The ADHenDgers by Stephenae Harrington

The ADHenDgers by Stephenae Harrington https://padlet.com/sharrington61/snncyu0o6h0gcl7g The ADHenDgers” will be composed of middle school students of the ages of 11-13 from the 6th and 7th grade. The participants of the group will have an official diagnosis of ADHD, and academic and/or classroom conduct issues that impair their success in the classroom. en-us 2023-02-07 12:13:23 UTC 2025-05-16 13:45:21 UTC hello@padlet.com The ADHenDgers Group sharrington61 https://padlet.com/sharrington61/snncyu0o6h0gcl7g/wish/2471658287 The "ADHenDgers” will be composed of middle school students in the 6^th and 7^th grade. The participants a diagnosis of ADHD, and documented academic and/or conduct issues that impair their success in the classroom. The topics of psychoeducation on ADHD; concentration and attention-control; behavior-management; emotional regulation; and study and organizational skills will be approached in the agenda. The purpose is to empower students with ADHD by teaching them to manage their symptoms and to provide them a safe environment to practice the skills and strategies taught to enhance their academic success.

]]> 2023-02-07 12:29:47 UTC https://padlet.com/sharrington61/snncyu0o6h0gcl7g/wish/2471658287 The ADHenDgers Action Plan sharrington61 https://padlet.com/sharrington61/snncyu0o6h0gcl7g/wish/2471659106 2023-02-07 12:30:32 UTC https://padlet.com/sharrington61/snncyu0o6h0gcl7g/wish/2471659106 Figure 1. Avengers Cover Art. sharrington61 https://padlet.com/sharrington61/snncyu0o6h0gcl7g/wish/2471667749 Art by Perez & Smith (1998). ]]> 2023-02-07 12:37:57 UTC https://padlet.com/sharrington61/snncyu0o6h0gcl7g/wish/2471667749 Appendix sharrington61 https://padlet.com/sharrington61/snncyu0o6h0gcl7g/wish/2471673336 Figure 1. Avengers Cover Art.
Perez & Smith. (1998, February). The avengers (vol 3) #1. Marvel Database. Retrieved from https://marvel.fandom.com/wiki/Avengers_Vol_3_1

Figure 2. Parent Pre-Test Survey
Weiss, M. D. (n.d.). Weiss Symptom Record II. The Canadian ADHD Resource Alliance. Retrieved from https://www.caddra.ca/wp-content/uploads/WSR-II_July-11-2022.pdf

Figure 3. Teacher Pre-Test Survey
Weiss, M. D. (n.d.). Weiss Symptom Record II. The Canadian ADHD Resource Alliance. Retrieved from https://www.caddra.ca/wp-content/uploads/WSR-II_July-11-2022.pdf

Figure 4. Student Informed Consent Form
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://www.missouricareereducation.org/doc/smallgroup/SmallGroupCounseling.pdf

Figure 5. Parent Informed Consent Form
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://www.missouricareereducation.org/doc/smallgroup/SmallGroupCounseling.pdf

]]> 2023-02-07 12:42:42 UTC https://padlet.com/sharrington61/snncyu0o6h0gcl7g/wish/2471673336 References sharrington61 https://padlet.com/sharrington61/snncyu0o6h0gcl7g/wish/2471673583 2 Texas Education Code § 33.002-33.007

Act of June 6th, 2019, Tex. S.B. 11, 86^th R.S., 86R 13451 JES-F, 2019.

American School Counselor Association. (2019). ASCA School Counselor Professional Standards & Competencies. Retrieved from https://www.schoolcounselor.org/getmedia/a8d59c2c-51de-4ec3-a565-a3235f3b93c3/SC-Competencies.pdf

American School Counselor Association (2021). ASCA student standards; Mindsets and behaviors for student success. Retrieved from https://www.schoolcounselor.org/getmedia/7428a787-a452-4abb-afec-d78ec77870cd/Mindsets-Behaviors.pdf

Corey, M. S., Corey, G., & Corey, C. (2014) Groups: Process and practice [9th Edition]. Brooks/Cole: Cengage Learning.

Meyer, J., Oster, C., Ramklint, M., & Isaksson, J. (2020). You are not alone-Adolescents’ experiences of participation in a structured skills training group for adhd. Scandinavian Journal Psychology, 61, 671-681. https://doi.org/10.1111/sjop.12655

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://www.missouricareereducation.org/doc/smallgroup/SmallGroupCounseling.pdf

Student Services Certificates, 19 Tex. Admin. Code §239.15

Webb, L. & Myrick, R. (n. d.). A group counseling intervention for children with attention deficit hyperactivity disorder. LD online. https://www.ldonline.org/ld-topics/adhd/group-counseling-intervention-children-attention-deficit-hyperactivity-disorder

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

Young, S. (2012). The “RAPID” cognitive-behavioral therapy program for inattentive children: Preliminary findings. Journal of Attention Disorders, 17(6), 519-526. https://doi.org/10.1177/1087054711428074

]]> 2023-02-07 12:42:56 UTC https://padlet.com/sharrington61/snncyu0o6h0gcl7g/wish/2471673583 Behavior Standard sharrington61 https://padlet.com/sharrington61/snncyu0o6h0gcl7g/wish/2471679786 Self-Management Skill
B-SMS 2
"Self-discipline and self control"

The third session will focus on skills for paying attention and concentration to help them perform in the classroom and in their relationships. The students will analyze the importance of paying attention during a game, and then discuss the various strategies presented in the session. Concentration techniques that apply to "listening, attending, following directions...have a strong correlation with successful social and academic achievement in school" and may help the students apply self-discipline in the classroom while improving their confidence in performing classroom tasks (Webb & Myrick, n.d.).

The fifth session will focus on behavior management to control their behaviors in the classroom that disrupt classroom learning. The greatest number of discipline referrals associated with ADHD stem from behaviors that result in conflict with the teachers and classmates (Webb & Myrick, n.d.). The group members will practice applying RBT's ABCDE method as a strategy to recognize the consequences of their actions and to think their behavior through in order to have more positive results.

]]> 2023-02-07 12:48:04 UTC https://padlet.com/sharrington61/snncyu0o6h0gcl7g/wish/2471679786 Behavior Standard sharrington61 https://padlet.com/sharrington61/snncyu0o6h0gcl7g/wish/2471684622 Self-Management Skill
B-SMS 7
"Effective Coping Skills"

The focus of session four will be emotional regulation. Clinical guidelines according to the National Institute for Health and Clinical Excellence state that behavioral therapy, such as CBT techniques, should be used for adolescents with ADHD to improve emotional regulation and problem solving (Meyer et al., 2020). The lesson will incorporate a three step DBT technique that requires the students to practice naming their emotions, listing the signals, and applying a calming technique in cope with their feelings.

]]> 2023-02-07 12:52:05 UTC https://padlet.com/sharrington61/snncyu0o6h0gcl7g/wish/2471684622 Mindset Standard sharrington61 https://padlet.com/sharrington61/snncyu0o6h0gcl7g/wish/2471688319 M 5.
"Belief in using abilities to their fullest to achieve high-quality results and outcomes"

The overall goals of the ADHenDgers group is to instill the power of confidence in each member to maintain self-control of their personal ADHD symptoms, leading to the improved academic success, interpersonal relations, and self-esteem.
]]> 2023-02-07 12:55:11 UTC https://padlet.com/sharrington61/snncyu0o6h0gcl7g/wish/2471688319 ASCA Mindsets and Behaviors for Student Success sharrington61 https://padlet.com/sharrington61/snncyu0o6h0gcl7g/wish/2471693469 2023-02-07 12:59:22 UTC https://padlet.com/sharrington61/snncyu0o6h0gcl7g/wish/2471693469 Behavior Standard sharrington61 https://padlet.com/sharrington61/snncyu0o6h0gcl7g/wish/2473373478 Learning Strategy
B-LS 3.

"Time-management, organizational

and study skills"

The topic of the second session of the ADHenDgers group will focus on study and organizational skills. Adolescents with ADHD who struggle with the symptoms of hyperactivity and inattention may face additional academic struggles as well (Young, 2012). The group members will discuss any issues they personally have with organization, time-management, and school-work, and will then learn about several strategies from the main character in the Cory Stories. They will then record two strategies that they will practice in the week before the next session.

]]> 2023-02-08 13:06:50 UTC https://padlet.com/sharrington61/snncyu0o6h0gcl7g/wish/2473373478 Parent/Guardian Publicity sharrington61 https://padlet.com/sharrington61/snncyu0o6h0gcl7g/wish/2473721974 The students selected for the ADHenDgers group will initially come from the process of mining data, focused on the correlation of students with ADHD who also have documented discipline reports and/or low academic performance. The parents of the students selected based on the data reports will be sent a pre-test survey to determine if students meet additional criteria for the group, the parents or guardians believe a group counseling setting will benefit their child, and if their is any additional information of concern they wish to share. The survey will also be utilized in the evaluation process.

]]> 2023-02-08 16:28:32 UTC https://padlet.com/sharrington61/snncyu0o6h0gcl7g/wish/2473721974 Figure 2. The ADHenDgers Group Parent Pre-Test Survey. sharrington61 https://padlet.com/sharrington61/snncyu0o6h0gcl7g/wish/2473741247 2023-02-08 16:39:34 UTC https://padlet.com/sharrington61/snncyu0o6h0gcl7g/wish/2473741247 Teacher Publicity sharrington61 https://padlet.com/sharrington61/snncyu0o6h0gcl7g/wish/2473758610 The core subject teachers of the students selected from the initial data mining process will also be given pre-test surveys to determine if the are additional needs or concerns, and to gauge the teachers perspective on the support their student needs. The pre-test surveys will also be utilized in the evaluation process.

If it is determined that the student may benefit from the ADHenDgers, the teachers will be notified through email that the students will be participating in group counseling to improve their performance and behavior in the classroom. They will also be notified that a post-test survey will be sent to them following the conclusion of the group.

The teachers of the students during the class prior to study period will be asked to allow the students to leave five minutes before the end-of-class bell on Fridays, and the teachers of their actual study period will be notified of their absence during that period on Fridays for six weeks.

]]> 2023-02-08 16:49:10 UTC https://padlet.com/sharrington61/snncyu0o6h0gcl7g/wish/2473758610 Figure 3. The ADHenDgers Group Teacher Pre-Test Survey sharrington61 https://padlet.com/sharrington61/snncyu0o6h0gcl7g/wish/2473759908 2023-02-08 16:50:00 UTC https://padlet.com/sharrington61/snncyu0o6h0gcl7g/wish/2473759908 Student Publicity sharrington61 https://padlet.com/sharrington61/snncyu0o6h0gcl7g/wish/2473768439 The ADHenDgers group is a closed group, that will consist of a homogenous group of students with ADHD selected after the process of mining data, screening, and gaining informed consent. The school counselor will meet with the selected members individually to let them know of their participation in the group once it has been determined that group counseling is an accepted intervention for them. So there will not be any public announcements, flyers, advertisements since the students will be selected for the group based on data, instead of being screened based on open participation.

]]> 2023-02-08 16:55:09 UTC https://padlet.com/sharrington61/snncyu0o6h0gcl7g/wish/2473768439 Senate Bill 11 sharrington61 https://padlet.com/sharrington61/snncyu0o6h0gcl7g/wish/2474387838 The components of Senate Bill 11 that correlate with the procedures, purpose, goals, and objectives of the ADHenDgers group are as follows in regards to district improvement incentives:

The strategies for improvement of student performance that include:
Section 3(a)(3)(A) instructional methods for addressing the needs of student groups not achieving their full potential...

Section 3(a)(3)(B)... methods for addressing the needs of students for special programs

Section 3(a)(3)(E) ...discipline management

(SB 11, 2019)

]]> 2023-02-09 02:49:28 UTC https://padlet.com/sharrington61/snncyu0o6h0gcl7g/wish/2474387838 Texas Education Code sharrington61 https://padlet.com/sharrington61/snncyu0o6h0gcl7g/wish/2474388114 The components from Subchapter A, School Counselors and Counseling Programs, of Title 2 from the Texas Education Code that correlate with the procedures, purpose, goals, and objectives of the ADHenDgers group are as follows:

Sec. 33.003. PARENTAL CONSENT. The board of trustees of each school district shall adopt guidelines to ensure that written consent is obtained from the parent, legal guardian, or person entitled to enroll the student under Section 25.001(j) for the student to participate in those activities for which the district requires parental consent.
(2 Texas Education Code § 33.003)

Sec. 33.005. COMPREHENSIVE SCHOOL COUNSELING PROGRAMS. (a) A school counselor shall work with the school faculty and staff, students, parents, and the community to plan, implement, and evaluate a comprehensive school counseling program...
(b) The school counselor shall design the program to include:
(1) a guidance curriculum to help students develop their full educational potential, including the student's interests and career objectives;
(2) a responsive services component to intervene on behalf of any student whose immediate personal concerns or problems put the student's continued educational, career, personal, or social development at risk;
(2 Texas Education Code § 33.005)

Sec. 33.006. SCHOOL COUNSELORS; GENERAL DUTIES. (a) The primary responsibility of a school counselor is to counsel students to fully develop each student's academic, career, personal, and social abilities.
(b) In addition to a school counselor's responsibility under Subsection (a), the school counselor shall:
(1) participate in planning, implementing, and evaluating a comprehensive developmental guidance program to serve all students and to address the special needs of students:
(A) who are at risk of dropping out of school, becoming substance abusers...
(B) who are in need of modified instructional strategies;
(3) consult with school staff, parents, and other community members to help them increase the effectiveness of student education and promote student success;
(2 Texas Education Code § 33.006)

]]> 2023-02-09 02:49:46 UTC https://padlet.com/sharrington61/snncyu0o6h0gcl7g/wish/2474388114 Texas Administrative Code sharrington61 https://padlet.com/sharrington61/snncyu0o6h0gcl7g/wish/2474388472 The components from rule §239.15, Standards Required for the School Counselor Certificate, of the Texas Administrative code that correlate with the development of the ADHenDgers group are as follows:

(c) Standard II. Learner-Centered Skills: The certified school counselor applies 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. The certified school counselor must:
(3) counsel individuals and small groups using appropriate counseling theories and techniques in response to students' needs;
(4) consult with parents/guardians, teachers, administrators, and other individuals as appropriate to enhance his or her work with students;
(8) use multiple sets of information and data to make decisions about students, programs, and services;
(9) use counseling-related research techniques and evidence-based practices to address student needs;

(d) Standard III. Learner-Centered Process: The certified school counselor participates in the development, monitoring, revision, and evaluation of a campus based on The Texas Model for Comprehensive School Counseling Programs that promotes learners' knowledge, skills, motivation, and personal growth. The certified school counselor must:
(3) use both preventive and intervening strategies to address the concerns of learners and to help them clarify problems and situations, set goals, explore options, and implement change;

(e) Standard IV. Learner-Centered Equity and Excellence for All Learners: The certified school counselor promotes academic success for all learners by acknowledging, respecting, and responding to diversity while building on similarities that bond all people. The certified school counselor must:
(1) understand learner differences, including those related to cultural background, gender, race, ethnicity, socio-economic levels, academic ability, and learning styles, and know ways to create and maintain a positive school environment that is responsive to all learners;
(4) take a positive, strength-based approach that builds on commonalities versus differences in all learners;
(5) understand how environment and behavior may impact or influence individual learners;

(19 Tex. Admin. Code §239.15)

]]> 2023-02-09 02:50:10 UTC https://padlet.com/sharrington61/snncyu0o6h0gcl7g/wish/2474388472 ASCA Professional Standards and Competencies sharrington61 https://padlet.com/sharrington61/snncyu0o6h0gcl7g/wish/2474388798 The mindsets and behaviors that best relate to the school counselor's role in planning and facilitating the ADHenDgers group are:

Mindsets
M 1. Every student can learn and every student can succeed.

M 7. School counseling programs promote and enhance student academic, career, and social/emotional outcomes.

Behaviors
Direct and Indirect Student Services
B-SS-1. Design and implement instruction aligned to ASCA Student Standards: Mindsets & Behaviors for Student Success in large-group, classroom, small-group and individual settings
a. Use student, school and district data to identify achievement, attendance and discipline issues to be addressed through instruction
b. Assess cultural and social trends when developing and choosing curricula
c. Identify appropriate evidence-based curricula aligned to the ASCA Student Standards: Mindsets & Behaviors for Student Success or select/develop other materials informed by research and best practice if evidence-based materials do not exist
e. Create lesson plans identifying activities to be delivered, standards to be addressed, to whom activities will be delivered, how they will be delivered and how data will be assessed to determine impact on student outcomes
g. Engage with school administrators, teachers and other staff to ensure the effective implementation of instruction
h. Analyze data from lessons and activities to determine impact on student outcomes

B-SS 3. Provide short-term counseling in small-group and individual settings
a. Use data to identify students in need of counseling intervention
b. Provide support for students, including individual and smallgroup counseling, during times of transition, heightened stress, critical change or other situations impeding student success

Planning and Assessment
B-PA 2. Identify gaps in achievement, attendance, discipline, opportunity and resources
a. Use achievement, attendance and/or discipline data to create annual student outcome goals aligned with school improvement plans
c. Use student data and results from survey tools to monitor and refine annual student outcome goals

(American School Counselor Association, 2019).

]]> 2023-02-09 02:50:34 UTC https://padlet.com/sharrington61/snncyu0o6h0gcl7g/wish/2474388798 ACA Code of Ethics sharrington61 https://padlet.com/sharrington61/snncyu0o6h0gcl7g/wish/2474389049 The codes in the ACA Code of Ethics that best relate to the school counselor's role in planning and facilitating the ADHenDgers group are:

A.2 Informed Consent in the Counseling Relationship
A.2.a Informed Consent: Counselors have an obligation to review in writing and verbally with clients the rights and responsibilities of both counselors and clients. Informed consent is an ongoing part of the counseling process, and counselors appropriately document discussions of informed consent throughout the counseling relationship
A.2.b. Types of Information Needed: Counselors explicitly explain to clients the nature of all services provided. They inform clients about issues such as, but not limited to, the following: the purposes, goals, techniques, procedures, limitations, potential risks, and benefits of services;...
A.2.d. Inability to Give Consent: When counseling minors, incapacitated adults, or other persons unable to give voluntary consent, counselors seek the assent of clients to services and include them in decision making as appropriate.

A.9. Group Work
A.9.a. Screening Counselors: screen prospective group counseling/therapy participants. To the extent possible, counselors select members whose needs and goals are compatible with the goals of the group, who will not impede the group process, and whose well-being will not be jeopardized by the group experience.
A.9.b. Protecting Clients: In a group setting, counselors take reasonable precautions to protect clients from physical, emotional, or psychological trauma.

B.1. Respecting Client Rights
B.1.c. Respect for Confdentiality: Counselors protect the confidential information of prospective and current clients. Counselors disclose information only with appropriate consent or with sound legal or ethical justifcation.
B.1.d. Explanation of Limitations At initiation and throughout the counseling process, counselors inform clients of the limitations of confdentiality and seek to identify situations in which confdentiality must be breached.

]]> 2023-02-09 02:50:52 UTC https://padlet.com/sharrington61/snncyu0o6h0gcl7g/wish/2474389049 ASCA Professional Standards and Competencies sharrington61 https://padlet.com/sharrington61/snncyu0o6h0gcl7g/wish/2474469645 2023-02-09 04:30:53 UTC https://padlet.com/sharrington61/snncyu0o6h0gcl7g/wish/2474469645 ACA Code of Conduct sharrington61 https://padlet.com/sharrington61/snncyu0o6h0gcl7g/wish/2474896748 2023-02-09 12:05:56 UTC https://padlet.com/sharrington61/snncyu0o6h0gcl7g/wish/2474896748 Screening Interview sharrington61 https://padlet.com/sharrington61/snncyu0o6h0gcl7g/wish/2476353047 After data mining students with ADHD who also present quantitative evidence of behaviors issues in the classroom and/or struggling academic performance data, and after collecting pre-test survey needs assessments from their parents and guardians and teachers, a pre-group screening interview will be conducted with each potential member individually to determine the students willingness to participate in the ADHenDgers group, cooperate with peers in the group, and to assess the benefit from a small group counseling setting.

Students who struggle with intense hostility, aggression, and acting out, and students who are highly defensive will not be considered for the group setting as to not to affect the vulnerability and energy of the ADHenDgers group (Corey et al, 2014). These students will be considered for individual counseling instead or be offered community referrals to better assist their needs in an environment that will not negatively affect other students and that can focus solely on their personal needs. Students who do not show interest or comfort in it idea of participating in a small group will also be offered individual counseling.

The students who present the desire to participate, willingness to work with other students, and ability to maintain group confidentiality will be selected to be a part of the ADHenDgers group.

]]> 2023-02-10 12:36:22 UTC https://padlet.com/sharrington61/snncyu0o6h0gcl7g/wish/2476353047 Screening Interview Questions sharrington61 https://padlet.com/sharrington61/snncyu0o6h0gcl7g/wish/2476359898 2023-02-10 12:43:45 UTC https://padlet.com/sharrington61/snncyu0o6h0gcl7g/wish/2476359898 Student Informed Consent sharrington61 https://padlet.com/sharrington61/snncyu0o6h0gcl7g/wish/2476368818 The students who are selected for the ADHenDgers group will be provided a small-group informed consent form that outlines the logistics of the group, the purpose and goals of the group, and the importance and possible limitations of confidentiality. The form will be due back to the school counselor's office no later than the day before the first group session.

Informed consent will be explained in the screening interview and again in the first session. Students will be asked discuss the importance of the confidentiality and what it means to the group. The students will be reminded of informed consent at the beginning of each subsequent session.

]]> 2023-02-10 12:52:22 UTC https://padlet.com/sharrington61/snncyu0o6h0gcl7g/wish/2476368818 Figure 4. Student Informed Consent Form. sharrington61 https://padlet.com/sharrington61/snncyu0o6h0gcl7g/wish/2476381147 2023-02-10 13:04:10 UTC https://padlet.com/sharrington61/snncyu0o6h0gcl7g/wish/2476381147 Parent/Guardian Informed Consent sharrington61 https://padlet.com/sharrington61/snncyu0o6h0gcl7g/wish/2476390198 The parents and guardians of the students who have been selected for the ADHenDgers group will also be sent informed consent forms to be due back by the day before the first session. The parental form also explains the logistics of the group sessions, the purpose and goals of the ADHenDgers group, and the parameters and limitations of confidentiality.

]]> 2023-02-10 13:12:09 UTC https://padlet.com/sharrington61/snncyu0o6h0gcl7g/wish/2476390198 Figure 5. Parent/Guardian Informed Consent Form. sharrington61 https://padlet.com/sharrington61/snncyu0o6h0gcl7g/wish/2476392790 2023-02-10 13:14:16 UTC https://padlet.com/sharrington61/snncyu0o6h0gcl7g/wish/2476392790 Discussing Group Rules sharrington61 https://padlet.com/sharrington61/snncyu0o6h0gcl7g/wish/2476423305 The ADHenDgers Group rules will be explained in the screening interview and again in the first session. Students will be asked to provide examples of each behavior and discuss the importance of the rules. The rules will be revisited at the beginning of each session, will be posted in the room that the sessions are held, and will be included in each session's PowerPoint.

]]> 2023-02-10 13:39:27 UTC https://padlet.com/sharrington61/snncyu0o6h0gcl7g/wish/2476423305 The Initial Stage of the Group Dynamics sharrington61 https://padlet.com/sharrington61/snncyu0o6h0gcl7g/wish/2476443497 Session one and two of the ADHenDgers group will fall into the initial stage of group dynamics. During these sessions, the school counselor will enforce the importance of group confidentiality so the members feel safe to openly share their experiences thoughts and feelings, explain to participation will help each member to fulfill the goals of the group to create and practice skills for the classroom, and relay the importance of doing the homework assignments for better success in the group (Missouri Comprehensive Guidance & Counseling Programs, 2015). In these first two sessions, the group leader will provide more structure and direction during discussion than in later sessions by calling on students to share, modeling how to share during discussion, and how to provide kind, and constructive feedback so that the students learn the mechanisms of properly participating in small group counseling (Corey et al., 2014). The following sessions will grant the members more independent control during discussion.

]]> 2023-02-10 13:54:26 UTC https://padlet.com/sharrington61/snncyu0o6h0gcl7g/wish/2476443497 Transition and Working Stages of the Group Dynamics sharrington61 https://padlet.com/sharrington61/snncyu0o6h0gcl7g/wish/2476458169 The third, fourth, and fifth sessions of the group will allow for more independent participation while the school counselor continues to provide structure and the agenda. The school counselor will continue to enforce group rules, confidentiality, and informed consent; explain the session objectives and deliver session content; moderate discussion, and close the lesson in order to facilitate a productive thirty minute time-frame (Missouri Comprehensive Guidance and Counseling Program, 2015). The school counselor should expect to intervene in this stage when a member is silent and struggling to participate, becomes hostile or agitated, challenges the leader or other members, and is not following the rules; and with the discussion is getting off topic, moving to an unsafe place, or becoming confrontational (Corey et al., 2014). The goal of these sessions is to create an open environment for students to participate while maintaining structure and meeting session goals.

]]> 2023-02-10 14:05:58 UTC https://padlet.com/sharrington61/snncyu0o6h0gcl7g/wish/2476458169 The Final Stage of Group Dynamics sharrington61 https://padlet.com/sharrington61/snncyu0o6h0gcl7g/wish/2476464919 The school counselor will close the group in the sixth session with a formal good-bye that allows the students to reflect on the group sessions and their personal growth, and to discuss what will be missed about the ADHenDgers group. It will be expected that some group members may be forlorn that the group is ending and that they are losing the environment of like peers to share their similar experiences (Corey et al., 2014). The students will individually meet back one additional time with the school counselor for a follow-up session.

]]> 2023-02-10 14:10:54 UTC https://padlet.com/sharrington61/snncyu0o6h0gcl7g/wish/2476464919 Democratic Leadership Style sharrington61 https://padlet.com/sharrington61/snncyu0o6h0gcl7g/wish/2476477527 Although the first two session will be slightly more structured and resemble a more authoritarian leadership style, the overall style of the during the sessions will be a Democratic, or participative, leadership style. The group sessions are not intended to feel like an overly structured classroom setting, because it is essential to the success of the group for the members to feel free to participate, speak, and openly share during discussion and activities. The participative element of the democratic style ensures that students feel free and comfortable to be themselves and speak, while also ensuring the sessions retain a direction that accomplishes the goals of the group and objectives of the sessions. It is the duty of the school counselor maintain this balance of the democratic leadership style during each session.

]]> 2023-02-10 14:19:15 UTC https://padlet.com/sharrington61/snncyu0o6h0gcl7g/wish/2476477527 sharrington61 https://padlet.com/sharrington61/snncyu0o6h0gcl7g/wish/2476478391 2023-02-10 14:19:49 UTC https://padlet.com/sharrington61/snncyu0o6h0gcl7g/wish/2476478391 Instillation of Hope sharrington61 https://padlet.com/sharrington61/snncyu0o6h0gcl7g/wish/2476480744 The instillation of hope factor will be incorporated into the group through the reminder that growth is possible and that the strategies and skills taught in the sessions can help create change in the classroom. Yalom and Leszcz (2020) explain that this factor along with the group members expectation of positive outcomes from the group are essential for the success of the group as a whole. The students will be made to feel that their experience in the classroom will change with the growth they experience in the group. ]]> 2023-02-10 14:21:24 UTC https://padlet.com/sharrington61/snncyu0o6h0gcl7g/wish/2476480744 Universality sharrington61 https://padlet.com/sharrington61/snncyu0o6h0gcl7g/wish/2476481014 The purpose of creating a closed group of members who all have ADHD along with struggles in the classroom is to create the feeling of universality, and show the students that they are not the only ones with this disorder, or the only ones who struggle with its symptoms in school. The factor of universality will hopefully help to create a positive, comfortable, and sharing environment where students feel free of judgement. ]]> 2023-02-10 14:21:35 UTC https://padlet.com/sharrington61/snncyu0o6h0gcl7g/wish/2476481014 Imparting of Information sharrington61 https://padlet.com/sharrington61/snncyu0o6h0gcl7g/wish/2476481286 The school counselor will be responsible for both providing opportunity for didactic instruction in the early sessions in order to model proper group norms such as empathy, active listening, feedback, and participation, and will provide direct instruction on the targeted skills and strategies in each session (Yalom & Leszcz, 2020). ]]> 2023-02-10 14:21:48 UTC https://padlet.com/sharrington61/snncyu0o6h0gcl7g/wish/2476481286 Altruism sharrington61 https://padlet.com/sharrington61/snncyu0o6h0gcl7g/wish/2476481553 The students may practice the factor of altruism when they provide positive feedback to other members, when they are able to share an experience that another student can learn from, or when they try to give advice to another student is struggling. ]]> 2023-02-10 14:21:59 UTC https://padlet.com/sharrington61/snncyu0o6h0gcl7g/wish/2476481553 Imitative Behavior sharrington61 https://padlet.com/sharrington61/snncyu0o6h0gcl7g/wish/2476482127 The students will have ample opportunity to learn from both the school counselor and other members throughout the course of the group sessions. The members may imitate the behavior of the school counselor by modeling behaviors such as "self-disclosure, support, and timely and compassionate feedback", and may learn behavior from other students as they watch them approach their problems and practice the strategies learned in group (Yalom & Leszcz, 2020, p. 29). Their will be several opportunities for role-playing to further teach the imitative behavior factor. ]]> 2023-02-10 14:22:22 UTC https://padlet.com/sharrington61/snncyu0o6h0gcl7g/wish/2476482127 Senate Bill, 86th Regular Session sharrington61 https://padlet.com/sharrington61/snncyu0o6h0gcl7g/wish/2476554474 https://capitol.texas.gov/tlodocs/86R/billtext/pdf/SB00011F.pdf]]> 2023-02-10 15:14:54 UTC https://padlet.com/sharrington61/snncyu0o6h0gcl7g/wish/2476554474 Texas Education Code sharrington61 https://padlet.com/sharrington61/snncyu0o6h0gcl7g/wish/2476559817 2023-02-10 15:18:37 UTC https://padlet.com/sharrington61/snncyu0o6h0gcl7g/wish/2476559817 Texas Administrative Code sharrington61 https://padlet.com/sharrington61/snncyu0o6h0gcl7g/wish/2476561589 https://texreg.sos.state.tx.us/public/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=19&pt=7&ch=239&rl=15]]> 2023-02-10 15:19:56 UTC https://padlet.com/sharrington61/snncyu0o6h0gcl7g/wish/2476561589 The ADHenDgers' Group Rules sharrington61 https://padlet.com/sharrington61/snncyu0o6h0gcl7g/wish/2476632885 2023-02-10 16:12:24 UTC https://padlet.com/sharrington61/snncyu0o6h0gcl7g/wish/2476632885