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Pathway to Resolution- Ways to Navigate Conflict

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Pathway to Resolution- Ways to Navigate Conflict

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This group is designed for middle school students to develop conflict-resolution strategies, including emotional regulation, active listening, and effective communication. The sessions will include interactive activities such as role-playing and discussion-based lessons. The purpose of this group is to empower students to manage and resolve conflicts constructively.

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Mindset Standards:

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

M 2: Sense of acceptance, respect, support, and inclusion for self and others in the school environment

M 3: Positive attitude toward work and learning

Behavior Standards:

Learning Strategies:

B-LS 1: Critical thinking skills to make informed decisions

B-LS 4: Self-motivation and self-direction for learning

B-LS 7:Long- and short-term academic, career, and social/emotional goals

B-LS 9:Decision-making informed by gathering evidence, getting others’ perspectives, and recognizing personal bias

B-LS 10: Participation in enrichment and extracurricular activities

Self-Management Skills:

B-SMS 1: Responsibility for self and actions

B-SMS 2: Self-discipline and self-control

B-SMS 6: Ability to identify and overcome barriers

B-SMS 7: Effective coping skills

Social Skills:

B-SS 1: Effective oral and written communication skills and listening skills

B-SS 2: Positive, respectful, and supportive relationships with students who are similar to and different from them

B-SS 4: Empathy

B-SS 5: Ethical decision-making and social responsibility

B-SS 7: Leadership and teamwork skills to work effectively in diverse groups

B-SS 8: Advocacy skills for self and others and ability to assert self, when necessary

B-SS 9: Social maturity and behaviors appropriate to the situation and environment

B-SS 10: Cultural awareness, sensitivity, and responsiveness

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Target Audience and Communication Methods

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Target Audience and Communication Methods

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Information will be disseminated using multiple communication methods to ensure maximum participation and awareness of the conflict resolution group.

Students:

Morning Announcements to introduce the group and encourage participation.

Flyers posted in common areas.

Classroom visits by the counselor.

Digital sign-up through the school website.

Parents and Guardians:

Informational email with details about the group.

Flyers sent home with students.

Parent-teacher conference.

Teachers and Staff:

Presentation at the faculty meeting.

Flyers posted in common areas.

Email invitations for teacher referrals.

Sign-up sheets in faculty mailboxes.

Administration and Counselors

Direct email with program overview and objectives.

Meeting with school stakeholders to garner support and secure approval.

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Informing Participants

A group interest meeting will be held to introduce students to the conflict resolution group.

Announcements and flyers will be shared with students, parents, teachers, and counselors.

Individual invitations will be sent to students identified by teachers or counselors.

Parents will receive a detailed letter about the group with a consent form.

Assessing Readiness, Willingness, and Interest

Pre-Group Screening Form: Students will complete a short survey to assess their current conflict resolution skills, emotional regulation skills, and interest in the group.

Teacher and Counselor Input: Educators and staff can provide recommendations based on student needs.

Behavioral Observations: Past conflict history will be considered when selecting students.

One-on-One Interviews: Students will talk with the counselor to determine their willingness and readiness to participate.

Screening Process

Individual Screening Sessions will be conducted to allow for personalized discussion

The goal of screening is to ensure that participants are interested and ready to participate in conflict resolution.

Priority will be given to students who:

-Struggle with peer conflicts and emotional regulation

-Show a willingness to improve their conflict resolution skills.

-Can commit to attending all six sessions.

Selection Criteria

Students will be notified through personal invitations after the screening.

Students that are not selected will be provided with individual support and alternative resources if needed.

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Any student participating in a counseling group must obtain parental consent before engaging in the group sessions.

Student assent is encouraged to ensure understanding of their role in the group.

Consent and assent forms will outline the group's purpose, confidentiality limits, and expectations.

Informed consent will be collected before the first session and kept on file.

Process for Obtaining Consent

Parent/ Guardian Consent:

A letter will be sent home explaining the group, including benefits, risks, objectives, and limits on confidentiality.

Parents must sign and return the form.

Digital and paper copies will be available.

Student Assent:

Students will review the purpose and expectations of the group.

Students will confirm their willingness to participate in the group by signing an assent form.

Communication Methods

Forms will be sent home via:

School communication platforms (ParentSquare, Google Classroom, Remind)

Printed copies distributed during advisory or counseling session.

Availability in the counseling office or attendance office.

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Parental Consent Form for Small Group Counseling

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Ground rules provide a safe, respectful, and productive space for all participants. They establish clear expectations and ensure every student feels valued and heard.

Implementation:

The group will agree on the final rules.

All participants will sign a group contract to show their commitment to the group environment.

Ground rules will be reviewed at the beginning of every session to reinforce accountability.

Counselor's Pre-Determined Rules:

Confidentiality: What’s shared in the group stays in the group (except for safety concerns).

Respect: Listen without interrupting, and speak kindly to one another.

Participation: Everyone is encouraged to share but has the right to pass.

Active Listening: Show engagement through eye contact and body language.

No Judgment: Everyone’s experiences and perspectives are valid.

One Mic Rule: Only one person speaks at a time.

Stay Present: Phones away and attention on the group.

Collaborative Rules (Created with the Group):

How should we handle disagreements respectfully?

______________________________________________________

What’s the best way to support each other in discussions?

______________________________________________________

How can we ensure a safe and comfortable environment?

______________________________________________________

What should happen if someone breaks a rule?

______________________________________________________

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Forming- Building Relationships and Trust

The initial stage is focused on fostering a safe and inviting environment to build trust among the group members. This will be done through:

Icebreaker Activities- Self-introduction exercises and engaging games.

Establishing Group Norms- Collaborative discussion where members contribute to setting expectations and guidelines.

Confidentiality Discussion- Clearly outline the limits of confidentiality.

Developing Rapport-Use active listening and empathetic responses to create a supportive environment.

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Storming & Norming- Maintaining Cohesion and Productivity

As the group progresses, keeping the students engaged and productive will be key.

Strategies include:

Check-Ins- Structured reflection activities and informal conversations gauge members' comfort and progress.

Encouraging Participation- Role-playing, small group discussions, and open-ended questions keep members engaged.

Conflict Resolution Strategies- Addressing interpersonal conflicts early and reinforcing positive communication techniques.

Tracking Progress- Feedback mechanisms such as surveys or journaling to assess growth and understanding.

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Performing & Completion – Group Closure and Follow-Up

As the group nears completion, the focus shifts to reinforcing learned skills, which will be managed by:

Final Reflection Activity- Takeaways from the sessions.

Personal Action Plan- Students will outline strategies for applying their new skills.

Reinforcing Confidentiality- Emphasizing confidentiality exists even after sessions end.

Follow-Up- Optional follow-ups for continued support.

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Facilitative:

Fosters support and a safe environment to share experiences.

Democratic:

Empowers students by involving them in decision-making.

This allows for the group to benefit from structure and guidance while also developing autonomy.

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Universality- Students will recognize they are not alone in their challenges.

Installation of Hope- Students will gain confidence as they learn and practice new conflict resolution skills.

Imparting Information- The psychoeducational aspects of the group will equip students with strategies and skills to resolve conflicts.

Development of Socializing Techniques- Role-playing and group discussions will enhance interpersonal communication and problem-solving skills.

Altruism- Students will experience the value of helping their peers as they support each other in the group.

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Confidentiality

School counselors must maintain confidentiality while recognizing legal obligations, such as reporting abuse or harm (ASCA, 2022).

Confidentiality will be discussed during the first session, making it clear that information shared in the group remains private, although exceptions exist for safety concerns.

Informed Consent and Assent

The ethical guidelines of ASCA and ACA emphasize the importance of obtaining parental consent and student assent for voluntary participation (ACA, 2014; ASCA, 2022).

The Texas Education Code stipulates that parental consent is required for minors to access counseling services (TEC, 2023).

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American Counseling Association (ACA). (2014). Code of Ethics. Retrieved from https://www.counseling.org/ethics

American School Counselor Association (ASCA). (2022). ASCA Ethical Standards for School Counselors. Retrieved from https://www.schoolcounselor.org/ethics

National Center on Safe Supportive Learning Environments. (n.d.). Conflict resolution strategies for schools. Retrieved from https://safesupportivelearning.ed.gov

Texas Education Code. (2023). Chapter 33: Service Programs for Students. Retrieved from https://statutes.capitol.texas.gov

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