Mindsets (M) Participants Will Develop:

• M 1: Valuing the development of the complete self, which encompasses maintaining a harmonious equilibrium of mental, social/emotional, and physical wellness.

  • Explanation: Individuals will be educated on appreciating their self-value and embracing a comprehensive method for self-nurturing and individual development.

• M 2: Self-assurance in the capacity to achieve success will be developed in individuals.

  • Explanation: The encouragement provided by the support group will nurture resilience and the confidence to conquer obstacles such as bullying.

• M 5: Encouraging the belief in utilizing one's abilities to the maximum extent to attain high-quality results and outcomes.

  • Explanation: Girls will be motivated to make use of their strengths and capabilities to accomplish personal and academic triumphs regardless of challenges.

Behaviors (B) Participants Will Develop:

Learning Strategies

• B-LS 7: Recognize long- and short-term academic, career, and social/emotional targets.

  • Explanation: Participants will establish and strive for objectives that will assist them in handling academic and social obstacles efficiently.

• B-LS 9: Collect proof and take into account various viewpoints to make well-informed choices.

  • Explanation: The girls will hone their ability to assess situations from different angles and arrive at decisions using logical thinking.

Self-Management Skills

• B-SMS 7: Show proficient coping abilities in handling challenges.

  • Explanation: The main emphasis will be on coping techniques for managing bullying and emotional pressure.

• B-SMS 10: Show skill in handling changes and adjusting to new situations and duties.

  • Explanation: Participants will build resilience and flexibility in dealing with social obstacles and changes.

Social Skills

• B-SS 2: Foster constructive and encouraging relationships with fellow students.

  • Explanation: The team will encourage peer interactions and foster constructive, supportive friendships.

• B-SS 5: Exhibit ethical decision-making and embrace social responsibility.

  • Explanation: Conversations about ethical conduct, honesty, and advocating for oneself will be the focal point of group engagements.

Conclusion:

By the end of this program, participants will have acquired mindsets and behaviors that promote resilience, self-confidence, and the ability to form healthy social relationships, preparing them to navigate and overcome the challenges of bullying.

Here's a breakdown of strategies:

1. Parents

• Parent Meetings & Workshops: Organize workshops at schools or community centers that educate parents on the signs of bullying, the benefits of support groups, and how to access resources.

• Newsletters & Emails: Distribute regular emails or newsletters through schools with information on support groups, including how to enroll their child.

• Social Media & Online Platforms: Share information through parent-oriented social media groups, school websites, and local community forums, ensuring quick and accessible updates.

• Printed Materials: Flyers or brochures distributed at school events, PTA meetings, and local community centers can be useful, especially for families without consistent online access.

2. Students (Adolescents)

• School Assemblies & Peer Programs: Organize school assemblies or peer-led group discussions that promote a safe environment for discussing bullying. Utilize relatable student ambassadors to talk about the support groups.

• Posters & Flyers: Place visible posters in hallways, bathrooms, and common areas in schools, with QR codes or links for easy sign-up for support groups.

• Interactive Workshops: Host engaging workshops during school hours or extracurricular activities that teach resilience, empathy, and anti-bullying strategies, with follow-up support group sign-ups.

• Digital Platforms: Reach students through school apps, social media, or popular student-focused online communities, providing direct access to group details.

3. Teachers

• Staff Development & Training: Include bullying awareness and support group information as part of professional development programs to help teachers identify and refer students who may benefit from the group.

• Staff Memos & Internal Communication: Send regular updates via internal emails or staff bulletins, informing teachers of the support group schedule and referral procedures.

• Classroom Resources: Provide teachers with classroom posters, handouts, and lesson plan resources that encourage open discussions about bullying and support services.

4. Administrators

• Administrative Meetings: Present detailed reports on the program’s goals, structure, and outcomes during administrative meetings, emphasizing the benefits for school culture and student well-being.

• Data-Driven Reports: Share research, case studies, or data from existing programs that highlight the positive impact of support groups on student mental health and behavior.

• Policy Integration: Encourage administrators to integrate information about the support group into school policies, codes of conduct, and orientation programs for new students.

5. Counselors

• Direct Collaboration: Work closely with school counselors, providing them with detailed materials about the groups and their methodologies. Encourage counselors to refer students they believe would benefit.

• Counselor Networks: Present the support groups at local or regional counselor meetings and provide continuous communication through professional networks and listservs.

• Professional Development: Offer specialized training for counselors on how to manage referrals, track progress, and facilitate communication between support groups and families.

  
  

General Channels Across All Audiences

• School Website: Dedicate a section on the school's website to the bullying support groups, providing easy access to information for all audiences.

• Media Coverage: Work with local news outlets, blogs, or educational podcasts to raise awareness of the support groups, sharing success stories and expert interviews.

• Community Partnerships: Collaborate with local organizations, youth clubs, or mental health services to spread the word about the program through their channels.

Each audience needs tailored messaging and delivery methods, ensuring the program reaches everyone who can benefit from or support adolescent girls in dealing with bullying.

• Objective: Ensure clear communication about the purpose, goals, and expectations of the support group.

• Methods:

  • Initial Invitation: Distribute flyers, emails, and announcements via school channels (teachers, counselors, school website) explaining the group’s focus on supporting girls experiencing bullying.

  • Parent Communication: Send letters or emails to parents/guardians explaining the benefits of the support group and seeking consent for their child’s participation.

  • Introductory Meeting: Host an informational meeting (in-person or virtual) where potential participants and their parents/guardians can learn more about the group and ask questions.

  • Confidentiality Emphasis: Stress the importance of confidentiality during the group process to build trust.

2. Assessing Participant Readiness, Willingness, and Interest

• Pre-Group Screening Questionnaire: Develop a brief questionnaire that covers:

  • Bullying Experience: Ask students about their personal experiences with bullying (both as a victim or bystander).

  • Coping Mechanisms: Inquire about current coping methods and emotional responses.

  • Group Comfort: Gauge comfort levels with sharing feelings and experiences in a group setting.

  • Goals & Expectations: Ask students what they hope to gain from participating (e.g., coping strategies, emotional support, friendship).

  • Willingness to Participate: Assess motivation by asking if they are ready to commit to the group’s rules and regular attendance.

• Individual Readiness: Consider the student's emotional state, maturity level, and ability to benefit from the group dynamic. Ensure they are emotionally prepared to discuss sensitive topics without exacerbating their stress.

3. Screening Format: Individual or Group?

• Individual Screening:

  • Conduct individual pre-group interviews with each participant to allow for a more personalized, private discussion of their experiences, readiness, and expectations.

  • Advantages: Provides a safe space for students to openly share their thoughts, allows for more tailored feedback, and ensures students feel comfortable and prepared.

  • Procedure: Hold brief, confidential interviews in a private setting, facilitated by the counselor, with a focus on building rapport and trust.

• Group Screening:

  • Consider a group pre-screening session to observe group dynamics and participants’ comfort levels in a social setting.

  • Advantages: Allows for early assessment of how participants interact, helps students see the group as a supportive environment, and builds cohesion.

  • Procedure: Facilitate a short, informal session where students can introduce themselves, discuss group expectations, and participate in low-stakes activities that reflect the nature of the support group.

Closing: Selection Criteria

• Final Selection: Choose participants based on:

  • Emotional readiness and maturity.

  • Willingness and interest in participating.

  • The extent to which they may benefit from the group setting.

• Communication of Selection: Inform selected participants and their parents/guardians via email/letter, explaining the group’s start date and next steps.

• Parental Consent:

  • Policy Overview: According to the Padlet Slide Requirements Slide 5 instructions ( I will not be working in a school but I do not have a company to use currently), "Parental consent will always be required with a minor, but student assent is recommended as well." This ensures parents are fully aware of the program's content, objectives, and potential benefits or risks.

  • Communication: Parents will be notified through letters or emails with detailed information about the group and their role in providing consent.

• Student Assent:

  • Campus Policy: In accordance with best practices and the university’s ethical standards, student assent is highly recommended. This ensures that minors understand the group process and agree to participate voluntarily, fostering a sense of autonomy and engagement.

  • Procedure: A separate assent form will be provided for students, written in age-appropriate language to ensure they understand the group’s purpose and their rights during participation.

2. Steps for Obtaining Informed Consent

• Parent/Guardian Consent:

  • Informational Packet: Parents will receive a detailed packet containing:

    • The goals and objectives of the bullying support group.

    • The role of the group counselor.

    • Information on the confidentiality and limits to confidentiality.

    • Group rules and expectations.

    • Information on how parents can support their child’s participation.

  • Consent Form: The packet will include a parental consent form requiring the signature of the parent/guardian before the student can participate.

• Student Assent:

  • Student-Friendly Explanation: Students will be given an explanation of the group’s goals, emphasizing the importance of their participation being voluntary and confidential.

  • Assent Form: The student assent form will outline:

    • The group’s purpose in a simple and clear language.

    • An explanation of what happens in the group and the student’s right to choose not to participate.

    • Assurances of confidentiality, with exceptions (e.g., if safety concerns arise).

3. Sample Consent and Assent Forms

(See attached Examples)

4. Next Steps

• Submission: After receiving signed consent and assent forms, counselors will schedule an introductory meeting with students to review group rules and confirm participation.

• Purpose: Ground rules are essential for creating a safe, respectful, and supportive environment where participants feel comfortable sharing their thoughts and experiences.

• Resource Overview: The Missouri Professional School Counselor Small Group Counseling Guide provides a structured framework for establishing group norms, ensuring that the group operates in a way that is fair and inclusive.

• Plan for Implementation:

  • Introductory Session: During the first group session, use the guidelines from the resource to introduce the concept of ground rules and explain their importance in maintaining a respectful and safe space for all.

  • Interactive Rule Setting: Engage participants in the process by inviting them to contribute their ideas for group rules. This helps create a sense of ownership and accountability.

  • Visual Display: Create a visible poster or document that displays the agreed-upon rules. This will serve as a reminder for each session.

2. Predetermined Rules (Set by Counselor)

These non-negotiable rules are established to ensure safety, confidentiality, and respect within the group:

• Confidentiality: What is shared in the group stays in the group. Breaches of confidentiality are only permissible when someone’s safety is at risk.

• Respect for Others: No interrupting, judging, or making fun of anyone’s experiences or feelings. All members are expected to listen actively and be supportive.

• Attendance: Participants are expected to attend all group sessions unless there’s an unavoidable circumstance. Regular attendance ensures consistency and group trust.

• Participation: Everyone has the right to share, but no one is forced to speak if they are not ready.

• Safety First: If anyone feels unsafe, emotionally overwhelmed, or needs to step out, they should inform the counselor.

3. Group-Determined Rules

While the counselor sets certain rules for safety and structure, participants will have the opportunity to collaborate on other ground rules. This promotes engagement and ownership of the group dynamic.

• Contribution Areas:

  • Group Tone: The group can decide what kind of tone they want to maintain (e.g., positive, non-judgmental).

  • Supporting Each Other: Discuss how they would like to show support for one another (e.g., offering advice, giving feedback, or simply listening).

  • Handling Disagreements: Allow the group to set expectations on how to manage disagreements or differing opinions respectfully.

  • Consequences for Breaking Rules: The group can decide on appropriate consequences if rules are broken (e.g., revisiting the ground rules, taking a break from the group).

• Procedure: After introducing the predetermined rules, ask participants to suggest additional guidelines. Write down their ideas, discuss them as a group, and come to a consensus.

4. Finalizing the Rules

• Rule Agreement: Once both predetermined and group-determined rules are set, ask all participants to verbally agree to them. This could be formalized by having everyone sign a group agreement document.

• Ongoing Review: Regularly revisit the rules at the start of sessions to reinforce their importance and allow space for adjustments if needed.

• Building Relationships & Trust:

  • Icebreakers & Introductions: Start with non-threatening activities to help group members get to know each other in a fun and relaxed way.

  • One-on-One Check-ins: Conduct brief, individual check-ins with each member to build rapport and demonstrate that you are a trusted resource.

  • Group Activities: Use small group activities that encourage members to share personal experiences, emphasizing that everyone has a voice.

• Establishing Group Norms:

  • Group Rule Setting: In the first session, collaboratively set group rules with input from participants. Use the Missouri Guide to discuss the importance of respect, active listening, and confidentiality.

  • Visual Reminders: Display the agreed-upon group rules prominently in each session as a constant reminder.

• Addressing Confidentiality:

  • Limits of Confidentiality: From the start, explain the concept of confidentiality, making it clear that while confidentiality is expected, it cannot be fully guaranteed. Explain situations where confidentiality must be broken (e.g. if someone is in danger).

  • Open Discussion: Initiate a group conversation about confidentiality to clarify that while the expectation is to keep shared information private, group members must be aware of the realities of sharing in a group setting.

  • Confidentiality Contract: Members should be required to sign a confidentiality contract to emphasize its significance. Emphasize that the contract is rooted in trust and mutual respect, rather than enforceable obligations.

Stage 2: Maintaining Group Cohesion and Productivity (Storming/Norming Stage)

• Promoting Cohesion:

  • Structured Sessions: Keep sessions focused with a structured agenda for each meeting, ensuring a balance between open discussions and targeted activities aligned with learning outcomes (e.g., role-playing exercises on how to handle bullying).

  • Encouraging Participation: Use techniques like round-robin sharing to ensure every voice is heard and no one dominates the conversation. This encourages active participation from quieter members.

• Facilitating Productive Progress:

  • Setting Group Goals: At the start of each session, review the goals and outcomes to keep the group focused on its purpose. This includes coping strategies for bullying, emotional resilience, and peer support.

  • Active Facilitation: Monitor group interactions closely to manage conflict, keeping discussions productive and on-topic while ensuring that all members feel heard.

  • Empathy-Building Exercises: Integrate empathy-building activities to deepen understanding between group members and reinforce positive, supportive behavior.

• Checking In with Members:

  • Midway Check-ins: Halfway through the group’s scheduled sessions, conduct individual or group check-ins to gauge progress, comfort levels, and any emerging concerns.

  • Session Reflection: At the end of each session, encourage members to reflect on what they’ve learned, their emotional state, and how they’re applying strategies discussed in the group.

  • Feedback Surveys: Use anonymous surveys or verbal check-ins to gather feedback on group dynamics, whether participants feel supported, and if adjustments need to be made.

Stage 3: Group Closure (Ending Stage)

• Preparing for Group Closure:

  • Gradual Reflection on Progress: In the last two or three sessions, begin reflecting on the progress members have made. Allow time for them to recognize their personal growth and achievements.

  • Addressing Feelings About Ending: Initiate a conversation about how the group members are coping with the group's impending conclusion. Prompt them to voice any worries or anxieties about the group's support being taken away.

  • Legacy Activity: Consider a legacy-building activity where members share what they’ve learned and how they plan to use these skills going forward. This can also help them emotionally prepare for the end.

• Monitoring Emotional Responses:

  • One-on-One Check-Ins: Before the final session, conduct brief, individual check-ins to see how each member is feeling about the group ending and ensure they feel supported.

  • Follow-Up Plan: Create a clear plan for how members can continue to access support if they need it after the group ends (e.g., one-on-one sessions, future groups, or school counseling services). This helps alleviate any feelings of abandonment.

• Reinforcing Confidentiality Post-Group:

  • Final Discussion on Confidentiality: Remind the group in the last session that the expectation of confidentiality continues even after the group ends. Use a closing ceremony where participants reaffirm their commitment to privacy.

  • Written Reminder: Provide a written or verbal reminder of confidentiality at the close of the group, reinforcing the importance of keeping shared stories private to honor the trust built within the group.

1. Transformational Leadership: This style focuses on motivating and inspiring participants to go beyond their immediate concerns, fostering personal growth and commitment to the group’s goals. Transformational leaders build trust by encouraging open communication, offering individualized support, and serving as role models. This approach works well with this population because it can help adolescents feel valued, empowered, and encouraged to participate fully in the group, fostering a sense of belonging and mutual respect. Such leaders create a safe and supportive environment where members are more likely to express themselves freely and work through difficult emotions related to bullying trauma. This can lead to better group cohesion and improved well-being for participants (Kendra Cherry, 2023).

   
   

2. Democratic Leadership: This approach involves the active participation of group members in decision-making processes, promoting collaboration, creativity, and engagement. This can be especially beneficial for adolescent girls in a support group, as it allows them to feel a sense of ownership over the group's activities and rules. By fostering equality and respect, democratic leadership helps participants feel that their voices are important, which is crucial for building self-esteem in bullying victims. While the leader provides structure and guidance, this style empowers the group to contribute to discussions and decisions, ultimately increasing commitment and engagement (Kendra Cherry, 2023).

   
   

Together, these styles create a balance between providing strong, inspirational leadership and encouraging participants to take active roles, which is vital for helping this specific population build confidence and cope with their experiences.

• Description: Members begin to believe that improvement is possible.

• Example: Seeing peers who have made progress or hearing about successful coping strategies can foster hope for personal change.

2. Universality

• Description: Realizing that others share similar experiences and feelings.

• Example: Girls might feel less isolated when they hear others discuss their experiences with bullying and the resulting emotional impact.

3. Altruism

• Description: Gaining a sense of worth by helping others.

• Example: Providing support and advice to peers in the group can boost self-esteem and reinforce positive behaviors.

4. Corrective Recapitulation of the Primary Family Group

• Description: Revisiting and resolving family issues through the group dynamic.

• Example: The group may reflect family roles and dynamics, allowing members to gain insights into their own family relationships and conflicts.

5. Development of Socializing Techniques

• Description: Improving interpersonal skills and social interactions.

• Example: Practicing communication skills and social interactions within the group can help members feel more confident in their relationships outside of the group.

6. Imitative Behavior

• Description: Learning by observing others' behaviors and coping strategies.

• Example: Girls may adopt positive behaviors and coping mechanisms demonstrated by other group members.

7. Interpersonal Learning

• Description: Gaining insight into one’s behavior and relationships through group interaction.

• Example: Feedback from peers helps members understand how their behavior affects others and how to improve their interactions.

8. Catharsis

• Description: Releasing and expressing emotions in a safe environment.

• Example: Sharing feelings about bullying experiences can be a powerful emotional release and promote healing.

9. Existential Factors

• Description: Addressing life’s inherent challenges and finding meaning.

• Example: Exploring personal values and beliefs about resilience and self-worth can help members cope with the existential aspects of being a victim of bullying.

Summary: These therapeutic factors, outlined by Yalom, provide a framework for understanding how group members may grow emotionally and interpersonally throughout their participation. The group setting encourages shared experiences, mutual support, and personal growth, which are essential for the healing process of young bullying victims.

• Confidentiality: Counselors must protect the privacy of group members and ensure that information shared within the group is not disclosed outside the group without consent.

Key Points:

• Legal Basis: The right to confidentiality for students and clients is a fundamental principle under legislation like the Family Educational Rights and Privacy Act (FERPA) and regulations specific to each state.

• Ethical Standards: The significance of upholding confidentiality to establish trust and create a secure environment is underscored in both the 2014 ACA Code of Ethics and the ASCA Ethical Standards for School Counselors.

How It Supports My Role:

• Trust Building: Ensures that group members feel secure in sharing personal information, which is crucial for effective therapy and group cohesion.

• Professional Integrity: Upholds ethical standards and legal requirements, demonstrating professionalism and respect for clients’ privacy.

• Informed Consent: Counselors must provide group members with clear information about the counseling process, including its goals, procedures, risks, and benefits, and obtain their consent to participate.

Key Points:

• Legal Basis: According to the Texas Education Code and Texas Administrative Code, obtaining informed consent is required before providing counseling services.

• Ethical Standards: The ACA Code of Ethics and ASCA Ethical Standards emphasize the importance of informed consent to ensure that clients are aware of and agree to the counseling process.

How It Supports My Role:

• Empowerment: Ensures that group members are making informed decisions about their participation, which empowers them and respects their autonomy.

• Transparency: Promotes an open and honest therapeutic environment where group members are fully aware of what to expect, fostering trust and collaboration.

American School Counselor Association: (2014). Mindsets and Behaviors for Student Success: K-12 College- and Career-Readiness Standards for Every Student. Alexandria, VA: Author 

Kendra Cherry, Mse. (2023b, June 27). 6 leadership 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.

US Department of Education (ED). (2021, August 25). Family educational rights and privacy act (FERPA). Home. https://www2.ed.gov/policy/gen/guid/fpco/ferpa/index.html

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