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"Social Squad" is a small group action plan designed for kindergarten-aged students who need help to enhance their social skills in school. This small group will allow for targeted instruction for students to establish meaningful friendships. Many students begin school at different social levels, which means some individual students require social assistance with developing relationships with their peers.

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Upon the completion of this small group, students will exhibit mastery of the following mindsets and behaviors:

Mindsets:
M1. Belief in development of whole self, including a healthy balance of mental, social/emotional and physical well-being

M3. Sense of belonging in the school environment

Behaviors:
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 6. Use effective collaboration and cooperation skills

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

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Information about "Social Squad" will be disseminated in a way that explains the intent and purpose of the small group to varying audiences.

Audiences:

Administrators & Counselors: To bring awareness to the campus that this small group session is being provided, I will first approach my administration and the counseling team to explain the services I am providing and get support and approval.

Teachers: After speaking with administration, I will share with the faculty at a faculty meeting and then follow-up with an email further explaining the services. Flyers will also be placed in the faculty lounge, as well as in the teachers' mailboxes. Teachers will also be given referral forms and procedures to refer their students for the group. Referral forms will include a student behavior rating form in regards to that student's personal and social development (Missouri Professional School Counselors and Counseling Educators, 2015).

Students: Due to the age of the participants (kindergarten-aged), they will have to be referred by either their teachers or parents to participate in the small group. After a student has been referred and their parent has given their consent, students will receive a personal invitation in the take-home folders. Their invitation will detail what the small group entails in language that they can understand.

Parents: An e-flyer will be sent to parents via email (all parents in our district have provided email addresses), that explains the purpose of the small group session and an optional return portion, if they wish to nominate their child. Once a student has been referred by their teacher or their parent, parents will receive a form that explains to what the small group session is, the targeted goals, and the days and times the sessions are scheduled to meet. The parents will be provided a space on the document to sign off for their child’s participation in the session.

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Students will be individually screened by the counselor using the "TAP-In" method.

T- Tell about the Group
Students that have been referred by either their teacher or parents, will be pulled briefly by the school counselor to explain the premise of the group. Students will be introduce to the topic and informed of the session times and locations, as well as the expectation that students are to attend all six sessions, unless "there is an illness or an emergency" (Missouri Professional School Counselors and Counseling Educators, 2015, p. 22).

A- Ask the student by his/her interest and commitment
The counselor will explain the goals and outcomes of the small group sessions in language that is appropriate and understandable to the student. After the counselor explains the group to the student, they will then ask the student questions to gauge their interest and commitment to the group. The questions asked will prove the student's understanding of all the information presented as well as their role in the group's rules and confidentiality standards.
At this point in the screening process, students will also be able to ask any questions that they may have in regards to the small group.

Prior to returning to class, students will be asked to complete a pre-assessment survey that rates how he or she feels about and handles social concepts.

P- Pick members
Students will be selected to participate in the small group based on the need and desire students have for enhancing their social skills with their peers. Their need will be assessed by the feedback provided by their teachers combined with the responses from the pre-assessment survey. The students' ability to interact with counselor on a personal level (Missouri Professional School Counselors and Counseling Educators, 2015).

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My group session will require informed consent. This informed consent will be attained from the students’ parents, since the students are under the age of 18. I will send a form that explains to parents what the small group session is, the targeted goals, and the days and times the sessions are scheduled to meet. The parents will be provided a space on the document to sign off for their child’s participation in the session.

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There are three major premises of the ground rules document that will be established and reviewed at the beginning of each session:

1. Confidentiality- whatever is discussed in shared in sessions are to remain within the sessions

2. Respect- students are to respect all members of the groups through their time (one person speaks at a time) and their words/responses

3. Participation- students are encouraged and expected to actively participate in the group sessions

During the first session of the small group, the counselor will guide a discussion for creating group rules for the sessions. Students will take turns suggesting a rule that they believe will allow the sessions to run smoothly and allow for respect amongst all members.

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Stage 1: This stage is focused on building and establishing trusting relationships within the group, this includes relationships with the participants as well as with the counselor. To get students comfortable an "icebreaker" activity will be conducted to introduce each other and establish a positive group dynamic. In the first session group rules will be established and reviewed at the beginning of all sessions moving forward.

Confidentiality: The ground rule of confidentiality will be isolated and mentioned at the beginning of each session. Although I cannot control what the students say outside of the sessions, I will explain to them that they have the right of confidentiality. I will not share what we discuss in the sessions, unless the students express to me that they are hurting themselves, plan to hurt themselves or plan to hurt others. It will also be stressed that the participants should respect the confidentiality of others and not share what occurs within the sessions. The safety and well being of my students is the top priority. I will also express this confidentiality concept with parents and teachers to avoid confusion or conflicts in the future.

Stage 2: To ensure that group members maintain cohesion and productivity as we progress through each session, each session activity and topic will incorporate group discussions and projects that visually represent the learning outcomes of the session. Group discussions allows trust building opportunities and growth between members, as well as the opportunity to achieve group goals. By having visual representations of each session, students are engaging in hands on activities, which allows for the counselor to access individual progress and understanding.

Stage 3: This stage is to establish closure of the sessions and will occur in the sixth and final group session. Prior to the last session, students will be reminded after each session how many sessions are remaining, so the ending does come as a shock and students can mentally prepare for the end. The final session will be used to review and re-cap all they have learned as members of "Social Squad" by playing a game. This social skills game will allow members to exhibit and share what they have learned. This game is also used to establish pride, confidence and achievements in their newly acclaimed social ability. Students will also each receive a completion certificate to celebrate their success in the sessions.

Confidentiality: Before the session comes to an end, students will be reminded that confidentiality is still important to maintain, even though the group sessions have come to an end.

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I feel that the participative leadership style will be the most effective in the "Social Squad" small group sessions. A participative leadership style will allow the counselor to "offer guidance to group members" (Cherry, 2020) while simultaneously being an active participate throughout the course of the sessions.

I feel that this approach will lead to result in the most positive outcomes because if the students see that the counselor is participating, they are more inclined to engage and contribute to discussions and activities. Students at this age, learn a lot through modeling and if they have the counselor to follow and guide off of, they can obtain the most out of each session. This leadership style also encourages active student participation and further develops trust and support of the counselor as the leader.

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Universality:
Because "Social Squad" is a group session, the therapeutic factor of universality may be demonstrated. Universality allows students to see that they are not alone and are not the only ones who struggle with establishing and maintaining mutual friendships with peers (Yalom ID, 1995).

Development of Socialization Techniques: The purpose of "Social Squad" is to provide kindergarten students, who struggle with establishing and maintaining positive friendships, with the social skills needed to develop positive peer relationships. To achieve the goals of the group, the students must take the social and interpersonal techniques taught to them and implement them through socialization.

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In Section 33.003 of the Texas Education Code, the "school district shall adopt guidelines to ensure that written consent is obtained from the parent, legal guardian, or person entitled to enroll the student...for the student to participate" (Texas Code § 33). This step will occur prior to any student participates in any elements related to the "Social Squad" small group.

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A9.a- Screening (Group Work)
When counselors plan to conduct group counseling sessions, they are ethically required to "select members whose needs and goals are compatible with the goals of the group, who will not impede the group process, and whose well-being will not be jeopardized by the group experience" (ACA, 2014, p.6).
Screening is an important process in conducting the "Social Squad" group. Students will be chosen to participate in the group sessions if they exhibit the need and desire to enhance their social skills. This will be determined by an individual screening interview and a pre-assessment survey.

B4.a- Group Work
Confidentiality is not only important for the school counselor to maintain, but also for all group participants to uphold. "In group work, counselors clearly explain the importance and parameters of confidentiality for the specific group" (ACA, 2014, p.7).
As the school counselor, it is their role to explicit teach and explain the role of confidentiality during the group sessions. In this group, students will be reminded at the beginning and ending of each session, not to share what occurs with others. By doing this mutual trust and respect will also be established between group members and the counselor.

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American Counselor Association (2014). ACA Code of Ethics. Alexandria, VA: Author.

American School Counselor Association (2014). Mindsets and Behaviors for Student Success: K-12 College-and Career-Readiness Standards for Every Student. Alexandria, VA: Author.

Cherry, K., (2020). Leadership styles and frameworks you should know. Verywell Mind. Retrieved from https://www.verywellmind.com/leadership-styles-2795312

McGlauflin, G., (2019). Social skills small group counseling curriculum. Heart and Mind Teaching.

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. Retrieved from https://dese.mo.gov/sites/default/files/guid-respon-serv-small-group-counseling-guide-2015.pdf

Texas Education Code § 33 https://statutes.capitol.texas.gov/Docs/ED/htm/ED.33.htm#33.000

Yalom ID. (1995). The theory and practice of group psychotherapy (4th ed.). New York: Basic Books.