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

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

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

B-SS 4. Empathy

B-SMS 6. Ability to identify and overcome barriers

B-SMS 7. Effective coping skills

B-SS 8. Advocacy skills for self and others and ability to assert self, when necessary

Students will also receive promotional flyer and digital interest link designed for them and sent via a Canvas announcement and school email.

A brief 2-3 minute presentation will be provided to staff at a faculty meeting as well shared at the counselors' PLC.

Key components of this screening include:

1. Telling about the group, description, meeting days and times, expectations, confidentiality and limits, and goals.

2. Asking student questions regarding understanding of group topic, interest, friendship challenges, outside counseling, and level of desire to participate.

3. Picking members based on appropriate fit to group tasks and goals, student needs, student interest and willingness to participate, while making sure to not include students who do not meet criteria or who may have challenges beyond the design of the group (Morganett, 1990).

Cherry, K. (2023, June 27). How to lead: 6 leadership styles and frameworks. Verywell Mind. https://www.verywellmind.com/leadership-styles-2795312

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

Morganett, R.S. (1990). Skills for living: Group counseling activities for young adolescents. Chicago: Research Press.

Nielsen, K., & Daniels, K. (2012). Does shared and differentiated transformational leadership predict followers' working conditions and well-being? The Leadership Quarterly, 23(3), 383–397. https://doi.org/10.1016/j.leaqua.2011.09.001

Texas Administrative Code. (n.d.). Title 19. Education: Part 7. State Board for Educator Certification: Chapter 239. Student services certificates: Subchapter A. School counselor certificate: Rule §239.15. Standards required for the school counselor certificate. Retrieved from https://texreg.sos.state.tx.us/public/readtac$ext.TacPage?sl=T&app=9&p_dir=F&p_rloc=187037&p_tloc=9984&p_ploc=1&pg=4&p_tac=&ti=19&pt=7&ch=239&rl=15

Texas Education Code. (n.d.). Title 2. Public education: Subtitle F. Curriculum, programs, and services: Chapter 33. Service programs and extracurricular activities: Subchapter A. School counselors and counseling programs. Retrieved from https://statutes.capitol.texas.gov/Docs/ED/htm/ED.33.htm

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

Students selected for group will be asked to sign consent for the group that reviews group guidelines, expectations, and confidentiality and limits (Missouri Professional School Counselors and Counselor Educators, 2015).

Members will also be given the opportunity to brainstorm and discuss any other rules that might be important them, and these will be added as deemed appropriate and needed. The counselor will ask questions to help prompt discussion.

Once the guidelines and ground rules have been finalized, these will be briefly reviewed at the start of group sessions and referenced as needed if situations arise requiring redirection (Missouri Professional School Counselors and Counselor Educators, 2015). These guidelines will also be posted on the wall of the group room for easy reference.

Counselor will support the initial group development by explaining and clarifying the group guidelines and ground rules and modeling social skills that help establish group safety and trust. Confidentiality will be explained as it pertains to the members of the group and how confidentiality applies to the counselor. Privacy and trust will be discussed in group dynamics, and how students can develop a healthy group by not sharing the personal experiences of other people with peers outside of the group. Questions will be asked about how the adage, "treat others the way you want them to treat you" might be applied to confidentiality as students reflect on privacy and trust.

Limits of confidentiality for the counselor will be described to the group as generally two main categories which include "anything to do with hurting you" and "anything to do with hurting others." Examples will be provided, and questions will be answered from members as needed.

The group begins establishing connections with each other and the counselor through learning member names, ice breaker activities, and participation in group activities. The counselor acts as a role model and provides feedback as members begin to work within the guidelines that have been established. Fun and humor can be used to help members relax and enjoy the process.

Stage 2-Performing:

Students will continue to build upon the group relationships they are establishing through further fun ice breakers, group activities, discussions, and providing feedback to each other. Opportunities for students to share with each other positive actions that are observed within the group will be provided, and students will also have the chance to share successes of the application of group learning to outside social situations.

The counselor will ask questions to gauge individual member progress and continue to provide direction, feedback, praise, and encouragement. Time is allotted near the beginning of each session for check-in and may focus on the successes or difficulties in the previous week's homework. Near the end of the sessions as part of review, questions can be asked of group member related to what they found valuable in regard to skills learned and connections made in the group.

Stage 3-Ending/Mourning:

As group concludes, members will be encouraged to reflect and share with each other their thoughts and feelings about the group experience. Members will have the opportunity to share how they plan to apply the skills learned in group to actual situations in their day-to-day lives. Feedback opportunities will be provided so that members can share positive growth and strengths they have noticed in each other during the group process. Confidentiality will again be reviewed and encouraged as an on-going feature of group work even when that group concludes. The counselor will inform students that she will have an individual meeting with each student at six weeks after group ends and that feedback forms will be sent via email at the six weeks and twelve weeks markers. Students will be encouraged to contact the counselor or reply to the feedback emails if additional support is needed. Celebration of group successes will also include pizza and treats in the final session!