The Kindness Crew by Pamela Forrester

The Kindness Crew Group Counseling:

pforrester2 — 2025-02-17 02:37:40 UTC

"The Kindness Crew" is a closed counseling group for 5th-grade students facing behavioral challenges and bullying. The group aims to help students understand the consequences of their actions and develop effective problem-solving skills for managing relationship conflicts.

ASCA mindsets and behaviors:

pforrester2 — 2025-02-17 02:47:57 UTC

Mindsets to be Developed:

Mindset 1: Belief in development of whole self, including a healthy balance of mental, social/emotional, and physical well-being.
Mindset 4: Understanding that postsecondary education and lifelong learning are necessary for long-term career success.
Mindset 6: Belief in using abilities to their fullest to achieve high-quality results and outcomes.

Behaviors to be Developed:

Behavior 1.1: Actively engage in classroom and school activities.
Behavior 4.5: Demonstrate the ability to work effectively with others.
Behavior 7.2: Demonstrate effective decision-making skills.
Behavior 8.4: Demonstrate personal safety and self-care skills.

Publicity Plan:

pforrester2 — 2025-02-17 03:00:38 UTC

To advertise for "The Kindness Crew," I will create and distribute eye-catching fliers advertising the group, directing kids to me for more information. I will also hold informational meetings where parents can learn about the group, ask questions, and sign their children up. Lastly, I will work directly with teachers and school staff so that they may encourage students who may benefit to join.

Pre-group interview and screening:

pforrester2 — 2025-02-17 03:06:31 UTC

For the pre-group interview and screening process of "The Kindness Crew" counseling group, I plan to inform students through multiple channels including distributing informational flyers in classrooms, sending parent letters detailing the group’s purpose and benefits, and conducting classroom presentations to engage students directly. I will then distribute an interest survey to gather students' thoughts on bullying and their goals for joining the group, along with self-reflection questionnaires to understand their motivation. Teachers and staff will also provide input based on observations and behavioral data. The final group selection will be based on students’ interests, motivation, and alignment with the group’s goals, ensuring that participants are ready to engage in kindness-building activities and conflict-resolution skills. This pre-screening process helps ensure that the students selected are a good fit for the group.

Informed Consent:

pforrester2 — 2025-02-17 03:23:34 UTC

Based on district policy, a signed parental consent form will be required from each participant. I will also require student assent, especially considering the group will be focused on sensitive topics such as bullying and conflict resolution.

Group Rules:

pforrester2 — 2025-02-17 03:31:28 UTC

The following rules will be established prior to the start of the group:

Confidentiality: What is shared in the group stays in the group. This helps ensure a safe space for students to open up.

Respect: Treat others with kindness and respect in words and actions.

Active Listening: Listen attentively to others without interrupting.

Participation: Everyone is encouraged to participate, but no one is forced to share unless they feel comfortable.

To instill a sense of ownership and accountability, additional rules will be created and agreed upon by all group members.

Group Dynamics:

pforrester2 — 2025-02-17 03:41:32 UTC

Stage 1: To build trust between group members and myself, I will use icebreaker activities and encourage open discussions. Students will also have the chance to get to know one another through shared experiences and games that build community. During this stage, we will collaboratively establish group norms. I will introduce a set of predetermined ground rules. Establishing these norms early helps ensure the group feels safe and comfortable participating.

Some students may “act out” or challenge authority as part of their natural process of testing boundaries. I will handle these moments using clear communication and assertive leadership to reaffirm the group’s goals. If conflict arises, I will facilitate conflict resolution and encourage open dialogue to maintain a sense of safety.

Stage 2: As the group begins, I will emphasize the importance of valuing self and others to maintain group cohesion and productivity. I will create activities that require cooperative teamwork, and we will focus on achieving the group’s goals, such as improving problem-solving skills, developing empathy, and learning conflict-resolution strategies. To track the students' progress, I will use check-ins at the start and end of each session These will also include self-reflection questions and group feedback sessions to ensure we are meeting individual and collective goals.

Stage 3: As we reach the end of the group, I will facilitate a closing session where each member reflects on their personal growth, such as skills learned or changes in behavior. We will also celebrate the collective progress of the group. This will help members feel a sense of accomplishment and reinforce the skills they have gained throughout the group.

Leadership Style:

pforrester2 — 2025-02-17 03:49:44 UTC

In The Kindness Crew, I plan to primarily use democratic leadership. This approach encourages active participation from all group members, allowing them to voice their opinions and contribute to decision-making. I feel this style will work well with 5th Graders because it promotes collaboration and shared responsibility and fosters a sense of ownership within the group. In The Kindness Crew, students will help establish group norms, share insights during activities, and feel more invested in the group’s progress.

Therapeutic Factors:

pforrester2 — 2025-02-17 03:57:43 UTC

Several of Yalom’s Therapeutic Factors will be evident in The Kindness Crew to support the group and its goals. Instillation of hope will be important so that students will see that they can make positive changes in their behavior and relationships by learning conflict resolution and emotional regulation skills. Universality will help students realize they are not alone in their bullying or behavioral challenges, fostering a sense of connection and reducing feelings of isolation. Altruism will also be encouraged as students support one another, reinforcing kindness and empathy and increasing their sense of self-worth. Additionally, through imparting information, students will learn practical tools to handle social conflicts and improve their interactions, boosting their confidence. Socializing techniques will allow students to practice positive communication and conflict resolution in a safe space, improving their social skills. These therapeutic factors will help create a supportive environment for personal growth and positive change.

Legal Requirements:

pforrester2 — 2025-02-17 04:13:53 UTC

The Texas Administrative Code Rule 681.41 outlines the ethical responsibilities of professional counselors in Texas with a focus on maintaining confidentiality. However, there are limits on confidentiality. In Texas counselors must inform clients of the limits to confidentiality, especially in cases where disclosure of information is required by law. For example, counselors must report situations involving suicidal ideation, threats of harm, or abuse/neglect of a child, as mandated by state law (Texas Family Code § 261.101).

Ethical Requirements:

pforrester2 — 2025-02-17 04:25:33 UTC

According to the ethical standards outlined by ASCA, School counselors are committed to supporting students' growth by treating them with dignity and respect as individuals. They encourage students' identity and emotional development. Counselors offer culturally responsive guidance and brief counseling and assist students and their families in accessing long-term mental health services when needed. They also recognize the essential role of parents, families, and communities in supporting student development.

References:

pforrester2 — 2025-02-17 04:34:41 UTC

American School Counselor Association (ASCA). (2016). ASCA ethical standards for school counselors. https://www.schoolcounselor.org/getmedia/7d8f4d2c-561d-44f0-b197-2b8ac160eae1/2016-ASCA-Ethical-Standards.pdf

Missouri Professional School Counselors and Counselor Educators. (2015). Professional school counselor small group counseling guide: A professional school counselors' 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

Texas State Board of Examiners of Professional Counselors. (n.d.). Rule 681.41: Ethical Standards for Counselors. Texas Administrative Code, Title 22, Part 30, Chapter 681. 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=22&pt=30&ch=681&rl=41