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School Overview:

Moon Valley High School is a public suburban school in the Southeastern U.S. with about 1,300 students in grades 9–12. The student body is racially and culturally diverse, about 45% identify as Black or African American, 35% Hispanic/Latino, 15% White, and 5% Asian or multiracial. Around 60% of students qualify for free or reduced lunch, and over 20% come from single-parent homes.

Moon Valley High is committed to equity, inclusion, and supporting students’ well-being. The school has a generally positive atmosphere and a guidance team that focuses on social-emotional learning. Still, there’s been a noticeable increase in peer conflict, emotional outbursts, and unhealthy dating behaviors, especially among 9th and 10th graders. Teachers and staff are concerned that many students aren’t clear on boundaries, consent, or what a healthy relationship actually looks like.

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I need a image of a diverse high school (Moon High School) with some students walking outside.

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Definition & Purpose:
A needs assessment is a structured process that collects data to identify gaps between current and desired conditions, providing evidence to support interventions (ASCA, 2020). It allows school counselors to design groups based on the actual needs of their students.

Target Audience:
The audience for this group’s needs assessment includes 9th and 10th-grade students, advisory teachers, and school staff who observe relationship issues among students at Moon High School.

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Teenagers are developmentally navigating identity, peer acceptance, and emotional regulation, making them vulnerable to risky relational behaviors. Research indicates that adolescents are especially vulnerable to peer pressure and emotional distress related to relationships (APA, 2021). Teaching students about emotional intelligence and boundaries can help reduce relational aggression and support resilience (Lopes et al., 2005). Students who understand what constitutes a healthy relationship are more likely to avoid harmful patterns, including dating violence or emotional dependency (Beck, 2011).

Developmental Considerations:
Ninth and tenth graders are in Erikson’s (1968) “identity vs. role confusion” stage, meaning they are exploring who they are in the context of others. Cognitive maturity is still emerging, and abstract reasoning is developing, which makes this age ideal for direct discussion, visual examples, and role-play. Group structure should incorporate experiential learning, psychoeducation, and emotional validation (Beck, 2011; Sue & Sue, 2016).

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Broad Goals:

1. Increase students' understanding of characteristics of healthy vs. unhealthy relationships.

2. Enhance emotional awareness, communication, and boundary-setting skills.

3. Encourage students to recognize warning signs of toxic behaviors and build peer support.

ASCA Domains Impacted:

Social/Emotional Development

Academic Development (indirectly through improved focus and reduced interpersonal stress)

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General Guidelines from Literature:
Thomas & Pender (2008) explain that small groups for teens work best when there’s a good balance of structure and flexibility. These groups should be age-appropriate, culturally aware, and make all members feel safe. The setup is designed to help students learn about relationships, build skills, and reflect on their emotions in a supportive environment.

Specifics for Moon High School Group:

Grade Level: 9th and 10th

Group Size: 6–8 students - Alex (he/him), Donna (she/her), Carlos (he/him), Dana (they/them), Emily (she/her), Fatima (she/her), Jordan (he/him) and Ocean (she/her).

Group Type: Psychoeducational

Focus: Healthy vs. Unhealthy Relationships, communication, emotional awareness, and boundaries

Open/Closed: Closed group (same members throughout 6–8 sessions)

Duration: Weekly 45–60 minute sessions over 6–8 weeks (during advisory or enrichment block)

Screening: Based on referral, teacher observation, and needs assessment responses

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6-8 Highschool students sitting in a circle for a group session.

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Group Topic:
The proposed group will focus on “Understanding Healthy vs. Unhealthy Relationships” for 9th and 10th-grade students. This topic is timely, as adolescence is a critical stage in the development of relational norms.

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Literature Application:
High school is a time when teens are figuring out who they are, managing big emotions, and trying to find where they fit in socially (Erikson, 1968). Research shows that students at this stage really benefit from structured activities that help them understand and practice healthy relationship skills (Cokley et al., 2022). In diverse school settings, like Moon Valley, it’s also important that group counseling is both culturally responsive and trauma-informed, as students come in with different backgrounds, values, and ways of communicating (Sue & Sue, 2016).

Since many students at Moon Valley come from a mix of family situations, cultural norms, and even past experiences with trauma or neglect, the group needs to be inclusive and respectful of those differences. Facilitators should stay away from a one-size-fits-all approach and instead use discussion topics and role-plays that reflect the real-life situations students are facing.

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Summary:
Moon High School is a culturally diverse suburban school with about 1,300 students. A lot of teens here face challenges when it comes to recognizing what a healthy relationship looks like. This small group is designed to support 9th and 10th graders as they learn the difference between healthy and unhealthy relationship patterns. Research shows that early high school is a key time for teens to figure out who they are and how to connect with others (Erikson, 1968; APA, 2021). Studies also back up the idea that school-based groups are a great way to build these important life skills (ASCA, 2020; Cokley et al., 2022).

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References:

Cokley, K. O., García, D. M., Hall-Clark, B., & Chapman, C. (2022). Making multicultural counseling work. Wiley.

Erikson, E. H. (1968). Identity: Youth and crisis. Norton.

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

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1. Have you ever felt unsure about whether a relationship (friendship or dating) in your life was healthy or unhealthy? (Yes/No)

2. How confident are you in identifying red flags in a dating or close friendship relationship? (Not confident, Somewhat confident, Very confident)

3. Have you ever witnessed or experienced emotional, verbal, or physical conflict between peers or in a dating relationship at school? (Yes/No)

4. Would you feel comfortable joining a group where you could learn about setting boundaries and making healthy relationship choices? (Yes/No/Maybe)

5. What topics would you want to learn more about? (Select all that apply: communication skills, setting boundaries, recognizing manipulation, self-esteem, handling peer pressure)

Hypothetical Results:
78% of students say they’re not really sure if a past or current relationship was healthy. 65% don’t feel confident spotting emotional manipulation or abuse. 72% have either seen or gone through unhealthy conflict with friends or in dating situations. And 82% say they want to learn more about setting boundaries, communicating better, and having self-respect in relationships.

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These hypothetical results strongly support the need for a small counseling group focused on healthy vs. unhealthy relationships. The findings highlight student uncertainty, a lack of confidence in handling relationship issues, and a clear interest in receiving support. The group is both necessary and well-suited to address the developmental needs of the students.

References:

American School Counselor Association. (2019). ASCA National Model: A Framework for School Counseling Programs (4th ed.). ASCA.

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Teens often struggle to figure out what healthy friendships and romantic relationships look like. Research shows that emotional intelligence, self-esteem, and support from peers all play a big role in helping them through it (Lopes et al., 2005; Beck, 2011). This group uses proven strategies like cognitive behavioral techniques and emotional education to teach students how to communicate better, build self-respect, and handle conflict. It’s designed to meet the emotional and thinking needs of 9th and 10th graders right where they are (APA, 2021).

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References:

American Psychological Association. (2021). Developing adolescents: A reference for professionals.

Beck, J. S. (2011). Cognitive behavior therapy: Basics and beyond (2nd ed.).

Erikson, E. H. (1968). Identity: Youth and crisis.

Lopes, P. N., Salovey, P., & Straus, R. (2005).

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

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When planning a small group for 9th–10th grade students, we believe it's really important to think ahead about the location, timing, and structure of the meetings. We would want the group to meet in a quiet, private space like the counseling office or a reserved classroom so that students feel comfortable sharing. To avoid disrupting important class time, we’d try to schedule the group during a non-core class, like study hall or an elective. Stone (2022) points out that privacy and confidentiality are key when choosing a meeting space, and Jacobs and Harvey (2022) recommend having a consistent routine to help students feel more secure and engaged.

Before starting the group, we would make sure to get parent permission, explain the purpose of the group to students, and go over what is confidential and what must be reported, such as if someone is being harmed (Stone, 2022). Each session would have a clear plan starting with a check-in, followed by an activity or discussion, and ending with a short reflection. We agree with the American School Counselor Association (2020) that group counseling should meet student needs and include a way to measure how effective it is. With good planning and clear goals, we think small groups can make a big difference for students who need support.

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Group logistics will be shared through emails and permission forms to parents, and communicated with administration and teachers through meetings or written notices to ensure support and coordination.

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M1: Belief in the development of whole self, including a healthy balance of mental, social/emotional health.

M3: Sense of belonging in the school environment.

B-SMS 7: Demonstrate effective coping skills when faced with a problem.

B-SS 2: Create positive and supportive relationships with other students.

B-SS 5: Demonstrate ethical and safe behavior.

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The target population for the proposed group is 9th–10th grade students who may be struggling with recognizing the difference between healthy and unhealthy relationships. This age group is beginning to form deeper friendships and romantic relationships, so it's important to help them build strong communication skills, set boundaries, and understand the signs of unhealthy dynamics. Early education in this area can prevent future issues such as peer pressure, emotional manipulation, or even abuse.

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This group supports social-emotional learning in a way that matches the ASCA National Model by helping students feel safer, more connected to their peers, and mentally supported. It also focuses on prevention and empowerment, giving students the tools they need to build healthy relationships and take care of their emotional well-being, now and in the future.

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All Connected: A Place for Belonging (2023, January 12). How to Set Healthy Personal Boundaries. YouTube. Retrieved June 14, 2025, from https://www.youtube.com/watch?v=pC5FtPX6Ngg&list=PL3mC9o12NzFvss3R8wI2keqaipB2x3lOd&index=9

Amaze Org (2017, April 13). Healthy vs Unhealthy Relationships. YouTube. Retrieved June 14, 2025, from https://www.youtube.com/watch?v=Gn7ZQ2x0cOE&list=PL3mC9o12NzFvss3R8wI2keqaipB2x3lOd&index=7

Stacy Bias Animation and Illustration (2022, September 14). What is Consent - Animation. YouTube. Retrieved June 14, 2025, from https://www.youtube.com/watch?v=iBvD3sACS4o

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References:

American School Counselor Association. (2020). The school counselor and group counseling.

APA. (2021).

ASCA. (2014). Mindsets & Behaviors for Student Success.

Beck, J. S. (2011).

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Developmental Rationale:

Younger high schoolers learn best when they can talk openly, see positive peer examples, and practice new skills with guidance. Keeping the group small helps make sure everyone feels comfortable, heard, and safe. A closed group setup also builds trust and gives students the consistency they need to open up and reflect on their experiences (Tyson et al., 2004).

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Summary:

This closed group will include 6–8 students in 9th or 10th grade and meet weekly for 6–8 weeks. It’s a structured psychoeducational group focused on building skills and peer support. Literature supports keeping groups small and age-specific to create a safe and engaging environment (Cokley et al., 2022; Sue & Sue, 2016). The structure reflects best practices for middle adolescent development (APA, 2021).

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References:

ASCA (2020).

Cokley, Beaty, & Singh (2022).

Thomas, R. V., & Pender, D. A. (2008). Association for Specialists in Group Work: Best practice guidelines 2007 revisions.

Tyson, L. E., et al. (2004). Screening of Members: "Everyone is Welcome."

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Cognitive Behavior Therapy (CBT) will be the guiding theoretical orientation for Moon High School’s Healthy and Unhealthy Relationship Group. Aghel Masjedi et al. (2015) has found CBT interventions to be beneficial in improving the emotional intelligence of adolescents. Utilizing Socratic Questioning, Role Playing, and Reflective Journaling interventions, the Moon High School counselors will focus on students to evaluate how they think about relationships. Socratic Questioning guides students in a nonjudgmental way to evaluate their thinking through questions and dialogue (Shaw & Green, 2022). Students will practice hypothetical situations via role play to build confidence in establishing healthy boundaries and awareness of healthy relationships. At the end of group sessions, students may be asked to participate in reflective journaling to gain an increased awareness of their own relationship values (Shaw & Green, 2022).

References:

Aghel Masjedi, M., Taghavizadeh, M., Azadi, N., Hosseinzadeh, F., & Koushkestani, A. (2015). The effectiveness of cognitive-behavioral group therapy training on improving emotional intelligence and general health of adolescents. Journal of Medicine & Life, 8, 132–137.

Shaw, S. L. & Green, J. W. (2022). In D. Capuzzi & M. D. Stauffer (Eds.), Counseling and psychotherapy: Theories and interventions (7th ed,. pp. 193-216). American Counseling Association.

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References

Douglas County School District (n.d.). DCSD MH Limits of Confidentiality. Douglas County School District Services & Programming. Retrieved June 15, 2025, from https://drive.google.com/file/d/1un97RGJ0UY3LrnzAdmXMYyWKo_-w-mO2/view

Love for the Elementary Counselor (2019, September 4). Group Counseling - Consent Forms. Retrieved June 15, 2025, from https://lovefortheelementarycounselor.home.blog/2019/09/04/group-counseling-consent-forms/

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The three YouTube videos included address the primary focus of the group counseling project. Each video is less than three minutes in length, and covers the topics that will be discussed within the group sessions. The Healthy vs Unhealthy Relationships video highlights support and encouragement, compromise, give and take, treating with care, and makes you feel good about yourself as components of healthy relationships. Watching the How to Set Healthy Personal Boundaries video, viewers will see that personal boundaries are not one size fits all, the importance of strategic sharing, and how to identify red flags when our own personal boundaries are crossed. The What is Consent video emphasizes that consent is ongoing, absence of a no does not mean yes, a capacity to give consent must be present, consent is not possible within power imbalances or if someone is in a position of authority. This video also covers that support is available for those who have been harmed or for those who may have crossed someone's boundaries. The consent video ends stressing that we believe anyone who has experienced harm, and that there are free resources available.

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Stone, C. (2022). Groups in schools: Legal and ethical concerns. In S.I. Springer, L.J. Moss & C.J. Schimmel (Eds.),  A school counselor’s guide to small groups: Coordination, leadership and assessment  (2nd ed., pp. 12-18). Cognella.

Jacobs, E. & Harvey, W. (2022). Essential skills for leading small groups in schools.  In S.I. Springer, L.J. Moss & C.J. Schimmel (Eds.),  A school counselor’s guide to small groups: Coordination, leadership and assessment  (2nd ed., pp.62-66, 68-70). Cognella.

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

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Not every student referred or interested in the group will be the right fit, so it’s important to have clear criteria for selecting participants. We would look for students who show a genuine interest in learning about healthy relationships and who could benefit from extra support in this area. This might include students who have had conflicts with peers, show signs of being in unhealthy friendships or dating relationships, or who struggle with setting boundaries. We would also consider whether the student is emotionally ready to share in a group setting and can respect others’ privacy. If a student needs more individual support or isn’t comfortable in a group, we would work with them in another way or refer them to appropriate resources.

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To select members for the group, we would start by looking at general information such as teacher referrals, counselor observations, or student self-referrals. We would focus on 9th–10th grade students who may be struggling with friendships or dating relationships, or who have shown signs of conflict, peer pressure, or difficulty setting boundaries. These are common issues at this age as students begin to form more serious social connections (Murray & Morozov, 2022; SELspace, n.d.). We would also review school data like discipline reports or notes about social behavior, which can help identify students who may benefit from learning about healthy vs. unhealthy relationships (Hopewell Valley Regional School District, n.d.).

The screening process would include a short, private meeting with each student to ask questions and explain the purpose of the group. During this meeting, we would ask about their current relationships with friends or dating partners, how they handle conflict, and how comfortable they feel talking in a group. We would also ask about any past experiences with unhealthy relationships or peer pressure. The goal is to make sure the student is a good fit for the group, is emotionally ready to participate, and will respect group rules like confidentiality (Lynch, 2023).

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Lynch, S. (2023, July 18). Supporting teens in understanding healthy and unhealthy relationships. Main Line Health. Retrieved June 15, 2025, from https://www.mainlinehealth.org/blog/supporting-teens-in-understanding-healthy-and-unhealthy-relationship

Hopewell Valley Regional School District. (n.d.). Building healthy relationships. HVCHS. Retrieved June 15, 2025, from https://www.hvrsd.org/o/hvchs/page/building-healthy-relationships

Murray, A. M., & Morozov, M. (2022, August 25). Talking to teens about healthy relationships: Normalizing the conversation in schools. PolicyLab. Retrieved from https://policylab.chop.edu/blog/talking-teens-about-healthy-relationships-normalizing-conversation-schools

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Efficacy of the group experience will be measured with a post-test to evaluate the students’ acquired skills and knowledge application. Corey et al. (2017) highlight that a majority of evidence supports the effectiveness of time-limited small groups in improving a variety of student challenges. Utilizing a post-group questionnaire will provide evidence to the effectiveness of the skills learned within the group session. (Hatch et al., 2022).

References:

Corey, M. S., Corey, G., & Corey, C. (2017). Groups: Process and Practice (10th ed.). Cengage Learning US. https://mbsdirect.vitalsource.com/books/9798214344812

Hatch, T., Kruger, A. & Pablo, N. (2022). Using data to inform and advocate for small group counseling practice. In S.I. Springer, L.J. Moss & C.J. Schimmel (Eds.), A school counselor’s guide to small groups: Coordination, leadership and assessment  (2nd ed., pp. 28-36). Cognella.

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Please answer the following questions in regard to your participation in the group counseling program on healthy versus unhealthy relationships. (0-did not change, 1-some change, 2-significant change)

1. Has your decision making and sense of social responsibility toward respecting boundaries changed?

2. Have you developed a greater sense of empathy for others?

3. Have you developed effective coping skills for dealing with problematic relationships?

4. Do you acknowledge a greater sense of responsibility for yourself and your actions when respecting others’ boundaries?

5. Did participation in this counseling group impact your ability to make informed decisions regarding relationships by getting others’ perspectives and recognizing your own biases?

6. Are you better equipped to intervene if you witness someone's boundaries being crossed?

References:

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

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As counselors it is important to be aware of the ethical considerations that exist when creating a group. A misuse of power, self-disclosure, maintaining confidentiality, scapegoating, diversity, parental involvement, and confrontation are all ethical considerations to be mindful of (Corey et al., 2017; Stone, 2022). Counselor’s need to be mindful that there is often an inherent power dynamic by being the adult leading the group session, and it would be unethical to abuse this status. In addition to having a position of power over students, members of the group can also obtain a position of power from information shared during the group process. Establishing a contract with group members outlining responsibilities as the leader of the group and members willingness to uphold a commitment to the group, can help counselors minimize potential risk to group participants (Corey et al., 2017).

Confidentiality is a significant ethical concern pertaining to group members as it is possible that disclosures made during a session do not stay within the group. It is essential that counselors repeat the significance of maintaining confidentiality at the start, and throughout each group session (Corey et al., 2017). Sharing examples of how confidentiality can be breached outside of the group setting is integral to maintaining confidentiality of the group.

Dessel et al., (2017) indicate that students expressing diverse gender and sexual identities experience bullying and harassment at higher rates than those individuals expressing traditional gender and sexual identities. Acknowledging and being cognizant of these biases at the start of the group will assist in establishing a respectful group dynamic. Demonstrating an environment that supports marginalized community members will assist in reducing the isolation and stigmatization of individuals who are within ethnic or sexual minority groups (Juvonen et al., 2019).

References:

Corey, M. S., Corey, G., & Corey, C. (2017). Groups: Process and Practice (10th ed.). Cengage Learning US. https://mbsdirect.vitalsource.com/books/9798214344812

Dessel, A. B., Kulick, A., Wernick, L. J., & Sullivan, D. (2017). The importance of teacher

support: Differential impacts by gender and sexuality. Journal of Adolescence, 56, 136–144. https://doi.org/10.1016/j.adolescence.2017.02.002

Juvonen, J., Lessard, L. M., Rastogi, R., Schacter, H. L., & Smith, D. S. (2019). Promoting social inclusion in educational settings: Challenges and opportunities. Educational Psychologist, 54(4), 250–270. https://doi.org/10.1080/00461520.2019.1655645

Stone, C. (2022). Groups in schools: Legal and ethical concerns. In S.I. Springer, L.J. Moss & C.J. Schimmel (Eds.),  A school counselor’s guide to small groups: Coordination, leadership and assessment  (2nd ed., pp. 12-18). Cognella.

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The ASCA Standards clearly describe that counselor's are to use data to inform their practices. Lessons are to be derived from student standards developed by the ASCA. In order to gauge the effectiveness of counseling programs, it is essential that evidence is collected. The ASCA guidelines recommend pre- and post- lesson evaluations to indicate overall effectiveness of the lessons.

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Communication with parents is highly recommended for students who are to receive counseling services at school. Parents have a right to decline services and counseling lessons from the school counselor. Effective communication with parents will help alleviate concerns that parents may have for their students. Obtaining parental consent through a permission form gives a counselor permission to provide services to a student and helps keep communication lines open.

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Counselors have an ethical obligation to consider the needs and well-being of all of their students. Considerations of marginalized student members, students' who have experienced previous trauma, and issues of maintaining confidentiality within a group setting are some of the more prevalent concerns dealing with group counseling. Holding space for all students, their parents, and teacher colleagues, can be a delicate balancing act. Having a predetermined plan of action and awareness of potential concerns will assist counselors to effectively meet their ethical obligations to others.

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In establishing a counseling group it is necessary that counselors have a theoretical foundation from which they will apply their counseling program. Having a theoretical orientation provides a base for counselors to create a plan for interventions to assist their clients in learning and discovery. While counselors can utilize several theories within their practice and lessons, it is important to have a foundational viewpoint in which to begin a framework for interventions. Theory guides the overall work with clients.

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To select group members, we would begin with teacher referrals, counselor observations, self-referrals, and school data such as discipline reports to identify 9th–10th grade students who may struggle with peer or dating relationships. A brief screening interview would follow to assess each student’s experiences, comfort with group discussion, and readiness to participate respectfully and confidentially (Hopewell Valley Regional School District, n.d.; Lynch, 2023; Murray & Morozov, 2022; SELspace, n.d.).

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When planning a small group for 9th–10th graders, we would prioritize a private, consistent meeting space and schedule sessions during non-core classes to avoid academic disruption. With parent permission and clear confidentiality guidelines, each session would follow a structured format: check-in, activity or discussion, and reflection. Research supports that consistent routines and clear goals help students feel safe and engaged, and group effectiveness should be measured to ensure student needs are met (Stone, 2022; Jacobs & Harvey, 2022; ASCA, 2020).

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Not all students will be a good fit for the group, so we would use clear criteria to select those who show interest and could benefit from support with relationships, conflict, or boundaries. We’d also consider emotional readiness and respect for group norms. Students needing individual support would be offered alternative resources.