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

• "B-SMS 7: Effective coping skills"

• "B-SMS 10. Ability to manage transitions and adapt to change"

• Parents: Send permission slip home with details of program and call parents to inform them about paperwork going home, explain the group, and answer any questions.

• Students: In-person explain to them the small group they will get to be a part of. Drop off paper slip reminders to them the day of the session reminding them about the group.

• Teachers: Communication will either happen in person during teacher's planning time or over email. Preferably both, allowing the email to help them remember all the information. I will also send calendar invites so teacher's are reminded of their students small group times if that is helpful to them.

• Administrators: Counselors will have information shared at our in-person meeting and I will also cc them on the email to teachers.

Communication during groups:

As the groups go on, I plan to share a short recap newsletter via email addressed to parents and teachers to review what we learned in the group. In doing so, parents and teachers can reiterate the skills taught in group in the classroom and at home.

To assess them and complete a pre-group screening, I will focus on:

• Telling students about the group: What the group will entail, what I hope they learn and acquire, and expectations for them.

• Ask student about their interest in the group: Answer any questions and gauge student interest.

• Picking members: Take the information acquired from the screening to decide if the child will be a good fit and if they are willing to be a part of the group.

  
  

  (Morganett, 1990)

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.

An Act Relating to parental rights in public education..., Texas S. 12, 89th Leg. (2025). https://capitol.texas.gov/tlodocs/89R/billtext/pdf/SB00012I.pdf

Cherry, K. (2023, June 27). 6 leadership styles and Frameworks. Verywell Mind. https://www.verywellmind.com/leadership-styles-2795312#toc-participative-leadership-democratic

Morganett, R. S. (1990). Skills for living: Group counseling activities for young adolescents. Chicago: Research
Press.

School Counselors and Counseling Programs, 2 Tex. Edu. Code § 33.002-33.007

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

In addition to parental consent, it is recommended to get student assent, having the student also agree to be in the group.

1. Be Respectful

   -Follow Confidentiality Rules

   -Respect others thoughts and feelings

   -Respect Our space

2. Be Open-Minded

   -Listen to others

   -Participate

   -Try your best

We will discuss each of these, and I will ask students what other rules might fall under being "respectful" or "open-minded" and we can add to our list. To go over ground rules for the group I will state one of the rules and as a group we can talk about what we want them to "look like" and "sound like" in the group. This aligns closely with the attached pdf, however, I would like to post the rules and add to it collaboratively as a group on a big anchor chart. While my rules will be set in stone, getting student input on how we want the rules implemented and what we want them to look/sound like will allow them to have their opinions heard and take ownership of the group dynamics.

Since this is the initial stage, it is important to develop trust with members of the group and help them build trust with one another. To build relationships and trust, within the first meeting we will create rules as previously mentioned in slide 6.

Confidentiality

After we have gone over the rules, I will go into the details of confidentiality. I will explain that by being in this group we have to make a promise to one another to not talk about others information with anyone else. I will remind them that if it someone else's personal information, it is not theirs to share. I will also remind them that while we are all making this promise, we need to be mindful of what we say in groups because once you share information, the other group members will have it forever. While they should never share it with others, it is possible that they could. I will go over my limitations of confidentiality, reminding them that if they mention hurting themselves, others, or someone hurting them, I will have to report it in order to keep them safe.

To better build relationships in this initial stage, I also plan to incorporate a fun activity that allows students to get to know one another within the first session. By building those relationships, they will feel more comfortable as we continue with the sessions.

Stage 2:

In this stage, group members will be working together to accomplish both shared and individual goals. I plan to do this by setting clear expectations and purpose at the start of each session, keeping us grounded in a common purpose. To increase collaboration, I will have students participate in many activities that allow for discussion amongst each other or possibly activities like role-playing as a group or playing a game. Throughout the process, I will remind students that everyone's perspective might be different or someone may have a different answer and that is okay.

To gauge progress throughout the group I will have some sort of "exit-ticket" type response or question at the end of each session to gauge their overall understanding of that particular lesson. This might look like them writing down two coping skills they learned that day to drawing a picture of something in their zone of control. By having these small check-ins, I can better grasp where my students are at while also learning what their big takeaways were from the lesson.

Stage 3:

The last stage consists of successfully ending the group. To ensure closure for all students, we will create a coping skills action plan that they can take with them into the future. I will reiterate some things we have learned and how proud I am of them and their hard work, instilling my confidence in them.

During the last meeting, I will allow those that want to, share how they felt about the group and how they feel now that it is over. I will make sure to have my follow-up plan in place to continue to monitor them. I will plan to check in with them sometime within the next week of school after our last session, seeing how they are doing. By assuring students that I will continue to check in with them, they may feel more ready and comfortable with the group ending. Before leaving, I will remind students of our confidentiality rules, and their promise to keep others information safe even after the group has ended.

I think this is the best fit because it establishes me as the leader within the group who has final say in the rules that we create. Meaning students know what the expectations are, and as a leader, I strive to enforce them. With that being said, students also have the ability to lead conversations and be truly a part of the group. This type of style I believe allows for structure the students in the group will benefit from, while also giving them a safe space to open up, share, collaborate, and overall, participate freely.

• Instillation of Hope: Students have hope that the coping skills they learn will help them manage their emotions.

• Universality: Students will realize there are other students their age going through hard things too and they will feel less alone.

• Direct Advice: Students will be able to receive advice on different coping strategies that can help them in their every day life.

(Yalom, 1995).

(§)33.003 discusses the requirement of parental consent in order to participate in various activities. Outlined in the new SB 12 is more specification on parental consent for counseling services. The district has provided a form to each campus that is sent out to allow consent for overarching counseling services, however additional communication and consent for the specific small group would be sent out regardless of prior consent. This section of the Texas Education Code gives me clear guidance in parental communication and obtaining consent before starting the group.

(§)33.005 discusses implementing a comprehensive school counseling program. Section (b)(2) specifically outlines the inclusion of responsive services within the counseling program to "intervene on behalf of any student whose immediate personal concerns or problems put the student's continued educational, career, personal, or social development at risk" (Tex. Edu. Code (§)33.005). This section of the Texas Education Code details the importance of providing services like small group counseling in order to solve problems that may put the student at risk. In some schools, school counselors may be assigned many non-counseling duties, and the code will help support us in that it outlines the work that we need to do within our campuses and shows how essential our role is in implementing a successful comprehensive school counseling program.

To get more specific, the ASCA has specific guidelines for group work with students which consists of some of the following:

• Small group is culturally sustaining, relying on data to drive instruction.

• Students have equitable access to the group.

• Students are assessed prior to check for student need of the group.

• Inform guardians of the small group.

• Facilitate groups using data to plan lessons based on student needs.

• Review and reflect on data and make changes as needed.

• Collaborate with administration to ensure the student is properly supported.

• Provide appropriate resources to guardians.

• If a student is at risk of hurting themselves, others, or may be getting hurt, take the proper action in reporting and documenting.

(ASCA, 2022)

The above guidelines will assist me in my small groups as they provide a solid framework and serve as a reminder of items I need to ensure I am doing while navigating both planning and implementing the groups. This includes making sure my groups are rooted in data to make informed decisions, collaborating with appropriate parties like administration and parents, and ensuring students have equitable access and are getting what they need throughout the duration of the group.