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Queen Bee is a group for young teenage girls, between 11 – 15 years old.  Titled “Queen Bee” to represent the struggle the girls of have being the “it girl” on campus. Ultimately, the group will show the girls that each of the are “queens” in their right. The group will discuss why creating healthy friendships is important and help to establish a form of word accountability. The group will also focus on communication skills and how to effectively manage conflict. A true “Queen Bee” leads with kindness, respect for themselves and those around them, and resolves problems do not create them.

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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

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The members of the group will be personally invited based on a teacher survey. Counselors will meet with students individually to explain the idea of the group to them and ask if they are willing to join. Once the students understand and agree to the group terms, a letter will be sent to the parents. Parents may also receive an email with following up questions about what they notice from their daughters at home, in reference to their behavior. Teachers will receive an email letting them know this program will run once a semester with a set of different girls each time; all handpicked based on behavior, teacher observations, and administration request.

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Counselors will collect information from the teachers and administration in a survey, that will determine which students can benefit the most from the group sessions. Once students are identified, parents will be contacted via phone to discuss the details of the group. If parents agree that their student should participate, a letter will be sent home with consent form. Students will meet with counselors individually to discuss the importance of confidentiality in the group sessions. They will be required to sign a letter of confidentiality before beginning sessions.

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The first session will consist of members introducing themselves and discussing the importance of confidentiality.  Students are then required to come up with one rule each that they feel like each member of the group should follow. Once the rules are agreed upon, each member will sign an acknowledgment form.  Initially, the counselor will discuss other ground rules such as: speaking positively to each other, being honest, and being open to good change.

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The first session will consist of members introducing themselves and discussing the importance of confidentiality.  Students are then required to come up with one rule each that they feel like each member of the group should follow. Once the rules are agreed upon, each member will sign an acknowledgment form.  Initially, the counselor will discuss other ground rules such as: speaking positively to each other, being honest, and being open to good change.

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This is a homogenous group that consist of ten middle school aged girls, ranging from 6th - 8th grade. All of the girls have been consistently been in conflict during class or the passing period. They have had trouble maintaining friendships.

Stage 1: Counselors will spend the first sessions teaching the girls how to speak within the group. These sessions are all about positive language development, students will be provided sentence stems quite often during this stage. The girls will also discuss how they felt when they were betrayed by a friend that could not keep a secret, in order to build a deeper understanding of why confidentiality is important during these sessions.

Stage 2 will revisit the ideas of earlier sessions about confidentiality and building cohesiveness among the girls . During this stage students will begin to open up about what caused their behavior that landed them in the group. Participants will also begin to receive positive peer feedback from group members. Hearing it from other like minded members of the group will continue to establish trust and cohesiveness.

Stage 3: Members will practice using their conflict management skills and positive affirmations on a daily. The group will begin to do a weekly review about opportunities for growth and provide examples of when their newly acquired skills were used. Peer feedback is still encouraged during this process. The girls will begin to give each advice about ways they can improve during moments of conflict.

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Participative style leadership would be the best form of leadership for this particular group. It allows participants to feel as if they are a part of the group conception when they can participate and help set guidelines that feel most comfortable to them. This group will respond best when they feel they have some opinion in their learning/growth.

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The group participants will show an improved development of socializing skills. The sentence stems that will be provided within the sessions will foster their interpersonal skills and their positive language development. Since participants will be sharing a lot of their own personal thoughts and feelings the other participants may gain universality and realize that they are not alone in their plights.

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(c) Standard II. Learner-Centered Skills: The certified school counselor applies the knowledge base to promote the educational, personal, social, and career development of the learner as outlined in The Texas Model for Comprehensive School Counseling Programs.

The Queen Bee group is designed to develop in all those listed in the Learner-Centered Skills. The ultimate goal of the group sessions is to help the participants develop their personal and social skills.

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B.6.b. Confdentiality of Records and Documentation

In this group sessions counselors will have to be sure that the everything shared within the group is kept confidential.

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ASCA (2021). American School Counselor Association Student Standards: Mindsets & Behaviors for Student Success schoolcounselor.org

ASCA student standards: Mindsets & Behaviors for student success. (n.d.). https://www.schoolcounselor.org/getmedia/7428a787-a452-4abb-afec-d78ec77870cd/Mindsets-Behaviors.pdf