Achieve & Thrive is an academic success group designed for 7th and 8th-grade students struggling academically and at risk of falling behind. This structured intervention provides students with essential skills such as time management, organization, and goal setting while addressing underlying challenges like low self-esteem or a lack of home support. By engaging in a collaborative learning environment, students will gain the tools and confidence to stay on track and thrive academically and personally. Targeted for students aged 12-14, this group offers structured sessions that include guided practice, independent reflection, and ongoing feedback to ensure lasting success. The group is tailored to meet the needs of middle school students as they prepare for the increased demands of high school, promoting growth in both academic performance and self-confidence.

1. Engaging Students & Parents

• School Announcements: Brief messages will be shared during morning announcements to inform students of the program and encourage their involvement.

• Visual Promotion: Posters and flyers will be placed in visible locations, such as hallways, the cafeteria, the library, and the counseling office, to generate interest (American School Counselor Association [ASCA], 2019).

• Parent Communication:

  • Email & Newsletter Updates: Parents will receive email notifications or digital newsletters detailing the purpose and benefits of the group, as well as how their child can participate.

  • Personal Invitations: Teachers and school counselors will personally recommend students for the program and communicate with parents to encourage participation (Erford, 2020).

  • Consent Forms: To ensure parental awareness and approval, both digital and printed consent forms will be distributed, outlining the group's objectives and confidentiality guidelines.

2. Informing Teachers & Administrators

• Faculty Meetings: A concise presentation will be conducted during a staff meeting to introduce the group, its objectives, and the referral process. Educators will also receive printed materials outlining referral procedures (Dimmitt et al., 2017).

• Teacher Resources: Informational flyers and referral forms will be placed in faculty mailboxes and breakrooms as reminders of the group’s availability and benefits.

• Administrator Support: A formal proposal explaining the structure, goals, and expected outcomes of the group will be submitted to the school principal and counseling department for approval.

3. Digital & Community Outreach

• School Website: A dedicated section on the school counseling webpage will provide program details, allowing parents and faculty to access information conveniently (ASCA, 2019).

• Parent & Student Platforms: If district policies allow, social media platforms and parent communication portals will be used to share announcements and provide updates, broadening the reach of the program.

1. How Students & Parents Will Be Informed

• Teacher & Counselor Referrals:

  • Teachers and school counselors will identify students who may benefit based on grades, organization skills, and motivation.

  • Students may also express interest in joining the group on their own.

• Parent Notification:

  • Parents will receive an email or flyer explaining the group’s purpose, benefits, and expectations (Erford, 2020).

  • A parental consent form must be signed before students can participate.

• Student Interest Meeting:

  • A short informational session will be held where students can learn more, ask questions, and decide if they want to participate.

2. How Students Will Be Screened

• Who Will Conduct Screening?

  • The school counselor will meet with each student individually to assess their needs, interest, and readiness (Corey et al., 2018).

  • If many students express interest, a group screening session may be held instead.

• What Will Be Assessed?

  • Academic Challenges: Does the student need help with organization, time management, or motivation?

  • Commitment & Readiness: Is the student willing to participate and apply strategies to improve?

  • Group Compatibility: Will the student contribute positively and work well with others (Gladding, 2016)?

3. How Students Will Be Selected

• After screening, final participants will be chosen based on:

  • Their willingness to participate in discussions and activities.

  • Their readiness to apply strategies to improve academically.

  • A mix of students with different academic struggles to create a balanced and supportive group.

• Parental Consent:

  • Since the group involves minors, written parental consent is required before participation.

  • The form will outline the group’s purpose, structure, confidentiality limits, and expected student commitment (American School Counselor Association [ASCA], 2019).

• Student Assent:

  • Students will also sign an assent form, ensuring they understand what the group entails and that participation is voluntary.

  • The assent process ensures students feel comfortable engaging in discussions and activities (Erford, 2020).

• Confidentiality & Limitations:

  • Students will be informed that confidentiality is expected within the group but cannot be guaranteed outside of sessions.

  • If safety concerns arise, such as disclosures of harm to self or others, school counselors are legally required to report these issues following district policies and state laws (Corey et al., 2018).

2. Process for Obtaining Consent & Assent

✔ Consent forms will be distributed to parents/guardians via:

• Email

• Printed copies sent home with students

• School website (if applicable)

✔ Student assent forms will be reviewed and signed during the first session to confirm voluntary participation.

✔ Copies of signed consent/assent forms will be kept on file with the school counselor to document approval.

3. Attached Sample Consent & Assent Forms

The Missouri Comprehensive Guidance and Counseling Program suggests setting up "Looks Like" and "Sounds Like" expectations so students can clearly understand what behaviors are appropriate. We will use this method to help students visualize the group rules and how they should interact with each other.

2. How We Will Set Group Expectations

• The first group session will include a discussion about rules and expectations so that everyone understands what behaviors will help the group succeed.

• Students will help define what a respectful and supportive group looks and sounds like.

• A simple activity will allow students to add their ideas to the group guidelines.

3. Basic Rules Set by the Counselor

Some rules will be in place from the start to ensure a safe and respectful group environment, including:
✔ Confidentiality: What is shared in the group stays in the group, except if there is a safety concern (harm to self/others, abuse, neglect).
✔ Respect for Others: Listen when others are speaking, avoid interrupting, and be mindful of your tone and words.
✔ Participation: Everyone is encouraged to participate, but no one is forced to share if they are not ready.
✔ Being on Time: Arrive on time and stay engaged throughout the session.
✔ Kindness & Support: No put-downs, name-calling, or making fun of others’ experiences.

4. Rules Created by the Students

To make sure the group rules work for everyone, students will have the chance to add their ideas, such as:
🔹 How they want to handle giving and receiving feedback.
🔹 How to respectfully disagree with someone.
🔹 Whether they want to set personal goals for participation.

When students help create the rules, they are more likely to follow them and hold each other accountable (Gladding, 2016).

Below is how we will support students at each stage.

Stage 1: Building Trust & Setting Expectations: The first few sessions will focus on helping students feel comfortable, creating a safe space for learning, and setting expectations.

How We Will Build Trust:

✔ Icebreaker Activities: Fun introductions so students get to know each other.
✔ Goal Setting: Each student will share an academic goal they want to work on.
✔ Talking About Confidentiality:

• We will discuss that group members should respect privacy, but confidentiality cannot be guaranteed (Corey et al., 2018).

• The counselor will explain that certain things—like harm to self or others—must be reported for safety reasons.

Setting Group Expectations:

📌 Basic ground rules (like listening when others speak and being respectful) will be introduced.
📌 Students will help create additional group rules, giving them ownership of the process.
📌 Each student will sign a Group Agreement to show they understand the expectations.

Stage 2: Learning & Working Together:

Once students feel comfortable, they will start learning and practicing new skills to improve their academic habits and confidence.

How We Will Keep Students Engaged:

✔ Hands-On Learning:

• Time management exercises (like planning a school week).

• Role-playing how to ask teachers for help.

• Group goal-setting activities to track progress.
  ✔ Regular Check-Ins:

• Weekly "How's it going?" reflections to discuss challenges.

• Short self-assessments so students can track their own progress.

How We Will Handle Challenges:

📌 Some students may feel discouraged—peer encouragement and praise will be used to keep them motivated.
📌 If conflicts arise, we will revisit group expectations and discuss respectful communication (Gladding, 2016).
📌 Group discussions will provide a space for students to support each other.

Stage 3: Wrapping Up & Moving Forward:

The last few sessions will help students reflect on what they’ve learned and prepare for life after the group.

How We Will End the Group Successfully:

✔ Looking Back at Progress:

• Students will fill out a final survey to measure their growth.

• A "What I Learned" activity will allow them to share their biggest takeaways.
  ✔ Celebrating Achievements:

• A small recognition ceremony where students receive a certificate of completion.

• A Success Toolkit with strategies they can use in the future.
  ✔ Making a Long-Term Plan:

• Students will set future goals and identify people (teachers, family, mentors) who can support them after the group ends.

• The counselor will offer follow-up meetings for any student who needs additional help.

  
  

Final Discussion on Privacy & Respect:

📌 Students will be reminded that confidentiality continues even after the group ends, meaning they should not share personal stories from the group.

1. Leadership Styles I Plan to Use

🔹 Encouraging & Supportive Leadership

• This style focuses on building trust, confidence, and motivation (Corey et al., 2018).

• It will help students feel safe and supported, especially those struggling with low self-esteem or lacking encouragement at home.

🔹 Guided & Interactive Leadership

• Students will have a say in the group’s rules, activities, and discussions instead of just being told what to do.

• This will help students take responsibility for their learning and build decision-making skills.

🔹 Structured Leadership for Learning New Skills

• The group will follow a step-by-step approach to learning time management, organization, and goal-setting.

• A structured style will keep students focused while making sure they understand and apply what they learn (Gladding, 2016).

2. Why These Leadership Styles Work for This Group

✔ Students Need Encouragement: Many students in this group feel frustrated or discouraged about school. A supportive approach will help them feel capable of improving.
✔ Students Need Clear Guidance: Learning new habits can be overwhelming, so a structured approach will help them stay on track and feel successful.
✔ Students Need a Say in Their Learning: Giving students a voice in group discussions will make them more engaged and more likely to use these skills in real life.

By using different leadership styles as needed, the group will be structured but flexible, supportive but goal-focused, ensuring every student benefits from the experience.

📌 How This Might Happen in the Group:

• Seeing others succeed can help students believe they can improve, too.

• Celebrating small wins, like finishing assignments on time or speaking up in class, will keep motivation high.

✅ Example: A student who struggles to stay organized sees another student using a planner successfully and decides to try again.

2. Realizing "I’m Not Alone" (Universality)

📌 How This Might Happen in the Group:

• Some students feel they are the only ones struggling, but through discussions, they will see others have the same challenges.

• Connecting over shared struggles—like forgetting homework, feeling overwhelmed, or being afraid to ask for help—will make students feel less alone.

✅ Example: A student shares that they have trouble talking to teachers, and others nod in agreement. They realize they are not the only one with that struggle.

3. Learning New Skills (Imparting Information)

📌 How This Might Happen in the Group:

• The group will learn and share practical skills, like managing time, staying organized, and speaking up when they need help.

• The counselor will teach strategies, but students will also give each other useful tips.

✅ Example: A student explains how color-coding helps them organize their homework, and another student decides to try it.

4. Improving Social & Communication Skills (Interpersonal Learning)

📌 How This Might Happen in the Group:

• Students will practice speaking up and asking for help in a safe setting.

• Role-playing and group discussions will make them more confident when communicating with teachers and classmates.

✅ Example: A student practices how to ask a teacher for extra help. The group gives feedback, and the student feels more comfortable doing it in real life.

5. Helping Others & Feeling Valued (Altruism)

📌 How This Might Happen in the Group:

• Students will encourage and support each other, which helps everyone feel valued.

• Advising a peer reinforces what they’ve learned and builds confidence.

✅ Example: A student who has improved their time management helps another student set up a planner.

Why This Matters

By supporting each other and learning together, students will feel more confident, stay motivated, and develop skills that will help them in school and beyond (Yalom & Leszcz, 2020).

What Confidentiality Means in Group Counseling

📌 Key Points:

• Students should respect each other’s privacy and not share what is said in the group.

• Confidentiality is encouraged but not guaranteed—students can decide what they talk about outside of the group.

• Safety always comes first—if a student talks about hurting themselves or others, the counselor must report it and get help (Texas Administrative Code, 2023).

  
  

  How This Will Be Applied in the Group:

• In the first session, the counselor will explain what confidentiality means and its limits.

• Students will sign a group agreement stating they will keep discussions private and respect each other.

• The counselor will remind students about confidentiality at the beginning of each session.

  
  

  Why This Is Important:
  ✔ Helps students feel safe and supported in sharing their thoughts.
  ✔ Encourages open and honest discussions.
  ✔ Teaches students responsibility and respect for others.

What Informed Consent Means in Group Counseling

Key Points:

• Parents must receive clear information about the group before their child joins.

• The consent form will explain:
  ✅ What the group is about (example: time management, organization, self-confidence).
  ✅ What students will do in the sessions (discussions, activities, learning new skills).
  ✅ Confidentiality rules and when information might be shared for safety reasons.

• Students will also sign a participation agreement to show they understand the group expectations.

How This Will Be Applied in the Group:

• Before the group starts, parents will receive a written consent form with all the details.

• Counselors will be available to answer questions from parents before they sign.

• Students will review and sign a group expectations agreement during the first session.

Why This Is Important:
✔ Makes sure parents and students fully understand the group’s purpose.
✔ Provides legal protection for the school and counselor.
✔ Builds trust between the counselor, students, and families.

American School Counselor Association. (2022). ASCA ethical standards for school counselors.

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

Gladding, S. T. (2016). Groups: A counseling specialty (7th ed.). Pearson.

Missouri Department of Elementary and Secondary Education. (n.d.). Participant guidelines and ground rules for group counseling.

National Center for Education Statistics. (n.d.). Data on middle school performance and socio-emotional challenges.

Texas Administrative Code. (2023). Title 19, Part 7, Chapter 239: School counselor certification.

Texas Education Code. (2023). Title 2, Subtitle F, Chapter 33: School counselors & student services.

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