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Group Name: Peace Patrol

Group Description: The population for The Peace Patrol group consists of 3rd through 5th grade. It identifies at-risk students who are involved in bullying. This includes both victims and perpetrators. This group is utilized to address students in an elementary school setting. These students display behavioral, social, and emotional challenges related to bullying. The goal is to foster a positive environment where all students feel safe, supported, and empowered to build healthy peer relationships.

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Upon completing this bullying prevention group, participants will develop a stronger sense of belonging in the school environment (M3) and gain confidence in their ability to use strengths to achieve positive outcomes (M5). They will demonstrate self-discipline and self-control (B-SMS 2) while building supportive relationships with peers (B-SS 2). Through group activities, students will enhance their ability to show empathy (B-SS 4) and make ethical decisions which promote social responsibility (B-SS 5). These skills will empower them to recognize and prevent bullying while fostering a respectful and inclusive school culture.

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Methods of Dissemination:

Parents:

Informational letters and consent forms sent home with students.

Parent newsletter section outlining group purpose and benefits.

Flyers posted on the school website and parent portal.

Students:

Classroom presentations explaining the group’s purpose and benefits.

Personal invitations for students identified as potential participants.

Teachers & Staff:

Brief presentation at a faculty meeting to explain the group’s structure and goals.

Email reminders with key dates and student referral instructions.

Administrators:

Formal proposal outlining objectives and expected outcomes.

Regular updates on student progress (while maintaining confidentiality).

End-of-group summary with feedback and recommendations for future implementation.

Counselors:

Collaboration meetings to discuss referrals and student needs.

Shared access to materials and strategies for ongoing student support.

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Plans to Inform Participants of the Group:
Participants will be informed about the group through multiple communication methods. It will include teacher referrals, school announcements, and direct invitations. A parent/guardian consent form will be sent home to ensure parental awareness and approval. Students who are selected will be pulled to provide details about the group’s purpose, expectations, and benefits. Students will have the opportunity to ask questions before deciding to participate.

Assessing Participant Readiness, Willingness, and Interest:
Readiness will be assessed through individual pre-group interviews. Students will discuss their understanding of the group, goals, and willingness to adhere to group norms. The readiness scale will be used to gauge their interest level. Also, school staff will provide input regarding students' social-emotional needs and readiness.

Screening Process: Individual or Group:
Participants will be screened individually to ensure confidentiality, personal goals, and to determine suitability for the group. The screening process will follow the T-A-P model:

1. Tell: Provide information about the group, including topic, goals, structure, and expectations.

2. Ask: Assess students’ interest, commitment, and understanding of group expectations.

3. Pick: Select students based on readiness, ability to contribute positively, and likelihood of benefiting from the experience.

Students who are not selected for the group will receive an alternative intervention plan. This will ensure the students receive appropriate support through individual counseling or other school resources.

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Tyler Independent School District obtains informed consent for student participation in counseling services. The district requires written parental consent for counseling services. This policy ensures that parents are fully informed and agree to their child's involvement in ongoing counseling activities. While parental consent is mandatory, obtaining student assent is recommended to respect the student's willingness to participate. This approach aligns with ethical standards in educational counseling. It emphasizes the importance of parental involvement and student agreement in the counseling process

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6. Determine The Ground Rules For The Group

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6. Determine The Ground Rules For The Group

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Establishing Group Rules and Expectations

I plan to use ASCA and TAC Code, along with my district's policies, to create a structured and supportive environment for group counseling. I will introduce these expectations during the first session and engage students in a discussion to ensure understanding as well as agreement.

Predetermined Rules:

1. Confidentiality – "What is said in the group stays in the group," except in cases of safety concerns.

2. Respect for Others – Use kind words, listen actively, and avoid interrupting others.

3. Attendance and Punctuality – Students should attend sessions consistently and arrive on time.

Group-Determined Rules:

1. How We Handle Disagreements – The group decides on respectful ways to manage conflicts.

2. Comfort Levels for Sharing – Student discuss and agree on how to encourage participation.

3. Rewards and Incentives – The group decides on ways to celebrate progress and participation.

4. Communication Guidelines – How students want to handle taking turns and active listening.

5. Support Strategies – How students will encourage and support each other.

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Stage 1: To build trust, I will create a welcoming environment through icebreakers, team-building activities, and open discussions. Group norms will be established collaboratively, emphasizing respect, active listening, and participation. Confidentiality and ground rules will be discussed in the first session.

Stage 2: I will maintain group cohesion by fostering engagement through interactive discussions, and reflective activities. Regular check-ins will help evaluate progress. I will provide encouragement and feedback to keep students motivated toward achieving their learning outcomes, fostering a safe space.

Stage 3: For closure, we will reflect on personal growth, review key takeaways, and celebrate achievements through a group activity. I will check in on members' feelings about termination and provide resources for continued support. A follow-up plan will be discussed, emphasizing that confidentiality continues beyond the conclusion of the group.

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I will use a transformational leadership style for this bullying prevention group. Transformational leadership inspires growth, confidence, empathy, as well as alignment with the group’s goals. "These leaders tend to be emotionally intelligent, energetic, and passionate. They are not only committed to helping the organization achieve its goals, but also to helping group members fulfill their potential. (Cherry, 2023)." Transformational leadership prioritizes students' emotional well-being. This fosters a safe and engaging space for students to develop conflict resolution and communication skills.

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In the bullying prevention group, Universality will help students realize they are not alone in their experiences. The students will recognize shared struggles to reduce feelings of isolation and encourage open discussions. This will create a supportive environment for personal growth. Additionally, Altruism will encourage one another to offer advice and empathy that reinforce positive behaviors. This dynamic builds confidence and gives students the realization that their words matter.Instillation of Hope helps members stay motivated as they witness others making progress, reinforcing their belief in change. Catharsis allows individuals to express deep emotions in a safe space, leading to emotional relief and healing. Interpersonal Learning provides opportunities for feedback and self-awareness, helping members develop healthier ways of interacting. These factors create a supportive environment where group members can grow together and build meaningful connections.

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Legal/Ethical Requirement:

Texas Administrative Code (§261.101) requires school counselors to report any suspected abuse or neglect to Child Protective Services (CPS) within 48 hours.

The ASCA Ethical Standards (A.9.b.) state that school counselors must break confidentiality if a student is in danger of harming themselves or others.

How It Supports My Role:

Ensures the safety and well-being of students by taking immediate action in cases of suspected harm.

Helps counselors fulfill their legal duty while maintaining ethical integrity.

Provides clear guidelines on when and how to break confidentiality in critical situations.

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Legal/Ethical Requirement:

According to the ASCA Ethical Standards (A.6.a.), school counselors must inform students about the limits of confidentiality in group settings.

Texas Administrative Code (TAC §681.45) also mandates that counselors protect client confidentiality, with exceptions for harm to self or others.

How It Supports My Role:

Helps establish trust and creates a safe environment for students to share.

Ensures students understand their responsibility in maintaining confidentiality within the group.

Protects student privacy while aligning with legal and ethical obligations.

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American School Counselor Association. (2016). ASCA ethical standards for school counselors. https://www.schoolcounselor.org/Standardsand-Positions/Professional-Standards

Cherry, Kendra. (June 2023). How to lead: 6 Leadership styles and frameworks. Very Well Mind. https://verywellmind.com/leadership-styles-2795312?scrlybrkr=17c3684b

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.

19 Tex. Admin. Code §261.101

19 Tex. Admin. Code §681.45

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