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As community representatives, we strive to work with families to ensure students have all the necessary resources to create and maintain healthy relationships/friendships. In alignment with supporting others, counselors will create welcome videos to introduce themselves to their school community.

References:

Ideastream Public Media. (2020, July 27). Meet the counselor: Elementary school [Video]. YouTube. https://www.youtube.com/watch?v=TKWhbCahKa0

Summary of Reference: This video was selected because it allows students and even staff to learn about the work Counselors do. Counselors can bring awareness to how important it is to communicate and to get support from adults when they need help. Counselors could create a similar video and showcase it to the school community, introducing themselves.

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Connecting the "Why" with Evidence:

Why focus on Friendship in small groups?

Our goal is to increase awareness of positive friendships and minimize bullying in upper elementary. Through small groups, we will work with students to create healthy relationships while setting good boundaries with one another.

Biggs & Snodgrass (2020) stated that cultivating friendships creates an environment in which students feel and experience,

Belonging

More Self-worth

Happiness

Decreased peer victimization

The benefits of having/creating small groups about friendships are,

Students have social/emotional support

Language development leads to better communication and learning skills.

Students from diverse backgrounds and intellectual capabilities learn to share common interests in the classroom, playgrounds, and lunchrooms, and have social interactions to establish positive peer dynamics (Biggs & Snodgrass, 2020).

Developmental considerations

Social-emotional skills

Conflict Resolution

Self-regulation (SEL)

Cultural awareness

References:

Biggs, E. E., & Snodgrass, M. R. (2020). Children’s Perspectives on Their Relationships with Friends With and Without Complex Communication Needs. Research & Practice for Persons with Severe Disabilities, 45(2), 81–97. https://doi.org/10.1177/1540796919901271

Summary of reference- This peer-reviewed journal shared insight on how important peer interactions are regarding friendships. Also, it shared the benefits students gain individually, apart from students with intellectual capabilities.

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What is a Needs assessment?

Questions (like a test) that help gather information about the students' needs and give support (ASCA,2022).

Target Audience

Grades 3rd-5th grade - 6 to 8 students in a small group

Possible Sample question geared towards students in the assessment would be the following:

Could you share what motivated you to want to join the small group?

Tell me about what things you look for in a friend?

Are there any specific topics/questions you would like to consider in the group in regards to friendship?

Would you say making new friends is harder or keeping them?

Reference:

American School Counselor Association. (2022). ASCA ethical standards for school counselorsLinks to an external site.. Retrieved from https://schoolcounselor.org/getmedia/44f30280-ffe8-4b41-9ad8-f15909c3d164/EthicalStandards.pdf

Summary of Reference: The ASCA ethical standards highlight the importance of counselors to be professional when supporting students and their families as advocates. This reference was included because when creating an assessment, counselors have to follow ethical principles while upholding the integrity of the student/family.

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Photo from School of Education- American University

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Proposed Group, Population, Developmental level and Topic 

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Proposed Group, Population, Developmental level and Topic 

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Elementary - Kindergarten - 5th Grade

Core Values of our School

Each student, Each Family

Welcoming environment

Respect

Teamwork

Communication

Population: About 500 students

Diverse/Multicultural Population

Focus Groups- Grades 3rd to 5th grade

As we work together, Counselors will focus on building with students positive social/emotional skills through learning what friendship is.

Counselors advocate for students to have a welcoming environment at schools in which they can learn and have equitable opportunities. Also, through small group counseling, school counselors can identify student differences and provide appropriate support (ASCA, 2024).

References

American School Counselor Association. (2020). The school counselor and group counselingLinks to an external site.. Retrieved from https://www.schoolcounselor.org/Standards-Positions/Position-Statements/ASCA-Position-Statements/The-School-Counselor-and-Group-Counseling

Summary of Reference: The American School Counselor Association supports counselors with the intent of focusing on the student's academic, social-emotional development. This reference was selected due to how it focuses on the purpose of school group counseling and the counselor's role in supporting and guiding students.

Jpiersol. (2024, May 23). Diversity in the Classroom: Teaching, Types, & Examples | AU. School of Education Online. https://soeonline.american.edu/blog/diversity-in-the-classroom/

Summary of Reference: This picture was selected because it highlighted the diverse demographic we intend to serve when creating our small groups.

Tami & Pinterest. (2025, March 27). Healthy Friendships Group Counseling Curriculum and Friendship Skills Activities - Shop The Responsive Counselor. Pinterest. https://www.pinterest.com/pin/1900024838911674/

Summary of Reference: This activity was included because it allows students to see in an interactive/hands-on way how they can learn what boundaries can look like when done in a healthy way.

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Social-Emotional

Being able to communicate with classmates and the teacher when a problem happens

Decision making

Dealing with conflict

Self-Regulation (Social emotional learning- SEL) To better understand what self-regulation means and looks like, students will be presented with a video (NPR, 2019). https://www.youtube.com/watch?v=j0YDE8_jsHk

Boundaries- When discussing this part, students could learn and participate in "growing healthy friendships" through a group activity (Tami & Pinterest, 2025).

Self-advocating

Cultural Awareness/family dynamics

Reference:

NPR. (2019, May 17). Cookie Monster Practices Self-Regulation | Life Kit Parenting | NPR [Video]. YouTube. https://www.youtube.com/watch?v=j0YDE8_jsHk
Summary of Reference: Upon finding this video on YouTube, it directed me to the NPR site. This video allowed students to see in a captivating and humorous way what self-regulation can look like and learn to identify the signs.

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Cookie Monster Practices Self-Regulation | Life Kit Parenting | NPR

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Goals and Objectives:

Learn what friendship means

Know what a healthy friendship is

Learn personally boundaries within friendships

Learn how to communicate not only for yourself but also your peers when someone is not respecting boundaries or intentionally causing harm verbally, physically, and/or mentally.

In line with the ASCA category 2 (Behavior Standards) this targets learning strategies, self management skills, and social skills. Which are the skills we are implementing with the goal of this group. (ASCA, 2025)

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Open group for those looking to learn how to gain positive social and emotional skills when it comes to friendships. “Friendship skills are the foundation of positive social interactions and relationships.” (Everyday Speech, 2024)

3rd to 5th graders

6-8 Students per group

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We will be meeting during lunch twice a week! Come have lunch with a group and learn all about friendship.

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ASCA. (2025) ASCA Student Standards: Mindsets & Behaviors for Student Success. Retrieved from https://www.schoolcounselor.org/getmedia/c2a69798-2620-414f-8744-4d4d911efa49/asca-student-standards.pdf

Everyday Speech Blog. (2024) Building Friendships: Teaching Essential Social Skills in Elementary Schools. Retrieved from https://everydayspeech.com/sel-implementation/building-friendships-teaching-essential-social-skills-in-elementary-schools/

Google Photo (Student Lunch Picture) 2024

Summary of references: ASCA is a great resource for all things to do with counseling students and all about their behaviors and how to help with their mindset. The blog from everyday speech is a great blog that goes over the essentials of friendship building and all about communication and other skills. I used the google photo that I did to showcase what a possible lunch group can look like and to also show that it’s about fun also not just a serious setting.

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Corey, M. S., Corey, G., & Corey, C. (2021). Groups: Process and practice. Cengage Learning.

McKinney-Vento – National Center for Homeless Education. (n.d.). https://nche.ed.gov/legislation/mckinney-vento/

Smiling counselor holding pictures during meeting with young patient with autism. (2018, October). Shutterstock. https://www.shutterstock.com/image-photo/smiling-counselor-holding-pictures-during-meeting-1205892295?irclickid=yc3U03wBoxycUMKynHxsk2o8UksQ7ORFRQmgXQ0&irgwc=1&pl=77643-108110&utm_medium=Affiliate&utm_campaign=TinEye&utm_source=77643&utm_term=&utm_content=108110

Springer, S. I. (2021). A School Counselor's Guide to Small Groups (2nd ed.). Cognella, Inc.. https://mbsdirect.vitalsource.com/books/832941A

Stockcake (n.d.). Kids Studying Together. https://stockcake.com/i/kids-studying-together_183521_31746

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The following questions are some potential screening questions for students and teachers.

What is your definition of friendship?

What makes someone a good friend?

How would you treat someone who is your friend?

Have you ever felt left out of an activity?

Have you ever felt that you have left someone out of an activity?

Does your child/student have trouble making connections with their peers?

The screening questions will aid in seeing which students would be a great fit for the counseling group. Throughout the year, school counselors are encouraged to collect and analyze data elements when deciding which short-term small group interventions to offer students (Springer, 2021).

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The following demographic of students would benefit the most from the friendship group.

New students to the school

Students with social skills deficits

Reserved students

English Learners (ELS)

Only child

Military students

Foster Care/displaced students

McKinney-Vento (Homeless Assistance Act- Youth experiencing homelessness)

The following demographic of students would not be high priority members of the friendship group.

Unsuitable fits for the Friendship Group

Students with high economic status

Students who may need one on one counseling for high social emotional needs.

Students who are in active conflict with other members

Corey et al. (2021) wrote that counselors possess a general understanding of how the members' varied backgrounds may impact the group process; be conscious of their own personal values, attitudes, biases, assumptions, and prejudices; and be able to carry out interventions that are suitable for the members' life experiences.

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Every student comes from a different background. Some may have different religions, family types, income levels, or ways of speaking and learning. The counselor should create a group where every student feels included and respected (Corey, Corey, & Corey, 2018). Culturally responsive counseling means understanding how a student's background can affect their behavior and needs. This allows students to feel seen and builds stronger group connections. Group leaders should also encourage students to learn from each other and celebrate differences (Sue & Sue, 2016).

Example:
An activity where students share what “friendship” looks like in their family or culture can help students better understand and respect each other’s unique experiences (Springer et al., 2022).

References:

Corey, M. S., Corey, G., & Corey, C. (2018). Groups: Process and practice (10th ed.). Brooks/Cole.

Springer, S. I., Moss, L. J., & Schimmel, C. J. (2022). A school counselor’s guide to small groups: Coordination, leadership, and assessment (2nd ed.). Cognella.

Sue, D. W., & Sue, D. (2016). Counseling the culturally diverse: Theory and practice (7th ed.). Wiley.

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A globe surrounded by children from different cultures or a puzzle made of different flags and handprints to symbolize unity in diversity.

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It is best when students join a friendship group because they want to, not because they are forced. When group participation is voluntary, students are more likely to trust the process and be open. If a student is placed in the group through an IEP or 504 Plan, it should be clear that the group is a support, not a punishment. This helps students feel safe and respected (Springer, Moss, & Schimmel, 2022). The group should also never be used as a form of discipline, as this could damage group trust and relationships (American School Counselor Association [ASCA], 2019).

Example:
If a student is referred by a teacher, the counselor can meet with the student to explain what the group is about, and let them know that it is a chance to learn about friendships; not something they are being forced to do.

References:

American School Counselor Association. (2019). The ASCA national model: A framework for school counseling programs (4th ed.). American School Counselor Association.

Springer, S. I., Moss, L. J., & Schimmel, C. J. (2022). A school counselor’s guide to small groups: Coordination, leadership, and assessment (2nd ed.). Cognella.

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https://www.canva.com/design/DAGqVFdpdjQ/Wqs2OAia_7bm4zMPpcn4nw/edit?ui=eyJBIjp7fX0

Canva was utilized to create a sample parent permission form.

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Before a student joins the group, the counselor should always send a consent form home to parents or guardians (ASCA, 2019). This form should explain the group’s goals, meeting times, the voluntary nature of the group, and confidentiality rules. It should also give contact information in case the family has questions. Some parents may also feel more comfortable if the counselor speaks with them directly (Ruffolo, Kuhn, & Evans, 2006). Sharing the group’s purpose and how it helps students socially and emotionally can help build trust and support.

Example:
A consent form might include:
“This small group will focus on helping students build friendships, understand boundaries, and learn how to handle bullying. The group will meet once a week during school hours. Please sign below to give permission for your child to participate.”

Extra Note:
In addition, school counselors must also be aware of how cultural values and family norms may affect parent participation. Respecting these differences while still providing clear communication is part of ethical and effective group leadership (Zalaquett, 2005).

References

American School Counselor Association. (2019). The ASCA national model: A framework for school counseling programs (4th ed.). American School Counselor Association.

Ruffolo, M. C., Kuhn, M. T., & Evans, M. E. (2006). Support, empowerment, and advocacy: Promoting the mental health and well-being of children and adolescents. Best Practices in Mental Health, 2(1), 21–36. https://www.proquest.com/scholarly-journals/support-empowerment-advocacy-promoting-mental/docview/213829269/se-2

Zalaquett, C. P. (2005). Principles of multicultural counseling and therapy. Journal of Counseling & Development, 83(1), 47–54. https://doi.org/10.1002/j.1556-6678.2005.tb00577.x

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1. American School Counselor Association (2019)

Why we used it:
This book is the main guide for school counselors. It helps us understand the best ways to run programs and groups. It supports Section 10 by saying students should choose to join a group, not be forced. It also supports Section 12 because it reminds counselors to talk clearly with families and get their permission before a child joins a group.

2. Corey, Corey, & Corey (2018)

Why we used it:
This book teaches how to run group sessions. It explains how people work together in groups and how to make everyone feel safe and welcome. It fits with Section 11 because it helps counselors understand how to support students from different backgrounds and how to make sure everyone is treated fairly.

3. Springer, Moss, & Schimmel (2022)

Why we used it:
This book was made just for school counselors who lead small groups. It gives step-by-step help for setting up and running groups in schools. It’s useful for all three sections because it talks about student choice, understanding diversity, and how to write consent forms for parents.

4. Sue & Sue (2016)

Why we used it:
This book teaches how to work with students from many different cultures. It helps counselors understand what makes each child unique. It supports Section 11 by reminding counselors to be respectful and open to differences like culture, religion, language, or family background.

5. Ruffolo, Kuhn, & Evans (2006)

Why we used it:
This article is about how to support children's mental health in schools. It also shows how working with parents makes a big difference. It fits with Section 12 because it reminds counselors to involve families and make sure they know how the group helps their child.

6. Zalaquett (2005)

Why we used it:
This article explains why it’s important to understand students’ cultures when working with them. It supports Section 11 because it helps counselors create a group where every student feels respected, no matter their background.

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1. How did today's lesson make you feel?

2. What is one thing you learned about being a good friend today?

3. What part of the session did you like the most?

4. Would you stand up for a friend if they were being bullied?

5. What is something you would do differently with your friends?

According to The Counselor Center Group (2024), Therapy questions are the backbone of effective counseling. They serve multiple purposes, from building rapport to uncovering deep-seated issues. Asking questions allows counselors to gauge planning for the next session, along with building rapport and showing students that you are interested in what they have to say.

The Counseling Center Group. (2024, November 25). Unlocking self-discovery: The power of therapy questions revealed: Counseling center group. The Counseling Center Group. https://counselingcentergroup.com/therapy-questions/

Summary: This article highlights the importance of asking questions in counseling, including how it assists with building rapport with clients/students. As the article continues it offers information on the types of questions that can be asked and things to consider before forming questions.

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According to Webster (n.d.)., efficacy is the power to produce a desired result.

Group efficacy will be measured:

Pre-activity (Ice Breaker)

Post Activity (Exit Question)

Teacher Check-in

Student Check-in

Matsumoto, Y., Kitoh, T., Koyama, T., & Murayama, K. (2023). The effectiveness of child-centered group play therapy and narrative therapy in reducing separation anxiety disorder symptoms among elementary school children. International Journal of Play Therapy.

Why This Article Was Chosen

Recent and relevant: Published in 2023, this study fits within your 10-year requirement.

Group therapy focus: Evaluates child-centered group play therapy and narrative therapy in a classroom-style group setting.

Outcome measurement: Uses validated anxiety scales and pre/post assessments to track changes in separation anxiety symptoms among school-aged children (turn0search17).

Key Findings on Measurement

The study measured children's anxiety levels before and after therapy using standardized tools.

Results showed statistically significant reductions in separation anxiety symptoms.

Comparing group outcomes to a control group, the study confirmed that improvements were due to group therapy, not chance (turn0search17).

How to Apply This Method

For your friendship group:

1. Choose a suitable pre/post measurement tool (e.g., a social skills or confidence scale).

2. Have students rate themselves before therapy starts.

3. Repeat the measure at the end of the group sessions.

4. Compare results statistically to show whether the group made a meaningful difference.

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efficacy. 2011. In Merriam-Webster.com.

Retrieved June 14, 2025, from https://www.merriam-webster.com/dictionary/efficacy

Summary: The Merriam-Webster dictionary definition of efficacy.

Robison, F. F., & Hardt, D. A. (1992). Effects of Cognitive and Behavioral Structure and Discussion of Corrective Feedback Outcomes on Counseling Group Development. Journal of Counseling Psychology, 39(4), 473–481.

Summary: This reference was selected to highlight the effect of corrective feedback in groups and how it affects the outcome of the group development in the future.

Sara. (2025). Group Counseling Data: Measuring Success. The Responsive Counselor. June 6, 2025, https://theresponsivecounselor.com/2019/10/group-counseling-data-measuring-success.html

Summary: Group Counseling Data: Measuring Success (Sara, 2025) highlights effective ways to successfully measure efficacy in group counseling sessions. Some of the methods used are pre-surveys and post-surveys, school data, and progress monitoring. Using these data methods for measuring efficacy allows counselors to determine the progress of students and determine if changes have to be made to ensure success for all students in the group sessions.