• (M1-M5 ), will be the mindset standards that are suited for the participants of this group after its completion. The standards of the belief in development of themselves, a sense of acceptance, a positive attitude, self-confidence in their ability, and the belief of using abilities to their fullest will provide the clients with the best opportunities to reach their goals.

Behavior Standards Integration:

• Learning Strategies: (B-LS 1-B-LS 10), these are the basic standards of being a leader of the classroom. A teacher should practice these standards to create the best form of classroom management as possible.

• Self-Management Skills: (B-SMS 1-B-SMS 10), in order for teachers to have control of their classrooms, they must have control of themselves. Reaching the goal of self-management, will give you the chance to model what self-management looks like to your students.

• Social Skills: (B-SS 1- B-SS 10), these are the standards that will help a teacher build and maintain relationships with their students and staff members. Building relationships is the key to understanding the mindset and triggers of your students. The better a teacher understands a students triggers, the easier it will be to create different prevention strategies.

Learning Outcomes:

• Successful completion of theses courses will lead the clients to having control over their emotions by learning healthy coping skills.

• The clients will also have the opportunity to learn how to build relationships with their students in order to produce the highest level of classroom management as possible.

• Most importantly, the clients will learn de-escalation strategies, and have the opportunities to participate in Nonviolent Crisis Intervention (NCI) refreshers to learn how to protect themselves and their students in a crisis situation.

Demographics:

• What is your name?

• Do you have a preferred name?

• How old are you?

• How long have you been teaching?

• What do you do for fun outside of work?

• Do you understand the meaning of stress and the associated complication of stress?

• Do you have a way to release your stress?

Classroom Experience

• What strategies do you use to build relationships with your students?

• Do you give your students the opportunity to participate in classroom decisions and discussions?

• Can you name your students triggers if asked?

• Have you created plans for your students if a crisis my occur?

• Are those plans individualized?

• Have you attended Nonviolent Crisis Intervention (NCI) training?

• If so, would you need a refresher?

Clients Expectations

• What outcomes would you like to see from this group?

• In your own words, please express any concerns or feelings that you may have about the information that was shared today?

Predetermined Guidelines

1.     Confidentiality – Remember that everything shared in the Group is to remain confidential. This will protect your Group and encourage trust and acceptance. Unless you have permission, do not share anything personal outside of your Group.

2.     Openness – Be open. Do your best to be open and honest during discussions. Your transparency will encourage others.

3.     Respect for Group Members – Be quick to listen and slow to speak. Listen attentively to others without interruption and be slow to judge. Allow others to share.

4.     We are here to support each other, not fix each other.

Stage 2- Working Cohesively and Productively: Providing the group with interactive lessons will create a cohesive and productive working space. Interactive lessons are a great way to have fun, build teamwork, and gain knowledge. While the clients are participating in the lessons, the counselor will be able to make observations to gauge if the group members are progressing.

Stage 3-Group Closure: For a group like this one, classroom observations will be the most effective form of evaluation. It will allow the counselor or facilitator to witness how the clients use their new-found techniques of coping and classroom management in their natural environment of the classroom. Once the clients have their final observation and can showcase their new abilities of coping and classroom management, the counselor will be able to decide to allow them to attend a debriefing group session. The debriefing group session will allow the clients to verbally display what they've learned over the period and view the documentation and data that the counselor collected over time. The clients will then have the choice to continue on the group sessions for support or to remove themselves because they feel like they are ready to do so. The data that is collected over time will help improve the process, lessons, and outcomes of the groups for future sessions.     

Authoritarian Leadership (Autocratic):Authoritarian leaders, also known as autocratic leaders, provide clear expectations for what needs to be done, when it should be done, and how it should be done(Cherry, 2023).

Participative Leadership (Democratic):Democratic leaders offer guidance to group members, but they also participate in the group and allow input from other group members(Cherry, 2023).

• Development of socializing techniques - social learning or development of interpersonal skills.

• Imitative behavior - taking on the manner of group members who function more adequately.

• Catharsis - opportunity for expression of strong affect. Existential factors - recognition of the basic features of existence through sharing with others (e.g. ultimate aloneness, ultimate death, ultimate responsibility for our own actions).

• Direct Advice - receiving and giving suggestions for strategies for handling problems.

• Interpersonal learning - receiving feedback from others and experimenting with new ways of relating.

for School Counselors (Group Work), a counselor must use data to inform group topics, establish well-defined expectations and measure the outcomes of group participation. With the data that is collected, a counselor must also reflect on the group outcomes and determine the adjustments that may improve future group interventions(American School Counselor Association, 2022).

TST Group Explanation:

Once the clients have their final observation and can showcase their new abilities of coping and classroom management, the counselor will be able to decide to allow them to attend a debriefing group session. The debriefing group session will allow the clients to verbally display what they've learned over the period and view the documentation and data that the counselor collected over time. The clients will then have the choice to continue on the group sessions for support or to remove themselves because they feel like they are ready to do so. The data that is collected over time will help improve the process, lessons, and outcomes of the groups for future sessions.

TST Group Explanation:

Because of this standard, a confidentiality statement will be given to the clients to sign and a confidentiality statement will be read at the beginning of every meeting as a reminder.

American School Counselor Association. (2022). ASCA Ethical Standards for School Counselors. Www.schoolcounselor.org. https://www.schoolcounselor.org/About-School-Counseling/Ethical-Responsibilities/ASCA-Ethical-Standards-for-School-Counselors-(1)

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. Verywell Mind. https://www.verywellmind.com/leadership-styles-2795312

Small Group Guidelines & Ground Rules | Worship Center, a church in Lancaster, PA. (n.d.). Worship Center. Retrieved February 5, 2024, from https://www.worshipcenter.org/2023/01/small-group-guidelines-ground-rules/#:~:text=Respect%20for%20Group%20Members%20%E2%80%93%20Be