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

M 5. Belief in using abilities to their fullest to achieve high-quality results and outcomes.

B-SS 1. Effective oral and written communication skills and listening skills.

B-SMS 7. Effective coping skills.

B-SMS 10. Ability to manage transitions and adapt to change (ASCA, 2021).

American School Counselor Association (2021). ASCA

Student Standards; Mindsets and Behaviors for Student Success. Alexandria, VA: Author. Retrieved September 10, 2025, from https://www.schoolcounselor.org/getmedia/7428a787-a452-4abb-afec-d78ec77870cd/Mindsets-Behaviors.pdf

Cherry, K. (2023). How to Lead: 6 Leadership Styles and Frameworks. Retrieved September 10, 2025, from https://www.verywellmind.com/leadership-styles-2795312

Madeson, M. (2023). 29 Best Group Therapy Activities for Supporting Adults. Retrieved September 4, 2025, from https://positivepsychology.com/group-therapy-activities/

Military One Source. (2025). Understanding and Supporting the Military Spouse in Your Life. Retrieved September 4, 2025, from https://www.militaryonesource.mil/military-basics/extended-family-friend/support-for-military-spouse-in-your-life/

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.

Predetermined rules

· All group members understand and respect confidentiality.

· One person speaks at a time.  

· Everyone has an opportunity to participate and share.

· Use only respectful words and responses.

· All group members will treat each other with respect.

· Make every effort to be on time.  

· All group members are encouraged to actively participate.

· Group members have the right to pass on an issue.

· Group members will be encouraged to have an open mind and accept where other group members are in their development.

· Group members will have the opportunity to develop other guidelines (Missouri Professional School Counselors and Counselor Educators, 2015).

Determined rules

· Group members will discuss whether snacks or drinks will be allowed.

· Group members will have the opportunity to decide to power off cell phones or place on silent mode.

First, I would tell the participants briefly about the group, such as the topics, meeting times, expectations, goals and how they may benefit from the group (Missouri Professional School Counselors and Counselor Educators, 2015). Next, I would assess their readiness by asking about their willingness to participate, interest and if they are ready to participate (Missouri Professional School Counselors and Counselor Educators, 2015). Lastly, I would pick my members based on their willingness to participate, motivation and reasons for wanting to participate (Missouri Professional School Counselors and Counselor Educators, 2015). The participants will be screened as a group; this way I could pay close attention how each participant work within a group setting.

Stage 2- I plan to keep the members working cohesively by checking in frequently and reassuring that things are going well (Missouri Professional School Counselors and Counselor Educators, 2015). Acknowledging their improvements and providing feedback as needed (Missouri Professional School Counselors and Counselor Educators, 2015). To manage each member’s progress, I will keep a log for each session. This way we can compare progression and growth during each session.

Stage 3- During the week of group closure, I plan to close the session with follow-up questions, in case something throughout the session was not clear. Next, I will remind the members of confidentiality and the importance of continuing it outside of the group (Missouri Professional School Counselors and Counselor Educators, 2015). Lastly, I will speak to each member of the group individually, so that they all could leave with confidence. Additionally, I will provide them with my contact information in case they need anything in the future.

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" (ACA, 2014).

Informed consent protects the counselor by ensuring participants understand their rights while attending the group, such as the purpose of the group, what to expect, any potential risk, confidentiality limits and that participation is voluntary.

Counselors obtain client consent prior to engaging in advocacy efforts on behalf of an identifiable client to improve the provision of services and to work toward removal of systemic barriers or obstacles that inhibit client access, growth, and development" (ACA, 2014).

Managing and establishing confidentiality supports the counseling role because it manages any potential risk and it builds a trusting atmosphere. It allows the clients to have a safe space to be open and express themselves freely.