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This group counseling session is designed to address bullying behavior and promote positive social interactions among 5th-grade students. The program will focus on building self-confidence, fostering empathy, and developing healthy ways to handle conflict. Students will learn how to recognize bullying, understand its impact, and gain practical tools to stand up for themselves and others in a respectful and supportive way. Through group discussions, role-playing, and teamwork exercises, participants will develop the skills to create a more inclusive and kind school environment. The goal is to empower students to rise above bullying by cultivating self-awareness, resilience, and a sense of responsibility for the well-being of their peers.

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Mindset Standards

M2: Sense of acceptance, respect, support and inclusion for self and others in the school environment

Behaviors

B-SMS 1. Responsibility for self and actions

B-SS 2. Positive, respectful and supportive relationships with students who are

similar to and different from them

B-SMS 7. Effective coping skills

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

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Flyers and Announcements: I will create flyers with information about the group and distribute them to students.

Teacher and Parent Communication: I will inform teachers, parents, and school staff about the group through emails or meetings, ensuring they are supportive and can encourage students to attend.

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Plans to inform the group:

Describe the group:

Group topic

Meetings: day, time, length of each session, total number of sessions

Expectations of participants: attend every meeting unless there is an illness or an emergency

Reason student is being considered for membership in group .

Participation in the group is voluntary/involuntary.

Tell student what he or she will gain from being in the group.

Goals/outcomes

Learn new skills

Being in a group can be fun.

Tell the student about the expectations of members of a small group.

Attend the group every week

He or she is expected to maintain confidentiality about what occurs in the group.

Everything said in the group stays in the group.

He or she is expected to participate.
• PSC will make sure everyone gets a chance to talk
• Listening is a part of participation
• Members help others in the group
• Members respect and value each other’s situation.

Readiness:

Ask the student about his or her interest and commitment

Ask student to explain his or her understanding of what you have said about the group

Ask student what questions he or she has about any part of the group process

Ask student if he or she is interested in the group, and why or why not

Ask if student is willing to adhere to expectations/ground rules (e.g. attendance, confidentiality,
cooperative participation, sharing information about thoughts and feelings related to topic).

Ask student what his or her goals for growth are (or might be).

Ask student to rate his or her interest in participating in the group on a scale of 1-10.

Students will be screened as a group.

Pick members

Is the student willing to participate in the primary tasks of the group?

What is the student’s reason for wanting to be in the group?

Hypothesize whether student will be satisfied with:
 -The group focus and being able to meet personal needs or goals.
 -Other members in the group
 -The process of working in a group and an overall enjoyment of group work.

Will student be able to apply/transfer group experiences to other life areas/relationships?

During interview, was student able to interact with the group on a personal level?

Are student’s expectations aligned with stated group outcomes/other members’ expectations?

On a scale of 1-10, how motivated is student to participate fully in the group experience?

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Mesquite ISD requires informed consent from a parent to a child under 18. But, if a child is 18 or older they may provide consent for themselves. Since this group is for fifth graders, the parents will need to provide consent for them to participate in this small group.

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I will use this resource to set ground rules and expectations by implementing these strategies into the sessions. Having the group members use the looks like and sounds like sections will help them understand and practice the rules.

Rules determine by me would be:

1-10 on the Ground Rules PDF.

Group members will be able to determine their own guidelines which can be similar to the ones set by the counselor such as:

1. The group might set time limits for speaking

2. Respect

3. Non judgmental place

4. Confidentiality

5. Group etiquette (no phones)

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Stage 1: In order to build relationships and trust among group members, we will start the session with simple conversation to build rapport with each other. The conversation doesn't have to be about bullying it can just be about getting to know one another. I will state the group norms so everyone can have an understanding of what is expected during the sessions. We will review the purpose of the group. I will explain that the group is confidential and what happens in the group should stay in the group. I will have everyone agree and sign a confidentiality statement before we begin.

Stage 2: We will review confidentiality and ground rules. In order to keep the group working cohesively we will foster a safe and respectful environment. I will check in with each group member by a simple conversation of how things are going for them. After the end of each session we will leave time for reflection amongst the group members.

Stage 3: We will close the group with again, reviewing confidentiality. We will make a plan together for continuation of newly learned skills and set up a post group follow up session in 4 weeks to encourage accountability for goals and allow members to share success stories. I do not want the group members to feel abandoned after the group sessions come to an end so I will give them homework, such as goals to work on together even after the group is complete.

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I believe that I will use more of a facilitative leadership style. I will facilitate the group discussion but allow members to have a say in how the sessions unfold. I will encourage active participation, collaboration, and group decision-making. This will be the best type of leadership for this group because it will help members express themselves and take more responsibility in their therapy process. This creates a sense of ownership and empowerment in the group, and fosters open communication.

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This group might demonstrate universality and altruism. Members of this group have experienced bullying and will be able to share with one another their experiences, so that will show that they are not alone. The purpose of this group is to develop coping skills and ways to help others who are dealing with bullying, which goes with altruism.

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Sec. 33.003. PARENTAL CONSENT. The board of trustees of each school district shall adopt guidelines to ensure that written consent is obtained from the parent, legal guardian, or person entitled to enroll the student under Section 25.001(j) for the student to participate in those activities for which the district requires parental consent (2 Texas Education Code § 33).

Getting parental consent is always the best thing to do in my opinion. You never want a parent to be upset you are doing something with they child and they do not approve. Covering yourself is the safest thing to do no matter the topic being discussed with the student.

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ACA A.9.b. Protecting Clients

In a group setting, counselors take reasonable precautions to protect clients from physical, emotional, or psychological trauma (ACA, 2014).

I think this ethical requirement is important for group work especially this group topic as it pertains to bullying. Bullying can cause trauma in multiple ways. Doing group sessions will help protect students from this type of trauma by learning ways to deal with it effectively.

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ACA. (2014). ACA 2014 code of ethics - american counseling association. ACA Code of Ethics. https://www.counseling.org/docs/default-source/default-document-library/ethics/2014-aca-code-of-ethics.pdf?sfvrsn=55ab73d0_1

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

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.

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

2 Texas Education Code § 33

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This article gives students resources on what bullying is, how to handle it, resources for parents to help their children with it and much more!

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Bullying behavior is a problem for all of our children. Bullying behavior can start as early as preschool and persist into adulthood. Approximately one-third of children will be victimized by bullying. A majority of children will witness bullying of their friends and peers. Many children suffer in silence. Many children do not know how to respond. Children who bully often have significant social, behavioral and legal problems later in life.

One group cannot prevent or reduce bullying behavior alone. The solution to the bullying problem lies in everyone working Together Against Bullying.

The most successful bullying interventions include strong parent involvement.

Bullying behavior is reduced when schools have strong prevention programs.

Bullying behavior is reduced when children targeted by bullying behavior learn different ways to respond and to report the bullying each time it happens.

Bullying behavior is reduced when other kids, those who are bystanders, intervene and stand up and become upstanders to the bullying behavior.

Children who bully need to be held accountable and often need help to change this pattern of behavior.

Acceptance is One of the Greatest Gifts You Can Give

Belonging is a powerful human need, just like the need for food and shelter. It is the theme of two public service announcements created by Gundersen Health System, in partnership with Emerson Elementary in La Crosse and Rotarian Interact members from Aquinas, Central, Holmen, Logan and Onalaska high schools.
A grant from the Kohl's Cares® program fully funded the development, production and airing of both PSAs. Kohl's commitment to Gundersen Health System is made possible through the Kohl's Cares merchandise program. Through this initiative, Kohl's donates 100 percent of net profits from the sale of $5 books and plush toys to children's health and education programs nationwide. View more videos

Bullying behavior is a problem for all of our children. Bullying behavior can start as early as preschool and persist into adulthood. Approximately one-third of children will be victimized by bullying. A majority of children will witness bullying of their friends and peers. Many children suffer in silence. Many children do not know how to respond. Children who bully often have significant social, behavioral and legal problems later in life.

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Bullying behavior is a problem for all of our children. The solution to the bullying problem lies in everyone working Together Against Bullying.