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daisies Module 1 Shelby Gragan, Tierra Little, and April Wright (Diverse…

- - - - Data from students' assessments help counselors determine strengths, barriers, and reasons why students are not succeeding (Megginson & Maddox, 2018)
      - Report Cards can help counselors determine "equity gaps, identify patterns, and perceive what problems may exist" (Megginson & Maddox, 2018, para.1)
      - Adding demographic data is also helpful in better understanding the impact of diversity within the student population to help grasp how counselors can better support students.
    - - Once a need has been identified, school counselors must adhere to the American School Counselor Association's (ASCA) (2016), Ethical Standards, standard A.7.h. to ensure that they are qualified and have the appropriate competency to facilitate the small group and it's focus (4).
        
        After considering competency level and ability to facilitate group, the professional school counselor should look for co-leaders to help support students during the small group.
    - - Group Composition
        
        Heterogeneous groups
        
        "Participants have different needs/problems or characteristics, develop more slowly, and tend to be less cohesive" (Missouri, 2015, p. 6)
        
        Homogeneous groups
        
        Participants in this type of group, "have some or similar needs/problems or characteristics, develop more quickly, and tend to be more cohesive" (Missouri, 2015, p. 6).
        
        Group Size
        
        The recommended group size ranges from 4-10 participants. The number per group should be dependent on students' grade and maturity level, the focus, and "the potential inter-group dynamics when mixing students with varying personalities and interpersonal skills, the number of consents received, etc. " (Sink et al., 2012, p. 83).
      - Type of Group
        
        Task Group
        
        "Promote the accomplishment of group tasks and goals" (Missouri, 2015, p. 5).
        
        Pyschotherapy
        
        "Addresses consistent patterns of dysfunctional behaviors and/or distortions" (Missouri, 2015, p. 5)
        
        Psycho-Educational Group
        
        "Promote typical growth and/or prevent/remediate transitory difficulties in personal/social, academic, career development" (Missouri, 2015, p.5)
        
        Counseling Group
        
        "Addresses problems of living that arise in the lives of students" (Missouri, 2015, p. 5)
      - Number of Sessions, Length of Sessions, and Scheduling
        
        When considering the scheduling of groups, counselors should "Consult with classroom teachers to establish times for groups, consider school activities students may miss, to minimize classroom interruptions" (Missouri, 2015, p.5)
        
        Length depends on: "Developmental level/attention span of participants, schedule of the school, and flexibility of students' schedules" (Missouri, 2015, p. 5).
        
        Because school-based small groups are short-termed in nature, there are typically 6-8 sessions per group (ASCA, 2014; Missouri, 2015). While it is typical to conduct one session per week, their is no evidence that suggest doing two per week is more or less beneficial (Sink et. al., 2012). Therefore, it is to the discretion of the leaders to decide how many sessions per week.
      - Structured vs. Unstructured
        
        Structured
        
        Most common for school-based groups. Time limited, set number of sessions, single-topic focus, and membership is closed (Missouri, 2015).
        
        Unstructured
        
        Ongoing, pre-set topic or agenda is not necessary. "The counselor applies a range of techniques to facilitate the process of the group" (Missouri, 2015, p. 5).
  - - - Another consideration to make is where the group will be held. School counselors should consider the topic of the group to decide an appropriate location. If the topic is sensitive the space should be private. Ideally, all small groups should be held in a consistent and private place where students can feel safe to interact. This could be in the counselor's office, a classroom, or anywhere with minimal distractions (Sink et al., 2012).
    - - According to Sink et al. (2012), "voluntary group membership is ethical and will be most likely more successful than "forced" membership" (p. 89). While this group can be beneficial to the students that attend, it is imperative, that students understand that academics are to not be neglected as a result of the group. Therefore, it is the role of the school counselor to schedule the group during a time that will be effective, but will not be disruptive to their lessons (Steen & Kaffenberger, 2007). One example of a time for this, would be hosting the group during a student's lunch time.
    - - Attached is an example of a school counselor discussing confidentiality within a small group ( Hartz, 2016) https://www.youtube.com/watch?v=LwL5ZH5BK5I
      - Creating ground rules such as the discussion of confidentiality is critical to the small group pre-planning. According to the ASCA (2016), Ethical Standards, school counselors must "communicate the aspiration of confidentiality as a group norm, while recognizing and working from the protective posture that confidentiality for minors in schools cannot be guaranteed" (p. 4). To instill confidentiality as a norm in the small group, school counselors can address it in the parent and student consent form, pass out handouts regarding confidentiality, initiate conversation regarding the topic during the first session, and revisiting the topic when appropriate.
- - - - Examples of appropriate topics are: anger management, study skills, self control and career readiness. (Missouri, 2015) Missouri Comprehensive Guidance
- - - - Having various stakeholders look over the purposed group's plan allows them to voice concerns and questions regarding whether or not the program aligns with the mission, beliefs, and goals of the school.
    - - Pre-group screening allows the professional school counselor to assess a student's participation and interest in the group (Missouri Center for Career Education, 2015
  - - - Students facilitate the ability of self-determination by identifying their strengths and limitations which will aid them in the present and future (Collier, Griffin, & Wei, 2017).