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

Category 2: Behavior Standards

B-LS 1. Critical thinking skills to make informed decisions B-SMS 1. Responsibility for self and actions 

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

B-LS 2. Creative approach to learning, tasks and problem solving 

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

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

(ASCA, 2022)

Instillation of Hope – If a group member shares an experience where they were successful at using conflict resolution skills, then the other members can see that they could do this as well. 

Universality – Since all the group members are working on handling conflict resolution, they can develop a sense of not being alone. Children often feel like they are the only ones experiencing this problem. Meeting other students experiencing the same problems will help them feel like they are not alone.

Development of socializing techniques – Learning how to resolve conflicts appropriately is a lifelong skill that will help students become successful adults. Learning how to have conversations with others while having different opinions is essential, especially in the workplace.

Direct Advice – The counselor will provide students with such strategies as I statement. The counselor will also have the students analyze different situations and how they could have been resolved using conflict resolution strategies.

(Yalom, 1995)

a. Group Workers screen prospective group members if appropriate to the type of group being offered. When selection of group members is appropriate, Group Workers identify group members whose needs and goals are compatible with the goals of the group. 

b. Group Workers facilitate informed consent. They communicate information in ways that are both developmentally and culturally appropriate. Group Workers provide in oral and written form to prospective members (when appropriate to group type): the professional disclosure statement; group purpose and goals; group participation expectations including voluntary and involuntary membership; role expectations of members and leader(s); policies related to entering and exiting the group; policies governing substance use; policies and procedures governing mandated groups (where relevant); documentation requirements; disclosure of information to others; implications of out-of-group contact or involvement among members; procedures for consultation between group leader(s) and group member(s); fees and time parameters; and potential impacts of group participation. 

c. Group Workers obtain the appropriate consent=assent forms for work with minors and other dependent group members. 

d. Group Workers define confidentiality and its limits (for example, legal and ethical exceptions and expectations; waivers implicit with treatment plans, documentation and insurance usage). Group Workers have the responsibility to inform all group participants of the need for confidentiality, potential consequences of breaching confidentiality and that legal privilege does not apply to group discussions (unless provided by state statute).

Counselors need to carefully consider each group member for the group to be successful for all members. The counselor is ethically responsible for informing the students and the parents of the group's purpose and getting consent from both the students and the parents.

(Thomas & Pender, 2008)

a. Group Workers evaluate process and outcomes. Results are used for ongoing program planning, improvement and revisions of current group and=or to contribute to professional research literature. Group Workers follow all applicable policies and standards in using group material for research and reports. 

b. Group Workers conduct follow-up contact with group members, as appropriate, to assess outcomes or when requested by a group member(s).

Once a group has closed, the counselor still has an ethical obligation to follow up with the group members to ensure they are successful. When working with children, you want to ensure that they do not feel abandoned after working with them and they revert back to old habits. The counselor's role is to help students be successful in school.

(Thomas & Pender, 2008)