Category 1: Mindset Standards

M1. Belief in development of whole self, including a healthy balance of mental, social/emotional and physical well-being.

M2. Sense of acceptance, respect, support, and inclusion for self and others in the school environment

M6. Understanding that postsecondary education and life-long learning are necessary for long-term success

Category 2: Behavior Standards

B-SMS 1. Responsibility for self and actions

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

B-SMS 6. Ability to identify and overcome barriers

How to identify a potential participant, where to obtain the referral sheet, how to fill it out, and group topics and objectives will be provided in the informational email and PD session.

After the initial referral review, the counselor will hold individual interviews with the potential participants. The interview will consist of explaining the purpose and goal(s) of the group, as well as expectations for participation. Students will be encouraged to ask questions and address concerns during this interview. The individual interview will ultimately be used to determine the overall student interest and availability in attending the PAWS Group.

A group roster may be built after the screening interview(s) and 10 students will be invited to attend the group in person and via Schoology message/invitation to the PAWS Schoology Group page.

An informed assent form may be given to students during the first meeting.

• Confidentiality- What is said here, stays here.

• Respect- Be respectful of others and yourself.

• Participation- We are here for a reason. While you do not have to share any information in front of others, you do need to participate in the activities. Cell phones MUST be turned off and put away during our meeting.

  
  

During the first meeting, students will determine group norms and expectations, which will include additional rules that they decide on. These rules and expectations will be posted on our Schoology page (virtual social contract) and all group members will sign a written Social Contract to have visible during meeting times.

Stage 2: As students work through session activities to learn about their own sources of stress and how to handle it, we will also discuss these ideas and issues as a group. The goal of the discussions is for students to know they are not alone and can be support for each other. Ice-breakers, Good Things, and Launchings again will continue to foster a sense of cohesiveness within the group. As students' progress though the meetings and activities, individual check-ins will also be important to gauge individual progress, as well as group check-ins to see how they feel things are progressing as a group.

Stage 3: During this stage we will focus on the growth we have made and how these techniques and skills can be best used in the future. Before the last meeting, students will create a personal stress management plan that identifies potential stressors, techniques and skills for dealing with these stressors, and resources they can access for further help. The personal stress management plan is meant for them to refer back to whenever they need, although it will be stressed upon during the final meeting that even though the group has ended, they still have a support system from the teachers/counselors, and PAWS group. The final meeting will also consist of students completing a post-survey to identify growth and/or any concerns they may have.

Standard II (Learner-Centered Process) says that a school counselor must:

(3) counsel individuals and small groups using appropriate counseling theories and techniques in response to students' needs;

Standard III (Learner-Centered Process) says that a school counselor must:

(3) use both preventive and intervening strategies to address the concerns of learners and to help them clarify problems and situations, set goals, explore options, and implement change.

These standards support the role of the counselor in that it mandates that counselors must provide counseling to small groups, in response to students' needs and concerns, such as to help them clarify issues, explore options and implement change. (Ex: PAWS Group)

A.9. Group Work A.9.a. Screening Counselors screen prospective group counseling/therapy participants. To the extent possible, counselors select members whose needs and goals are compatible with the goals of the group, who will not impede the group process, and whose well-being will not be jeopardized by the group experience.

This ethical requirement is important to the counselor as the screening process is a vital part of the process. While many students may wish to participate (or to be referred to the group), the counselor has an obligation to select those that fit the requirements of focus of the group. This requirement supports the counselor as it reinforces the need for proper selection into the group.

American Counseling Association. (2014). 2014 ACA code of ethics. https://www.counseling.org/resources/aca-code-of-ethics.pdf

American School Counselor Association (2021). ASCA Student Standards; Mindsets and Behaviors for Student Success. https://www.schoolcounselor.org/getmedia/7428a787-a452-4abb-afec-d78ec77870cd/Mindsets-Behaviors.pdf

Missouri Professional School Counselors and Counselor Educators. (2015). Professional School Counselor Small Group Counseling Guide: A Professional School Counselor’s Guide to Planning, Implementing & Evaluating School-Based Counseling Groups. https://www.missouricareereducation.org/doc/smallgroup/SmallGroupCounseling.pdf