# data[].attributes.body
This video walks a school counselor through the steps to lead a successful group session. I found 15:00-27:00 especially helpful in preparation of small groups. This section helped me understand the student screening process and what data to utilize.

# data[].attributes.attachment_link.title
Best Practices for Elementary Small Groups

# data[].attributes.body
Step 3 in this resource explains that calling parents to go over the small group details is good practice. At the end of the conversation explain that a permission slip is going home for them to sign. This ensures parents understand what their student will be engaging in at school. Multiple forms of communication is always best.

# data[].attributes.attachment_link.title
7 Steps to starting small group counseling - Heart and Mind Teaching

# data[].attributes.attachment_link.description
Small group counseling is one of my favorite parts of being a School Counselor. I know it can feel like a daunting task in the beginning. The hardest part is the prep before you even start meeting with kids. It can often deter Counselors from doing group counseling, and instead see students individually.

# data[].attributes.body
Evergreen Elementary school is a Title I public school, so it receives financial assistance from the federal government because it has a high percentage of low-income students. The goal is to provide students with high quality education despite their economic background.

The challenges at this school are low parental involvement, homelessness and the students experience/have experienced trauma. The school is diverse, demographics are equal parts White, Black, Hispanic, Asian, Other. Cultural considerations will need to be made regarding racial tension, English language competency and family backgrounds.

A group will be created at this school to discuss social emotional learning lesson with students who are in 2nd grade who are not socializing well with their peers. The specifics of the group will be discussed in further sections.

Many educators are concerned about aggressive behavior towards their peers, especially because the behavior has been increasing in recent years (Stewart, 1995). The students in this group will learn the skills they need to be successful in school and social interactions.

# data[].attributes.attachment_link.title
DALL·E 2024-12-10 16.07.53 - A one-story elementary school named 'Evergreen Elementary' located in a suburban area of Washington State. The school building is modern yet modest, w

# data[].attributes.body
Pre-Group Survey (Self-Assessment)

A pre-group survey is a great way to assess students' social skills, conflict resolution, and peer interactions. This helps the counselor understand how students feel about social situations and identify areas that need attention during the group. The survey results provide a starting point to track progress and compare improvements at the end of the group. This approach follows the ASCA Ethical Standards by respecting students' needs and confidentiality.

An example of a Self- Assessment:

1. "How often do you play with friends at recess?"
(Options: Never, Sometimes, Always)

2. "How do you feel when you have to talk to new people?"
(Options: Nervous, OK, Happy)

3. "When you disagree with someone, how do you usually feel?"
(Options: Mad, Sad, Calm, Don’t know)

# data[].attributes.body
The effects of positive problem-solving have been found in learning to make strong arguments, defend a position, and handle differences constructively (Beck & Ledbetter, 2013). Children find themselves in precarious situations, often leading to escalated conflict with their peers. Conflicts arise in the classroom, lunchroom, library, school bus, playground while standing in line, and any place where kids gather. During adolescence into the developing stages of puberty, many children act out their emotions in the form of teasing, gossip, and physical aggression. Adolescents who did not manage conflict positively and constructively with peers in their symmetrical relations were found to be at risk for ill-being, such as anxiety, higher levels of problem behaviors, and social rejection; adolescents who managed conflict appropriately were found to have healthier friendships and well-being (Staats et al., 2018). unchecked, these same behavioral patterns will transfer into the teenage years, where stiffer peer groups compete. The inability to resolve conflict without resorting to violence is symptomatic of the youth's inability to handle confrontation.

References

Beck, S. J., & Ledbetter, A. M. (2013). The influence of parent conflict style on children. Personal Relationships, 20(3), 495–510. https://doi.org/10 .1111/j.1475-6811.2012.01420.x

Centers for Disease Control and Prevention. (n.d.). Adolescent Health. Retrieved from https://www.cdc.gov/

Staats, S., van der Valk, I. E., Meeus, W. H. J., & Branje, S. J. T. (2018). Longitudinal transmission of conflict management styles across interparental and adolescent relationships. Journal of Research on Adolescence, 28(1), 169–185. https://doi.org/10.1111/jora.12324

# data[].attributes.wish_content.attachment_props.alternative_text
Conflict resolution, emotional management, peer relationships, or social skills training for children 

# data[].attributes.body
In planning a small group for 2nd-grade students with socialization difficulties, several ethical considerations and concerns must be addressed like confidentiality, consent, and cultural sensitivity & inclusivity. These considerations are essential to ensure that the group functions within ethical guidelines, provides a safe environment, and supports the students' needs effectively.

According to the American School Counselor Association (ASCA) ethical standards, confidentiality is a critical aspect of counseling, but it can be challenging in a school setting where students' privacy may be compromised (ASCA, 2022).

The counselor should ensure that information shared within the group remains confidential unless there is a risk of harm. The counselor must also clearly explain to the students what confidentiality means at their developmental level and the limits (for example, harm to self or others) (Stone, 2022).

An example of this clarity can look like: "Alright, friends, let's talk about something important called 'confidentiality.' This means that what we talk about in our group stays private, just between us. If someone shares something with the group, we don't tell other people like classmates, teachers, or anyone else outside of our group. It's really important that everyone feels safe to share their thoughts and feelings.

But there are a couple of times when I need to tell someone else, and I want to make sure you understand. If you or someone else is feeling really sad, scared, or in danger, I have to talk to a grown-up to make sure we can help. And if that happens, I’ll let you know ahead of time, so you’re not surprised. Does that make sense? Do you have any questions about it?"

Informed consent is essential, especially when working with young children. While 2nd-grade students may not fully understand consent in the same way adults do, it is still important to involve them in the process. Before starting the group, the counselor must obtain consent from the parents and guardians. The counselor should also clearly explain the group’s purpose, structure, and goals to both the students and their families (Jacobs & Harvey, 2022). This ensures transparency and helps build trust with both parents and students.

A method the counselor can use to obtain informed consent is to send written consent form to the parents/guardians, explaining the details of the group. This consent should require a parental signature of understanding and acceptance.

Explaining Consent to the students would require the use simplified language and should explain what the group is about. An example of this could be, "We’re going to have a group where we talk and play games to help everyone become better at making friends and getting along with others.”

A response from the students could be a verbal agreement, that would follow the student's asking questions so that they understand and know that their participation is voluntary. Informed consent is particularly important when working with minors. Parents must be made aware of the group’s goals, structure, and potential outcomes. Additionally, counselors should actively involve parents in the counseling process by offering updates and resources (Jacobs & Harvey, 2022).

As Jacobs and Harvey (2022) emphasize, group counselors must acknowledge and honor the diverse cultural backgrounds of all participants. The counselor should modify activities and communication to be culturally sensitive and inclusive, ensuring that no student feels excluded or marginalized due to their cultural identity.

For example, during an Ice Breaker activity where students are asked to share something they are proud of, the counselor can encourage each student to share something from their own culture, such as a tradition, food, or celebration. This allows all students to feel valued and appreciated while promoting cultural awareness and respect among peers. This also aligns with the overall goals of the group because it helps to improve socialization skills and build friendships in a low-pressure way, allowing students to engage in conversation and ask friendly questions.

# data[].attributes.body
American School Counselor Association. (2022). ASCA ethical standards for school counselors. Retrieved from https://schoolcounselor.org/getmedia/44f30280-ffe8-4b41-9ad8-f15909c3d164/EthicalStandards.pdf

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.

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.

# data[].attributes.body
American School Counselor Association. (2022). ASCA ethical standards for school counselors. Retrieved from https://schoolcounselor.org/getmedia/44f30280-ffe8-4b41-9ad8-f15909c3d164/EthicalStandards.pdf

# data[].attributes.body
Feedback is crucial for evaluating whether the group is achieving its objectives, what students have learned, and how they felt throughout the experience. It provides the counselor with insights into areas for improvement and ensures that the group supports the students' social and emotional development. At the end of the group, students can be encouraged to share their opinions on the activities and lessons learned to help guide future sessions (Jacobs & Harvey, 2022). It is important for the feedback to be age appropriate. For second graders, the preferred method is picture based or Likert scale. This is because visual cues are more easily understood. The use of pictures and emojis are also a better option because it keeps the activity interactive and engaging.

The counselor could provide a sheet where students match their answers to pictures or emojis. For example:

"How did you feel about the group activities?"

😄 (Happy) — I liked it a lot!

🙂 (Okay) — It was fine.

😟 (Sad) — I didn’t like it much.

5-10 Questions:

How did you feel about the group activities?

Did you make any new friends during the group?

What was your favorite activity? Why?

Did you feel more comfortable talking to others after the group?

How did you handle disagreements during group activities?

What new things did you learn to help you make friends?

Did you feel safe and comfortable in the group?

How do you feel about working with other kids now?

What could we do differently in the group to help you more?

Would you like to join another group like this?

# data[].attributes.body
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. Cognella.

# data[].attributes.attachment_caption
Positive friendships provide support, encouragement, and constructive feedback, fostering a healthy social environment

# data[].attributes.body
https://www.youtube.com/watch?v=vP5Be3Aq6ls&list=PLoNcS4yVfuafar4eUblh4TB1NoDyWDaog

# data[].attributes.wish_content.attachment_props.alternative_text
Conflict resolution with children in school 

# data[].attributes.body
Stewart, J. (1995). Group Counseling Elementary School Children Who Use Aggressive Behaviors. In Guidance & Counselling (Vol. 11, Issue 1, pp. 12–15).

# data[].attributes.body
Evergreen Elementary School has 400 students enrolled, and three classes of each grade. There is a high number of students in each class, and test scores at this school are lower than the state average. This data contributes to the behavior data that shows that there is a high need for SEL lessons at this school.

# data[].attributes.body
Bobbi Hudberg

# data[].attributes.body
According to Megginson & Maddox (2018) a needs assessment is used to assess the needs of the students, parents, staff, etc. This is accomplished by a survey that asks the population several questions to identify the student's needs. Once completed and analyzed the results can determine specific results that show what is successful, failing, or hindering student success (ASCA, Megginson & Maddox, 2018). Another form of a needs assessments that evaluates more schoolwide results would be by evaluating data like reports card, testing results, etc (ASCA, Megginson & Maddox, 2018).

For the purposes of our project and what we are evaluating for our group, the population and needs will be more specific. The target population would be the second grade class students. We would need to evaluate the students via survey, which would need to include questions specific to our topic of friendships and peer conflicts.

# data[].attributes.body
This brief video highlights how a needs assessment is conducted. As well as how the data collected is used to better the school.

# data[].attributes.attachment_link.title
Assessing School Needs and Creating a Strategic Plan

# data[].attributes.body
After the needs assessment is completed by the second graders hypothetically the data will give us a better understanding of the peer dynamics between the second grade class students. From these results, we will be able to determine what are the strengths and weaknesses of the students in regards to their peer conflict resolution skills and friendship building skills. These results will give us a better idea of what will need to be worked on in group sessions.

# data[].attributes.body
Steen, S., Melfie, J., Carro, A., Zhu, L. & Genovese, E. (2022). Introduction: Group leadership considerations for effective facilitation 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. 1-9). Cognella.

Upgrading Your Needs Assessment - American School Counselor Association (ASCA). (n.d.). Www.schoolcounselor.org. https://www.schoolcounselor.org/newsletters/october-2018/upgrading-your-needs-assessment

Needs Assessment Questionnaire. (n.d.). https://www.lamar.edu/student-tutoring-and-retention/_files/documents/advising-forms/Needs%20Assessment.pdf

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

School, A. (2020, June 25). Assessing School Needs and Creating a Strategic Plan. YouTube. https://youtu.be/kqzCEFNDW1Y?si=DkNbBxf6V87BIgC-

‌

# data[].attributes.body
Group counseling develops supporting relationships in a group setting that is a positive and effective way to provide services to students with career, situation concerns, academic and social/emotional issues (American School Counselor, 2020).

For this group session, we will have a group of 5 2nd grade students who are not socializing well with their peers. This group will be a mix of boys and girls between the ages of 7 and 8. Students eligible for this group will be children not socializing with their peers. This specific group session will be an open group, meaning new members can be added, and schedules may change (Corey et al., 2018).

# data[].attributes.body
American School Counselor Association. (2020). The School Counselor and Group Counseling - American School Counselor Association (ASCA). Www.schoolcounselor.org. https://www.schoolcounselor.org/Standards-Positions/Position-Statements/ASCA-Position-Statements/The-School-Counselor-and-Group-Counseling

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

Gush Admin. (2024, October). How to Plan Group Counseling Activities for Elementary School Students. Simply.Coach. https://simply.coach/blog/group-counseling-activities-elementary-students-plan/

Planning and Facilitating Good Groups - American School Counselor Association (ASCA). (n.d.). Www.schoolcounselor.org. https://www.schoolcounselor.org/Newsletters/Sept-2022/Planning-and-Facilitating-Good-Groups?st=VA

Ritchie, M. H., & Huss, S. N. (2000). Recruitment and screening of minors for group counseling. The Journal for Specialists in Group Work, 25(2), 146–156. https://doi.org/10.1080/01933920008411458

# data[].attributes.headline
Planning Ideas for Elementary School Group Counseling 

# data[].attributes.subject
Planning Ideas for Elementary School Group Counseling 

# data[].attributes.body
This blog post is from simply.coach outlines different activities that can be used for an elementary school group counseling session, as well as ideal group sizes, tools, and proper referrals from parents, teachers, and other school officials.

# data[].attributes.attachment_link.title
How to Plan Group Counseling Activities for Elementary School Students

# data[].attributes.attachment_link.description
Explore engaging group counseling activities for elementary students and the impact of well-structured activities on student outcomes.

# data[].attributes.body
These group sessions will be held weekly for 35-40 minutes after lunchtime. According to Leischer (2022), typical group sessions last for 30 minutes and include a schedule of an icebreaker, group norms, a review of the previous sessions, a report on progress, skills awareness, and a summary of what the group learned (para 2).

# data[].attributes.body
Informed consent must be obtained before the group can begin its first session (Ritchie & Huss, 2000). Once parental/guardian consent is granted, we will have a pre-group interview with each child, child's teacher, and their parental/guardian to go over the logistics of the group as well as the time, dates, and goals for the session (Leischer, 2022). A copy of the group session schedule will be given to the student's teacher and parent/guardian so they are aware of what will take place during each group.