve long and short-term goals (ASCA, 2021)

Behavior Social Skills

B-SS 1 Use effective oral and written communication skills and listening skills (ASCA, 2021)

B-SS 2. Positive, respectful, and supportive relationships with other students who are similar to and different from them (ASCA, 2021)

B-SS 3. Positive relationships with adults that support success (ASCA, 2021)

B-SS 6. Effective collaboration and cooperation skills (ASCA, 2021)

B-SS 9. Social maturity and behaviors appropriate to the situation and environment (ASCA, 2021)

Publicity

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The school counselor will secure approval from the Guidance and Counseling Director before implementation and place the small group information on the faculty agenda for the school counselor to discuss briefly before providing information to staff and parents. Teachers, administrators, parents, counselors, and nurses will receive an informational email about the Road to Success Small Group (Missouri Professional School Counselors and Counselor Educators, 2015). In addition, teachers will receive paper copies of emailed information describing the group and purpose, allowing teachers to identify students of concern or additional small group topics needed (Missouri Professional School Counselors and Counselor Educators, 2015). Informational flyers will be available in the teacher's lounge, posted on the campus website, and provided to parents through the all-call and email messaging system (Missouri Professional School Counselors and Counselor Educators, 2015). Students will receive a personal invitation to participate once the screening process is complete.

Pre-Group Interview and Screening

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The school counselor will individually assess ninth-grade Hispanic emergent bilinguals categorized through the district’s Branching Minds Multi-Tiered System of Supports (MTSS) as very high risk of dropping out. The school counselor will use the TAP-In process and “tell the student about the group, ask the student about his or her level of interest/commitment to expectations of the group, and pick participants" (Missouri Professional School Counselors and Counselor Educators, 2015, p.22). The school counselor informs and discusses the group's purpose, expectations for participation, confidentiality, and limits of confidentiality with the student (Missouri Professional School Counselors and Counselor Educators, 2015). In addition, students will complete a rating scale interest indicator during the counselor interview and prescreening discussions. While the TAP In process guides pre-screening and interviews, the school counselor must balance the group's overall needs (Missouri Professional School Counselors and Counselor Educators, 2015). The selection of students must also contribute to the group’s therapeutic process and overarching goals (Missouri Professional School Counselors and Counselor Educators, 2015). Students not selected will meet with the counselor individually before informing the selected students. The school counselor is ethically responsible for explaining why students were not chosen for the small group, validating students’ feelings, and offering alternatives such as school clubs matching interests, open groups for all students, or upcoming small group opportunities (Kirk, 2021). Selected students will receive a personal invitation to join the group.

Informed Consent

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The Beaumont Independent School District (BISD) does not provide information about informed consent on the district website or in the student and parent handbook. The district and campus have never discussed district policy for informed consent with teachers. As a parent of a BISD student, I know that the enrollment process requires a new form for parents to sign for the registration process. The consent-to-counseling form requires parents to grant or deny student participation in small group sessions and referral services provided by the behavior interventionist, student wellness coordinator, or school counselor for the academic calendar year (Beaumont Independent School District, 2024). Student assent is only required for suicide prevention, chemical addiction or dependency, or sexual, physical, or emotional abuse (Beaumont Independent School District, 2023).

Participant Guidelines and Ground Rules

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Group guidelines will be posted during the small group sessions and reviewed at the beginning of each session. During the first session, the group discusses what the guidelines look and feel like for each member (Missouri Professional School Counselors and Counselor Educators, 2015). Students will receive a copy and create two additional guidelines the group members consider important and agreed upon. The group members will sign a social contract with all the guidelines to use during the small group sessions. Students will use their copies during group sessions, and the school counselor will encourage members to monitor each other. Student participation creates ownership and member buy-in for the group (Missouri Professional School Counselors and Counselor Educators, 2015). The Beaumont Independent School District uses CHAMPS in the classroom, library, cafeteria, and hallways. Beaumont Independent School District (2017) states, “CHAMPS is a district-wide classroom management system that develops an instructional structure in which students are responsible, motivated, and highly engaged in the specific task at hand” (para. 6). The school counselor will adapt CHAMPS to small group guidelines while allowing student input for two additional guidelines.

Three Stages of Group Dynamics

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Stage One

Pender & Thomas (2007) state, "group workers assist members in developing individual goals and respect group members as equal-co partners in the group experience" (p. 116). During stage one, the school counselor should begin by providing limits to confidentiality. Group members must understand that "confidentiality cannot be guaranteed in a group setting, but it is an expectation" (Missouri Professional School Counselors and Counselor Educators, 2015, p. 7). The school counselor should encourage students to discuss confidentiality and feelings regarding group members breaking confidentiality (Missouri Professional School Counselors and Counselor Educators, 2015). The school counselor establishes group guidelines but encourages student input for participation to assist with group buy-in (Missouri Professional School Counselors and Counselor Educators, 2015). Students and the school counselor can work together to create a social contract for group members to participate actively in the group process. Students are still building trust during this stage, so the school counselor should incorporate small group lesson activities to build trustworthy and positive relationships (Missouri Professional School Counselors and Counselor Educators, 2015). For example, low-risk get-acquainted activities or icebreakers focusing on building relationships and positive communication should be incorporated during this stage (Hansen, 2009).

Stage Two

Stage two focuses on having group members work together to "value self and others, and believing the group will make a difference" (Missouri Professional School Counselors and Counselor Educators, 2015, p. 7). In a proactive role, the school counselor can prepare for the storming stage by incorporating activities reinforcing open and effective communication, problem-solving, and mutual respect (Hansen, 2009). Students should learn to interact appropriately with others to move the group forward during stage two, with the school counselor redirecting the group if needed (Hansen, 2009). An example of an activity during this stage is a feelings check-in regarding the group and a discussion about feelings. Group members should be able to work together and help each other to enhance group cohesiveness (Missouri Professional School Counselors and Counselor Educators, 2015).

Stage Three

According to Missouri Professional School Counselors and Counselor Educators (2015), "closure is attained by reflecting on individual and group accomplishments (p. 7). Students can share personal and group accomplishments and plan to use the knowledge for future applications (Pandolpho, 2018). As the group closes, the school counselor will respect the students' mourning process while encouraging group members to use the new knowledge independently (Missouri Professional School Counselors and Counselor Educators, 2015). Students will share and discuss the Road to Success portfolios created during the group, how they can use them for future goals and planning, and why the group was meaningful (Missouri Professional School Counselors and Counselor Educators, 2015). The school counselor will remind students of the confidentiality agreement and that anything said in the group stays in the group. Students can celebrate success by creating a collaborative mind map and learning to say goodbye as another opportunity for personal growth (Hansen, 2009). The counselor will follow up with students individually in two weeks and plan a follow-up group session in four weeks.

Leadership Style

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Pender & Thomas (2007) state, "group workers assist members in developing individual goals and respect group members as equal-co partners in the group experience" (p. 116). The democratic leadership process will be the most effective when working with the group, as this style is the most effective at getting group members to contribute during the group process (Cherry, 2023, para 5). The democratic leadership style allows group members to contribute and helps members feel more engaged and part of the team, which fosters members' commitment to the group (Cherry, 2023). In addition, a democratic leadership style allows group members to support each other and make decisions together, and the most effective style for maintaining positive relationships (Cherry, 2023). This approach will work best for the specific population because students can learn from the school counselor but be part of the group process through discussion and participation while taking ownership of their learning. However, the group could benefit from a situational leadership coaching style in stage one because members may be uncomfortable and unsure about participating in the group (Cherry, 2023). Coaching allows the school counselor to provide directions and support moving through stage one (Cherry, 2023).

Yalom's Therapeutic Treatment Factors

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Therapeutic factors are crucial in the group process for healing and personal growth (Corey et al., 2010). The factors that could be present during the group process are universality, imparting of information, altruism, development of social techniques, direct advice, and interpersonal learning. Universality will be present throughout the entire small group as participants all share being identified as very high risk of dropping out, and students begin to feel they are not alone in the experience (Corey et al., 2010). Imparting of importation is present as the school counselor provides instruction during parts of each lesson, and students may share a time when they set a goal that is helpful to others during the small group by providing direct advice (Corey et al., 2010). Furthermore, students may demonstrate altruism by helping others locate the career assessment inventory and being useful to others (Corey et al., 2010). Finally, the entire group process provides opportunities for interpersonal learning through social learning. It helps students practice interpersonal skills such as active listening, problem-solving, and teamwork in a safe environment (Corey et al., 2010).

Ethical Requirements

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According to the American School Counselor Association (2022), “School counselors provide and advocate for all students’ pre-K–postsecondary career awareness, exploration, and postsecondary planning and decision-making to support students’ right to choose from the wide array of career and postsecondary options, including but not limited to college/university, career and technical school, military or workforce” and “provide opportunities for all students to develop a positive attitude toward learning, effective learning strategies, self-management and social skills and an understanding that lifelong learning is part of long-term career success”(Section A.4.b, A.4.d). The school counselor can use ethical standards to provide supportive documentation of the role and responsibility of the school counselor in delivering a comprehensive school counseling program. For example, the campus principal supports small groups that only focus on learning strategies for college admittance rather than lifelong career success. The school counselor can provide the principal with the ASCA Ethical Standards for School Counselors to educate and advocate for the small group to learn strategies and skills for life-long career success. The school counselor can use the ethical guidelines to educate others, advocate for providing small groups in the career domain, and support the overall goal of the comprehensive school counseling program (American School Counselor Association, 2022).

Legal Requirements

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According to Texas Education Code (2023), the school counselor shall

“serve as an impartial, nonreporting resource for interpersonal conflicts and discord involving two or more students, including accusations of bullying” (Section §33.006). This legal requirement can assist the school counselor in ensuring that the school counselor sees students with peer conflicts. In the Beaumont Independent School District, students visit the Behavior Interventionist for small group counseling for interpersonal conflicts. The Behavior Interventionist is not the legally appropriate person for the district to designate as a resource for small-group counseling concerning interpersonal conflicts. The school counselor should use the legal code to educate district administrators about legal requirements and advocate for the school counselor as the appropriate staff member to address interpersonal conflicts. In addition, school counselors cannot plan effective small groups or properly screen students for small groups if peer conflicts are unknown.

References:

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2 Texas Education Code § 33.06

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

American School Counselor Association. (2022). ASCA ethical standards for school counselors. ASCA Ethical Standards for School Counselors - American School Counselor Association (ASCA). https://www.schoolcounselor.org/About-School-Counseling/Ethical-Responsibilities/ASCA-Ethical-Standards-for-School-Counselors-(1)

Beaumont Independent School District. (2017). BISD New teacher orientation. BISD New Teacher Orientation. https://www.bmtisd.com/site/default.aspx?PageType=3&DomainID=100&ModuleInstanceID=8260&ViewID=6446EE88-D30C-497E-9316-3F8874B3E108&RenderLoc=0&FlexDataID=5617&PageID=2405

Beaumont Independent School District. (2024). Parent Self Serve. https://www.bmtisd.com/parentselfservice

Beaumont Independent School District. (n.d.). BISD New teacher orientation. BISD New Teacher Orientation. https://www.bmtisd.com/site/default.aspx?PageType=3&DomainID=100&ModuleInstanceID=8260&ViewID=6446EE88-D30C-497E-9316-3F8874B3E108&RenderLoc=0&FlexDataID=5617&PageID=2405

Bennett, D. (August 2024). Destination excellence [Clip Art]. Beaumont United High School. www.canva.com/dmbennett

Cherry, K. (2023, June 27). 6 Leadership styles and Frameworks. Verywell Mind. https://www.verywellmind.com/leadership-styles-2795312

Corey, C., Corey, G., & Corey, M.S.(2010). Groups: Process and practice, 8^th ed. Brooks/Cole.

Douglas, 0. (2023). CCMR Point Campaign [Video]. YouTube. https://youtu.be/dSjEMqDVZVg?si=p9y_0gFu4J3rudff

Hansen, S. (2009). The five stages of group development. School Counseling Zone, 1–3.

Kirk, S. (2021, June 15). Small groups in comprehensive counseling groups [Video]. YouTube. https://youtu.be/UIRkNT-yy_s?si=cI3mS6o6qVOXQn2t

McFarland-McDaniels, M. (2008, August 22). Bibliotherapy for children in the classroom. https://www.brighthubeducation.com/teaching-methods-tips/5171-bibliotherapy-for-children/

Missouri Professional School Counselors and Counselor Educators. (2015). A Professional school counselor’s guide to planning, implementing & evaluating school-based counseling groups. Missouri Professional School Counselors and Counselor Educators. https://www.missouricareereducation.org/doc/smallgroup/SmallGroupCounseling.pdf

Mothers Against Addiction. (2024, January 6). Yaloms therapeutic factors explained. https://www.mothersagainstaddiction.org/yaloms-therapeutic-factors/

Pandolpho, B. (2018, May 4). Putting students in charge of their learning. Edutopia. https://www.edutopia.org/article/putting-students-charge-their-learning/

Texas Education Agency. (2018). The Texas model for comprehensive school counseling programs (5th ed.). Texas Counseling Association. https://tea.texas.gov/sites/default/files/Pub_2018_Texas-Model_5th-Edition.pdf.

Texas Education Agency. (2023, January). Senate bill 560 emergent bilingual strategic plan. Emergent Bilingual Support. https://tea.texas.gov/academics/special-student-populations/special-education/sb-560-emergent-bilingual-strategic-plan.pdf

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CCMR Point Campaign

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School Board Policy for Counseling and Mental Health Counseling

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Beaumont ISD Guidance and Counseling Consent Form

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