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This small group is created to teach 3rd – 5th grade students how to make and keep friends. Funky Friend’s purpose is to create a safe environment for students to build necessary social skills to make and keep friends. Students will learn coping skills and strategies to positively interact with others and build healthy relationships.

A needs assessment survey was distributed to teachers to determine student needs. Though multiple needs were identified, making and keeping friends was identified as a need worth addressing, for we believe helping students in this social skill will also address additional needs like bullying, conflict resolution, and emotional aggression.

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The following ASCA Mindset and Behavior standards will be mastered in this group:

M 2. Self-confidence in ability to succeed

M 3. Sense of belonging in the school environment

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

B-SS 4. Demonstrate empathy

B-SS 6. Use effective collaboration and cooperation skills

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

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Membership in Funky Friends will not be openly advertised to students. To identify possible participants, emails will be sent to teachers requesting for specific reports on student who may benefit from group counseling. An info graphic that briefly details lessons and learning outcomes/objectives of the small group can be provided to teachers to better inform their selection of potential students. School counselor may conduct observations to assist teachers in the process of identifying students.

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The counselor will collect referrals from other stakeholders - teachers, parents, and assistant principals. Since the group focuses on relationships, the target student presumably would not be as comfortable in group settings. Therefore, students would be screened individually by the counselor. In this setting, the counselor will describe the goals of the group and review the topics and benefits of participation. If the student is interested, the counselor will add the student to a list. This list will be used to create a group of 4-6 students that range in ages, genders, backgrounds, and personalities in order to emulate the class setting on our campus.

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Our school acquires informed consent from parents since students are under the age of consent. However, explaining assent in age-appropriate terms and asking for students’ agreement empower students. Students will orally agree to participation. ○ Additionally, we would require a written parent release that gives the counselors permission to meet with the students in the small-group setting twice weekly. The release would be sent to parents the week before the initial meeting and would detail the topics for each week. The goals of the group, details about voluntary participation, confidentiality, and potential breaches of confidentiality (Rollins & Pender, 2008).

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The group will have three set rules as follows:
1. Respect each other.
2. Maintain confidentiality.
3. Share to the best of your abilities.
Other rules will be developed by the group in the initial meeting. Students will not be required to participate until they have agreed to the established rules. The attached document will be reviewed during lessons as they contribute to the understanding of friendship qualities.

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The population for this group are a mixture of boys and girls, in grades 3-5, who are experiencing difficulty making friendships with their peers. The dynamics of the group is very unique and interactive due to the diversity amongst the individuals in the group.

Stage 1: (An important stage and counselor will set a good impression)
In the first session, my groups will consist of 4-6 diverse students who will have the opportunity to participate and interact using positive dialogue with the members in the group. Additionally, confidentiality is discussed to gain an understand of what is being said might not be kept confidential. I will discuss my roles as a counselor. I will communicate the purpose of the session and goals. During groups, the students will build on confidence through socializing and gain knowledge to identify with the problem and utilize the necessary skills and strategies in their everyday life to enhance change.

Stage 2: (Safety/Trust)
In this session, I will discuss group norms and expectations that will occur during small group sessions. I will introduce the purpose of the session and remind students about confidentiality. I will build trust by listening and showing that I care through words of affirmation, and positive reinforcement. I will also provide safety by ensuring that all rules are in place and students will treat each other with respect during activities that will enforce making friendships. All members of the group will learn about each other through social interaction. In between session, I am required to check-in with students to discuss progress and change.

Stage 3: (Applying Skills and Info.)
In the final stage, I will discuss the importance of confidentiality outside of group session. I will create a schedule to allow planning time for student support and to encourage learned skills. Students will be able to use skills and create wonderful friendships with their peers by joining an after school book club with their new friends. For a final good-bye, I will host a ceremony for the member to have a chance to share what they have learned and set new goals to help through the process. As a follow-up plan (4-6 weeks) I will conference with teachers to check for progress, and  meet with my group to discuss attainment of goals, and struggles they are still encountering. Reinforcement of strategies and skills will continue as needed.

Reference
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. https://dese.mo.gov/sites/default/files/guid-respon-serv-small-group-counseling-guide-2015.pdf

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The leadership style that my group will benefit from is the transformation leadership style. This type of leaders inspires the achievement of goals and assists students in the group to reach their full potential. These particular students are struggling with making friends; therefore, they are needing a transformational leader to set clear goals to allow positive change. Transformational leaders are known to build confidence, and encourage groups to work together to achieve success.

Reference
Cherry, K. (2020). Leadership styles and framework you should know. VeryWellMind. https://www.verywellmind.com/leadership-styles-2795312

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19 Tex. Admin. Code  § 239.15

American School Counselor Association. (2019).  ASCA School Counselor Professional Standards & Competencies. Retrieved from https://www.schoolcounselor.org/asca/media/asca/home/SCCompetencies.pdf

American School Counselor Association. (2014). ASCA Mindsets and Behaviors for Student Success. Retrieved from https://www.schoolcounselor.org/asca/media/asca/home/MindsetsBehaviors.pdf

Rollins, V. T. and Pender, D. A. (2008). Association for specialists in group work: Best practices guidelines 2007 revisions. The Journal for Specialists in Group Work, 33(2), 111-117.

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

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Through Funky Friends, multiple of Yalom's Therapeutic Factors could occur.  Development of socializing techniques will be present throughout our group sessions. The goal is for students to experience social learning or development of interpersonal skills. Another factor that likely will be present is interpersonal learning. Throughout the small group activities, students will be receiving feedback from others and experimenting with new ways of relating to their peers. The purpose of Funky Friends is to create a safe environment for students to build on the necessary social skills to keep and make friends.  The activities will help students learn coping skills and strategies to positively interact with other students and build healthy relationships.

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In the direct and indirect student services section of the American School Counselor Association Professional Standards and Competencies, B-SS 3. states that counselors must provide short-term counseling in small-group and individual settings using data to identify students in need of counseling intervention and by providing support for students, including individual and small group counseling, during times of transition, heightened stress, critical change or other situations impeding student success. After an online survey was distributed to staff to attain information on student needs, the results showed multiple needs that needed to be met. The counselor guidelines above support the reasoning for conducting a needs assessment to form a purposeful group to meet the needs of students on our campus.

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The Texas Administrative Code provides the requirements for a professional school counselor.
Standard II of section 239.15 explains that the school counselor must apply the knowledge base to promote the educational, personal, social, and career development of the learner as outlined in The Texas Model for Comprehensive School Counseling Programs. The certified school counselor must counsel individuals and small groups using appropriate counseling theories and techniques in response to students' needs. This requirement encourages school counselors to provide guidance and counseling to students based on the needs of students declared by staff or the students themselves.

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(a) School Counselor Certificate Standards. The knowledge and skills identified in this section must be used by an educator preparation program in the development of curricula and coursework and by the State Board for Educator Certification as the basis for developing the examination required to obtain the School Counselor Certificate. The standards also serve as the foundation for the professional growth plan and continuing professional education activities required by §239.25 of this title (relating to Requirements to Renew the Standard School Counselor Certificate). (b) Standard I. Learner-Centered Knowledge: The certified school counselor has a broad knowledge base. The certified school counselor must know and understand: (1) the history and philosophy of counseling; (2) counseling and consultation theories and practices; (3) career development theories and practices; (4) the roles and responsibilities of a comprehensive school counseling program that emphasizes college and career readiness and postsecondary options for all students, including college admissions, college financial aid resources, application procedures, and workforce and career opportunities; (5) assessment principles and procedures, including the appropriate use of tests, test interpretation, and test results; (6) changing societal trends, including demographic, economic, and technological tendencies, and their relevance to school counseling; (7) environmental, social, and cultural factors that affect learners' development and the relevance of those factors to educational, career, personal, and social development, along with comprehensive school counseling programs; (8) learners' developmental characteristics and needs and their relevance to educational and career choices; (9) legal and ethical standards, practices, and issues and the importance of commitment to and implementation of ethical principles; (10) the characteristics and educational needs of special populations; (11) techniques and behavioral interventions to assist teachers with classroom management; (12) the integration of a school counseling program, the Texas College and Career Readiness Standards, and academic curricula; (13) the roles and responsibilities of a comprehensive school counseling program that is responsive to all students; (14) counseling-related research techniques and practices; (15) developing and teaching best practices on leadership skills; (16) how cultural factors and group membership impact individual students; (17) the comprehensive school counseling program model; (18) how to utilize various forms of technology and how inappropriate use could be professionally and personally harmful; and (19) an understanding of systems, including family dynamics and school environments. (c) Standard II. Learner-Centered Skills: The certified school counselor applies the knowledge base to promote the educational, personal, social, and career development of the learner as outlined in The Texas Model for Comprehensive School Counseling Programs. The certified school counselor must: (1) develop processes and procedures for planning, designing, implementing, and evaluating The Texas Model for Comprehensive School Counseling Programs; (2) provide a proactive, comprehensive, developmental school counseling program based on the needs of students, as set forth in The Texas Model for Comprehensive School Counseling Programs; (3) counsel individuals and small groups using appropriate counseling theories and techniques in response to students' needs; (4) consult with parents/guardians, teachers, administrators, and other individuals as appropriate to enhance his or her work with students; (5) coordinate resources, referrals, and follow-up procedures for students within the school and community; (6) demonstrate proficiency in teaching small and large groups by actively engaging students in the learning process; (7) participate in the selection, use, and interpretation of assessments and assessment results; (8) use multiple sets of information and data to make decisions about students, programs, and services; (9) use counseling-related research techniques and evidence-based practices to address student needs; (10) advocate for a comprehensive school counseling program that is responsive to all students; (11) facilitate learners' ability to achieve their potential by helping them set and attain challenging educational, career, personal, and social goals based on various types of information; (12) maintain proficiency in counseling and campus-related technology; and (13) use varied sources of information, resources, and practices to counsel students about postsecondary opportunities and college and career readiness. (d) Standard III. Learner-Centered Process: The certified school counselor participates in the development, monitoring, revision, and evaluation of a campus based on The Texas Model for Comprehensive School Counseling Programs that promotes learners' knowledge, skills, motivation, and personal growth. The certified school counselor must: (1) collaborate with others in the school and community to implement a guidance curriculum that promotes learners' development in all domains, including cognitive, social, and emotional areas; (2) facilitate learners' ability to achieve their potential by helping them set and attain challenging educational, career, personal, and social goals based on various types of information; (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; (4) implement effective referral procedures to facilitate the use of special programs and services; (5) act as a consultant to help learners achieve success inside and outside of school; (6) advocate for a comprehensive school counseling program and recognize the required time commitment to fully apply the program implementation cycle; (7) create a program mission, goal, and services in alignment with the school mission and campus improvement plan; (8) create and disseminate literature or newsletters to all stakeholders that describe the comprehensive school counseling program and reduce negative stigmas associated with receiving counseling services in a school-based program; (9) establish an advisory council or board with membership of all stakeholders (student, parent, teacher, administrator, community member, other personnel, and support specialists); (10) increase public relations and awareness through community outreach, such as fundraising, grant writing, donations, volunteerism, local businesses, and use of public or guest speakers; (11) provide school-wide professional development and parent workshops throughout the school year; (12) support participation in fair-share responsibilities versus non-counseling related duties; (13) know district, state, and federal initiatives that are to be reflected in a comprehensive school counseling program; and (14) develop practices to promote learners' knowledge about college and career readiness processes necessary to pursue postsecondary opportunities. (e) Standard IV. Learner-Centered Equity and Excellence for All Learners: The certified school counselor promotes academic success for all learners by acknowledging, respecting, and responding to diversity while building on similarities that bond all people. The certified school counselor must: (1) understand learner differences, including those related to cultural background, gender, race, ethnicity, socio-economic levels, academic ability, and learning styles, and know ways to create and maintain a positive school environment that is responsive to all learners; (2) advocate for a school environment in which diversity is acknowledged and respected, resulting in positive interactions across all cultures, genders, ethnicities, and learning styles; (3) facilitate learning and achievement for all students to ensure services that cover an array of exceptionalities, including special populations, by promoting a cooperative, inclusive, purposeful learning environment; (4) take a positive, strength-based approach that builds on commonalities versus differences in all learners; (5) understand how environment and behavior may impact or influence individual learners; (6) ensure equitable access to programs and services for all students; (7) understand how family values, group membership, and culture intersect; (8) acknowledge learners' gifts, strengths, and extracurricular talents when considering programs and services; (9) increase students' awareness and include their voices regarding educational and individualized plans; and (10) ensure equitable access and exposure to postsecondary opportunities and college and career readiness information and resources for students and parents/guardians. (f) Standard V. Learner-Centered Communications: The certified school counselor, an advocate for all students and the school, demonstrates effective professional and interpersonal communication skills. The certified school counselor must: (1) demonstrate effective communication through oral, written, and nonverbal expression; (2) use knowledge of group dynamics and productive group interaction; (3) support responsive interventions by effectively communicating with parents/guardians, teachers, administrators, and community members; (4) facilitate learners' access to community resources; (5) develop and implement strategies for effective internal and external communications; (6) facilitate parent/guardian involvement in their children's education; (7) develop partnerships with parents/guardians, businesses, and other groups in the community to facilitate learning; (8) work effectively as a team member to promote positive change for individuals, groups, and the school community; (9) take a positive, strength-based approach that verbalizes commonalities versus differences in all learners; (10) effectively communicate his or her role and responsibility and counselor identity to all stakeholders to reduce confusion about the duties of a school counselor; (11) adhere to best practices connected to ethical and legal considerations around appropriate use of technology and email, documentation, record keeping, privileged communication, and informed consent process; and (12) facilitate access to and use of school and community information and resources related to postsecondary opportunities and college and career readiness by learners, parents/guardians, teachers, administrators, and community members. (g) Standard VI. Learner-Centered Professional Development: The certified school counselor continues professional development, demonstrating a commitment to learn, to improve the profession, and to model professional ethics and personal integrity. The certified school counselor must: (1) use reflection, self-assessment, and interactions with colleagues to promote personal professional development; (2) use counseling-related research techniques and practices as well as technology and other resources to facilitate continued professional growth; (3) strive toward the highest level of professionalism by adhering to and modeling professional, ethical, and legal standards; (4) apply research-based practice to improve the school guidance and counseling program; (5) engage in ongoing professional development to improve the school guidance and counseling program; and (6) engage in continued professional development experiences to learn and apply concepts, skills, and practices related to increasing college and career readiness and promoting postsecondary opportunities and preparation for all learners.

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(a) School Counselor Certificate Standards. The knowledge and skills identified in this section must be used by an educator preparation program in the development of curricula and coursework and by the State Board for Educator Certification as the basis for developing the examination required to obtain the School Counselor Certificate.