U.N.I.T.Y Group Guide by McCreary, Toby

U.N.I.T.Y Group Descriptions

tmccreary5 — 2025-09-11 01:23:28 UTC

Understanding Needs In Teens & Youth (UNITY) is a small, closed group for 6th to 8th grade students continually struggling with ongoing peer conflict that often leads to classroom disruptions, including verbal and physical aggression. The group provides a consistent space for students to express their opinions and feelings, to develop respectful communication skills, and conflict resolution skills. Progress will be tracked through the following data: discipline referrals, teacher observations, and parental input. The goal is to reduce disruptions in the classroom to help students build strong peer relationships.

ASCA Mindset & Behaviors

tmccreary5 — 2025-09-11 01:30:24 UTC

The following ASCA Mindsets & Behaviors will allign with U.N.I.T.Y.'s mission to reduce instances of aggression and classroom disruptions

ASCA Mindsets

M1: Belief in the development of the whole self, including a healthy balance of mental, social-emotional, and physical well-being.
M2: Self-Confidence in the ability to succeed.

ASCA Behaviors

- Learning Strategies

LS9: Demonstrate decision-making informed by gathering evidence, getting others’ perspectives, and recognizing personal bias

-Self-Management Skills

SM 1: Demonstrate ability to assume responsibility.
SM 2: Demonstrate self-discipline and self-control.
SM 7: Demonstrate effective coping skills when faced with a problem.

-Social Skills

SS 1: Use effective oral and written communication skills and listening skills.
SS 2: Create positive and supportive relationships with other students.
SS 4: Demonstrate empathy.

Publicity

tmccreary5 — 2025-09-11 01:30:49 UTC

The U.N.I.T.Y group will not be publicized in order to protect confidentiality and reduce any stigma associated with participating. Since this group is designed to help students who are learning to better manage anger or aggressive behavior, advertising it publicly could accidentally make students feel singled out. This approach helps protect their privacy and makes sure the group stays a positive and supportive experience for everyone involved.

Screenings

tmccreary5 — 2025-09-11 01:31:19 UTC

Students eligible to join this group would be identified using a behavior checklist filled out by teachers, looking for patterns like classroom outbursts/disruptions, aggression, or trouble calming down. We would also pull data like office discipline and teacher referrals to see who might benefit most. Using a tool such as the SRSS-IE has strong evidence for identifying externalized behaviors, including aggression or acting out. In a study conducted by the University of Kansas, with a sample of over 4,400 elementary students, those scoring high on the externalizing sections of the SRSS-IE were more likely to have increased discipline referrals and other problematic behaviors later in the year (Lane et al., 2018).

References:

Lane, K. L., Oakes, W. P., Cantwell, E. D., Common, E. A., Royer, D. J., Leko, M. M., Schatschneider, C., Menzies, H. M., Buckman, M. M., & Allen, G. E. (2018). Predictive Validity of Student Risk Screening Scale—Internalizing and Externalizing (SRSS-IE) Scores in Elementary Schools. Journal of Emotional and Behavioral Disorders, 27(4), 221-234. https://doi.org/10.1177/1063426618795443

Informed Consent

tmccreary5 — 2025-09-11 01:31:48 UTC

To obtain informed consent, the counselor will explain the purpose of the group to parents, outlining the risks, benefits, and confidentiality measures associated with the U.N.I.T.Y. group. The consent form will be attached and provided to the parent in their native language. For students, assent will also be obtained before the group begins its first session. Students will also be allowed to ask questions and to decline participation. Both signed consent and assent will need to be obtained in order to participate in the group. Attached is the University of Houston Informed Consent form. The UNITY Informed Consent form is modeled on this layout, but does not include the therapeutic focus. This group would focus on solution-focused goals that can be achieved in a reasonable amount of time, not consistent therapeutic sessions.

Ground Rules

tmccreary5 — 2025-09-11 01:32:26 UTC

In order for the U.N.I.T.Y. group to run smoothly and efficiently, ground rules/norms need to be implemented. These rules clarify expectations for behavior, including listening when someone is speaking or using respectful communication. The ground rules are as follows:

Give your full attention when someone is speaking
Use kind and appropriate language, even when upset.
What is shared here stays within the group
Be open to feedback from others in the group
Stay present and participate in the group

These ground rules will support open communication between peers in the group, while also helping students grow to reduce conflicts in their peer relationships.

Group Dynamics

tmccreary5 — 2025-09-11 01:32:39 UTC

Group dynamics will shift across the stages of forming, storming, norming, and adjourning. In the forming stage, students are often unsure or hesitant to participate, so the school counselor will focus on building trust. As the group shifts into the storming stage, conflict may occur as students get more comfortable with the dynamics. The norming stage follows, and addresses the point when the students will begin to be a support for one another. The performing stage is when the group reaches its stride by working towards each of their individual goals. During the final "adjourning" stage, the group will reflect on its accomplishments and strive to take these skills and apply them moving forward.

References:

Tuckman, B. W. (1965). Developmental sequence in small groups. Psychological Bulletin, 63(6), 384–399. https://doi.org/10.1037/h0022100

Leadership Styles

tmccreary5 — 2025-09-11 01:33:07 UTC

When facilitating the UNITY group, an authoritative leadership style is most appropriate. This approach provides clear guidance and structure while also offering a supportive environment. This style is effective in settings where clear boundaries and support are essential for participants who are struggling with self-regulation (Chen & Rybak, 2017). Balancing authority with warmth will foster a safe space for students to explore their behavioral challenges.

References:

Chen, M. W., & Rybak, C. J. (2017). Group leadership skills: Interpersonal process in group counseling and therapy (2nd ed.). SAGE Publications. https://doi.org/10.4135/9781071800980

Therapeutic Styles

tmccreary5 — 2025-09-11 01:33:24 UTC

In the U.N.I.T.Y group, many of Yalom's therapeutic factors will come into play as students participate and interact. One of the first things to happen is that students begin to feel hopeful when they see peers making progress in managing their outbursts and conflicts with others. The group facilitator and peers share helpful tools and advice, promoting altruism. Through feedback, they will also learn how their actions impact others, leading to personal insight for better decision-making. These therapeutic factors, outlined by Yalom and Leszcz (2020), are essential for creating meaningful change in a group counseling setting.

References:

Yalom, I. D., & Leszcz, M. (2020). The theory and practice of group psychotherapy (6th ed.). Basic Books.

Ethical Requirements

tmccreary5 — 2025-09-11 01:33:49 UTC

One key ethical requirement is conducting the group with confidentiality. In a school-counseling setting, maintaining confidentiality helps build trust between the facilitator and peers. Additionally, it helps build trust between the counselor and group members. According to the American Counseling Association (ACA, 2014), school counselors are ethically obligated to protect client confidentiality. By establishing clear guidelines, the school counselor can create a safe space where students feel secure enough to express themselves.

Ethical Requirements pt. 2

tmccreary5 — 2025-09-11 01:34:04 UTC

A second essential standard is mandated reporting. School counselors are legally required to report any suspected abuse, neglect, or danger to students or others. While confidentiality is important, participants must understand that certain disclosures must be reported. To support this requirement, the school counselor should clarify the limits of confidentiality to all participants. Addressing mandated reporting openly at the beginning of the group sets boundaries with all students participating.

References

tmccreary5 — 2025-09-11 01:34:36 UTC

American School Counselor Association. (2021). ASCA student standards: Mindsets & behaviors for student success: K–12 college-, career-, and life-readiness standards for every student. https://www.schoolcounselor.org/getmedia/7428a787-a452-4abb-afec-d78ec77870cd/Mindsets-Behaviors.pdf
Lane, K. L., Oakes, W. P., Cantwell, E. D., Common, E. A., Royer, D. J., Leko, M. M., Schatschneider, C., Menzies, H. M., Buckman, M. M., & Allen, G. E. (2018). Predictive Validity of Student Risk Screening Scale—Internalizing and Externalizing (SRSS-IE) Scores in Elementary Schools. Journal of Emotional and Behavioral Disorders, 27(4), 221-234. https://doi.org/10.1177/1063426618795443
Center for Law and Education (CLEE). (2024). Forming ground rules (creating norms). https://www.clee.org/resources/forming-ground-rules-creating-norms/?utm_source=chatgpt.com
Tuckman, B. W. (1965). Developmental sequence in small groups. Psychological Bulletin, 63(6), 384–399. https://doi.org/10.1037/h0022100
Chen, M. W., & Rybak, C. J. (2017). Group leadership skills: Interpersonal process in group counseling and therapy (2nd ed.). SAGE Publications. https://doi.org/10.4135/9781071800980
Yalom, I. D., & Leszcz, M. (2020). The theory and practice of group psychotherapy (6th ed.). Basic Books.
American School Counselor Association. (2016). ASCA ethical standards for school counselors. https://www.schoolcounselor.org/asca/media/asca/Ethics/EthicalStandards2016.pdf