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Bravery in Bullying Prevention is a group designed to provide support and encourage change in bullying behaviors, retaliation, and bullying victimization for sixth graders, ages eleven- to twelve-years-old. The group will address the effects of self-esteem in relation to bullying, retaliating through bullying, and becoming a victim to bullying for students that are perpetrators and/or victims of bullying.

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Through attending this group counseling, the following ASCA Mindsets and Behaviors, developed by the American School Counselor Association (2021), will be addressed and achieved with the students:

Mindset Standards:

M 1. Belief in development of 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

Behavior Standards:

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

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

B-SMS 7. Effective coping skills

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

The purpose of this group is to allow students to achieve both self-acceptance and understanding of the differences of others. Through the listed ASCA Mindsets and Behaviors, students will be able to achieve several positive changes.

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To bring awareness to the group, an email to sixth grade teachers will be sent out to ensure that students that the counselors are informed of potential students for the group. Teachers will be able to inform students of such a group via homeroom as well for students to become aware of the group. Students that are or have been to the counselor/administrators office due to bullying behaviors, retaliation, or victimization will have a flyer sent home to their guardian. The potential students will also have their guardian notified via the student app to ensure that there are extra means for guardians to become aware of the group.

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Students that have previously addressed bullying behaviors with their teacher and/or counselor will be automatically considered for the group. To ensure the safety and confidentiality of students, the counselor will complete a pre-screener with the students individually to ensure that students are not placed in the group with another student that may have bullied them, or they have bullied in the past. Students will be picked from separate classes in the school to be placed in the group together to ensure that students can feel confident and comfortable in sustaining confidentiality (Missouri Professional School Counselors and Counselor Educations, 2015, p. 10). The pre-screening will address self-esteem, self-image, and history associated with bullying to ensure the group is befitting the student.

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Due to students being under the age of eighteen, the counselor will need to receive assent from legal guardians for the students to participate in the group. Legal guardians will be informed of the processes and purpose of the small group and provide written consent via the assent form. The counselor will also review the purpose of the group with the students and address any concerns the students may have.

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Students will be expected to be respectful and work to encourage one another to participate. Students will be informed about confidentiality and the importance of not sharing information shared by other students in the group. Students will not be forced to share in the group; however, it is expected that they are respectful of others sharing and understand the importance and purpose of the group. Students will be expected to not speak over one another and to be respectful of others who are speaking. Students will fill out the form about how they will show these rules and how they expect others to show them. The counselor will address any concerns or other issues that need to be addressed for the students.

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Stage One

During the first stage in the group, students will be informed about the importance of confidentiality and informed that confidentiality cannot be fully guaranteed, but it is expected (Missouri Professional School Counselors and Counselor Educations, 2015, p. 7). Students will also be introduced and made aware of the purpose of the group during this first stage. The first stage may result in some conflicts or lack of participation; however, the counselor will address any concerns that may arise and students will be informed of expectations and ground rules (Missouri Professional School Counselors and Counselor Educations, 2015, p. 7).

Stage Two

During the second stage, students will be working together to achieve goals through participation and offering support. Students may become more comfortable in this stage with sharing accomplishments of the week and understanding/sharing in the group topic. Students may be more willing to build off one another (Missouri Professional School Counselors and Counselor Educations, 2015, p. 7).

Stage Three

During the third stage, students will reflect on what they learned throughout the sessions and determine plans for future goals. Students will be able to identify how each of the session topics worked together and what their meaning was. Students will be able to relay concerns and how they feel about the closing of the group. Students will be able to utilize skills learned through the group in future aspects and situations (Missouri Professional School Counselors and Counselor Educations, 2015, p. 7).

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For this group, the democratic leadership style will be utilized to encourage student participation while also providing some guidance. Democratic leadership, also known as participative leadership, is when the leader participates and allows for the group members to feel more comfortable and encouraged to share within the group (Cherry, 2023). Although authoritarian leadership may be useful in this situation due to time, the topic of bullying may cause some hardships and less trust due to a mixture of students that have bullied others, retaliated due to bullying, and/or have been victim to bullying. It would be beneficial to create time or allow for more comfort in sharing through a democratic leadership style (Cherry, 2023).

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Yalom's therapeutic factors demonstrate how group counseling will affect individuals over time. Through this group, installation of hope, universality, and development of socializing techniques may be present. Installation of hope is the idea participants will develop faith and optimism in their own future. Universality is the idea that group members will not feel alone in their experiences. Development of socializing techniques is the idea that group members will develop social relationships in a positive way such as through the development of interpersonal skills (Rebellious Wellness Therapy, 2023).

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According to the ASCA Ethical Standards for School Counselors (2022), group counseling will be utilized according to the student, school, and community needs. Counselors are to obtain consent from legal guardians, provide access to participation in group, and ensure the safety and needs for the students participating in group (American School Counselor Association, 2022). The counselor is to communicate and inform students about confidentiality and select topic that correspond and are appropriate to the needs of the group (American School Counselor Association, 2022).

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The ACA Code of Ethics (2014), states that counselors are to ensure the safety of the group members involved in group counseling and to provide services to the needs for the group. Through this group, remaining compliant in providing topics that are relevant to the group, there will only be topics relating to building self-esteem and preventing bullying behaviors from occurring in the future.

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American Counseling Association. (2014). 2014 ACA code of ethics. https://www.counseling.org/docs/default-source/default-document-library/ethics/2014-aca-code-of-ethics.pdf?sfvrsn=55ab73d0_1

American School Counselor Association. (2021). ASCA Student Standards: Mindset and Behaviors for Student Success. https://www.schoolcounselor.org/getmedia/7428a787-a452-4abb-afec-d78ec77870cd/Mindsets-Behaviors.pdf

American School Counselor Association. (2022). ASCA ethical standards for school counselors. https://www.schoolcounselor.org/getmedia/44f30280-ffe8-4b41-9ad8-f15909c3d164/EthicalStandards.pdf

Cherry, K. (2023). How to lead: 6 leadership styles and frameworks. Verywell Mind. https://www.verywellmind.com/leadership-styles-2795312

Missouri Professional School Counselors and Counselor Educations. (2015). Professional school counselor small group counseling guide. Missouri Department of Elementary & Secondary Education and the Missouri Center for Career Education.

https://dese.mo.gov/media/pdf/guid-respon-serv-small-group-counseling-guide-2015

Rebellious Wellness Therapy. (2023). Irvin Yalom's eleven therapeutic factors for group therapy. https://www.rebelliouswellnesstherapy.com/yalomcurativefactors