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This group will be helping 3rd grade students, ages 8-9 years old develop positive social skills by actively participating in team building/bonding activities and creating individualized social skills goals in a closed group setting of 3-5 students for 25 minutes each day.

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Students will be able to meet the mindset standards by;

M 2. Sense of acceptance, respect, support, and inclusion for self and others in the school environment

M 5. Belief in using abilities to their fullest to achieve high-quality results and outcomes

M 6. Understanding that postsecondary education and lifelong learning are necessary for long-term success

Students will be able to meet the behavior standards by;

(Learning Strategies)

B-LS 4. Self-motivation and self- direction for learning

B-LS 7. Long- and short-term academic, career and social/emotional goals

B-LS 9. Decision-making informed by gathering evidence, getting others’ perspectives and recognizing personal bias

(Self Management)

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 10. Ability to manage transitions and adapt to change

(Social Skills)

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

B-SS 6. Effective collaboration and cooperation skills

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

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American School Counselor Association. (n.d.-b). ASCA student standards: Mindsets & Behaviors for ... American School Counselor Association. https://www.schoolcounselor.org/getmedia/7428a787-a452-4abb-afec-d78ec77870cd/Mindsets-Behaviors.pdf

Klages, K. L., Ittenbach, R. F., Long, A., Willard, V. W., & Phipps, S. (2022). Examination of the Social Emotional Assets and Resilience Scales (SEARS) Youth Report: Factor Structure, Measurement Invariance, and Validity. Assessment, ²⁹(7), 1522–1531. https://doi.org/10.1177/10731911211022844

Sense , K. (2024, July 22). Social skills. Kid Sense Child Development. https://childdevelopment.com.au/play-and-social-skills/social-skills/#:~:text=How%20can%20you%20tell%20if,’).

Anderson, K. L. (2013, October). Social Skills Checklist (pre-K/elementary). Supporting Success For Children With Hearing Loss. https://successforkidswithhearingloss.com/wp-content/uploads/2011/08/SOCIAL-SKILLS-CHECKLIST-PreK+Elementary.pdf

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School-wide emails to teachers, staff, and parents that include;

Social skills definition

Social skills checklist

List of benefits of social skills

Examples of activities being done

Contact information

Teacher Referral Form:

The teacher/parent will need to complete a referral form that includes filling out data on the social skills checklist and rating scale of the specific student throughout content areas. Then it is evaluated by the social skills group initiators if the child is qualified and/or required to be in the social skills group sessions.

Social skills group invitation:

A letter is sent out to a specific student that is being considered by the teacher/initiator to the parents for consideration if they would like their child to participate.

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Ground rules would be established as a group effort on the first day. Considering this group is developing social skills they would discuss how respect, confidentiality, and volunteering will look and sound like in the group sessions by reading prompts and teacher provided scenarios. This resembles a contract that each student is signing to show that they will do this in each session.

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Stage 1 : Building Relationships :

The counselor would do weekly one-on-one check-ins outside of the group sessions. This allows the counselor to check on their emotions and life outside the classroom to gain that trust and sense of care.

Stage 2 : Learning Outcomes :

The students will be evaluated by a counselor/ teacher to see if the student is regressing or progressing in the specific social skill that is being focused on in the group sessions on the rating scale that is provided in the group action plan.

Stage 3 : Closure :

Students will be doing short individualized reflections from time to time to see if the individual student understands the social skill that is taught that day. To maintain confidentiality amongst the group, the counselor will verbally repeat that whatever is said here is kept here is stayed here unless there is a need to contact someone if it is of need to report.

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Direct Advice:

Students will be able to receive and actively use the social skills strategies outside of the group sessions inside and outside of the classroom setting to handle social situations and over-stimulating environments to handle problems.

Development of socializing techniques:

Students will benefit from learning how to actively participate in group sessions and use the social skills techniques inside and outside of group sessions and classroom settings. These interpersonal skills will allow students to have emotional regulation and impulse control in overwhelming situations.

Interpersonal learning:

While having informal and formal evaluations of the use of the social skill the students will be able to receive feedback and use the new strategy to react and correct behavior.

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Texas Administrative Code

TITLE 19: EDUCATION

PART 7: STATE BOARD FOR EDUCATOR CERTIFICATION

CHAPTER 239: STUDENT SERVICES CERTIFICATES

SUBCHAPTER A: SCHOOL COUNSELOR CERTIFICATE

RULE §239.15 Standards Required for the School Counselor Certificate

(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

(13) the roles and responsibilities of a comprehensive school counseling program that is responsive to all students;

(19) an understanding of systems, including family dynamics and school environments.

Nelson , J. (n.d.). Texas Administrative Code. Texas Secretary of State. https://texreg.sos.state.tx.us/public/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=19&pt=7&ch=239&rl=15

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Feedback

Based on teacher/parent/initiators referral forms. There will be adequate data from previous teacher's feedback on behavior in and out of school including parent feedback on child at home to be taken into account.

Social skills rating scale:

When determining if the child needs social skills there will be a social skills rating scale that teacher/parent/initiators will need to fill out to gain several perspectives and insights. With this evaluation form, there will be a need for notes to gain qualitative data that determines why they rated the way they did based on observations to recognize patterns.

The Social and Emotional Assets and Resilience Scale:

This rating scale is a fine predictor of resilience in a child's social-emotional state of mind. It helps determine the 'strengths of a student's social competence, peer relations, coping and self-regulation skills, problem-solving abilities, agency, and empathy.' Klages, K. L., Ittenbach, R. F., Long, A., Willard, V. W., & Phipps, S. (2022).

Pre-interview / Screening for Data:

Observation Checklist

Social Expectations / Cues

External behavior observation notes

Social emotional rating scale

Parent social skills rating scale

The Social and Emotional Assets and Resilience Scale

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B-PF 8. Demonstrate advocacy for a school counseling program

c. Explain the benefits of a school counseling program for all stakeholders, including students, families, teachers, administrators and other school staff, school boards, department of education, school counselors, school counselor educators, community stakeholders and business leaders

B-PA 6. Use time appropriately according to national recommendations and student/school data

c. Articulate the best use of a school counselor’s time to meet student needs as identified through student data and program goals

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Situational Leadership :

1. Telling: Telling students what social skill is being focused on and what it sounds and looks like in scenarios and ways to cope and balance emotions using strategies.

2. Selling: Convince the students that these social skill practices are beneficial for their short and long-term personal and academic goals.

3. Participating: Allowing students to actively use the social skills strategies outwardly in decision-making in high emotional and overwhelming situations.

4. Delegating: Allowing students to take advantage of their practices and use them. The counselor would evaluate if the student is using them by taking notes.

Kendra Cherry, Mse. (2023, June 27). 6 leadership styles and Frameworks. Verywell Mind. https://www.verywellmind.com/leadership-styles-2795312

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This consent form will be sent home to parents before group sessions are considered and in place. Parents will be getting an email and newsletter regarding the benefits of social skills and examples of activities done in the group sessions that set up a student for success. (short and long-term personal and academic goals/growth)