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The name of this group is called Circle of Friends. The lessons in this group will help develop skills for students in third through fifth grades.  We will focus on making and keeping friends.  We will discuss ways to be a good friend by practicing communication skills, learning about empathy, and working out our differences.

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Upon completion of this group, students will master the following standards and behaviors:

Mindset Standards:
M 1. Belief in development of whole self, including a healthy balance of mental, social/emotional and physical well-being
M 2. Self-confidence in ability to succeed
M 3. Sense of belonging in the school environment

Behavior Standards:
B-SS 2. Create positive and supportive relationships with other students
B-SS 4. Demonstrate empathy
B-SMS 7. Demonstrate effective coping skills when faced with a problem

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I will send the teachers a google form to complete nominating students they think will fit into this group.
In addition to teacher nominations, students can nominate themselves. During classroom guidance lessons we will discuss friendship and the importance of making and keeping friends.  I will mention that I will be leading small group sessions for students that feel they need some help in this area. If they are interested they can let their teachers know and they will complete the google form for that student as well.

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When all students have been nominated, the counselor will have the teachers and the students complete a pre-screener needs assessment to determine the level of urgency.   To do this, the counselor will give the teachers their document to complete. The counselor will then meet individually with students to talk about the group information and to complete the form.  Then the counselor will determine the level of need and organize the groups based on the information received from the teachers and students.

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After groups have been created, parents/guardians will be notified from the counselor by either email or phone explaining the group. The counselor will send a consent letter home with the students to be able to participate. The consent letter will need to be signed in order for the student to participate. During the first session, the counselor will discuss informed consent and students will sign their own document.

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This group would best be suited by a Transformational leadership style.  This style inspires and motivates participants to want to change in a more positive way (Cherry, 2019).   This fits in with our mindset and behaviors of creating positive and supportive relationships.  If the leadership is motivating and inspiring, the participants will be more likely to thrive and support and encourage their peers.

Cherry, K. (2019)

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The following ground rules will be discussed during the first session:
1. All members (including the counselor) will treat each other with respect.
2. Group discussions will be kept confidential.
3. Use kind, positive language.
4. Everyone has the opportunity to participate and share.

Participants must agree to these rules before signing their consent.  These are "ground rules" and can be amended at any time by participants or the counselor during the group sessions.

(Missouri Professional School Counselors and Counselor Educators, 2015, p. 26)

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Universality

The group members will recognize that they have shared experiences when it comes to making and keeping friends.  This commonality gives the group potential to be more willing to discuss personal experiences more freely.
Direct Advice
The group members will experience direct instruction from the counselor and then have an opportunity to practice those skills with other members of the group.
Interpersonal learning
The group will provide opportunity for group members to receive feedback from others and practice making connections with group members which will help them outside of the group setting.

(Yalom, I.D., 1995)

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This group adheres to the legal requirements of the Texas Administrative Code (TAC). According to TAC Standard II (Learner-Centered Skills) of section 239.15, the certified school counselor must counsel individuals and small groups using appropriate counseling theories and techniques in response to students’ needs as outlined in The Texas Model for Comprehensive School Counseling Programs.

19 Tex. Admin. Code §239.15

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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.

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Stage 1: During the first session we will set up group norms, rules, and expectations.  Doing this together will allow the group to work collaboratively and get to know each other.  This will also create a sense of ownership when they develop these guidelines.  The group members will also participate in a “getting to know you” activity that will allow for more interaction and building trust.

Stage 2: Group members will participate in a variety of activities that will encourage positive conversations and collaboration.  Each lesson brings a new task to help make and keep new friends.  With each task, students will be encouraged to put their skills to use outside of the group. The following week they will be encouraged to talk about how the previous week went and if they were able to apply their new skills.
Stage 3: The last session lesson will include closure that recaps the lessons and skills they learned and any resources they may need after the group is over.  The counselor will encourage friendship among the group and let them know that it is good to continue their friendship after the sessions have ended.  Group members will also be given a chance to say “goodbye” and set up a date for a follow-up session in a month.

(Missouri Professional School Counselors and Counselor Educators, 2015, p. 7)

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Ethical Requirement - American Counseling Association Code of Ethics

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Ethical Requirement - American Counseling Association Code of Ethics

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This group adheres to ethical requirements by following the American Counseling Association Code of Ethics (ASCA).  According to ASCA (2014), counselors have an ethical obligation to screen potential members that meet the goals of the group outline and will not hinder or be a potential risk to the success of the group.

(American Counseling Association, 2014, p. 6)

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

American School Counselor Association (2019). ASCA School Counselor Professional Standards & Competencies. Alexandria, VA: Author

Cherry, K. (2019). What Are Prominent Leadership Styles and Frameworks You Should Know?. Retrieved from https://www.verywellmind.com/leadership-styles-2795312

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

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

Yurchenko, Y. (n.d.). Happy cheerful children girls and boys in the circle of friends. Retrieved from URL https://www.123rf.com/photo_72582479_stock-vector-happy-cheerful-children-girls-and-boys-in-the-circle-of-friends-stock-vector-cartoon-illustration.html

19 Tex. Admin. Code §239.15