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

M 3. Positive attitude toward work and learning

M 4. Self-confidence in ability to succeed

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

M 6. Understanding that postsecondary education and lifelong learning are necessary for long-term success

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

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

B-LS 6. High-quality standards for tasks and activities

B-LS 7. Long- and short-term academic, career and social/emotional goals

B-SMS 1. Responsibility for self and actions

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

B-SMS 3. Independent work

B-SMS 5. Perseverance to achieve long and short-term goals

B-SMS 6. Ability to identify and overcome barriers

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

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

After the sign up link has closed, the twenty students who showed interest will be individually interviewed by the group counselor. The interview process will include an explanation of the group and topics that will be discussed over the six week period. The process will also include screening questions related to class timeliness and course work deadlines. This will allow the counselor to select ten eligible candidates for the counseling group. Once the interview process is complete, ten selected candidates will be informed of their selection and the group counseling start date.

Informed consent forms will consist of student consent only since the age level for participants is 18 years of age to 21 years of age.

Ground Rules Prior to Starting the Group:

1. Be respectful of others.

2. Confidentiality should be practiced at all times, especially outside of the group setting.

3. Cell phones are to be silenced during all group counseling sessions.

Once all group members have had a chance to review the rule guide, discussion and establishment of group rules may begin. After establishment and agreement, the group rules will be recorded and posted for group remembrance.

Stage 1: In order to build relationships and trust within group members and myself, interactions will begin at the beginning of the first session. These include establishing and agreeing on ground rules, emphasizing respect and confidentiality, and participating in an ice breaker activity so that all members can get to know one another. Explicit group norms will be established as the group leader provides an overview of how the group will be conducted and details related to lesson plans (Missouri Professional School Counselors and Counselor Education, 2015). Confidentiality will be discussed along with the limits to confidentiality and member safety. This is to ensure that all members are aware of reporting in the case of harm to self, harm to others, or abuse. Members are expected to keep all discussions confidential, especially outside of the group setting.

Stage 2: In order to keep members working cohesively and productively, participation in group discussions and reflections will be highly encouraged. This allows the group to remain connected with one another and as a whole. Some lessons include setting goals for the upcoming week, so this gives members something to work towards and strive for. Group members will also be instructed to document lesson activities and goals in their journals each week so they can reflect back if needed. The group leader will check in with members individually during weeks three and five to discuss progress, setbacks, and any other concerns they would like to address.

Stage 3: During the last group session, members will take the post-assessment test and compare their results to the those of their pre-assessment test. This will allow them to see areas where they improved or regressed over the last six weeks. They will be introduced to regression patterns and strategies for prevention. Members will be asked to develop their own regression prevention strategies that align with their action plan. Self-reflection and discussion will be focused on each member's progress over the six week period by sharing their accomplishments or setbacks. The group leader will provide encouragement and resources for next steps to ensure that all members are aware of extra help if needed. The continuation of confidentiality will be emphasized again upon completion of the closure session. Sweet treats will be available for students as they are dismissed. A follow up plan will include meeting with group members as a group and individually at least one week after the counseling group has concluded to measure success rates.

Democratic leadership would work best within a group of college students because it allows them to voice their thoughts, feelings, ideas, and opinions by encouraging participation. It allows for more engagement, motivation, and creativity. Since the goal of this counseling group is to provide a structured and encouraging environment, the democratic leadership style will allow members to feel important and establish commitment (Cherry, 2023).

Installation of hope is a possible therapeutic factor because members may believe that the strategies and skills developed will strength their time management skills upon closure of the group. Universality is a possible therapeutic factor because members may share a common "problem" when it comes to how they manage their time. Altruism is a possible therapeutic factor because group members may help others in the group believe they can be successful and accomplish their goals. Development of socializing techniques is a possible therapeutic factor because members may learn something new or develop new skills through open discussions. Imitative behavior is a possible therapeutic factor because members may learn new traits or habits from other members to implement in their routines. Existential factors are possible therapeutic factors because members may recognize the choices that lead to consequences in relation to freedom and free time. Direct advice is a possible therapeutic factor because members will discuss personal habits and goals in relation to time management which could potentially lead to direct support from one member to another. Lastly, interpersonal learning is a possible therapeutic factor because members are liable to receive feedback from others through group discussions and experience new ways of relating to others (Yalom, 1995).

This supports any counselor who would conduct TickTock on the Clock group counseling sessions because creating positive group dynamics and productive interactions through effective communication skills ensures group understanding and cooperation.

This is supported in TickTock on the Clock through the interview and screening process. All potential members of the group must go through this process in order to determine if they meet the standards and expectations needed to form a productive working group.

American School Counselor Association. (2021). The ASCA mindsets & behaviors for student success: K-12 college-and career readiness for every student. https://www.schoolcounselor.org/getmedia/7428a787-a452-4abb-afec-d78ec77870cd/Mindsets-Behaviors.pdf

Cherry, K. (2023, June 27). How to lead: 6 leadership styles and frameworks. Verywellmind. 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, and evaluating school-based counseling groups.

Texas Administration Code. (2024). Chapter 239. Student Services Certificates Subchapter A. School Counselor Certificate. https://tea.texas.gov/about-tea/laws-and-rules/sbec-rules-tac/sbec-tac-currently-in-effect/ch239a.pdf

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