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The name of the group is Find the Feeling. The group topic will be emotional regulation. The target population is fifth graders, specifically those going into the second-half of their school year. Children in this grade level are typically 10- 11 years old. The participants will learn emotional regulation as a form of preparation for the transition into middle school.

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Participants of the small group counseling program will master the following mindsets and behaviors.

Mindset Standards:

Self-confidence in ability to succeed

Belief in using abilities to their fullest to achieve high-quality results and outcomes

Behavior Standards:

Learning Strategies

Self-motivation and self-direction for learning

Decision-making informed by gathering evidence, getting others' perspectives and recognizing personal bias

Self-Management Skills

Self-discipline and self-control

Effective coping skills

Ability to manage transitions and adapt to change

Social Skills

Positive, respectful and supportive relationships with students who are similar to and different from them

Ethical decision-making and social responsibility

Social maturity and behaviors appropriate to the situation and environment

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The small group sessions will first be advertised through the school newsletters, posters, and morning announcements. Additionally, there will be flyers posted in the bathrooms, gym, cafeteria, and other high-traffic areas around the campus. There will also be direct notice to parents and staff in the form of an Information Letter sent home with students and through email. That document will explain what small group counseling is and its benefits. It will also include some topic examples and contact information for the counselor.

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Informed consent will be required from parents/legal guardians as the participants are under 18 years of age.

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The document attached will be used to introduce guidelines and ground rules for the group. Students will be given some time to read over it and then will discuss what each item means/ looks like to each participant. There will be an opportunity for members to discuss adding or modifying ground rules. The counselor will also go over the format and expectations for the group sessions (Kelly et al., 2022). Confidentiality and attendance policies, as well as the consequences for failure to comply, will be gone over in detail. Guidelines/rules can be added or modified as seen fit by the group throughout the six weeks.

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In addition to the Information Letters, parents and staff will receive Needs Assessment/Student Referral Forms. These forms will give them an opportunity to suggest topics and students they believe are good candidates for the small group (Missouri Professional School Counselors and Counselor Educators, 2015). They will also be encouraged to provide insight as to why they believe that student should be considered. Teachers will also be asked to provide the times it would be most beneficial to hold the group sessions. It will be required they turn these forms in about one month before the estimated start date of the program.

Students will be encouraged to complete an Assessment of Students' Perceived Needs Form as well. This will provide them with the opportunity to be involved in the formation of the small group. They can suggest topics or evaluate the list of examples for what they believe there is a need or interest for among their peers (Missouri Professional School Counselors and Counselor Educators, 2015). These will be due at the same time as the staff/parent forms.

Once the assessments have been analyzed, the counselor will put together the logistics and Action Plan of the small group.

Individual screening interviews will be conducted to help select group members. Rosemarie Smead's "TAP-In" method (Morganett, 1990) will be used in the screenings.

Tell about the group

Group logistics

Benefits

Expectations

Ask the student about his or her interest and commitment

Ask student:

About their understanding of group

Any questions?

Interested? Why or why not?

Outside counseling?

Willing to adhere to expectations/ ground rules?

Goals for growth?

Interest on a scale of 1-10

Pick members

Willing to participate

Reason for wanting to be in group

Student satisfaction

Will learned skills be transferrable for the student?

Recent crisis/ situation that would hinder participation?

Interview outcome

Student's expectations match that of the group

Motivated to participate fully on a scale of 1-10

The counselor will meet with all students that were not selected and provide insight/ referrals/ information, etc depending on the needs of the student.

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Stage 1

In this stage, participants are getting to know each other and the facilitator. They will also learn about the expectations for the group, specifically those around confidentiality.

Students will participate in activities where they are encouraged to share about themselves. Facilitator will point out similarities between experiences to help build connections among members. As these connections grow, members will develop trust and an appreciation for the confidentiality guidelines in place, which will in turn encourage them to follow them.

Stage 2

In this stage, members are working together towards their goals.

Meetings are held on Mondays, which sets the students up to begin applying what was learned at that session throughout the week. Participants are encouraged to keep notes on when they applied the skills learned, and/or when they identified a situation in which they would have been helpful. These insights will be shared at the beginning of the following meeting. As members identify with, and learn from, the experiences of their peers, they will find increasing value in each other.

Stage 3

The group is coming to an end in Stage 3.

Participants will reflect on their experience in the small group counseling program. They will outline all skills learned and make a plan/ resource sheet they can reference to moving forward. Confidentiality past the end of the group will be reinforced.

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.

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A participative (democratic) leadership style will be most beneficial in this group. Democratic leaders allow participants to share insight, while guiding the sessions towards the goals established (Cherry, 2006). With this age group, it is important for members to stay engaged and feel they are not just in another class. The students will be more likely to implement the skills learned in the group when they associate them with a positive experience.

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Universality - As this will be a homogenous group, participants will see they are not alone in struggling with emotional regulation.

Imparting of Information - Participants will learn about feelings/emotions and how to manage them in overwhelming situations.

Development of Socializing Techniques - Members will be encouraged to practice and track the social/behavioral skills learned

Imitative Behavior - A regular part of the sessions will be to share the previous week's insights into implementing the skills learned. Students will be able to learn from their peer's experiences and repeat the behavior.

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

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Behavior Standard/ Competency:

Direct and Indirect Student Services

B-SS 3. Provide short-term counseling in small-group and individual settings

The small group is designed as a short-term counseling program. The counselor is directly involved in all aspects of the program.

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Mindset Standard:

M 5. Effective school counseling is a collaborative process involving school counselors, students, families, teachers, administrators and other education partners.

The small group program is a result of a collaborative effort. Data from school staff, parents, and students is used to develop everything from the topic to what day the meetings will be held. Additionally, during the program, participants are encouraged to share and connect about the information in order to learn effectively.

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American School Counselor Association (2021). ASCA Student Standards; Mindsets and Behaviors for Student Success. Alexandria, VA: Author.

American School Counselor Association (2025). ASCA School Counselor Professional Standards & Competencies. Alexandria, VA: Author.

Cherry, K. (2006, May 12). How to Lead: 6 Leadership Styles and Frameworks. Verywell Mind; Verywell Mind. https://www.verywellmind.com/leadership-styles-2795312

Kelly, T., Lyons, K., Pemberton, G., Garvin, C., & Bellamy, C. (2022). Working With Groups: A Group Facilitation Manual for Helping Professionals.

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.

Morganett, R. S. (1990). Skills for living: Group counseling activities for young adolescents. Chicago: Research Press.

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