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The small-group, Building Buddies, will focus on making and keeping friends. The activities included will help five second-grade girls initiate conversations to make new friends, forgive existing friends when they make mistakes, and continue to encourage and support others to keep their friendships.

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Upon completing the small-group, the students will "create positive and supportive relationships with other students" (ASCA, 2014, B-SS 2).

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Publicity will be important for all stakeholders to receive accurate and informative details about the small-group. Before the small-group begins, parents and students will receive a personal invitation detailing why the student was selected, the purpose of the group, and what each session will entail. Administrators, teachers, and counselors will meet weekly on Thursdays after school to briefly discuss any updates within the group or changes that need to be made. Finally, once the small-group has concluded, the post-assessment results will be shared through a  meeting with all stakeholders.

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In the student and teacher needs assessment, five particular second-grade girls wrote in-depth comments about their difficulty in making and keeping friends. In addition, the teachers named each of these second graders as well. Therefore, these five students have been selected to participate in the small-group.

However, if the five students were not easily identified, the school counselor would have displayed a video during the morning announcements advertising the small-group sessions. The teachers would receive a brief questionnaire using a Likert scale to measure the students' abilities in making and keeping friends. The top four to six students who displayed the most amount of difficulty in making and keeping friends would be selected.

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Because elementary students are minors, the students' parents or guardians will have to give informed consent. A form will be sent home for the parents and guardians to sign. Though the students are legally incapable of giving consent, it is still recommended for students to show a willingness to participate in small-groups. Therefore, the school counselor will verbally ask each student if they are willing to participate. If the student agrees, only then will the student participate in Building Buddies.

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Slide 7: Three Stages of Group Dynamics 

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Slide 7: Three Stages of Group Dynamics 

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Stage 1: Students will likely be hesitant to participate in the small-group so the school counselor will play ice breaker games to set a more comfortable atmosphere. In addition, if students show up early, the school counselor will partake in casual conversations with the students while waiting for the small-group to begin. The small-group will create a social contract to decide on norms that are most important to each member. Norms discussed will likely include be on time, actively participate, and try your best. The school counselor will explain how students must keep all information discussed in the group confidential. The school counselor will also remind students that while confidentiality is expected, the school counselor cannot guarantee other students' ability to remain silent. Therefore, if there are items that the students would like to only discuss with the school counselor, that is understandable.

Stage 2: The school counselor will use goal setting to encourage students to work cohesively and productively. First, the school counselor will discuss the long-term benefits from learning how to make and keep friends. For instance, the students will be more likely to enjoy time at school if they can make and keep friends. Once the benefits are discussed, each student will decide on a goal that they want to accomplish in regards to making friends. After the students have set their goals, the school counselor will frequently refer back to the importance of participating to reach their goals. The students will keep a journal to record their feelings towards reaching their goal. For instance, if the student's goal is to make one friend in the next six weeks, she will use the journals to record her progress is initiating conversations with someone or being kind to her existing friends. The students may share their journal entries during the session if they would like to.

Stage 3: Because the students will likely feel nervous to make and keep friends without the support of the small-group, the school counselor will work with the second grade teachers to ensure ample opportunities for socializing with the same members while in the classroom. Because the members are all second graders, they will be able to stay together during recess. The school counselor will join the members at recess the day after the small-group concludes to gradually release support in making friends. In addition, the school counselor will remind the members that they are always welcomed to talk to the school counselor, if needed.

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The school counselor will utilize a participative leadership style, actively participating in the group and offering guidance, when necessary (Cherry, 2020).

While learning how to make and keep friends, it is logical to practice making and keeping a relationship with the school counselor as well. If the school counselor did not participate, the message of how to make friends would be confusing to the students. In addition, if the students are members because they have difficulty making and keeping friends, it is likely that the students are shy. Without the school counselor acting as a facilitator, conversation and participation might be limited.

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Our campus uses the Four Way Test to decide on our words and actions. If the students cannot answer yes to each questions, the words or action should not be used.

The Four Way Test will be utilized in the Building Buddies small-group as well. The school counselor will refer to the Four Way Test before beginning each session with the members. In addition to the Four Way Test, the small-group will create a social contract to decide on how they would all like to be treated. The school counselor will visually display the contract for all members to see during the sessions. If needed, the small-group may add to the social contact as well.

The one predetermined rule is 'Be Respectful'. This rule is non-negotiable for members. All other rules will be discussed in the social contract as the group sees fit.

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The Building Buddies group members will likely gain some of Yalom's Therapeutic Factors, such as:
-Development of Socializing because several objectives of the lessons include learning how to initiate conversations with others, forgiving others, and supporting others. If members achieve these objectives, their social development will progress significantly.
-Interpersonal Learning because the small group itself will facilitate opportunities to communicate with others. Practicing their communication skills in a safe environment will be vital to successfully communicating in a natural setting once the small-group concludes.
-Group Cohesiveness because the school counselor will ensure activities are included to build relationships with each other. The members were selected because they have difficulty making and keeping friends so the group cohesiveness will positively impact their feelings of belonging.

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Slide 10: Legal and Ethical Requirements

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Slide 10: Legal and Ethical Requirements

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The school counselor will "use data to measure member needs to establish well-defined expectations of group members" (ASCA, 2016, A.7.d.). This legal and ethical requirement supports school counselors because it implies that school counselors do not need to randomly pick topics and students when forming small-groups. Instead, data should drive the creation of small-groups. With this organized method, school counselors can expect to see more effective results among small group members.

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Slide 11: Legal and Ethical Requirements

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Slide 11: Legal and Ethical Requirements

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When school counselors meet in small groups, "clients have the freedom to choose whether to enter into or remain in a counseling relationship and need adequate information about the counseling process and the counselor" (ACA, 2014,  A.2.a.). This legal and ethical requirement supports school counselors because it protects school counselors from the repercussions that could occur if school counselors were allowed to force members to participate. When small group members give consent, the school counselor is fully aware that no one is there against their will.

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American Counseling Association (2014) ACA Code of Ethics. American Counseling Association. Alexandria, VA: Author

American School Counseling Association (2014). Mindsets and behaviors for student success: K-12 College- and career-readiness standards for every student. Alexandria, VA: author

American School Counseling Association (2016) The ASCA Ethical Standards for School Counselors (2016) American School Counselor Association. Alexandria, VA
Yalom ID. (1995). The theory and practice of group psychotherapy (4th ed.). New York: Basic Books.

Cherry, K., (2020, August 3). Leadership styles and frameworks you should know. Verywellmind. https://www.verywellmind.com/leadership-styles-2795312