"Born to Thrive, Growing to Shine" is a small, supportive group designed to help GT students get back on track before stress derails their success. This group will provide a safe space to talk about challenges, learn practical strategies, and connect with others facing similar struggles.

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

• M 3: Positive attitude toward work and learning.

• M 4: Self-confidence in ability to succeed.

• M 5: Belief in using abilities to their fullest to achieve high-quality results and outcomes.

Behavior Standards

Learning Strategies

• B-LS 3: Time-management, organizational, and study skills.

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

• B-LS 7: Long- and short-term academic, career, and social/emotional goals.

Self-Management Skills

• B-SMS 5: Perseverance to achieve long- and short-term goals.

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

• B-SMS 7: Effective coping skills.

• B-SMS 8: Balance of school, home, and community activities.

Social Skills

• B-SS 3: Positive relationships with adults to support success.

• B-SS 6: Effective collaboration and cooperation skills.

• B-SS 8: Advocacy skills for self and others and ability to assert self when necessary.

• Students – School announcements, flyers with QR codes, and classroom presentations will explain the group’s purpose and encourage sign-ups.

• Parents & Guardians – Information will be shared via the school newsletter, website, and direct email outreach with a digital consent form. The group will also be mentioned at parent-teacher conferences and PTA meetings.

• Teachers & Staff – A faculty meeting announcement, referral form, and follow-up updates will keep teachers informed and involved in identifying students who may benefit.

• Administrators & Counselors – A formal proposal, student impact reports, and professional development connections will highlight the program’s effectiveness and advocate for continued support.

• Confidentiality

• Respect

• Active Participation

• Punctuality & Commitment

Group-Determined Rules – Students will collaborate on additional norms, such as:

• Defining respectful communication and handling disagreements.

• Establishing boundaries for humor and breaks.

• Creating an accountability system to uphold expectations.

Reinforcement – The final rules will be posted and reviewed at each session to maintain a safe and productive group environment.

• Icebreaker

• Confidentiality Discussion clarifies that while privacy is expected, safety concerns must be reported.

• Guided Norm-Setting allows students to define group expectations, reinforcing ownership.

• Check-Ins encourage personal investment and help members articulate their goals.

Stage 2: Maintaining Cohesion & Progressing Toward Goals

• Weekly “Temperature Checks” (1-10) assess stress levels and engagement.

• Skill-Building Activities (e.g., time management, stress coping, self-advocacy).

• Peer Accountability through small goal setting and reflection.

• Mid-Group Self-Assessment (Session 3-4) to measure progress and address challenges.

Stage 3: Closure & Ensuring Long-Term Impact

• Final Reflection on personal goals and achievements.

• Letter to Future Self to reinforce progress and key takeaways.

• Discussion on Moving Forward explores continued application of strategies.

• Post-Group Follow-Up (4-6 weeks later) provides support and accountability.

• Confidentiality Reminder emphasizes continued respect for shared experiences.

Supporting Guidelines:

• Texas Education Code §33.004(b): Requires schools to preview counseling programs for parents annually.

• ASCA Ethical Standards: Stress the importance of transparency and informed participation.

Informed consent builds trust, fosters collaboration, and ensures voluntary participation, respecting students' autonomy and parental rights.

Supporting Guidelines:

• ASCA Ethical Standards: Emphasize respecting student privacy while fostering trust and confidence.

• Texas Education Code §33.005(b)(2): Mandates intervention if a student's well-being is at risk, which may require breaching confidentiality.

Clearly defining confidentiality boundaries creates a safe space for sharing while ensuring students understand when disclosures may be necessary to protect themselves or others.