·         Jasmine, Lauren, Tyler

Overview 

Students’ success can be weighed by so many factors. The school’s approach to organization, the qualities of the facilities, and its leadership affects student’s experience we can call this “school culture or climate ”. When the foundation of the school culture fails to recognize how critical collaboration is for success ridged, stressful, and lack of trust can circulate among staff and have a ripping effect on students. According to the ASCA Ethical Standards for School Counselors it is within our parameter to, “Recognize that bias incidents are not only potentially traumatizing for students but can lead to significant damage and disruption of the school environment.”(ASCA, 2022). 

We identify that we can improve absences, disciplinary referrals, and tardies for 10 grade students.  

School population is of 2000 

10^th Grade Population- 454

Race/Ethnicity 

Ameican Indian -6

Asian-160

Black – 502

Multi- 102

Pacific Islander -7

White- 483

 

 

 

 

 

 

Abstract

Currently within the school population there has been a rising number of disciplinary referrals and   attendance is dropping within the 10^th grade population. Cited by Pediatricians in Washington State, “Adolescents are experiencing a significant sense of isolation and loss, which is negatively impacting their learning and grades. “For example, pediatricians in Washington State are reporting: A significant number of previously stable youth have experienced new-onset or exacerbated eating disorders, depression, or U.S. Department of Education Supporting Child and Student Social, Emotional, Behavioral, and Mental Health Needs 6 anxiety, with some requiring increased use of medications, hospitalization, or other higher levels of care. According to the Centers for Disease Control and Prevention (CDC), “Mental health includes our emotional, psychological, and social well-being. We know now that all these factors can affect the development of our student population and our approach to involving group work will consist of all these components emotional, psychological, and social well-being.

 

The current and target audience:

Age group 14-16 years old

Within the school population there has been a rising number of disciplinary referrals and   attendance is dropping within the 10^th grade population.

 The Needs assessment is promoting positive mental health In order target data the data that is showing the drop in attendance and  rise in disciplinary referrals. We linked self-management and emotional regulation as a target goal and needs assessment factor A school counselors aim is for success in each of our students lives.

In addition, a 2017 study suggests that mindfulness training can cause significant increases in students’ life satisfaction and significant decreases in depression and anxiety. The study also found mindfulness may decrease sleep issues and alcohol consequences.

But some teens may experience challenges while practicing mindfulness, especially those who are neurodiverse.

Hunt notes that mindfulness may not be effective for teens with ADHD due to speed of thought and executive dysfunction. Teens with ADHD may also have a hard time paying attention or sitting still long enough to meditate if they live with symptoms of hyperactivity.

In these cases, Hunt says that it may be more helpful to use co- or self-regulation techniques. It may also be helpful to build and strengthen executive functioning skills.

 

 

Self-Regulation 

students’ life satisfaction 

 significant decreases in depression and anxiety.

Attendance increased from being lower Semester one to 3% increase in semester two data and disciplinary referral decrease 5 %

ASCA Mindsets and Behaviors Targeted

Self-Management Skills Social Skill

B-SMS 2. Self-discipline and self-control

B-SMS 6. Ability to identify and overcome barriers.

B-SMS 7. Effective coping skills

B-SMS 10. Ability to manage transitions and adapt to change.

B-SS 6. Effective collaboration and cooperation skills

B-SS 2. Positive, respectful and supportive relationships with students who are similar to and different from them.

B-SS 10. Cultural awareness, sensitivity, and responsiveness

group topic and developmental level:

Self-Regulation 

students’ life satisfaction 

 significant decreases in depression and anxiety.

 

 Group Size 5-10

Age 14 to 16 years old

 Grade Level 10^th grade 

 Type of group, Open 

 

 

Summary

According to ASCA, Group counseling can help reduce social isolation and negative emotions, as well as increase positive peer relations and a sense of belonging. (ASCA 2020). In the society we live in today we must create a safer environment for students and the different obstacles that students have faced. With the different cultures and climate needs the counselors must be versatile in the appropriate response to each student.  With this pre-group planning agenda, it is within our reach to obtain the objective goal. It is important goal to identify working on structured planned, within small groups can move the school culture and climate to a positive atmosphere that safe and thriving. The outcome that can be weighed in the following the semester by pulling the data of attendance, disciplinary referrals in the 3^rd and 4^th quarter. As a group we are looking for a 3% drop in absences and a  5 % drop in disciplinary referrals. As defined by the Centers for Disease Control and Prevention (CDC), In schools, we prioritize three critical and inter-related components of mental health: social (how we relate to others), emotional (how we feel), and behavioral (how we act) supports to promote overall well-being (Chafouleas, 2020).

 

 

 

 

References 

·         Four references to the course’s Learning Resources.

·         Six additional resources of your choosing such as blogs, Pinterest, professional websites (ACA, ASCA, ASGW, etc.), or others.

 

Sink, C. A., Edwards, C., & Eppler, C. (2012). School based group counseling. Belmont, CA: Brooks/Cole.

o    Chapter 5, “Facilitating” (pp. 131–158)

American School Counselor Association. (2020). The school counselor and group counselingLinks to an external site.. Retrieved from https://www.schoolcounselor.org/Standards-Positions/Position-Statements/ASCA-Position-Statements/The-School-Counselor-and-Group-Counseling

American School Counselor Association. (2022). ASCA ethical standards for school counselorsLinks to an external site.. Retrieved from https://schoolcounselor.org/getmedia/44f30280-ffe8-4b41-9ad8-f15909c3d164/EthicalStandards.pdf

Thomas, R. V., & Pender, D. A. (2008). Association for Specialists in Group Work: Best practice guidelines 2007 revisionsLinks to an external site.. The Journal for Specialists in Group Work, 33(2), 111–117. doi:10.1080/01933920801971184

 

 

McCance-Katz, E., & Lynch, C (2019). Guidance to states and school systems on addressing mental health and substance use issues in schools. Washington, DC: Substance Abuse and Mental Health Services Administration (SAMHSA)/Centers for Medicare and Medicaid Services (CMS). https://store.samhsa.gov/sites/default/files/d7/priv/pep19-school-guide.pd

 

Chafouleas, S. (August 2020). Four questions to ask now in preparing your child for school. Psychology Today. https://www.psychologytoday.com/us/blog/promoting-student-well-being/202008/4- questions-ask-now-in-preparing-your-child-school

Chafouleas, S. (August 2020). Four questions to ask now in preparing your child for school. Psychology Today. https://www.psychologytoday.com/us/blog/promoting-student-well-being/202008/4- questions-ask-now-in-preparing-your-child-school

Centers for Disease Control and Prevention (CDC) (2021). Mental Health. National Center for Chronic Disease Prevention and Health Promotion, Division of Population Health. https://www.cdc.gov/mentalhealth/index.htm

 

 

·         Four references to peer-reviewed journal articles from the Walden Library,

Ashouri, A., Malayeri, M. T., & Fadaee, Z. (2009). The effectiveness of assertive training group therapy in decreasing aggression and improving academic achievement in high school students. Iranian Journal of Psychiatry and Clinical Psychology, 14(4), 389–393.

 

Paone, T. R., Packman, J., Maddux, C., & Rothman, T. (2008). A school-based group activity therapy intervention with at-risk high school students as it relates to their moral reasoning. International Journal of Play Therapy, 17(2), 122–137. https://doi.org/10.1037/a0012582

 

Xiong, Q., Fang, X., Wu, Y., Chen, H., Hu, W., & Zhang, Y. (2021). Guidance and counseling relations to high school students’ positive development and psychopathology: A non-recursive modeling study. Current Psychology: A Journal for Diverse Perspectives on Diverse Psychological Issues. https://doi.org/10.1007/s12144-021-01722-7

Um, B. (2021). Characteristics and counseling needs of prospective first-generation college students: Implications for school counseling. Professional School Counseling, 25(1). https://doi.org/10.1177/2156759X211050411

Five pictures or photos

Two YouTube videos, 

 

To determine and solidify the group there will be an interest form/ survey provided and the topics of self-management and emotional regulation for the 10th graders to complete. After the results are organized and established that is when you will let the administration be aware of the data that has been collected and what the plan is to provide support for these students. The teachers will be communicated with by showing them the data and asking them what behaviors have they seen from the students that have qualified for this group. Have the teachers give biweekly updates to the counselors if they have seen progress or digression in the student's progress. Communication with the parents either in a whole group “open house” style letting them know your findings or one on one sessions which might be helpful because it's more private and they can ask questions pertaining to their child. Also providing them with weekly/bi-weekly updates whatever they prefer so that everyone is up to date.  

An ethical consideration to be mindful of would-be confidentiality. Confidentially is an important part of ground rules for group therapy. However, there are no guarantees of privacy when sharing with others (Psychotherapy: Understanding group therapy 2023). The ASCA states a way we can promote confidentiality is to inform students of goals, purposes, techniques, rules, and procedures under which they may receive counseling disclosure which includes informed consent and clarification of the limits of confidentiality (Asca ethical standards for school counselors 2023).  When group members are sharing it is important understand that some group members may have trouble opening up because they’re uncomfortable. As a counselor we must understand that self-disclosure is a process and is like peeling back layers of an onion. We must also understand that what is said in our small group, stays in our small group. Diverse cultures is another thing we as counselor’s must take into consideration when we have a small group. All because the way we do something may be normal to us does not mean it is normal for someone else. As a counselor according to the ASCA Model A.11 Bullying, Harassment, discrimination, Bias, and Hate Incidents. As school counselors we must recognize that bullying, discrimination, bias and hate incidents rooted in race, gender, sexual orientation and ethnicity  are violations of federal law (Asca ethical standards for school counselors 2023). 

One way I would be able to measure the efficacy of the group is by seeing if people are starting to participate more. If an individual in the group that hasn’t talked a whole lot starts to open more than that gives me an indicator that what we are doing in the group is working. Another way I can measure how impactful the group session has been is at the end of every session handing out a questionnaire for each group member to fill out. If I see that their answers have changed either positively or negatively than I know I may have to adjust for next time. Attendance is another thing I can measure the group by. If the same amount of people keep coming than I know they’re getting something out of the small group, but if less and less members show up than I can tell their interest has lowered.  Lastly, I think the participation of the group members will tell me everything I need to know. When the group first starts out if everyone is uncomfortable talking and then as we go along the group starts getting more social, detailed in what they’re talking about and even laughing I know that their experience is positive, but if nothing changes and my group members are still quite and uncomfortable then something will need to change. 

 

I would gather feedback questions by asking opened ended questions to make the client describe in detail how they felt, rather than just a yes or no answer. A couple of questions I would ask would be:

1.      What went well in our small group?

2.      What would you do differently next time?

3.      What topic stood out to you the most and why?

4.      In what ways were you comfortable or uncomfortable during the session?

5.      Did you ever lose interest during the session?