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Before beginning the group, these ground rules will be established:
1. What individual members say in the group, will stay within the group.
2. Be respectful of others.
3. Only helpful and positive comments will be said to each other.
4. Only one person will speak at a time.
5. Group members can pass on a subject if they do not feel like sharing.

Prior to each group session, these rules will be re-stated.

During the first group session, group members will be allowed to make their own rules. For these rules to take place, all of the members will have to agree. They will have to determine what each rule looks and sounds like. After all of the rules have been reviewed and agreed upon, group members will sign their own consent form.

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This small group is designed to teach girls about healthy friendship traits, coping skills, relational aggression, and how to handle bullying and rumors. The overall goal is to teach girls how to maintain healthy friendships.

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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

M 3. Positive attitude toward work and learning

M 4. Self-confidence in ability to succeed

B-SMS 1. Responsibility for self and actions

B-SMS 2. Self-discipline and self-control

B-SMS 6. Ability to identify and overcome barriers

B-SMS 7. Effective coping skills

B-SS 2. Positive, respectful and supportive relationships with students who are similar to and different from them

B-SS 4. Empathy

B-SS 5. Ethical decision-making and social responsibility

B-SS 7. Leadership and teamwork skills to work effectively in diverse groups

B-SS 8. Advocacy skills for self and others and ability to assert self, when necessary

B-SS 9. Social maturity and behaviors appropriate to the situation and environment

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To advertise for this group, a flyer will be created and handed out to the fifth grade girls on campus and one will be sent home in their folders for parents to see. The fifth grade girls are encouraged to come and see Mrs. Kittley if they are interested in the group. This information will also be emailed out to the fifth grade teachers and will be posted on the school counseling website.

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Students that volunteer for the group will meet with the counselor individually to see what students will actively work toward individual and group goals. To help assess what students would best benefit from the group, the "TAP-In" process will be used. The counselor will also collect referrals from teachers and will arrange a meeting with a group of 5th grade girls, whom teachers think may benefit from the group. The purpose of the group will be explained to them, what they will gain from the group, and what is expected of them. General questions will be asked related to their thoughts and feelings about friendships, bullying, and rumors. During the screening, students will be given the opportunity to ask their own questions.

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Once the eight group members have been selected, an informed consent form will be sent home to their parents along with a letter explaining the purpose of the group in order for the group members to participate. If parents have any questions or concerns they are welcome to call the counselor's office at any time. During the first session, the group members will also sign a consent form.

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Stage 1

Stage one will focus on the group members getting to know each other, building trust, and establishing the group norms/rules. We will discuss confidentiality, so the girls will feel safe expressing themselves. It will be stated that if someone tells others what we talk about in the group, there will be a private warning and possible dismissal from the group. The girls will start out with ice breaker activities to get to know each other.  According to the needs assessment these girls are having issues maintaining healthy relationships, so it will be important to build a positive and caring environment for the fifth grade girls.

Stage 2
In stage two we will continue to review confidentiality and ground rules at each session. To continue to build trust and a sense of community, group members will participate in dialogue with each other, act out specific scenarios, and play games with each other that relate to the topic of healthy friendships. To reinforce each topic, the group members will have homework after each session and it will be discussed at the next session. The girls will be given time at the beginning of each session to discuss anything they would like related to the group. After the end of each session, we will do a group evaluation together to gauge how well the session went.

Stage 3
Stage three will focus on the closure of the group, we will do this by reflecting on everything that the group members have learned and what skills they can use in the future to help them. We will have a small celebration to celebrate their successes and say final goodbyes. It will be re-iterated that confidentiality is still important, even though the group will no longer be meeting. A post-group follow up session will be set up to talk to the girls as a group and see how they are doing since the group ended and what goals they have worked on. The fifth grade teachers will also be consulted to see how well the girls used the skills that they learned in group.

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This small girls group will work well with a participative leadership style because it allows the school counselor to offer guidance, while also allowing the group members to contribute and feel like they are valuable members. The topics that will be addressed in this group are issues that these girls are struggling with in some way, it is important for the school counselor to guide the group and allow the students to express themselves, so they can learn these valuable skills. By participating in the group, it will allow the students to feel more comfortable opening up and will show support to the students and their needs.

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During these small group sessions, there are several of Yalom's Therapeutic Factors that may be seen. The first one that should be prevalent is Universality,  all of the girls should unite in the fact that they all struggle with relationships and that we all have room for improvement in this area. They can learn to be kind, confident, and strong girls. The next one is Development of Socializing, the goal of this group is to help them with interpersonal skills. Through this group they can help each other learn empathy, good listening skills, conflict resolution, and healthy coping skills. Learning these skills should help bring these girls together to become successful leaders and role models.

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Title 19 Chapter 239 of the Texas Administrative Code 

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Title 19 Chapter 239 of the Texas Administrative Code 

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Standard II. 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.

(3) counsel individuals and small groups using appropriate counseling theories and techniques in response to students' needs

It is the role of the school counselor to identify the needs of students whether it is social, emotional, or academic. This law allows counselors the ability to help with these needs through small groups.

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(a) School Counselor Certificate Standards. The knowledge and skills identified in this section must be used by an educator preparation program in the development of curricula and coursework and by the State Board for Educator Certification as the basis for developing the examination required to obtain the School Counselor Certificate. The standards also serve as the foundation for the professional growth plan and continuing professional education activities required by §239.25 of this title (relating to Requirements to Renew the Standard School Counselor Certificate). (b) Standard I. Learner-Centered Knowledge: The certified school counselor has a broad knowledge base. The certified school counselor must know and understand: (1) the history and philosophy of counseling; (2) counseling and consultation theories and practices; (3) career development theories and practices; (4) the roles and responsibilities of a comprehensive school counseling program that emphasizes college and career readiness and postsecondary options for all students, including college admissions, college financial aid resources, application procedures, and workforce and career opportunities; (5) assessment principles and procedures, including the appropriate use of tests, test interpretation, and test results; (6) changing societal trends, including demographic, economic, and technological tendencies, and their relevance to school counseling; (7) environmental, social, and cultural factors that affect learners' development and the relevance of those factors to educational, career, personal, and social development, along with comprehensive school counseling programs; (8) learners' developmental characteristics and needs and their relevance to educational and career choices; (9) legal and ethical standards, practices, and issues and the importance of commitment to and implementation of ethical principles; (10) the characteristics and educational needs of special populations; (11) techniques and behavioral interventions to assist teachers with classroom management; (12) the integration of a school counseling program, the Texas College and Career Readiness Standards, and academic curricula; (13) the roles and responsibilities of a comprehensive school counseling program that is responsive to all students; (14) counseling-related research techniques and practices; (15) developing and teaching best practices on leadership skills; (16) how cultural factors and group membership impact individual students; (17) the comprehensive school counseling program model; (18) how to utilize various forms of technology and how inappropriate use could be professionally and personally harmful; and (19) an understanding of systems, including family dynamics and school environments. (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 certified school counselor must: (1) develop processes and procedures for planning, designing, implementing, and evaluating The Texas Model for Comprehensive School Counseling Programs; (2) provide a proactive, comprehensive, developmental school counseling program based on the needs of students, as set forth in The Texas Model for Comprehensive School Counseling Programs; (3) counsel individuals and small groups using appropriate counseling theories and techniques in response to students' needs; (4) consult with parents/guardians, teachers, administrators, and other individuals as appropriate to enhance his or her work with students; (5) coordinate resources, referrals, and follow-up procedures for students within the school and community; (6) demonstrate proficiency in teaching small and large groups by actively engaging students in the learning process; (7) participate in the selection, use, and interpretation of assessments and assessment results; (8) use multiple sets of information and data to make decisions about students, programs, and services; (9) use counseling-related research techniques and evidence-based practices to address student needs; (10) advocate for a comprehensive school counseling program that is responsive to all students; (11) facilitate learners' ability to achieve their potential by helping them set and attain challenging educational, career, personal, and social goals based on various types of information; (12) maintain proficiency in counseling and campus-related technology; and (13) use varied sources of information, resources, and practices to counsel students about postsecondary opportunities and college and career readiness. (d) Standard III. Learner-Centered Process: The certified school counselor participates in the development, monitoring, revision, and evaluation of a campus based on The Texas Model for Comprehensive School Counseling Programs that promotes learners' knowledge, skills, motivation, and personal growth. The certified school counselor must: (1) collaborate with others in the school and community to implement a guidance curriculum that promotes learners' development in all domains, including cognitive, social, and emotional areas; (2) facilitate learners' ability to achieve their potential by helping them set and attain challenging educational, career, personal, and social goals based on various types of information; (3) use both preventive and intervening strategies to address the concerns of learners and to help them clarify problems and situations, set goals, explore options, and implement change; (4) implement effective referral procedures to facilitate the use of special programs and services; (5) act as a consultant to help learners achieve success inside and outside of school; (6) advocate for a comprehensive school counseling program and recognize the required time commitment to fully apply the program implementation cycle; (7) create a program mission, goal, and services in alignment with the school mission and campus improvement plan; (8) create and disseminate literature or newsletters to all stakeholders that describe the comprehensive school counseling program and reduce negative stigmas associated with receiving counseling services in a school-based program; (9) establish an advisory council or board with membership of all stakeholders (student, parent, teacher, administrator, community member, other personnel, and support specialists); (10) increase public relations and awareness through community outreach, such as fundraising, grant writing, donations, volunteerism, local businesses, and use of public or guest speakers; (11) provide school-wide professional development and parent workshops throughout the school year; (12) support participation in fair-share responsibilities versus non-counseling related duties; (13) know district, state, and federal initiatives that are to be reflected in a comprehensive school counseling program; and (14) develop practices to promote learners' knowledge about college and career readiness processes necessary to pursue postsecondary opportunities. (e) Standard IV. Learner-Centered Equity and Excellence for All Learners: The certified school counselor promotes academic success for all learners by acknowledging, respecting, and responding to diversity while building on similarities that bond all people. The certified school counselor must: (1) understand learner differences, including those related to cultural background, gender, race, ethnicity, socio-economic levels, academic ability, and learning styles, and know ways to create and maintain a positive school environment that is responsive to all learners; (2) advocate for a school environment in which diversity is acknowledged and respected, resulting in positive interactions across all cultures, genders, ethnicities, and learning styles; (3) facilitate learning and achievement for all students to ensure services that cover an array of exceptionalities, including special populations, by promoting a cooperative, inclusive, purposeful learning environment; (4) take a positive, strength-based approach that builds on commonalities versus differences in all learners; (5) understand how environment and behavior may impact or influence individual learners; (6) ensure equitable access to programs and services for all students; (7) understand how family values, group membership, and culture intersect; (8) acknowledge learners' gifts, strengths, and extracurricular talents when considering programs and services; (9) increase students' awareness and include their voices regarding educational and individualized plans; and (10) ensure equitable access and exposure to postsecondary opportunities and college and career readiness information and resources for students and parents/guardians. (f) Standard V. Learner-Centered Communications: The certified school counselor, an advocate for all students and the school, demonstrates effective professional and interpersonal communication skills. The certified school counselor must: (1) demonstrate effective communication through oral, written, and nonverbal expression; (2) use knowledge of group dynamics and productive group interaction; (3) support responsive interventions by effectively communicating with parents/guardians, teachers, administrators, and community members; (4) facilitate learners' access to community resources; (5) develop and implement strategies for effective internal and external communications; (6) facilitate parent/guardian involvement in their children's education; (7) develop partnerships with parents/guardians, businesses, and other groups in the community to facilitate learning; (8) work effectively as a team member to promote positive change for individuals, groups, and the school community; (9) take a positive, strength-based approach that verbalizes commonalities versus differences in all learners; (10) effectively communicate his or her role and responsibility and counselor identity to all stakeholders to reduce confusion about the duties of a school counselor; (11) adhere to best practices connected to ethical and legal considerations around appropriate use of technology and email, documentation, record keeping, privileged communication, and informed consent process; and (12) facilitate access to and use of school and community information and resources related to postsecondary opportunities and college and career readiness by learners, parents/guardians, teachers, administrators, and community members. (g) Standard VI. Learner-Centered Professional Development: The certified school counselor continues professional development, demonstrating a commitment to learn, to improve the profession, and to model professional ethics and personal integrity. The certified school counselor must: (1) use reflection, self-assessment, and interactions with colleagues to promote personal professional development; (2) use counseling-related research techniques and practices as well as technology and other resources to facilitate continued professional growth; (3) strive toward the highest level of professionalism by adhering to and modeling professional, ethical, and legal standards; (4) apply research-based practice to improve the school guidance and counseling program; (5) engage in ongoing professional development to improve the school guidance and counseling program; and (6) engage in continued professional development experiences to learn and apply concepts, skills, and practices related to increasing college and career readiness and promoting postsecondary opportunities and preparation for all learners.

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(a) School Counselor Certificate Standards. The knowledge and skills identified in this section must be used by an educator preparation program in the development of curricula and coursework and by the State Board for Educator Certification as the basis for developing the examination required to obtain the School Counselor Certificate.

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ASCA School Counselor Professional Standards & Competencies

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ASCA School Counselor Professional Standards & Competencies

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B-SS 1. Design and implement instruction aligned to the ASCA Mindsets & Behaviors for Student Success in large-group, classroom, small-group and individual settings

School counselors should use data and assess social trends to impact students and their social and emotional needs.

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American School Counselor Association (2019). ASCA school counselor professional standards & competencies.
https://www.schoolcounselor.org/getmedia/a8d59c2c-51de-4ec3-a565-a3235f3b93c3/SC-Competencies.pdf

American School Counselor Association (2021). ASCA student standards; mindsets and behaviors for student success. https://www.schoolcounselor.org/getmedia/7428a787-a452-4abb-afec-d78ec77870cd/Mindsets-Behaviors.pdf

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. http://www.missouricareereducation.org/doc/smallgroup/SmallGroupCounseling.pdf

19 Tex. Admin. Code §239.15

Yalom, I.D. (1995). The theory and practice of group psychotherapy (4th ed.). Basic Books.