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The name of this group is: Speak Up - Speak Out! The group topic is the issue of resolving the causes and effects cyberbullying has on elementary students, specifically fifth graders. This counseling group was created to assist students who have bullied others and students who have been subject to bullying, especially cyberbullying. In this age of technology, students have incredible access to technological devices. These devices facilitate the spread of bullying.

Given an increase in reported cases of bullying, a counseling group was formed to help the alleged aggressors halt their bullying and the alleged victims get the assistance they need.

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The ASCA Mindsets & Behaviors are skills that students need for their social, emotional, and academic needs. These mindsets and behaviors prepare students for college and career readiness.

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The counselor will hold general grade-level presentations on the issue of bullying. Here, the counselor will present information on bullying, such as the causes and effects and some examples of bullying. The counselor will create flyers to advertise that any student who wishes to get more information can contact the counselor for further information. Every student will attend these grade-level presentations. If a student is absent, the counselor will hold a make-up presentation to disseminate the information to the counseling group.

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Once the students who want more information reach out to the counselor, they can meet with the counselor individually to discuss any pertinent information. If the students reach out, this will prove that students are willing to participate and show interest in getting help. Here, the counselor will screen the individual as to why they are seeking to join this counseling group. The counselor will inquire general questions as to whether they have ever bullied others or if they have been bullied. Depending on the answers, they will be placed in the respective group of alleged aggressors or alleged victims.

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Once the group of students has been selected, a consent form will be sent out to parents. This consent form will be sent home along with an explanation of the counseling session. The form will clearly state that the student voluntarily signed up for the session and will explain to the parents the ins and outs of counseling and the confidentiality policies.

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The rules of the group will be stated at the beginning of every session. The rules are as followed:

1. Treat others with respect and the way you would like to be treated

2. One person speaks at a time.

3. Everything said in this room, stays in this room.

4. Everyone must participate in the session. (speaking is not required but is highly encouraged)

These rules will be repeated in every session. As mentioned, talking is required but one way the group will learn from each other is by speaking. If other rules need to be implemented, they will be in the discussion with students.

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Stage 1: The first session will be one of building relationships and rapport. This will be done by first getting to know the individuals in question. A needs assessment will be utilized to gauge each student and their experiences. This will allow the teacher to have a better understanding of the students. Next, the first session will be used as a group talk. It is obvious that students will be hesitant to share their stories on the first day, but it can start off with simple things like knowing their hobbies or favorite movies. Throughout the session, this will allow students to feel more comfortable and at ease. Throughout the session, the counselor will reiterate the importance of confidentiality and keeping everything said in the classroom to themselves.

Stage 2: In this stage, student-led activities will be integral to the success and effectiveness of the session. Students will be allowed to work with partners in order to extend their trust and enable them to trust each other. Using direct monitoring, the counselor can see their progress from day one. If the student is a quiet and timid kid and is suddenly sharing with others, this progress is deemed a success. Students will also be learning the effects bullying has on others in order for them to see the devastating effects it has on each other.

Stage 3: In this stage, the counselor will close up the counseling session with a reflection time for each student. Students will be encouraged to share how they have progressed throughout the session and some of the things they have learned. They will have the opportunity to share what has helped them the most. They will be able to share if they have learned how to cope with the effects of bullying or learned how to report it and stand up for themselves. A month later, a follow-up session will be called in where the students can share how their progress is doing.

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In my point of view, a participative leadership style would be the most beneficial for this type of students. It is imperative for all students to work together as a whole. In this type of leadership style, the group can effectively work together to achieve a common goal and make sure everyone's voices are heard. Active participation from all members of the counseling session will ensure a more cohesive and successful outcome.

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Some of Yalom’s Therapeutic Factors that would be present in this session would be Universality and Existential factors. Yalom’s Therapeutic Factors (1995) emphasizes on the variety of grouping styles for counseling groups. Since this will be a counseling session of bullying, most, if not all members will be experiencing the same feelings. One of the key aspects of this counseling session is describing how bullying has affected them, meaning students will have to recall certain images and scenarios of their past which will make them relive some of those dreadful moments.

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The Texas Administrative Code is one of the most prolific guidelines for counselors to follow regarding student success.

19 Tex. Admin. Code §239.15 (2001) states in Standard II Learner-Centered Skills, the school counselor must, “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”. This standard ensures that school counselors are creating and implementing school counseling sessions that will have a positive impact on the educational, social, and emotional well-being of all students.

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The American School Counselor Association (ASCA) discusses the importance of having group counseling sessions in order to provide the best advice and guidance for students. These sessions are critical to the development of students' lives. According to ASCA (2020), counselors must develop counseling sessions that “help students identify problems, causes, alternatives and possible consequences so they can make decisions and take appropriate action”. These sessions allow the counselor to locate the issue affecting the students and then work with them in order to minimize or eliminate the problems they are facing.

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19 Tex. Admin. Code §239.15

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

Cherry, K. (2023). 6 Leadership styles and frameworks. Verywell Mind. https://www.verywellmind.com/leadership-styles-2795312

Informed Consent Forms. (n.d). Missouri Comprehensive Guidance & Counseling Programs.

The school counselor and group counseling. (n.d.). The School Counselor and Group Counseling - American School Counselor Association (ASCA). https://www.schoolcounselor.org/Standards-Positions/Position-Statements/ASCA-Position-Statements/The-School-Counselor-and-Group-Counseling

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