M 1: Belief in whole self – balance of mental, social/emotional, and physical well-being

M 2: Self-confidence in ability to succeed

M 6: Positive attitude toward work and learning

Behaviors (students will demonstrate…)

Learning Strategies (B-LS):

B-LS 3: Use time-management, organizational, and study skills

Self-Management Skills (B-SMS):

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

B-SMS 6: Ability to overcome barriers to learning

B-SMS 7: Perseverance in achieving goals

Social Skills (B-SS):

B-SS 2: Build positive, supportive peer relationships

B-SS 5: Ethical decision-making & social responsibility

B-SS 8: Advocacy skills and assertiveness

Additionally, I will send home materials for parents, which will include an invitation to a brief informational meeting. This meeting will provide an overview of the group’s purpose and objectives, as well as an opportunity for parents to ask questions or share concerns.

I also plan to meet with teachers to discuss the group and encourage them to recommend students who may benefit. Teachers will be asked to help promote participation among their students and provide insight on those who may find the group especially valuable.

I will also create a simple form for students with checkboxes and short answers where they can answer what situations they feel pressured in (friends, academics, social media, risky behaviors, etc.), what they hope to get out of a group, and comfort level in sharing with peers. I will also be mindful of placing students together if there is a known conflict.

1.      Confidentiality (going into detail about what this means, and consequences if broken and signing a confidentiality form)

2.      This is a NO JUDGEMENT ZONE period.

3.      Respectful and active listening is a must.

4.      You may “pass” on some things, but participation is highly encouraged.

5.      This is a safe place.

Stage 1:

Building Relationships and Trust

We will begin with icebreakers and team-building activities that are aimed towards 9th and 10th grade students and that are not too heavy (e.g., “Two Truths and a Lie,” “Would You Rather?” questions).

I will model openness and respect by sharing a little about myself in a way that’s relatable to the group.

Also emphasizing that the group as a safe space where everyone has value, and all voices matter.

Establishing Group Norms

Collaboratively create a group agreement with student input (e.g., respect, active listening, no interrupting)

Write the norms on chart paper or a poster board to display at each session.

Revisit norms briefly at the start of every session.

Confidentiality Limits

We will clearly explain confidentiality in age-appropriate language:

What is shared in the group stays in the group.

Exceptions: if someone is being hurt, wants to hurt themselves, or wants to hurt others, you must report it.

Stage 2:

Keeping the Group Cohesive

I will use structured activities each session (role plays, discussions, journaling, peer scenarios) to keep energy focused and reduce side chatter.

I will encourage members to share personal experiences and coping strategies, reinforcing peer-to-peer learning.

Maintaining Productivity Toward Learning Outcomes

We will connect each session’s activity to a clear objective (e.g., “Today we’re practicing how to say ‘no’ confidently to peer pressure”).

Making sure to do a short summary of what we discussed at the end of each meeting so students see progress.

Incorporating small wins is important. To do this we will acknowledge when students apply skills or show support for one another.

Checking In with Members

At the start of each session, we will do a quick check-in: “one word to describe how I’m feeling.”

I will ask reflective questions at midpoints and closings: “What’s one takeaway from today?” or “How do you see yourself using this outside of group?”

Making sure to privately check in with quieter members if needed to ensure they feel included.

Stage 3:

Planning for Closure

We will dedicate the final session to reflection and have students share what they’ve learned and how they will use it in real-life situations.

We will also create a “toolbox” handout together with coping strategies they’ve discussed in the group.

Exploring Feelings About Ending

We will have an open discussion about how everyone feels about the group ending. Ensuring mixed emotions are normal, as some may feel relief, others feel sad.

I will also reassure the group that the skills we learned in this group can be applied independently.

Avoiding Feelings of Abandonment

• A follow-up plan will be offered:

  • An optional check-in session later in the semester.

  • Open-door policy for individual counseling.

  • Encourage peer support by reminding them to use what they’ve learned with one another responsibly.

Reinforcing Confidentiality

I will take the last few minutes to revisit confidentiality one last time. To remind them that even though the group is ending, what was shared in the group must remain private.

The democratic style emphasizes collaboration, shared decision-making, and open communication (Northouse, 2022). In this setting, encouraging students to actively share their perspectives and experiences creates a sense of ownership and fosters group cohesion. Adolescents in9th and 10th grade are in a developmental stage where peer influence is particularly strong, and they benefit from environments that validate their voice while also guiding them toward healthy decision-making (Steinberg, 2017). A democratic approach encourages students to explore challenges collectively and learn from one another’s strategies.

Additionally, incorporating transformational leadership helps motivate and inspire students to see beyond immediate peer pressure and focus on long-term goals, self-confidence, and resilience. Transformational leaders encourage personal growth and higher levels of self-efficacy, which is crucial for high school students learning to navigate complex social dynamics (Bass & Riggio, 2006).

This combined approach works best with this specific population because it balances guidance and structure with student empowerment and self-expression. By using these leadership styles, my students are more likely to feel supported, respected, and motivated to apply the coping strategies discussed in the group to real-life situations.

American School Counselor Association. (2022). ASCA ethical standards for school counselors. Author. https://www.schoolcounselor.org/getmedia/44f30280-ffe8-4b41-9ad8-f15909c3d164/EthicalStandards.pdf

Association for Specialists in Group Work. (2007). Best practice guidelines 2007 revisions. Author. https://www.asgw.org

Bass, B. M., & Riggio, R. E. (2006). Transformational leadership (2nd ed.). Lawrence Erlbaum Associates.

Corey, M. S., Corey, G., & Corey, C. (2018). Groups: Process and practice (10th ed.). Cengage Learning.

Northouse, P. G. (2022). Leadership: Theory and practice (9th ed.). SAGE Publications.

Steinberg, L. (2017). Adolescence (11th ed.). McGraw-Hill Education.

Yalom, I. D., & Leszcz, M. (2020). The theory and practice of group psychotherapy (6th ed.). Basic Books.

Proper scoping, screening, and competency will help me in my role as the school counselor because it will guard students from being put into a group that could socially or emotionally harm them. It also reduces counselor liability and supports ethical service delivery.