This group will focus on time management, stress coping skills, and communication skills to start student athletes off on the right foot when entering high school.

2. Participants will also be given a copy of the letter and flyer to take home to their parents.

3. A flyer will be sent via e-mail to all teachers and administration explaining the purpose of the group, when/where the group meetings will take place, notes of possible conflicts, and reminders of open communication.

4. Flyers will be posted around the school and on the school website and social media for students, teachers, parents, and community members to see.

5. Classroom visits to discuss any questions the students might have.

1. Confidentiality is maintained.

2. Respect is upheld.

3. Kindness is always demonstrated.

The group will discuss any additional rules that need to be added.

Stage 2: It is important to stay on task during our short time together. Quick on task reminders and reducing outside distractions will ensure that the group meetings are productive. At the beginning of each session a short conversation with how the students have used what we learning last week will help me quickly gauge if each meeting is making progress towards our ultimate goal of mastering the ASCA Mindset/Behavior goals stated.

Stage 3: The students will be given a survey before the first session that scales their readiness for high school. This survey will ask about their organizational skills, stress management skills, and adult communication skills. This survey will be given at the end of the last session to see how the sessions have affected these skills. At the end of the school year, a survey will determine how helpful the learned skills were and what other skills the students feel should be covered the following year.

(Cherry, 2023)

Imitative behavior: I will use myself and group members as weekly examples in order to encourage those who are struggling with a skill to reach out and ulitmatly imitate the behaviors of the successful outcomes of others.

Direct Advice: The group members will be encouraged to give advice during meetings to other group members. I will also share advice that has helped me along the way.

(Yalom, 1995)

"The district has a comprehensive school counseling program that includes an individual planning system to guide a student as the student plans, monitors, and manages the student's own educational, career, personal, and social development (Klondike ISD, 2022, p.43)."

Our local Student Handbook supports the idea of student development through small group counseling. I am able to guide students in their development with these small groups and can provide services through these groups that otherwise would be looked over.

A.9.a. "Screening Counselors screen prospective group counseling/therapy participants. To the extent possible, counselors select members whose needs and goals are compatible with the goals of the group, who will not impede the group process, and whose well-being will not be jeopardized by the group experience (ACA, 2014, p.6)."

Being a very small school district, I am worried about backlash from parents on how I selected the participants for my group. This law in the ACA Code of Ethics protects me from just that. My screening process and selection of students is protected and justified through this law.

ASCA student standards: Mindsets & Behaviors for student success. ASCA Student Standards: Mindsets & Behaviors for Student Success - American School Counselor Association (ASCA). (n.d.). https://www.schoolcounselor.org/Standards-Positions/Standards/ASCA-Mindsets-Behaviors-for-Student-Success

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

Klondike ISD Student Handbook. (2022). https://klondike.esc17.net/upload/common/docs/2022-2023%20St.%20Handbook%202.pdf

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

Mindsets:

M 3. Positive attitude toward work and learning

M 4. Self-confidence in ability to succeed

Behavior Learning Strategies:

B-LS 3. Time-management, organizational and study skills.

B-LS 4. Self-motivation and self- direction for learning.

B-LS 10. Participation in enrichment and extracurricular activities.

Behavior Self-Management Skills:

B-SMS 7. Effective coping skills.

B-SMS 8. Balance of school, home and community activities.

B-SMS 10. Ability to manage transitions and adapt to change.

Behavior Social Skills:

B-SS 3. Positive relationships with adults to support success

(ASCA, n.d.)