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The Listening Leaders group is designed for 2nd- and 3rd-grade students in our Title I school who are learning how to use their voices in positive and respectful ways. Many children at this age benefit from extra support in expressing their feelings, asking for help, and listening carefully to others. This group will provide students with the opportunity to practice active listening, clear self-expression, and positive peer communication. By working together, students will build stronger friendships, grow in confidence, and develop skills that support both learning and social success.

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Upon completing The Listening Leaders group, participants will have practiced and demonstrated mastery of the following ASCA-aligned mindsets and behaviors:

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.

B-SS 1: Effective oral and written communication skills, including active listening.

B-SS 6: Effective collaboration and cooperation skills with peers and adults.

B-SS 8: Advocacy skills for self and others and the ability to assert oneself respectfully when necessary.

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

These mindsets and behaviors directly connect to the group’s Student Learning Outcomes (SLOs) by promoting active listening, respectful self-expression, and conflict-resolution skills. Collectively, they support stronger peer relationships, greater confidence in the classroom, and improved social-emotional development.

American School Counselor Association (2021). ASCA Student Standards; Mindsets and Behaviors for Student Success. Alexandria, VA: Author.

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For the Listening Leaders small group, dissemination will focus on teacher input and collaboration. Teachers will be provided with information about the group through faculty meetings, email communication, and personal conversations. They will receive a brief overview of the group’s purpose, session topics, and intended outcomes, along with referral forms to recommend students who may benefit from participation. Teachers will also be informed of the group schedule to minimize classroom disruptions and will be invited to share feedback about student progress throughout the process. By centering dissemination on teacher communication, the group ensures alignment with classroom needs and supports consistent reinforcement of communication skills in daily academic and social settings.

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Participants will be identified primarily through teacher referrals, as teachers have daily insight into student communication strengths and needs. Once referrals are received, I will meet briefly with each referred student individually to explain the purpose of the group in developmentally appropriate language and to gauge their readiness, willingness, and interest in participating. During this informal screening, I will ask simple questions about how the student feels about listening, sharing, and solving problems with peers.

If more students are referred than can be included in one group, multiple groups will be created to keep group sizes manageable (6–8 students). The pre-group screening process will assist in determining the final selection of participants, ensuring that students are placed in a group that best meets their needs and that the group composition allows for effective participation and skill development.

By combining teacher referrals with individual screening conversations, the group ensures that participants are both recommended by adults who know their needs and personally motivated to engage in the sessions (MPSCCE, 2015).

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A parent/guardian informed consent form will be sent home before the start of the group. This form will include an explanation of the Listening Leaders group, outlining its purpose, goals, session topics, confidentiality guidelines, and the voluntary nature of participation. Parents will be asked to review, sign, and return the form before their child may begin participating.

In addition, during the first group meeting, members will review the group expectations, limits of confidentiality, and purpose of the sessions in developmentally appropriate language. Each student will then sign a group consent/assent form to confirm their understanding and agreement to participate respectfully and responsibly.

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I will utilize the Participant Guidelines/Ground Rules resource to help the group determine the expectations for working together. Some rules will be predetermined by me to ensure safety and structure, including:

Confidentiality – What’s shared in the group stays in the group (except for safety concerns).

Respect – Respect yourself and others in words and actions.

Participation – Everyone has the right to share, but no one is forced to talk.

Safety – No put-downs, bullying, or unsafe behavior will be tolerated.

The group will collaborate to determine the remaining rules. This approach allows students to have ownership of the group process while ensuring that key non-negotiables are in place to protect all members.

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The leadership style that I think I will use is Participative Leadership (Cherry, 2023). I feel that I will offer guidance while also encouraging students to actively participate and provide input. I want the members to feel engaged and know that they are an important part of the team. This approach will work best because it fosters a sense of ownership and empowerment among the group members, which in turn increases motivation and accountability. By involving students in decision-making and allowing their voices to be heard, they will be more invested in the process and outcomes of the group. Additionally, participative leadership helps build trust and strengthens collaboration, which aligns directly with the group’s goals of improving communication, cooperation, and social skills.

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Yalom’s therapeutic factors that I believe will be present in this group include the development of socializing techniques and imitative behavior (Yalom, 1995). The development of socializing techniques will naturally occur as students learn and practice important interpersonal skills such as effective communication, cooperation, and conflict resolution. This factor is especially relevant because the group is designed to provide a safe space for practicing these skills with peers. Additionally, imitative behavior will play a role as students observe and model the positive behaviors of group members who demonstrate stronger social and emotional skills. By witnessing these behaviors, less experienced students can begin to adopt similar strategies, improving their own interactions both in and outside of the group setting.

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

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.

School Counselors and Counseling Programs, 2 Tex. Edu. Code § 33.002-33.007

Student Assessment, 19. Tex. Admin. Code § 89.1

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

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According to the Texas Education Code Sec. 33.005 (b)(2), a counselor must “intervene on behalf of any student whose immediate personal concerns or problems put the student's continued educational, career, personal, or social development at risk.” This law directly supports my role as a school counselor during group sessions by emphasizing my responsibility to act whenever a student demonstrates behaviors, emotions, or disclosures that could threaten their well-being or development.

In the context of a small group for 2nd graders, this means that while the group provides a safe space for students to share their feelings and experiences, I must remain alert to any signs of risk—such as expressions of harm to self or others, abuse, or extreme distress. Even though confidentiality is an expectation within the group, I must clearly communicate and enforce the limits of confidentiality. Students must understand that some situations require intervention to ensure safety and support, and that I, as the counselor, have a legal and ethical obligation to report these concerns to appropriate adults.

This balance between confidentiality and mandated intervention requires careful ethical decision-making. I must maintain trust and encourage openness within the group while also ensuring that any student at risk receives timely and appropriate support. By explaining these boundaries in age-appropriate language and reinforcing them throughout the sessions, I can uphold both the safety and developmental needs of the students while modeling responsible and ethical counseling practices.

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Stage 1:

To build relationships and trust between group members and myself, I will create a warm, welcoming, and safe environment. I will greet each student individually, engage in simple icebreaker activities, and use fun “get-to-know-you” games to encourage sharing in a low-pressure way. I will model active listening, empathy, and respect so that students see these behaviors in action. Regular check-ins and opportunities for students to share thoughts or feelings will help build trust over time.

Group norms will be established collaboratively with the students. Together, we will create rules such as listening when someone else is talking, using kind words, raising hands to speak, and respecting personal space. These rules will be written on a chart and displayed during sessions so that all members can refer to them. Involving students in setting these norms encourages ownership and responsibility.

Regarding confidentiality, I will explain to students in age-appropriate language that the group is a safe place to share, but we cannot promise absolute secrecy. I will outline limits to confidentiality, such as situations where someone is being hurt, is in danger, or is thinking about hurting themselves or others. I will clarify that group members are not responsible for keeping others’ secrets and emphasize that it is always okay to ask a trusted adult for help. A simple story or example will help students understand this concept without fear.

Stage 2:

To keep the group working cohesively and productively, I will use structured activities and interactive discussions that align with the group’s learning outcomes. I will encourage participation by asking open-ended questions and inviting students to share ideas and experiences. When conflicts arise, I will guide students in problem-solving and practicing respectful communication.

To gauge progress, I will conduct regular check-ins with members, using age-appropriate methods such as thumbs-up/thumbs-down, emotion cards, or short reflection questions. These check-ins help me understand how students are feeling, assess whether learning goals are being met, and allow me to adjust activities to better meet students’ needs. Positive reinforcement and acknowledgment of contributions will further motivate students and strengthen group cohesion.

Stage 3:

During group closure, I will dedicate time for students to reflect on what they have learned and how they have grown. I will encourage students to share their favorite experiences, new skills, or ways they plan to use what they learned outside the group. I will monitor and explore how students feel about the group ending, validating any emotions of sadness or worry while reinforcing that the group’s purpose was to help them grow and learn.

I will provide a follow-up plan, such as suggestions for continuing coping skills, ways to practice what was learned, and encouraging ongoing conversations with trusted adults. I will reinforce that confidentiality remains important even after the group ends, reminding students to continue respecting each other’s privacy and to seek help when needed. Closing activities may include a celebration, certificates, or a group “memory book” to provide a positive sense of completion and closure.

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Standard V, Learner-Centered Communications, emphasizes that a certified school counselor must demonstrate effective professional and interpersonal communication skills, including the use of knowledge about group dynamics and productive group interaction. This standard supports my role in conducting group sessions by guiding how I facilitate interactions among students to promote a positive, supportive, and engaging environment.

By understanding group dynamics, I can recognize how students influence each other, how relationships develop within the group, and how to address conflicts or challenges that may arise. This knowledge helps me structure activities and discussions that encourage participation, collaboration, and mutual respect. I can use strategies such as active listening, open-ended questions, and reflective feedback to ensure that every student feels heard and valued.

Additionally, being aware of productive group interaction allows me to monitor group cohesion and intervene when necessary to keep discussions constructive and focused on learning outcomes. For example, I can guide students to resolve disagreements respectfully, reinforce group norms, and create an atmosphere where students feel safe sharing their thoughts and emotions. Overall, applying Standard V helps me facilitate effective group sessions that support social, emotional, and academic growth for all participants.