https://padlet.com/rrios171/sg85f2xz3fulyeo7 Roland Rios; EDG 6321 - Group Counseling, Angelo State University en-us 2022-09-11 20:02:53 UTC 2022-09-12 03:51:22 UTC hello@padlet.com https://padlet.net/icons/png/1f3eb.png rrios171 https://padlet.com/rrios171/sg85f2xz3fulyeo7/wish/2291399109 Expectations Examined is a school counseling group with a focus on high school sophomores in the International Bachelorette (IB) program. IB students are typically high performing and/or gifted and talented (GT). Students at this grade level range from 15 to 16 years of age and usually contemplate their future in the IB program. Encouraging students to successfully complete the IB program, Expectations Examined will provide 6 weekly sessions where students can freely discuss their thoughts and feelings regarding the pressures of high expectations placed on them by parents, teachers, and themselves in a safe and judgment free environment. Moreover, students will learn coping strategies to overcome the stress and anxiety potentially caused by the pressure. ]]> 2022-09-11 20:31:48 UTC https://padlet.com/rrios171/sg85f2xz3fulyeo7/wish/2291399109 rrios171 https://padlet.com/rrios171/sg85f2xz3fulyeo7/wish/2291402872 Students participating in Expectations Examined will meet the following Mindset standards:

M 1. Belief in development of whole self, including a healthy balance of mental, social/emotional and physical well-being. 

M 3. Positive attitude toward work and learning. 


]]> 2022-09-11 20:38:57 UTC https://padlet.com/rrios171/sg85f2xz3fulyeo7/wish/2291402872 rrios171 https://padlet.com/rrios171/sg85f2xz3fulyeo7/wish/2291407534 With the focus on high school sophomores in the IB program, the group will be advertised through the IB World School announcement site, at open house and various IB community events, discussed during counselor visits, and promoted by IB teachers throughout the school year. Administration and the IB Director will also take part in promoting the group when visiting with students. Advertisements will direct interested students to speak with counselor, Mr. Rios, for more information. 


]]> 2022-09-11 20:46:59 UTC https://padlet.com/rrios171/sg85f2xz3fulyeo7/wish/2291407534 rrios171 https://padlet.com/rrios171/sg85f2xz3fulyeo7/wish/2291437283 Students expressing interest in, or recommended to, Expectations Examined will be individually interviewed by the counselor. 

     The interview will begin with an explanation of the group followed by collecting the student's thoughts on working in a small group of peers. Furthermore, a series of questions to determine an individual's readiness to participate will also take place. The questions will collect data on the student's comfort level performing the various tasks and activities planned throughout the 6-week course. 

     Lastly, the counselor will review the confidentiality, and overarching, rules and checking if the students can uphold the requirements.

     Parents will be contacted, so they are aware of the group, the purpose of the group, activities, and the possibility of their child participating. ]]> 2022-09-11 21:52:53 UTC https://padlet.com/rrios171/sg85f2xz3fulyeo7/wish/2291437283 rrios171 https://padlet.com/rrios171/sg85f2xz3fulyeo7/wish/2291442593      This group will require parent consent before students may participate. The purpose for the consent is to provide transparency with stakeholders. 

     In addition to the phone call, consent forms will be sent home outlining the purpose of the group, topics covered, and confidentiality requirements two weeks before the first session. Students and parents will be required to sign the form giving their consent to take part in Expectations Examined. Students must submit a signed copy of the form prior to, or at the start of, the first session to participate.

     A sample content form is attached. 

]]> 2022-09-11 22:05:27 UTC https://padlet.com/rrios171/sg85f2xz3fulyeo7/wish/2291442593 rrios171 https://padlet.com/rrios171/sg85f2xz3fulyeo7/wish/2291578326      Prior to the first meeting, the following rules will be established, and discussed, for the group:

1. Confidentiality is key 
2. Be present and active
3. Be respectful of others' vulnerabilities

     The attached form will be utilized to establish group norms. Group norms will be determined, and agreed upon, in the first session. To ensure all members understand the meaning of each rule, they will provide examples of what each rule looks like and sounds like for the group. Once all members are in agreement, everyone will sign their form stating they understand and will follow all norms. ]]> 2022-09-12 01:51:09 UTC https://padlet.com/rrios171/sg85f2xz3fulyeo7/wish/2291578326 rrios171 https://padlet.com/rrios171/sg85f2xz3fulyeo7/wish/2291611152 With a focus on Gifted and Talented students, Gaesser (2018) claims beginning with students making connections between neuroscience and the brain’s functions can be helpful in having GT students buy in to the benefits of the group. As a result, this idea will be a practice embedded into Stages 1 and 2. 

Stage 1: Using Gaesser's (2018) research, trust of the group would be established by connecting the research to the importance of the group's work. Moreover, developing introduction activities, and the counselor displaying  vulnerabilities along with the students will also aid in building trust. 

After group rules are established, students will discuss the importance of, and setting, group norms. Each student will have the opportunity to verbalize group norms most important to them. The group will then come to an accord to respect the wants of the other group members. To also participate in the activity, the counselor will state the norm of confidentiality to open a discussion of the possible consequences of breaking confidentiality and when/if a breach is required.

Stage 2 - Each week's activity will be connected to the research to determine the effectiveness of the stress reducing technique. Additionally, each session will involve activities for students to share their experiences regarding expectations throughout the week. As students are exposed to more techniques, the expectation will be to hear students utilizing various techniques to reduce stress. 

Stage 3 - The last session will be a recap of the previous 5 weeks. Students will have the opportunity to discuss each technique and the impact each made for them. Students will pick the most effective technique and tell why and if any adjustments were made to meet their needs. Moreover, students will have the opportunity to share how the group changed their outlook on expectations. The group will be encouraged to to help each other throughout their high school years, and individual follow up visits will be conducted throughout the reminder of the school year. Each visit will continue to reenforce the importance of confidentiality. Additionally, parents will be contacted to gain their perspective on their child's progress. ]]> 2022-09-12 02:32:28 UTC https://padlet.com/rrios171/sg85f2xz3fulyeo7/wish/2291611152 rrios171 https://padlet.com/rrios171/sg85f2xz3fulyeo7/wish/2291613043 American Counseling Association. (2014). 2014 ACA code of ethics. https://www.counseling.org/resources/aca-code-of-ethics.pdf

Gaesser, A. H. (2018). Befriending anxiety to reach potential: Strategies to empower our gifted Youth. Gifted Child Today, 41(4), 186-195. http://dx.doi.org.easydb.angelo.edu/10.1177/1076217518786983

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. Retrieved from https://dese.mo.gov/sites/default/files/guid-respon-serv-small-group-counseling-guide-2015.pdf

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

19 Tex. Admin. code §239.15]]> 2022-09-12 02:34:58 UTC https://padlet.com/rrios171/sg85f2xz3fulyeo7/wish/2291613043 rrios171 https://padlet.com/rrios171/sg85f2xz3fulyeo7/wish/2291622189 The leadership styles that would work best with the group of GT students would be the Participative Leadership and Authoritarian Leadership styles.

  From experience, GT students want to be led by an expert in their field. Regardless of the content, GT students want to know the teacher/counselor confidently knows their material and can lead the way. Once this is established, GT students also want to know the teacher/counselor will work with their needs. With a deep discussion regarding neuroscience research on the effectiveness of each stress reducing techniques, and showing vulnerability during each session, GT students are more likely to develop a positive and trusting relationship with the counselor and group members. ]]> 2022-09-12 02:45:55 UTC https://padlet.com/rrios171/sg85f2xz3fulyeo7/wish/2291622189 rrios171 https://padlet.com/rrios171/sg85f2xz3fulyeo7/wish/2291625451      Participants of Expectations Examined will most notably experience universality in Yalom's Therapeutic Factors. As students listen to group members' weekly experience or tails of pressures placed on them by teachers, parents, and/or themselves,  students will realize they are not the only ones working through such pressures. Moreover, working together, students should be able to begin supporting each other and their peers through stressful circumstances as they learn various stress reducing techniques. As a result, students will also experience bouts of direct advice. ]]> 2022-09-12 02:49:49 UTC https://padlet.com/rrios171/sg85f2xz3fulyeo7/wish/2291625451 rrios171 https://padlet.com/rrios171/sg85f2xz3fulyeo7/wish/2291646687      Standard 2 of section 239.15 of the Texas Administrative Code requires counselors to apply the knowledge base to promote the educational, personal, social, and career development of the learner as outlined in The Texas Model for Comprehensive School Counseling Programs. Furthermore, Standard 2 (8) states the school counselor must "use multiple sets of information and data to make decisions about students, programs, and services" (Standard 2).

     This legal requirement allows the counselor to collect and review data to determine the needs of students. In the case of Expectations Examined, data collected from teachers, students, parents, and administration will help support the need for this group. ]]> 2022-09-12 03:16:59 UTC https://padlet.com/rrios171/sg85f2xz3fulyeo7/wish/2291646687 rrios171 https://padlet.com/rrios171/sg85f2xz3fulyeo7/wish/2291650927 According to the American Counseling Association (ACA) Code of Ethics (2014), counselors must respect the client's rights of confidentiality. Furthermore, counselors must have a respect for a client's privacy and confidentiality (ACA, 2014). 

     Stating, and citing, this ethical requirement will be useful when talking with students about the importance of confidentiality. Moreover, during the conversation, it will help with the discussion of limitations counselors face regarding breaching confidentiality requirements.  ]]> 2022-09-12 03:21:44 UTC https://padlet.com/rrios171/sg85f2xz3fulyeo7/wish/2291650927