🔹 Mindsets (M)

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

• M 2: Self-confidence in ability to succeed.

• M 3: Sense of belonging in the school environment.

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

🔹 Behaviors (B)

Learning Strategies (B-LS):

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

• B-LS 4: Apply self-motivation and self-direction to learning.

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

Self-Management Skills (B-SMS):

• B-SMS 2: Demonstrate self-discipline and self-control.

• B-SMS 6: Demonstrate ability to overcome barriers to learning.

• B-SMS 7: Demonstrate effective coping skills when faced with a problem.

Social Skills (B-SS):

• B-SS 2: Create positive and supportive relationships with other students.

• B-SS 5: Demonstrate ethical decision-making and social responsibility.

• B-SS 9: Demonstrate social maturity and behaviors appropriate to the situation and environment.

(American School Counselor Association, 2021).

We will begin by sending an introductory email that includes essential details about the program, its purpose, benefits, and participation forms. We will also feature a section in the school newsletter highlighting the program, which will include a QR code or link for easy sign-up. Printed flyers will be distributed during parent-teacher conferences and school events and placed in students’ take-home folders to reach parents directly. We will provide an informational letter explaining how Mighty Minds supports their child's emotional well-being. We will also ensure that information is accessible on the school website’s counseling page, complete with downloadable forms. Updates will also be shared through the school’s social media platforms, such as Facebook, Instagram, ClassDojo, and Remind, to enhance visibility and engagement.

Students

We will utilize morning announcements and classroom visits. We will create concise and engaging announcements to explain what Mighty Minds is and how it supports students. Additionally, we will conduct brief visits to classrooms to introduce the program and encourage participation. Vibrant posters will be displayed in hallways, near the counselor’s office, and in common areas to raise awareness. We will also implement a self-referral system by sending out a Google Form to all 3rd-grade students. This form will gauge interest and identify those who feel they would benefit from the program and wish to sign up.

Teachers / Staff

Send an email to teachers introducing the group and outlining its benefits. The email will include an attached referral form so that teachers can recommend students who may benefit from the program. Additionally, we will present information during faculty meetings to engage both teachers and staff. We will also place flyers in breakrooms and workrooms, as well as in faculty mailboxes, for easy access.

Administrators

Present the Mighty Minds plan at the administrative meeting, emphasizing its alignment with the ASCA Mindsets & Behaviors and the goals of school counseling. Once the group begins, share progress and updates.

Other Counselors & Mental Health Professionals

Share information during district counselor meetings and encourage collaboration.

The screening process will involve a short individual interview with each student to assess their current stress levels, coping strategies, and interest in the group. Students will be asked questions such as, "What situations at school make you feel worried or nervous?" and "Are you interested in learning new ways to handle stress and social situations?" Teachers will also provide input on whether the student would benefit from structured emotional support. If necessary, parents may be consulted to gain additional insight into the child's experiences with anxiety and stress.

To ensure a positive group dynamic, students will be selected based on their interest in participation, the severity of their anxiety, and their ability to engage in a small group setting. The selection criteria align with the Missouri Comprehensive Guidance and Counseling Program—Responsive Services Small Group Counseling Module, which emphasizes the importance of screening to ensure group cohesion and effectiveness (Missouri Department of Elementary and Secondary Education, 2015, p. 21). Students experiencing mild to moderate test anxiety or social stress will be prioritized, while those in immediate emotional distress or requiring one-on-one intervention may be recommended for individual counseling instead.

Once the group selection is finalized, parents will be notified with a confirmation letter or email explaining that their child has been chosen to participate. Teachers will also be informed so they can provide classroom support and encouragement. By carefully screening students and ensuring they are a good fit for Mighty Minds, the group will be able to foster a supportive environment where participants can develop coping strategies, build confidence, and navigate academic and social challenges effectively.

Parental Consent:

As per GISD's guidelines, parental consent is mandatory for minors participating in counseling services. A detailed parental consent form will be sent home with each selected student. This form will outline the objectives of the Mighty Minds group, the topics to be covered, the schedule of sessions, and the expected benefits for the students. Parents will be informed of their right to withdraw their child from the program at any time. The form will include a section for parents to provide their signature, indicating their informed consent for their child's participation.

Student Assent:

While parental consent is legally required, obtaining student assent is also important to ensure that the child is willing and comfortable participating in the group. During an initial meeting, the counselor will explain the purpose and activities of the Mighty Minds group to the students in an age-appropriate manner. Students will be encouraged to ask questions and express any concerns. They will be informed that their participation is voluntary and that they can choose to withdraw from the group at any time. This approach aligns with ethical practices in counseling, respecting the autonomy and comfort of the student.

Campus Policy on Informed Consent:

According to the GISD Student Handbook for the 2024–2025 school year, the district emphasizes the importance of parental rights and consent in various aspects of student participation. While the handbook does not explicitly detail procedures for obtaining consent for counseling groups, it underscores the district's commitment to involving parents in decisions affecting their children. This includes obtaining consent for specific activities and ensuring parents are fully informed. The handbook states:

"Parents have the right to remove their child temporarily from the classroom, if an instructional activity conflicts with their religious or moral beliefs."

This policy reflects the district's recognition of parental authority in decisions related to their child's participation in certain activities. Therefore, obtaining explicit parental consent for the Mighty Minds counseling group is consistent with GISD's policies and ethical standards.

By adhering to these procedures, the Mighty Minds program ensures compliance with district policies and upholds ethical standards in counseling, fostering a collaborative relationship between the school, parents, and students (GISD Handbook, 2024).

Predetermined Rules:

1. Respect Everyone – Listen and use kind words.

2. Keep It Private – What’s shared stays in the group (unless safety is a concern).

3. Take Turns Talking – Wait your turn and listen actively.

4. Participate Comfortably – Share if you want, but listening is just as important.

5. Have Fun & Try New Strategies – This is a learning space!

Student-Generated Rules:

Students will contribute their own rules, such as:

• “We will wait our turn to talk and listen quietly.”

• “Encourage each other.”

• “Respect different opinions.”

Students will sign a Mighty Minds Agreement, and rules will be posted and reviewed at each session. This mix of structure and student input ensures a positive and engaging environment.

To build trust within the Mighty Minds group, the first session will kick off with a fun icebreaker, like “All About Me” bingo, to help students connect. I will foster a welcoming environment by modeling openness and actively listening. We will collaboratively establish group norms centered on respect, kindness, and participation, which will be documented in a Group Agreement for everyone to sign. 

Confidentiality will be explained clearly, emphasizing that what’s shared in the group stays there unless someone's safety is at risk. This will help students understand the importance of confidentiality while reflecting on personal responsibility. By setting these expectations and addressing confidentiality early on, students will feel safe and ready to engage.

Stage Two

To promote cohesion and productivity within Mighty Minds, I will implement structured routines and engaging activities, with consistent check-ins at each session. Meetings will follow a predictable format: a brief check-in, the main activity, and a reflection at the end. 

To build group unity, I’ll incorporate team-building exercises and collaborative discussions, encouraging peer support. Positive reinforcement will celebrate progress, and students will share how strategies impact their daily lives.

For progress tracking, I will use weekly check-ins like emoji responses and reflection prompts. Mid-program self-assessments will help students evaluate their growth in managing stress and anxiety, culminating in a final reflection to recognize progress and set future goals.

By maintaining structure and engagement, students will stay motivated and work together effectively in a supportive environment.

Stage Three

To ensure a positive closure for the Mighty Minds group, the final session will focus on reflection, celebration, and transition preparation. We’ll start with a feelings check-in using an emoji chart or a prompt like, “One word to describe how you feel about the group ending is…” This will help students express their feelings and recognize their progress.

Next, students will engage in a reflection activity, such as creating a “Mighty Minds Memory Book” or writing a letter to their future selves. Each student will receive a certificate of completion to acknowledge their hard work. 

We'll revisit the group’s privacy agreement to reinforce confidentiality and ensure that respect for each other’s privacy continues. A final discussion will emphasize that trust remains important even as the group ends.

To avoid feelings of abandonment, I’ll schedule follow-up check-ins a few weeks later, providing support and resources to help students apply their skills. By focusing on reflection, celebration, and support, students will leave feeling confident and prepared.

Additionally, a transformational leadership style will be beneficial in motivating and inspiring students by building confidence in their abilities and reinforcing positive growth. As Cherry (2023) notes, transformational leaders focus on inspiring and supporting individuals, which is essential for young students learning to manage stress and anxiety. By creating a warm, supportive environment where students feel safe to express themselves, I can help them develop resilience and self-efficacy in handling academic and social challenges.

This combination of structure, encouragement, and shared responsibility will ensure that students feel supported, engaged, and prepared to apply the coping skills they learn.

1. Universality – Students will realize they are not alone in their struggles with test anxiety and social challenges, reducing feelings of isolation.

2. Instillation of Hope – Seeing peers improve will encourage students to believe in their ability to manage stress and succeed.

3. Imparting Information – Group discussions and coping skill lessons will provide students with tools to handle academic pressure and peer interactions.

4. Altruism – Motivating students to uplift and affirm each other fosters a sense of belonging and purpose.

5. Development of Socializing Techniques – Engaging in activities that emphasize communication, empathy, and problem-solving will assist students in enhancing their relationships with peers.

6. Interpersonal Learning – By exchanging feedback and experiences, learners will develop a better understanding of their own actions and emotional reactions.

7. Catharsis – Expressing worries in a safe space allows for emotional release, helping students process their anxiety in a healthy way.

Mighty Minds will be a six-week short-term group that will help 3rd-grade students who may struggle with test anxiety, fear of social rejection, or difficulty adjusting to increasing academic expectations. This group aims to give students the tools they need to succeed academically and socially/emotionally.

It is essential to explain confidentiality in the Mighty Minds group in student-friendly terms so that students understand its importance and meaning. By understanding confidentiality, students will feel safer to share more openly. This will create a supportive environment enabling more meaningful interactions within the group.

American School Counselor Association. (2021). ASCA mindsets & behaviors for student success: K–12 college-, career- and life-readiness standards for every student. https://www.schoolcounselor.org/getmedia/7428a787-a452-4abb-afec-d78ec77870cd/Mindsets-Behaviors.pdf

Cherry, K. (2023). Leadership styles and frameworks you should know. Verywell Mind. https://www.verywellmind.com/leadership-styles-2795312 

Gonzales ISD. (2024). The student handbook gonzales independent school district school year 2024-2025. 

https://www.gonzalesisd.net/cms/lib/TX02217206/Centricity/Domain/4/GISD%20Student%20Handbook%2024_25.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, and evaluating school-based counseling groups. 

Yalom, I. D., & Leszcz, M. (2020). The theory and practice of group psychotherapy (6th ed.). Basic Books.