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Group Description & Action Plan

A 6-week small group designed for 3rd and 4th-grade students to improve social skills.

Focus areas: Empathy, Active Listening, and Communicating Emotions.

Sessions occur weekly during lunch in the counselor’s office.

Activities include role-playing, discussions, and interactive games to enhance social skills.

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By the end of this 6-week small group, students will demonstrate improved communication, relationship-building, and emotional regulation following the ASCA Mindsets & Behaviors for Student Success.

Mindset Standards

These beliefs foster student success and social-emotional growth:

M 1 – Belief in developing the whole self, including social/emotional well-being.
M 3 – Positive attitude toward learning and personal growth.

M 6 – Positive attitude toward work and learning.

Behavior Standards

Learning Strategies

B-LS 1 – Demonstrate critical-thinking skills to make informed decisions.

Social Skills
B-SS 1 – Use effective oral communication and active listening skills.

B-SS 2 – Develop positive, respectful, and supportive relationships with peers.
B-SS 4 – Show empathy in peer interactions.
B-SS 5 – Demonstrate ethical decision-making and social responsibility.
B-SS 8 – Advocate for self and others when necessary.

By mastering these ASCA-aligned mindsets and behaviors, students will strengthen their social skills, develop healthy peer relationships, and communicate emotions effectively, supporting their long-term academic and personal success.

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Target Audiences:

Lunch Bunch Social Skills Group will be promoted to key stakeholders to ensure student participation and awareness.

Teachers

Parents

Students

Promotion Methods

Teachers:
Google Form Referral System – Shared during PLC meetings to gather teacher-recommended students for participation.

Parents:

Letters Home with Consent Forms – Parents receive a letter explaining:

The purpose of the group

The meeting times of the group

Benefits for students

Confidentiality expectations

Required signed consent form before participation

Students:
Private Invitations—Students will be invited to a one-on-one meeting, where the group’s purpose and benefits will be explained in age-friendly language.

School-Wide Awareness:
Staff Meeting Announcements – The school counselor will introduce the program during a faculty meeting.
Emails to Staff – Ensuring all teachers and admin understand the referral process.
Counselor Newsletter Feature: The group's goals and benefits will be highlighted in a blurb in the counselor’s monthly newsletter.

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DALL·E 2025-02-12 13.18.40 - An infographic illustrating a publicity and dissemination plan for a school counseling social skills group. The design should include sections for 'Ta

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Before students join the Lunch Bunch Social Skills Group, a structured screening process ensures they are ready, willing, and able to benefit from the group setting.

Informing Participants

Teachers: Referred students will be nominated via Google Forms during PLC meetings.
Parents: A letter will be sent home explaining the group's purpose and requiring signed consent before participation.
Students: Students will receive a one-on-one informal meeting with the counselor to explain:

What the group is about

What they will learn

Participation is voluntary

Assessing Readiness, Willingness & Interest

Each referred student will complete a pre-group interview, individually or in small pairs.

The interview will assess:

Student Readiness

Do they need support with social skills?

Can they recognize emotions in themselves and others?

Do they struggle with social interactions or making friends?

Willingness to Participate

Are they open to learning?

Do they want to join?

Do they feel comfortable practicing social skills in a small group setting?

Interest Level

Will they engage in discussions and activities?

What do they hope to learn?

Have they experienced challenges in friendships or communication?

Individual vs. Group Screening

Individual Screening: Preferred for students with social anxiety or emotional concerns.

Small-Group Screening: This may be used for students who feel more comfortable interacting in a peer setting.

Final Selection: Only students demonstrating a need, interest, and willingness will be selected. If a student is not a good fit, alternative support (such as individual counseling) will be offered.

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Before students can participate in the Lunch Bunch Social Skills Group, we must obtain parental consent and encourage student assent to ensure ethical practice and adherence to campus/district policies.

Campus Policy on Informed Consent

Parental Consent:

Required for all minors participating in counseling groups.

Parents must sign a written consent form explaining the purpose, topics covered, and confidentiality limits.

Student Assent:

To ensure students voluntarily participate.

Students will receive a simple explanation of the group’s purpose in student-friendly language and sign an assent form if they agree to participate.

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Thomas, R. V., & Pender, D. A. (2008). Association for Specialists in Group Work: Best practice guidelines 2007 revisions. The Journal for Specialists in Group Work, 33(2), 111–117. https://doi.org/10.1080/01933920801971184

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Establishing a Safe & Respectful Group Environment

To create a supportive and effective Lunch Bunch Social Skills Group, we will establish ground rules based on ethical group counseling standards (ASGW, 2007). These rules promote respect, participation, and confidentiality and will be introduced in the first session.

Participant Guidelines & Ground Rules:

Pre-Determined Rules: These rules align with ASGW Best Practices (Section A.7) for Group and Member Preparation:

Confidentiality – What’s shared in the group stays in the group (unless someone is in danger).

Respect for Others – No interrupting, put-downs, or making fun of others.

Active Listening – Maintain eye contact, nod, and take turns speaking.

Use "I" Statements – Express feelings without blaming others (Express feelings without blaming others (ASGW A.7.b)

Participation is Encouraged, Not Forced – Everyone can pass if they feel uncomfortable.

(Thomas & Pender, 2008)

Rules Determined by the Group

How should we handle disagreements?

What should we do if someone breaks a rule?(Encourages accountability – ASGW B.9)

How can we support each other in the group

What’s a fun way to signal that we’re ready to speak?

(Thomas & Pender, 2008)

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Democratic Leadership

Why?

Encourages student voice & shared decision-making, making students feel empowered.

Helps create ownership of group norms, increasing accountability and participation.

According to (Foels, Driskell, Mullen, & Salas, 2000), groups led by democratic leaders report higher satisfaction levels compared to those with autocratic leaders.

How it will be applied:
Encouraging group discussions & problem-solving.

Providing choices in activities to maintain engagement & investment.

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Legal & Ethical Considerations in Group Counseling

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Legal & Ethical Considerations in Group Counseling

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Ethical Requirement #1: Confidentiality in Group Counseling

Guiding Policies:

ASCA Ethical Standards for School Counselors (2022) – Section A.2

ACA Code of Ethics (2014) – Section B.4

Texas Education Code §33.005 – Counselor Responsibilities

Why It Matters:

Confidentiality is fundamental to trust in group counseling.

Unlike individual counseling, counselors cannot guarantee complete confidentiality in a group setting.

Students must understand that peers are expected to keep information private, but there is no legal protection to enforce it.

How It’s Applied in Group Counseling:

Counselors must explain the limits of confidentiality before the group starts.

Students sign a confidentiality agreement and discuss the importance of respecting privacy.

Counselors must legally break confidentiality and take action if a student discloses harm to self/others.

Example:
A student in a Lunch Bunch Social Skills Group shares a personal struggle. Later, another student talks about it outside the group, breaking confidentiality. The counselor revisits group norms and reinforces the importance of trust and privacy.

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Legal & Ethical Considerations in Group Counseling

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Legal & Ethical Considerations in Group Counseling

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Legal Requirement #2: Informed Consent & Student Assent

Guiding Policies:

Texas Education Code §33.003 – Parental Consent

ASCA Ethical Standards (2022) – Section A.2.b

ACA Code of Ethics (2014) – Section A.2.a

Why It Matters:

Parents must provide written consent before students participate in a group counseling session.

Students should also agree voluntarily to participate in the group.

Ensures transparency, trust, and ethical compliance.

How It’s Applied in Group Counseling:

Parents receive and must sign a consent form explaining the group's purpose, goals, and expectations.

Students can participate and sign an assent form if they agree to.

Counselors must explain group norms, confidentiality limits, and participation expectations clearly.

Example:
Before starting the Lunch Bunch Social Skills Group, the counselor must send home a consent form for parents, which must be returned and signed.

The counselor also must meet with students to ensure they understand the group process and agree to join voluntarily.

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The Missouri Comprehensive Guidance & Counseling Program (2015) outlines three key stages in group counseling:

1. Getting Acquainted & Building Trust

2. Working Toward Goals

3. Ending the Group

Stage 1: Building Relationships & Trust

Goal: Establish a safe and welcoming environment for open participation.

Strategies to Build Trust & Relationships:

Icebreakers & Team-Building Activities

"Get to know each other" – Allow members to introduce themselves and share what they hope to gain.

Establishing Group Norms:

Go over the group "contract," which includes respect, participation, and confidentiality expectations.

Allow students to create their own "rules" and "expectations" to add to the contract.

Review the overall group Goals - Empathy, Active Listening & Communicate Emotions Effectively

Addressing Confidentiality Limits:

Explain that confidentiality is an expectation of the group for all members, including the school counselor, but cannot be guaranteed (Missouri Guidance, p. 8).

Clearly state mandatory reporting responsibilities for safety concerns.

the student poses a danger to self or others

the student is being harmed by someone else

there is a court-ordered disclosure

(ASCA, 2022)

"Exceptions to confidentiality exist. School counselors should inform students when situations arise in which school counselors have a responsibility to disclose information obtained in counseling for the protection of students, themselves or other individuals" (ASCA, 2022).

Stage 2: Keeping Cohesion & Progressing Toward Goals

Goal: Keep members engaged and working together productively towards goals.

Strategies to Promote Cohesion & Progress:

Start each session with a check-in – "How are you feeling about your progress towards your goals?"

Review ground rules and confidentiality to maintain trust (Missouri Guidance, 2007, p. 8).

Encourage peer support & active participation through role-play exercises and reflection activities.

Monitoring Progress & Engagement:

Weekly Check-Ins: Use an emoji scale document for students to share how they are feeling that week.

Progress Tracking: Use a visual chart where students mark their own growth in social skills in their counselor journal.

Stage 3: Group Closure & Transition

Goal: Ensure students leave the group feeling confident and supported without a sense of abandonment.

Strategies for a Meaningful Group Ending:

Discuss group closure early (at least two sessions before the end) to help students prepare.

Encourage students to reflect on their progress and connect to life after the small group.

Reinforcing Confidentiality After the Group Ends:

Discuss the importance of continued confidentiality (Missouri Guidance, 2007, p. 8).

Have a group pledge/promise: "We respect what others share, even after the group ends."

Follow-Up Plan:

Check-in with each student once a week for the next few weeks.

Offer a post-group follow-up session (4-6 weeks later) for accountability and success-sharing.

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Yalom’s Therapeutic Factors in the Lunch Bunch Group

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Yalom’s Therapeutic Factors in the Lunch Bunch Group

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Yalom's 11 therapeutic factors can be described as "include instillation of hope, universality, imparting information, altruism, family recapitulation, developing of socializing techniques, interpersonal learning, cohesiveness, catharsis, existential factors, and imitative behavior" (Shechtman & Gluk, 2005).

Several of these factors will naturally emerge in the Lunch Bunch Social Skills Group as students learn, grow, and engage with peers.

Key Yalom’s Therapeutic Factors in Lunch Bunch

Universality

Students realize they are not alone in struggling with friendships, emotions, and communication.

Builds a sense of belonging and peer support.

Instillation of Hope

Seeing others improve their social skills fosters hope that they can, too.

Encourages motivation and belief in personal growth.

Imparting Information

Group members learn new social skills and coping strategies.

The counselor teaches active listening and helps with handling emotions and conflict resolution.

Altruism

Students support and encourage each other, boosting self-worth and confidence.

Builds empathy.

Development of Socializing Techniques

Students practice essential social skills in a safe environment.

Encourages turn-taking, active listening, and using “I” statements.

Group Cohesion

The group becomes a supportive community, increasing participation and comfort.
Members feel valued, accepted, and connected.

Catharsis

Students express emotions they may not usually feel comfortable sharing.