M2 - Sense of acceptance, respect, support and inclusion for self and others in the school environment.

M4 - Self-confidence in ability to succeed.
M5 - Belief in using abilities to their fullest to achieve high-quality results and outcomes.

BLS1 - Critical thinking skills to make informed decisions

BSMS1 - Responsibility for self and actions

BSMS2 - Self-discipline and self-control
BSMS7 - Effective coping skills

BSS1 - Effective oral and written communication skills and listening skills
BSS6 - Effective collaboration and cooperation skills

BSS7 - Leadership and teamwork skills to work effectively in diverse groups

(ASCA, 2021)

• Flyers: Distribute flyers to parents through students' backpacks with a brief description of the group, its goals, and how to sign up. Flyers will include contact information for the school counselor for questions.

• Email: Send an email to parents with detailed information about the group, including the benefits for their child and the schedule. A permission slip for participation will also be attached to this email.

• School Website/Social Media: Post a detailed announcement on the school’s website or social media, including information about the group, session dates, and how parents can give consent for their child’s participation.

To Students:

• Daily Announcements: Announce the group in the morning announcements to spark interest. A short message with the group’s name, purpose, and who to contact for more details will be included.

• Classroom Presentations: Briefly introduce the group during classroom visits, providing an overview and answering any questions. This will ensure that all students hear about the opportunity.

• Posters: Place posters around the school, such as in hallways, the counseling office, and the cafeteria, with simple information about the group. The posters will have colorful, child-friendly visuals and a contact number for the counselor.

To Teachers and Administrators:

• Emails/Newsletters: Send a detailed email or newsletter to teachers and administrators, explaining the group’s objectives, dates, and how teachers can refer students who might benefit from participating.

• Faculty Meetings: Announce the group during a faculty meeting, providing teachers with the necessary referral forms and a quick summary of the group’s goals. Teachers will also be encouraged to inform the counselor of any students they believe would benefit.

• Flyers in Breakrooms: Place informational flyers in the teachers' lounge or breakroom, making it easy for staff to access details and referrals on their breaks.

To Counselors and Other Staff:

• Staff Email/Meeting: Email school counselors, social workers, and support staff to inform them about the group and ask for any referrals. Also, mention the group in regular meetings where staff can share any students they think would benefit.

• Parent Notification: Parents will receive an email and flyer explaining the group, its objectives, and the importance of the screening process.

• Student Introduction: Students will be informed through a brief presentation during a classroom visit. The counselor will explain the group’s purpose, the benefits of joining, and what the group will involve, ensuring students feel comfortable with the idea.

• Invitation: After the initial notification, interested students will be invited to participate in the pre-group screening process.

Assessing Participant Readiness, Willingness, and Interest:

• Readiness: I will assess the students' readiness by looking for signs of emotional regulation struggles (e.g., frequent emotional outbursts, difficulty managing frustration, etc.), which could indicate a need for the group. Teachers will provide input based on observations of the students’ behaviors in the classroom.

• Willingness: Students will be asked if they are interested in participating in the group. This will be gauged through a short, informal conversation where students can express their thoughts and feelings about joining. Parental consent will also be a part of this process, ensuring both the child and parent are willing participants.

• Interest: A simple survey or questionnaire will be given to students (with parental permission) to assess their interest. Questions will include:

  • "How do you usually feel when you're upset or stressed?"

  • "Would you like to learn ways to feel better when you’re upset?"

  • "What would you hope to learn or get better at in this group?"

Individual or Group Screening?

• Individual Screening: The pre-group interview will be conducted on an individual basis. This will allow for a private conversation between the counselor and each student to discuss the group’s goals, answer questions, and assess the student's emotional readiness and interest in the group. This one-on-one approach will also help ensure that each child feels comfortable expressing themselves without the influence of others.
  Screening Process:

  • Teacher Input: Teachers will provide input on the student's behavior and emotional regulation in the classroom. This could include examples of how the student typically handles stress, frustration, or anxiety.

  • Brief Interview: The counselor will meet with each student for a short interview, asking about their current emotional struggles, what they hope to gain from the group, and any concerns they might have.

Selection of Group Members:

• Criteria for Selection:

  • Students will be selected based on their emotional regulation needs (e.g., frequent emotional outbursts, trouble managing anger or anxiety) as observed by teachers and through the pre-group screening process.

  • Participation will also depend on the student’s willingness and interest in learning new coping strategies. Those who are ready and excited to participate will be prioritized.

  • Group size will be capped at 6 students to ensure an intimate, supportive environment for each participant.

Follow-Up:

• After the screening, parents will be notified about their child’s selection for the group or about alternative supports if the child is not selected.

• A follow-up conversation with the student will clarify any last questions they might have and confirm their participation before the first group session.

• Parents will receive a consent form via email or printed copy that outlines:

  • The goals of the group.

  • Confidentiality and the limits of confidentiality (e.g., if a child discloses harm to themselves or others, those issues will need to be reported).

  • The counselor's role and how feedback will be shared with them.

  • An understanding of any potential risks involved, such as emotional vulnerability during group discussions.

• Parents will be asked to sign and return the form before their child can participate.

Student Assent:

• After the parent consent is obtained, each student will be asked to provide assent (permission to participate) in their own words, ensuring they understand what the group will entail and that they are agreeing to join the group voluntarily.

• Students will receive an age-appropriate form that explains the purpose of the group, what will happen during each session, and the importance of confidentiality.

• The student will be encouraged to ask any questions and share any concerns before signing. This ensures that they understand and feel comfortable with their participation.

1. Confidentiality: What is shared in the group stays in the group (except in cases of safety concerns).

2. Respect: Listen when someone else is speaking, and avoid interrupting.

3. Safety: No physical aggression or harmful behavior.

4. Participation: Everyone is expected to participate to the best of their ability (but no one will be forced to share).

5. Kindness and Encouragement: Be supportive of each other and avoid judgment or teasing.

Rules Determined by the Group: After introducing the foundational rules, I will ask the group members to contribute to additional rules that will help everyone feel comfortable. The group can collectively decide on the following:

What should we do if someone feels upset during the group? 

How will we handle disagreements or conflicts within the group?

(Missouri Professional School Counselors and Counselor Educators, 2015)

• Building Relationships & Trust: At the start of the group, I will focus on building rapport with each group member and creating a safe space for them to open up. We will engage in icebreaker activities that allow participants to get to know each other and create a sense of connection. I will emphasize psychological safety, encouraging members to express themselves without fear of judgment.

• Establishing Group Norms: During this initial phase, we will collaboratively create and agree on group norms. I will present the predetermined ground rules, but will also allow participants to contribute their own expectations. This will foster a sense of ownership over the rules and help solidify the group’s culture. We will discuss what behaviors are expected and the importance of respect and trust within the group.

• Confidentiality and Limits: I will explain that confidentiality is a critical aspect of the group, but I will also inform participants about the limits to confidentiality (e.g., if there’s a threat to safety). I will make sure they understand that confidentiality cannot be fully guaranteed, but it is an essential expectation. This discussion will be framed as part of the group's agreement to build trust and respect.

Stage 2: Working Together to Accomplish Goals (Performing Stage)

• Maintaining Cohesion and Productivity: As the group progresses, I will focus on ensuring the group continues working cohesively toward the shared goals. I will check in with each participant regularly, asking them about their progress toward their individual goals and how they feel about the group’s dynamic. We will continue to build on the relationships and ensure that each member feels valued and heard.

• Gauging Progress: I will check in with group members periodically, either through informal one-on-one conversations or in-group reflections, to gauge how the group is progressing. This might involve discussing how they are feeling about their emotional growth, interactions with others, and how the group is helping them move toward their goals.

• Supporting Individual and Group Goals: I will ensure that each session is designed to address both individual and group goals. For example, if a student is struggling with emotional regulation, we will work on specific strategies for that student while also working on broader group goals.

Stage 3: Closure (Mourning Stage)

• Preparing for Group Closure: As the group nears the final session, I will prepare the members for the end of the group. We will process the progress made by each participant and the group as a whole. I will ask group members to reflect on what they have learned, how they have grown, and how they will apply the skills gained to their everyday lives. This will be a time for celebrating successes and reinforcing the group’s achievements.

• Handling Feelings About Group Ending: I will actively check in with group members regarding how they feel about the group ending. We will have an open discussion about feelings of loss or anticipatory anxiety about leaving the group. I will reassure them that the bonds they’ve formed are valuable, and encourage them to continue using the skills they’ve learned even after the group concludes. I will also talk about the support system they can rely on moving forward.

• Reinforcing Confidentiality Post-Group: During the final session, I will reiterate that confidentiality is still a priority even after the group ends. I will remind participants that while they may continue to see each other in different contexts, the confidentiality of the group experience must be maintained. We will emphasize that their shared experiences will remain within the group setting, fostering a sense of closure and security.

• Follow-up Plan: I will set up a follow-up plan (e.g., a post-group check-in 4-6 weeks later) to ensure that participants are continuing to apply the skills they learned and to provide additional support if needed. This will help maintain accountability and ensure that the group’s impact lasts beyond the final session.

(Missouri Professional School Counselors and Counselor Educators, 2015)

• Why It Works for This Group: The democratic leadership style focuses on collaboration and participation. I plan to incorporate this approach because it encourages open communication, group decision-making, and ensures that all participants feel heard and valued. This is essential for building trust and rapport in a group setting. As we develop group norms and work toward personal and group goals, I want members to have a voice in the process, fostering a sense of ownership over their growth and the group’s direction.

(Cherry, 2023)

Universality - Universality is essential in helping members feel less isolated. When participants realize they’re not the only ones facing struggles, it creates a sense of solidarity. This will be especially important in groups addressing self-esteem, social challenges, or emotional regulation, as members can connect over shared experiences.

Imparting of Information - This therapeutic factor involves providing knowledge about the issues at hand, such as coping strategies, emotional regulation, or how to build self-esteem. Educating participants about these topics will help them better understand their challenges and give them practical tools to address them.

Altruism - Altruism occurs when group members offer support to one another. In a counseling group, participants will have the chance to support each other, share insights, and offer encouragement. Helping others will build a sense of purpose and value, reinforcing the participants' own growth.

Development of Socializing Techniques - Participants will be able to improve their social and interpersonal skills in a supportive environment. Group members can practice communication, assertiveness, and active listening, learning how to build better relationships.

Catharsis - Catharsis will play a key role in helping members express their emotions in a safe setting. Whether it's frustration, sadness, or anger, members will have the opportunity to release bottled-up feelings and gain relief.

Interpersonal Learning - Interpersonal learning is key to group therapy as it involves receiving direct feedback from peers and the counselor. This feedback helps members see how their behavior impacts others and gives them insight into their relational patterns.

(Yalom ID, 1995)

ACA Code of Ethics (B.1.c): Counselors must maintain confidentiality and only share information with appropriate consent or when required by law.

(American Counseling Association, 2014)

"The professional school counselor informs students and parents or guardians (as appropriate) about the purpose, goals, techniques, and rules of the counseling process, including the limitations of confidentiality" (ASCA, 2016).

(American School Counselor Association, 2016)

American Counseling Association. (2014). ACA code of ethics. American Counseling Association. https://www.counseling.org/Resources/aca-code-of-ethics.pdf

ASCA student standards: Mindsets & Behaviors for student success. ASCA Student Standards: Mindsets & Behaviors for Student Success - American School Counselor Association (ASCA). (2021). https://www.schoolcounselor.org/getmedia/7428a787-a452-4abb-afec-d78ec77870cd/Mindsets-Behaviors.pdf

Cherry, K. (2023, June 27). 6 leaderships styles and frameworks. Verywell Mind. 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.

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

ACSA ethical standards for school counselors. ASCA Ethical Standards for School Counselors - American School Counselor Association (ASCA). (2016).https://www.schoolcounselor.org/About-School-Counseling/Ethical-Responsibilities/ASCA-Ethical-Standards-for-School-Counselors-(1)