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Group Description of Positive Pirate Peers: A Social Skills Group for 2nd Grade Students

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Group Description of Positive Pirate Peers: A Social Skills Group for 2nd Grade Students

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Purpose: To help 2nd grade students develop and strengthen social skills such as teamwork, communication, problem-solving, and empathy in a supportive, fun environment.

Target Group: 2nd grade students identified as needing support in social interaction and relationship-building.

Structure: 8 weekly sessions focusing on key social skills through interactive activities, role-playing, and discussions.

Goals: Foster positive peer relationships, enhance emotional regulation, improve conflict resolution skills, and build self-confidence.

Setting: School counseling environment with small group format for personalized attention and peer collaboration.

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(American School Counselor Association [ASCA], 2019)

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Mindsets:

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

M3: Sense of belonging in the school environment

Behaviors:

B-SS 2: Demonstrate social maturity and behaviors appropriate to the situation and environment.

B-SS 4: Demonstrate empathy.

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

B-SS 6: Use effective collaboration and cooperation skills

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(American School Counselor Association [ASCA], 2019)

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Promotion Strategies:

Flyers and posters around school featuring pirate-themed graphics and catchy slogans

Announcements during morning announcements and newsletters to parents.

Collaboration with teachers to identify students and encourage participation.

Outreach Methods:

Parent letters and permission slips outlining the group’s purpose and benefits.

Staff presentations at faculty meetings to explain the group’s goals and seek referrals .

Student word-of-mouth through interactive, engaging teaser activities during recess or lunch.

Materials: Pirate-themed flyers, permission slips, and promotional videos created with student input for engagement.

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(American School Counselor Association [ASCA], 2019)                                                                        (Sink, 2019) 

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Participant Selection: Collaborate with teachers to identify 2nd grade students who may benefit from social skills development.

Screening Tools: Utilize teacher checklists, observation forms, and brief social skills assessments to ensure appropriate group fit.

Criteria: Students demonstrating difficulty with peer relationships, communication, or emotional regulation.

Process: Initial referrals, screening interviews with students, and consultation with parents and teachers.

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(American School Counselor Association [ASCA], 2019) 

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Informed Consent: Provide detailed information to parents about the group’s purpose, structure, benefits, and confidentiality limits.

Assent: Obtain verbal or written assent from students, explaining group activities and expectations in age-appropriate language.

Methods: Distribute consent forms during parent-teacher conferences, email communications, and student folders.

Importance: Ensures ethical practice, builds trust, and promotes transparency.

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Positive Pirate Peers Group Consent Form

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Establishing Rules: Collaboratively create group rules with students during the first session.

Examples: Respect each other, listen when someone is speaking, keep shared information private, and participate actively.

Benefits: Provides structure, promotes respect, and creates a safe environment for sharing and learning.

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Positive Pirate Peers Group Guidelines and Ground Rules

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Group Dynamics During the Three Stages:

1. Forming Stage (Beginning of Group)

Description: This stage occurs when the group first comes together. Children are getting to know one another and learning the group norms. There may be some shyness or hesitation in participation.

Group Dynamics: Children may be tentative, not yet comfortable with sharing or participating. At this stage, the leader’s role is to provide structure, establish safety, and encourage children to start engaging in activities.

Activities: Ice-breaker games, introductions, and simple group activities to build trust.

Key Focus: Building trust and comfort, establishing group rules, and setting a positive tone for participation.

2. Storming Stage (Middle of Group)

Description: This stage is where the group may experience some conflicts or challenges as children begin to express their individual personalities. Differences in opinions or behavior might arise.

Group Dynamics: Children start to express their preferences, and group norms are tested. There may be disagreements or frustration, which is a natural part of the group development.

Activities: Conflict resolution activities, discussions about how to handle disagreements, and teamwork challenges.

Key Focus: Encouraging positive conflict resolution, reinforcing the group rules, and fostering mutual respect. The leader may need to intervene to help manage conflicts and keep the group on track.

3. Norming Stage (Later in Group)

Description: At this stage, the group has developed a sense of trust, and children are more comfortable with each other. They have learned how to communicate effectively and support one another.

Group Dynamics: Group members begin to work together more cohesively, and roles within the group may become clearer. Participation is more consistent, and the group begins to feel like a supportive community.

Activities: Collaborative projects, group reflections, and building deeper connections through discussions.

Key Focus: Reinforcing the group’s positive behaviors, promoting teamwork, and maintaining a supportive environment. The group should now be able to work through any small issues on their own with minimal guidance.

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For the second-grade social skills group, "Positive Pirate Peers" a democratic leadership style might be most effective. This style will encourage students to participate, input, and work as a team. As the facilitator, I will help the children take ownership of their actions and decisions in the group, guiding them but also allowing space for them to contribute to the group norms and activities. This kind of leadership builds confidence and encourages peer collaboration.

Key features:

Encourages participation: Children express opinions and ideas.

Shared responsibility: Children contribute to decision-making processes (e.g., choosing group activities).

Active facilitation: The leader guides, but students are empowered to lead aspects of the session (e.g., choosing group roles).

Yalom’s Therapeutic Factors are essential in group therapy, and you can apply these to help build social skills in the Positive Pirate Peers. Here’s how each might apply:

1. Instillation of Hope: You can emphasize progress and success, encouraging children that they can improve their social skills over time. Each session can highlight even small victories (e.g., a child making eye contact, taking turns, etc.).

2. Universality: Children realize that others share similar challenges, which helps reduce feelings of isolation. This can be reinforced through group activities that highlight shared experiences or struggles with social interactions.

3. Imparting Information: You can provide information on social skills, using simple, clear instructions and modeling behaviors (e.g., greeting others, expressing feelings, etc.). The group can discuss and practice these skills together.

4. Altruism: Encourage children to support each other. When one child helps another, it not only benefits the peer but also fosters a sense of accomplishment for both children. This could be through role-playing scenarios where one child helps another practice a social skill.

5. Corrective Recapitulation of the Primary Family Group: Since many social dynamics in childhood reflect family interactions, group sessions can help children process how they interact with others and learn healthier patterns. For instance, encouraging sharing and active listening in group activities can help shift behaviors they might have learned in their family settings.

6. Development of Socializing Techniques: The core of your group is likely focused on developing social skills. Group activities and role-play can help children practice things like listening, taking turns, sharing, and problem-solving.

7. Imitative Behavior: Children can learn by observing how others in the group handle certain social situations. This could involve modeling positive behaviors, such as giving compliments or handling conflicts calmly, and allowing other children to imitate these actions.

8. Interpersonal Learning: Group members can learn by interacting with each other. For example, learning how to ask questions, share, and collaborate with peers can be fostered in every session, especially when the children are encouraged to work together in activities.

9. Group Cohesiveness: The group can create a sense of belonging where children feel connected and supported by their peers. The bond in the group helps build confidence in practicing new social skills.

10. Catharsis: Children might express feelings related to social challenges or difficulties they’ve faced. Creating a safe space for these emotions to be expressed helps build emotional resilience and social understanding.

11. Existential Factors: Teaching children about respect for others’ feelings, empathy, and understanding that everyone has their own struggles can be part of group discussions. This helps them understand the broader picture of human relationships.

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Universality: Helps students realize they are not alone in their struggles Universality: Helps students realize they are not alone in their struggles.

Cohesion: Builds a sense of belonging and mutual support among group members.

Imparting Information: Provides psychoeducation on social skills through structured lessons.

Modeling: Students observe and learn positive behaviors from peers and the counselor..

Cohesion: Builds a sense of belonging and mutual support among group members.

Imparting Information: Provides psychoeducation on social skills through structured lessons.

Modeling: Students observe and learn positive behaviors from peers and the counselor.

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Confidentiality: Protecting student information in accordance with FERPA and ASCA standards ensures student safety and trust, allowing counselors to foster open communication.

Informed Consent: Obtaining informed consent from parents and assent from students ensures that all parties understand the group’s purpose, expectations, and confidentiality boundaries, thus promoting ethical practice (ACA, 2014).

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Competence: School counselors are required to possess the necessary training and skills in group counseling techniques and child development, ensuring effective support for young students (ACA, 2014).

Mandated Reporting: Counselors are legally obligated to report any signs of child abuse or neglect, ensuring student safety and well-being while upholding legal responsibilities (ASCA, 2016).

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

American School Counselor Association. (2016). ASCA ethical standards for school counselors. https://www.schoolcounselor.org

Corey, G. (2016). Theory and practice of group counseling (9th ed.). Cengage Learning.

Gladding, S. T. (2016). Groups: A counseling specialty (7th ed.). Pearson.

Jacobs, E., Schimmel, C., Masson, R., & Harvill, R. (2016). Group counseling: Strategies and skills (8th ed.). Cengage Learning.