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Designed to help adolescents learn, practice, and strengthen their social skills in a supportive environment. Through interactive activities and guided discussions, students will gain tools that they can use in everyday interactions, both inside and outside of school.

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o   Observation and Staff feedback- Staff (teachers and counselors) can help identify students who have difficulty socially, resolving conflicts or regulation of emotions.

o   Student questionnaires/surveys- Having students’ complete questionnaires on their view of social skills, confidence and peer acceptance.

o   Parent input- Getting parents insight into their child’s behavior socially, friendships and coping skills or strategies that they use at home or outside of school.

o   Data review-Review or identification of patterns in attendance, disciplinary records, and academic performance that may indicate emotional or social challenges.

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Upon completing the group, students will have the following skill set in the ASCA Mindset and Behaviors:

Mindset 4. Self Confidence in ability to succeed.

Behavioral Standard-SS 2. Positive, respectful and supportive relationships with students who are similar to and different from them

Behavioral Standard-SS 8. Advocacy skills for self and others and ability to assert self, when necessary

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Small group

4-5 student limit

2 times a week

Tuesday and Thursday

4:15 pm - 5:15 pm

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Number One Rule:

Respect- Treat others the way you want to be treated.

*Emotional safety- We want the children to feel safe without fear of bullying and a chance to grow.

*Open mind- In order for this to work, you have to be willing to change your mindset on how you approach different things.

*Establishing clear rules, modeling respect, and creating a safe space are essential for protecting participants and maintaining the integrity of the group process.

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Flyers will be given out at Open House to see if there is interest.

Parents: Send home a consent form for parents to review and sign giving permission for child to participate in group.

Students: Once data is collected, ask the students if they would be interested in participating in the group.

Administrator: Receive and review group plan and approve or deny based on student needs.

Teachers: Will collobrate with teachers to identify which students would benefit from this group therapy.

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American School Counselor Association. (2022). ASCA Ethical Standards for School Counselors. ASCA Ethical Standards for School Counselors; American School Counselor Association. https://www.schoolcounselor.org/About-School-Counseling/Ethical-Responsibilities/ASCA-Ethical-Standards-for-School-Counselors-(1)

EDUCATION CODE CHAPTER 26. PARENTAL RIGHTS AND RESPONSIBILITIES. (2025). Texas.gov. https://statutes.capitol.texas.gov/Docs/ED/htm/ED.26.htm#26.009

Boogaard, K. (2024, May 31). What Kind of Leader Are You? 8 Common Leadership Styles (and Their Pros and Cons). Themuse.com; The Muse. https://www.themuse.com/advice/common-leadership-styles-with-pros-and-cons

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Parent must sign a written consent before the child can participate in the group session.

(a-2) Written consent for a parent's child to participate in a district activity described by Subsection (a) must be signed by the parent and returned to the district. A child may not participate in the activity unless the district receives the parent's signed written consent to that activity.

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Sec. 26.009. CONSENT REQUIRED FOR CERTAIN ACTIVITIES. (a) An employee or contractor of a school district must obtain the written consent of a child's parent in the manner required by Subsection (a-2) before the employee or contractor may:

(a-2) Written consent for a parent's child to participate in a district activity described by Subsection (a) must be signed by the parent and returned to the district. A child may not participate in the activity unless the district receives the parent's signed written consent to that activity.

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EDUCATION CODE CHAPTER 26. PARENTAL RIGHTS AND RESPONSIBILITIES

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The stages that I would use in this group would be:

Stage 1- Forming-This is the most crucial stage in getting the group set up the way that you want it to be. This stage can make or break the group.

Stage 2- Storming- Not everyone will feel comfortable in a group setting and may act out or argue with what they don't believe in. This is the stage that gets input and get everyone on the same page.

Stage 4- Working- All of the activities and role play come down to this. Did what you do work? How are they progressing? Is this feasible to last beyond the group setting are all questions that will be answered in this stage.

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Transactional Leadership- Using this type of leadership in the group setting is powerful because students are not only supported in the moment, but they are also learning skills that transfer to real life situations. These skills will help them navigate challenges outside of the group, preparing them for success in their personal, academic and future professional lives.

Coaching Leadership- Mentoring and leading are crucial in group settings. When students feel they have someone they can rely on, it builds trust and a sense of safety, which makes them more willing to participate and grow. A strong leader of mentor doesn't just guide, they advocate, model positive behavior, and create a supportive environment where every student feels seen and valued.