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

M 2. Sense of acceptance, respect, support and inclusion for self and others in the school environment

M 3. Positive attitude toward work and learning

B-LS 4. Self-motivation and self- direction for learning

B-SMS 1. Responsibility for self and actions

B-SMS 7. Effective coping skills

B-SS 1. Effective oral and written communication skills and listening skills

B-SS 9. Social maturity and behaviors appropriate to the situation and environment

Once parental or guardian consent has been received, students will be asked to provide their assent to participate in the group. Assent from the students gives them the opportunity to feel a sense of independence and could improve their overall success in the group.

Predetermined rules:

One person speaks at a time

Use only respectful words and responses

Treat each other with respect

Protect confidentiality of the group

I would also let the group come together to determine 3-4 additional rules that they think the group could benefit from.

Stage 1: In order to build positive relations with the group member and myself we would start by understand the importance of positive communication and actively listening to each other. This ensures that each member feels heard and a sense of belonging. I would stress with group members that although confidentiality is important doesn't mean that it will not be broken. I would also remind students about the importance of confidentiality and keeping conversations within the group. I would remind members of the assent that was signed and the importance of keeping topics confidential.

Stage 2: In order to ensure cohesiveness and productivity in the group, I would be sure to discuss responsibility and goals before each session begins. I would complete regular check-ins with members on their progress towards their goals and celebrate their positive achievements.

Stage 3: At the ends of the session I would allow a few minutes to discuss how each member feels about the lesson and provide any additional support for students who needs it. I would also take time to reiterate the importance of confidentiality from each member. I would inform the members that if they find themselves struggling before our next session that they could reach out to me for additional support and guidance.

Instillation of Hope: Member begin to realize that they can learn the skills needed to change their thoughts and behaviors

Imparting of information: This group is considered a didactic instruction that focuses on psychodynamics

Universality: Members will demonstrate and understand that we are not alone in their feelings and problems.

Development of socializing techniques - group members will undergo social learning or development of interpersonal skills

American School Counselor Association (2021). ASCA Student Standards; Mindsets and Behaviors for Student Success. Alexandria, VA: Author.

American School Counselor Association (2022). ASCA Ethical Standards for School Counselors. Alexandria, VA.

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.

TEC, Section 28.004(q-6),

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