My group will be focusing on traumatic stress with an emphasis on substance abuse education. The group members are going to be adolescents of any gender ranging from ages 15 to 17. These groups are going to be psychoeducational, focusing on skills relating to dialectical behavior therapy (DBT), cognitive behavior therapy (CBT), and substance abuse.

Participating in this group will give the students a greater understanding of vital topics. Lesson one in my group action plan is focused on negative core beliefs. This lesson is designed to highlight the negative automatic thoughts roaming the student's minds. This session leans on Yalom’s therapeutic factor of universality, emphasizing that the group is not alone in their suffering based on their similarities in thinking patterns and experiences. 

The M 2. mindset focuses on the premise that students should have a “sense of acceptance, respect, support and inclusion for self and others in the school environment” (“ASCA Student Standards: Mindsets & Behaviors for Student Success,” n.d., pg. 2).  The first group counseling session, is going to help students identify their negative core beliefs. Moreover, this session is going to highlight the importance of the reactions relating to these core beliefs, including the student's thoughts, feelings, and behaviors. Then, the students will discuss how trauma can impact their negative core beliefs. This lesson will utilize the cognitive behavior therapy (CBT) skill of examining the evidence to highlight the thought patterns and reactions associated front the negative core beliefs, which would include the learning strategy B-LS 9. “Decision-making informed by gathering evidence, getting others’ perspectives and recognizing personal bias” (“ASCA Student Standards: Mindsets & Behaviors for Student Success,” n.d., pg. 2). 

Lesson two of my group plan focuses on the emotional mind from dialectical behavior therapy (DBT) and the window of tolerance. This lesson emphasizes teaching students the ability to identify impulsive reactions to emotions, identify thought patterns, identify triggers, and identify the four F’s (fight, flight, fawn, and freeze). The lesson will focus on a psychoeducational approach that is aimed at teaching students the skills necessary to interpret how their bodies and minds respond to their trauma. The group will be learning about different coping skills that will help them gain access back into their window of tolerance. This lesson highlights the Self-management skill B-SMS 2.  “Self-discipline and self-control” and B-SMS 7. “Effective coping skills”. (“ASCA Student Standards: Mindsets & Behaviors for Student Success,” n.d., pg. 2). 

Lesson three is going to emphasize the B-SMS 9. “personal safety skills” (“ASCA Student Standards: Mindsets & Behaviors for Student Success,” n.d., pg. 2). Lesson three is going to focus on boundaries using the DBT skills DEAR MAN. Students will be provided psychoeducation into what healthy boundaries look like, as well as what unhealthy boundaries look like. The group will work through DEAR MAN to provide a foundation of how to successfully establish and maintain healthy boundaries. 

Similarly to lesson two, lesson four is going to utilize the B-SMS 7 skill of effective coping skills. Lesson four focuses on the student's emotional battery and the skills hour will provide psychoeducation on managing difficult emotions through the DBT skill distress tolerance. Lesson five will be similar as it focuses on co-regulation as a coping skill to combat trauma symptoms. Finally, lesson six will follow the B-SMS 6 “ Ability to identify and overcome barriers” as this lesson focuses on survival mode and how trauma impacts your nervous system (“ASCA Student Standards: Mindsets & Behaviors for Student Success,” n.d., pg. 2).

To ensure that students are aware that this group is an option for them, I will be posting the information onto the schools social media page with the main details of the group and the contact information for those that need it. Along with this, I will also be sending emails to parents and guardians. The email will contain a copy of the group plan.

For those who are willing to participate in a group setting, there will be an initial meeting before the first day of the group. In this meeting, the group members will be met individually and complete a consultation. During the consultation, the client will be provided with what the point of group therapy is. The client will be given an overview of the group topic and lesson plans. During this process, the counselor will determine the client’s readiness for the group. The counselor will be aware that due to the topic, clients may be more shy and hesitant to participate in a group setting. 

During this initial session, the client will be briefed on confidentiality and group expectations. The client will be informed of what would happen if they broke the confidentiality of the group and or the expectations of the group. After this, the counselor will ask the client if they have any questions or concerns. Then, the counselor will ask the client about their interest in the group. 

From this initial meeting, the counselor will pick group members to join the group. A confidentiality statement and group disclosure form will be signed during this meeting. Moreover, since this group is of adolescent age, a consent form will be sent out to each parent and guardian.

Stage One: During the initial meeting, each member will be given a confidentiality agreement, a group disclosure form, and the group expectation form. During the first session, the group will be reminded of their agreement. Moving forward, the group will be reminded of their agreement as necessary. To build group cohesiveness and rapport, each session will involve an icebreaker question or activity that will require the group to introduce aspects of themselves. The group will also be provided with snacks and drinks at the beginning of the session and during the break since this is a two-hour group session. 

Stage Two: Group members will be observed throughout the sessions. Notes will be kept on all group activities and participants. The counselor will ensure that each member of the group has an opportunity to speak. 

Stage Three: During the final lesson, the group will be provided with a closing circle. Each member will have an opportunity to speak about why they came to the group and what they have learned. During this session, the group will be provided with a packet containing all of the skills and topics discussed during the sessions. Along with this, the packet will include local mental health and community resources. In closing, the group will be reminded once more of the confidentiality agreement and be asked that the information discussed in the group remain private.

For this group, I feel that some guidance will be necessary. However, I prefer to keep the group at a more client-led pace. For this reason, I feel that the participative leadership style is the most appropriate. This style offers guidance and input to the group members (Cherry, 2022). This would be the most beneficial leadership style for keeping group members on task, yet allowing them the freedom to communicate with each other. This form of leadership offers the ability for the clients to lead the session but have the counselor provide guidance and intervene when necessary.

As mentioned in a previous section, one of Yalom’s therapeutic factors that is the premise of the function of this group is Universality. Universality is a “demonstration that we are not alone in our misery or our "problems"” (Yalom, 1995). Since our topic is trauma, I think this therapeutic factor is the most beneficial. We are taking people who feel the most isolated and bringing them together with people who share the same lived experiences. The focus of this group is to create a community for these kids. A place where they don’t have to pretend or hide themselves or their symptoms. 

ACA Code of Ethics

Once a counselor becomes licensed does not mean that are capable or qualified to handle all issues presented to them by their clients. Counselors have a legal obligation to refer their clients to other professionals who are more qualified to handle the presented issues if it is out of the scope that the counselor can provide care. Section F.9.b. of the ACA Code of Ethics states that a counselor must “assist students in securing remedial assistance when needed, seek professional consultation and document their decision to dismiss or refer students for assistance, and ensure that students have recourse in a timely manner to address decisions requiring them to seek assistance or to dismiss them and provide students with the due process according to institutional policies and procedures” (American Counseling Association, 2022, pg. 15).

ASCA School Counselor Professional Standards and Competencies

According to section B-PA 2 of the ASCA School Counselor Professional Standards and Competencies, a counselor must be able to “identify gaps in achievement, attendance, discipline, opportunity, and resources” (American School Counselor Association, 2019, pg. 2). Without this ability, a counselor cannot meld the group to the clients. The session will feel rigid and forced, making the clients more likely to be less open and comfortable. Consequently, if a counselor can achieve this then they can implement new resources needed throughout the sessions that help the student succeed.

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Cherry, K. (2023, June 27). What Are Prominent Leadership Styles and Frameworks You Should Know? Verywell Mind. Retrieved September 12, 2022, from https://www.verywellmind.com/leadership-styles-2795312

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