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You’ve got a friend in me:  Defining friends and modeling friendships to children ages 6-8, in grades 1st to 3rd.  A psycho educational, social skills group counseling session where we will address the definition of a friend, and the process of building friendships based on trust, truth, empathy, and communication.

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In accordance with the ASCA Mindsets & Behaviors, students will have mastered these skills after their small group sessions:

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.

B-SS 1. Effective oral and written

communication skills and

listening skills.

B-SS 2. Positive, respectful and supportive

relationships with students who are

similar to and different from them.

B-SS 4. Empathy.

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Publicity plans for this counseling session will consist of raising public awareness to faculty & staff about the positive effects friendships make on an individual (e.g. better grades, emotional intelligence, improved self-esteem). The proposed plan will be presented to the school principal in a meeting, stating how the school and student both benefit from conducting a small group counseling session due to the child's development in their "age of reason". Ten minutes will be set aside in advance, at a staff development meeting to present facts and data pertaining to the subject, and how children need a tribe of encouraging, role modeling adults to help them thrive. A facts sheet will be handed out to teachers in grades 1st-3rd, as this will be the focus of the group. Copies will be sent home with students to share with parents, to have them acknowledge and sign the read document; this in turn will grant the student a small incentive (i.e. extra credit, free time, small candy). Additional facts sheets will be placed in the nurses office, library, and teacher lounge.

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Potential students will be pre-screened and reviewed through a set of record requests received from the main office, teachers, and parents. Records will consist of:

Grades

Attendance

T-CRS

Child relationship with siblings and overall parental concerns

Scope of Interview Process: Finding the right candidate to fit the group dynamic will focus on increasing the student's knowledge of building friendships in an environment where lessons applied will have a positive result in their social emotional development.

Interview Process: The school counselor will interview students whom parents signed and released consent to consider their child for participation, through a ten minute one-on-one session. With the teacher's permission, the student will follow the counselor to their office and engage in conversation about their current peer relationships, feelings, ending with answering a Venn diagram question in regard to their relationships (Aron A. et al., 1992). Interviewed children will be considered on the basis of demonstrating interest to participate in a group setting, have no prior or current trauma/abuse history, as well understand confidentiality and respect for others in the group.

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According to Texas Senate Bill 12 of the 89th Texas Legislative Session(Texas Education Code §26.009T), mental health services provided to student minors require an approved parental consent form indicating such services may be rendered to their child, should they choose to opt in. Parental consent forms will be sent through the school parent portal system for proper documentation. Parents shall be further informed about the small group counseling sessions along with the nature of the program and confidentiality factors, through a separate consent form; by means of a printed form sent home with the student to have the parent sign and return. Given the student's minor age, counseling sessions will commence once all approved forms have been submitted to the office and by parent portal system.

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Photo Credit: The Savvy Social Worker (2024). Rainbow "Group Rules" [Photograph]. Teachers Pay Teachers. https://www.teacherspayteachers.com/Product/Counseling-Group-Rules-10106055

Given the educational nature of the lessons, confidentiality will be addressed at the beginning of each lesson to respect the privacy of all classmates involved.  A heterogeneous group of a total of six students participating, will meet in the counselor's office. Students will sit down on floor cushions, in a circle, and the counselor will go over privacy and confidentiality procedures, lesson expectations, and the student’s involvement to participate and have fun.

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Lower elementary students learn from modeling behaviors to them; for this reason, the school counselor will conduct themselves in a professional, yet approachable manner where kindness, trust, and empathy are expressed to the students.

Stage 1: The focus of this stage is to set the foundation for open communication, trust between the counselor and student, as well as fostering a safe environment where the students are free to express and be themselves without judgment. At the same time, group expectations will be addressed, along with behavior, and confidentiality/privacy policies that follow. They will be encouraged to participate, without force, but will verbally agree to the privacy and respect for the purpose of the group. We will begin with an ice breaker activity and go around introducing ourselves, followed by answering what their favorite food is.

Stage 2: Lessons will commence in this segment, starting by asking children about their personal definition of what a friend is. From there, lessons will further unfold into subcategories that assist with building friendships; trust, truth, empathy, and communication. Feedback will be provided through engaging conversations and learning activities.

Stage 3: The final group session will assist in learning how to cope with goodbyes or how to process the end of something (e.g. missing friends, feeling lost after lessons are over). Closure will be attained through a yoga activity with friends; becoming mindful of one's body and emotions through movement and breathing. In turn, students will leave the group feeling empowered, excited, and aware of how their bodies cue them when they are in relationships with others.

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The leadership style for this group of six to eight year olds will be best represented through participative leadership; children are impressionable yet resilient and very intelligent beings. By leading them through a democratic leadership style, the counselor is granting autonomy to the student for their responses and participation, yet at the same time guiding them with a gentle and supportive direction towards the program's goals and focus. The counselor will be available to students in times of conflict or confusion, but will encourage critical thinking and positive conflict resolution between the group as part of the communication process.

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Through this educational group counseling session, students will experience:

The development of socializing techniques through the nature of the group program, increasing the student's interpersonal and emotional skills.

Universality as a whole through the homogenous structure of the program; the student's are in this program for the sole purpose of learning how to build friendships, thus there's a common denominator that brings them together.

With that said, there's also cohesiveness that is brought into the group experience through trust, sharing, and building the group up through positive engagement.

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In accordance with the 2 Texas Education Code § 33, Sec 33.006:

(a) The primary responsibility of a school counselor is to counsel students to fully develop each student's academic, career, personal, and social abilities.

(b) In addition to a school counselor's responsibility under Subsection (a), the school counselor shall:(1) participate in planning, implementing, and evaluating a comprehensive developmental guidance program to serve all students and to address the special needs of students...

Through the ASCA American School Counselor Association (2025), BP-F1 (d) enhances the rights of the counselor to implement programs through theories and techniques that will support the student's social emotional development.

Through these laws and statutes, the counselor will abide to create the necessary programs intended to facilitate student participation, increase knowledge and awareness of the student; resulting in the advocation for better peer engagement and learning in school.

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EDUCATION CODE CHAPTER 33. SERVICE PROGRAMS AND EXTRACURRICULAR ACTIVITIES

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EDUCATION CODE TITLE 2. PUBLIC EDUCATION SUBTITLE F. CURRICULUM, PROGRAMS, AND SERVICES CHAPTER 33. SERVICE PROGRAMS AND EXTRACURRICULAR ACTIVITIES SUBCHAPTER A. SCHOOL COUNSELORS AND COUNSELING PROGRAMS Sec. 33.002. CERTIFIED SCHOOL COUNSELOR. (a) From funds appropriated for the purpose or other funds that may be used for the purpose, the commissioner shall distribute funds for programs under this subchapter.

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ASCA School

Counselor Professional Standards & Competencies