# data[].attributes.headline
Welcome to our Elementary Level Group Counseling Padlet! 

# data[].attributes.subject
Welcome to our Elementary Level Group Counseling Padlet! 

# data[].attributes.body
Members:
Nicole Kray
Mackenzie Golden
Kaitlin Spitak
Olivia Hawley

# data[].attributes.headline
School Culture & Diversity Considerations

# data[].attributes.subject
School Culture & Diversity Considerations

# data[].attributes.body
Buckeye Elementary School (K-4) is a public school located in Ohio, and consists of approximately 400 students with an estimated 100 students per grade level. The community demographic mostly consists of low-income families of a rural community.

Within the last semester, the school's 3rd and 4th grade teachers have made multiple behavioral referrals for students fighting at recess, and acting inappropriately with other students within the classrooms. Bullying behavior seems to be an issue within the school, mostly affecting 3rd and 4th grade students.

According to A.7.a, school counselors must "offer culturally sustaining small-group counseling services based on individual student, school and community needs; student data; a referral process; and/or other relevant data" (2020).  As a culturally diverse school, it is important for our students to understand that there are a variety of cultures. Based off of the data presented by the students it is important as counselors to integrate a variety of culturally diverse lessons to engage our students in lessons to prepare for their futures in and out of the classroom.

# data[].attributes.body
A needs assessment is a tool school counselors use to assess the most urgent school need. The needs assessment helps inform the counseling staff’s school improvement plan as it aligns with the school vision. Needs assessments can be schoolwide or highly focused; these survey tools can be individuated to address specific grades, target populations and intended uses (Sink et al., 2012). However, all needs assessments aim to gauge the school’s needs and inform their practice. Needs assessment data is then used to inform the school staff about potential interventions.

Our needs assessment aims to gauge the pervasiveness of bullying, or bully behavior, within the 3rd and 4th grade student population.

Target Audience for Needs Assessment

The target audience for our needs assessment include 3 rd and 4 th grade students. The needs assessment will be distributed by homeroom teachers, and completed during their homeroom block. Teachers will advise students that this is an anonymous survey. This assessment should take less than 10 minutes, and teachers will be able to clarify questions if students are confused.

Questions for Students
(The following questions would be answered using a likert scale of Disagree, Neutral, and Agree)

1.       Other students call me names, make fun of me, insult me, or spread rumors about me.

2.       Other students push me, have shoved me, tripped me, or spit on me.

3.       Other students have threatened me, or made me afraid for my safety.

4.       Other students exclude me from activities on purpose.

5.       I feel safe at school.

Hypothetical Results & Support for Proposed Group
The needs assessment survey uses a likert scale of Disagree (0), Neutral (1), or Agree (2) for 4 questions. Question five has a reverse scaling, with numerical assessment following the scale of Disagree (2), Neutral (1), or Agree (0). Thus, a higher score suggests a greater incident of bullying and a heightened need.
Assuming the grade level size contains 100 students, with two grades being assess the results could range from 0-2000, with 0 indicating the least need for intervention, and 2000 indicating the most need.

The results of the needs assessment indicate an overall score of 1223 out of 2000 total points. With an overall score well above the neutral point, this suggests that bullying behavior is a large problem within the 3rd and 4th grade classes.

The answers with the highest point value were questions 1 and questions 2; with the average value of 1.7 and 1.5 respectively.  Question 5 had a response average of 1.0, suggesting that a large population of the students polled did not clearly identify as feeling safe at school.

These results indicate that bullying is problematic in our school, with verbal and physical bullying being highly prevalent. Our findings support the recent trend of increased behavioral referrals, made by 3rd and 4th grade teachers, within the last semester. A comparative analysis between the results of this needs assessment, and a school climate survey may provide additional context.  This evidence supports the implementation of a small group counseling program that focuses on positive behavior, in effort to reduce bullying.

# data[].attributes.body
Rationale & Efficacy

Bullying in early childhood can have negative effects on school climate, as well as students' academic, social, and emotional wellbeing. Bullying can precipitate externalized behaviors, and internalized issues as students progress into middle school (Mandira & Stoltz, 2021). Bullying in the elementary years can isolate students and cause depression, anxiety, and difficulty concentrating in school and, later, worse consequences such as self-harm, addictions, and suicide (Eriksen et al., 2014).Young victims are more likely to socially isolate, which may impact student’s abilities to form positive social relationships (Mandira & Stoltz, 2021).  According to ASCA (2020), group counseling reduces “social isolation and negative emotions” and can “increase positive peer relations and a sense of belonging” (para. 2).

Thus, bullying may limit students’ opportunities to learn.  Therefore, addressing bullying behavior in elementary school ages, we aim to mitigate the academic, social, and emotional risks that bullying imposes on children’s development.

Considerations of Development & Cognitive Needs

Members of this group will be more than likely be diverse. To work with diverse populations, we as counselors are to be sensitive to these differences and work to educate ourselves (Thomas & Pender, 2008). Therefore, building rapport with all students and using appropriate icebreakers could help the counselors break cultural biases before the group becomes in-depth. Every student brings unique experiences, values and skills, and all students are influenced by “political, economic, racial, and social contexts” (Sink et al., 2012, p. 258). children with low parental involvement, and/or negative family relationships is associated with greater bully behaviors (Wu, et al., 2003). Moreover, students use different coping styles, influenced by their gender, age, and family variables (Wu, et al., 2003). Thus, it may be important to consider student’s unique differences, but also the environmental support available to them.  It is necessary to note, however, that we must be wary of making false assumptions about bullying and bullying victims, avoiding using minorities as scapegoats in the group counseling session (Cheng et al., 1998, as cited in Sink et al., 2012).

We will also have children with different experiences with bullying. Some group members may have been bullies, victims, and victim-aggressors. Bullying behavior, and victim reactions also varies. As Mandira and Stoltz (2021) highlighted, often victims become bullies, known as victim-aggressors. Thus the group must consider both the implications and effects of being bullied, as well as why students engage in bully behavior. Therefore, it is important to consider how bully behavior is expressed, and the communication limitations of younger students. Addressing these issues and creating a more safe, warm, and supportive school climate (ASCA, 2020), students will ideally benefit socially, emotionally, be better prepared to develop positive relationships, and appropriately engage in the academic setting.

# data[].attributes.body
Group counseling gives many students the ability to find solutions to their problems in a group setting.  Skinner states (2012) that group counseling gives counselors an ability to "foster" an educational development for all students.  The group process allows for counselors and students to create objectives for the given behaviors, and then create attainable goals that will also foster in the development of the negative behaviors or given topics.

Skinner identifies 3 primary functions of a group (2012), mobilize, model and manage.  It is through these three functions that a counselor begins to form relationships with their students to develop the needed skills to thrive in a school setting. (NK)

Domain
The ASCA (2021) domain of Social/Emotional Development  will be impacted by the group experience. Students will learn how to "manage emotions and apply interpersonal skills" through the group counseling process (ASCA, 2021).  (KS)

Select or Develop Strategies (ASCA, 2019):
The counselors will be able to select developmentally appropriate strategies in order to meet the needs of the students. (NK)

Deliver Selected or Designed Strategies (ASCA, 2019):
The counselors will be selecting a survey for the students and parents to take in order to collect the needed data for the issue of bullying. (NK)

Targeted ASCA Mindsets and Behaviors (KS)
The standards set forth by ASCA (2021) will be presented and met through a developmental lens and age-appropriate tasks, activities, and discussions related to the reduction of bullying behaviors amongst students in the third and fourth grades at Buckeye Elementary. Buckeye Elementary is focused on reducing the amount of office referrals for bullying amongst the third and fourth grade students. The data-informed program will address the following Mindsets & Behaviors (ASCA, 2021):

Mindsets:

M 1. Belief in development of whole self, including a healthy balance of mental, social/ emotional and physical well-being.

Students will learn how to respond to bullying victimization using proactive and healthy methods. They will increase their belief in their abilities to grow from adversity and achieve a higher sense of well-being.

M 3. Sense of acceptance, respect, support and inclusion for self and others in the school environment.

Students will learn the definition of inclusivity and the importance of respecting others regardless of differences. They will learn to embrace their originality and uniqueness.

M 4. Self-confidence in ability to succeed. (NK)

Students will gain resiliency enabling them to prosper in academic and social settings.

Behaviors:
Learning Strategies

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

Students will identify goals aligned with prosocial behavior to improve the school climate.

Self-Management Skills

B-SMS 2. Demonstrate self-discipline and self-control.

Students will control their behaviors toward each other in respectful and appropriate manners.

B-SMS 7. Demonstrate effective coping skills when faced with a problem.

Students will handle bullying victimization appropriately and with resiliency to improve their overall well-being.

Social Skills

B-SS 2. Create positive and supportive relationships with other students.

Students will communicate and interact with each other using respect, kindness, and thoughtfulness, thus decreasing bullying behavior and increasing peer support.

B-SS 4. Demonstrate empathy.

Students will learn the definition of empathy and how to apply it to peers who are faced with bullying. They will also learn the causes of bullying to increase empathy and understanding.

B-SS 6. Effective collaboration and cooperation skills. (NK)

Students will work together effectively to complete activities, tasks, and discussions related to bullying, empathy, resiliency, and respect.

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

Students will act in a developmentally appropriate manner while engaging with other students in the group sessions. This includes waiting their turn to talk and listening to others.

B-SS 10 Cultural awareness, sensitivity and responsiveness. (NK)

Students will learn to engage with students of different backgrounds, becoming both aware of and respectful of differences amongst one another. They will learn to appreciate their differences and how to work together.

# data[].attributes.body
Group Size: 8 students

Grade Levels: 3rd and 4th

Group Type: Content Group focused on Personal/Social Growth

Group Type: Closed Group

According to PACER's National Bullying Prevention Center (2023), one out of every five students report being bullied. Using data from rosters, completed needs assessments, office referrals, and attendance records, the counselors will be able to create a chart that will allow them to analyze the data to determine which students are most affected by bullying. The 6 students in this group will be chosen by analyzing this data to find students most affected. For elementary aged groups, sizes of five to seven work best (Sink et al., 2012, p.169). When choosing the students in this group, it will be important to understand the relationship that the students already have with one another. School counselors must determine if participating in a group is appropriate for the students (ASCA, 2022), and making sure that the students in the group have neutral relationships must take place before gathering students.

Students in third and fourth grade are usually between the ages of eight and ten. Generally, these are big transitional years for a child. During these years, they are going from being a little kid to becoming a big kid, with much more responsibility. Their bodies are developing more quickly, they become more moody, and they will often go back and forth between being individualistic to wanting to be a part of a group (Wood, 2007). Due to these changes, it makes sense that a child who is not getting their basic needs met, would behave in ways that are not always kind. Oftentimes, students in this age group need help with the choices they make in regards to other children, and may need help with their reactions to other children as well. School counselors have a responsibility to promote a positive school climate and support a safe environment for student success (ASCA, 2022). A group focused on bullying for third and fourth graders will allow students the opportunity to learn new behaviors that would help them make good choices and allow them the chance to feel successful in pro-social relationships with peers. This would lead to increased attendance, improved academic performance, and would empower students toward success (ASCA, 2022).

This group will be content focused on personal/social development. This means that we will facilitate the group around the theme of bullying (Sink et al., 2012) While the students will be required to reflect upon themselves and their experiences, this group will focus more on the skills embedded in the content. This psychoeducational group will help students learn how to communicate and interact with each other using respect, kindness, and thoughtfulness (ASCA, 2021).

The group will be a closed group. This means that students will not be able to join the group once it has begun (Sink et al., 2012). The reason for this is due to the sensitive topic of bullying. To communicate and practice respect among peers, consistency will be important and keeping the participants set will help with the success of the group.

(OH)

# data[].attributes.body
The group will take place in the counselor’s office. It is important for the counselor to make sure that there are enough materials and seating available for all of the participants of the group. The counselor’s office is the appropriate place to hold this group because the environment is welcoming, calm, and safe (ASCA, 2022).

Because the third and fourth grade levels at Buckeye Elementary have “specials” at the same time, this is when the group will take place. Homeroom teachers, as well as specials teachers, will be given a list of students who will be excused from specials to attend a group in the counselor’s office. The third and fourth graders have specials at 10:10 each day, and this is when the group will begin. Specials last for 45 minutes, which is an appropriate amount of time for the development of the third and fourth graders to attend this group (Sink et al., 2012) before the students go to lunch. The counselor will walk the group to the third and fourth grade classrooms directly before lunch in case the students need to retrieve their lunch boxes.

The group will meet weekly for 7 weeks, which is appropriate for students of this age. Each week, members will be welcomed with an opening ritual. Group guidelines/parameters will be reviewed weekly, as well as a review of the goals and objectives each week. Each session will include a discussion, an activity, a round of sharing, and a closing activity (Sink et al., 2012).

(OH)

# data[].attributes.body
In order to communicate with parents effectively, a letter will be sent home in paper format and electronically through our school communication systems.  The letter will state specifically that the students will be given a needs assessment survey in order for their individual needs to be met.  The issue of bullying will also be addressed along with the board policy for all parents to read and understand.

As counselors, it is extremely important to regularly keep the lines of communication open between teachers and administration in order to keep the group counseling objectives and goals clear.  Weekly check in meetings or emails will be sent to both teachers and administration to express the objectives and goals that were met through group counseling sessions.  The weekly meetings or emails will ensure that the student progress and possible needs are being met.
Teachers are a valuable tool throughout this group counseling process due to the importance of objectives and goals being used in the classroom as well.  A simple behavior tracking sheet could be used in order for classroom behaviors to be tracked within the classroom.  This tracking sheet can also be used in order to enforce positive behaviors within the classroom and the group counseling process.
Behavior Tracking Sheet: file:///C:/Users/nkray/Downloads/Behavior%20Tracking%20Sheet.pdf
According to A.7.L "l. Provide necessary follow-up and/or referrals to additional resources for group members.  (ASCA, 2022). It is a counselors ethical responsibility to keep provide all follow-up information to any stake holders involved with the students life.  As counselors, however we also must adhere to the levels of confidentiality when working with our students (ASCA, 2022).

# data[].attributes.attachment_link.title
Letter to Parents Regarding Survey and Bullying (2)

# data[].attributes.body
The target population for our group counseling sessions is the 3rd and 4th grade class.  After a large amount of office referrals the administration has asked for the counselors office assistance in helping solve the solution of bullying between the boys and girls in this class.

The 3rd and 4th grade boys and girls in this class are struggling with how to appropriately respond to their peers when placed in situations with other students.
According to Sink (2012), most of the behaviors that students learn come from external factors.  As counselors it is our job to create goals that allows for students to work on negative and positive reinforcement strategies in order to alleviate these negative behaviors within the classroom. It is important to address the behaviors that the students are portraying when they are involved in a bullying incident.   "Behavior and its effects are associated with notions of frequency (how often), duration (how long), and intensity (magnitude)" (Skinner, 2012).  As a counselor, the communication between the classroom teachers and administration needs to be done in order to measure the bullying behaviors.  Once the behaviors are addressed the interventions for small group counseling can be created.

Each student that is referred to group counseling is based off of data from the survey, as well as, office referrals by the teachers.   Once the students are identified by the results of the survey the first discussion that will be held will discuss "What Bullying is and What Bullying Isn't".  It is important for students to understand what bullying is in order to help students comprehend the concepts that will discussed in group counseling.

See corresponding Youtube Link (available in next slide)
https://www.youtube.com/watch?v=ffzIhWoi5ac

# data[].attributes.attachment_link.title
Bullying - What is bullying_ and what isn't bullying_

# data[].attributes.headline
What is bullying? (Video - Corresponds to Question 8)

# data[].attributes.subject
What is bullying? (Video - Corresponds to Question 8)

# data[].attributes.attachment_link.authors[].name
Twinkl Teaching Resources - United States

# data[].attributes.attachment_link.title
What is Bullying? for Kids | How to Stop Bullying | National Bullying Prevention Month | Twinkl USA

# data[].attributes.body
In the situation that more than 30 students are interested in participating, a selection process must be in place that will choose students who meet the goals of the group (Thomas & Pender, 2008). The group is focused on reducing bullying behaviors in Buckeye Elementary, therefore:

Candidates who are least likely to hinder the group process (ACA, 1995, as cited by Tyson et al., 2004) will be chosen.

Students with overly hostile or aggressive behaviors, hyperactivity, or inability to focus will not be chosen for this group (Delucia, 2006) and will instead be given the appropriate referrals or one-on-one school counseling (ASGW, 2021).

Candidates who can work together cohesively to reach the goals of the group will be chosen (Tyson et al., 2004).

Students with different levels of resiliency, emotional response levels, and values will be chosen to participate (Delucia, 2006). Levels will be decided amongst teachers and administrator observations.

A diverse population will be chosen to avoid a homogenous group. These students will be a mix of genders and from different cultural backgrounds, socioeconomic status, and family situations. No student will be isolated or pickled solely due to any of these differences.

No students who already have significant levels of conflict with one another will be placed in the same group (Delucia, 2006). If group separation is not possible, then the student who fits the criteria above will be chosen.

Any student that is not chosen to participate will be provided with appropriate referrals (ASGW, 2021).

(KS)

# data[].attributes.attachment_caption
An elementary language-appropriate poster to provide our students with the limits of confidentiality. 

# data[].attributes.body
Confidentiality and Informed Consent
Working with students in grade levels three and four requires a consideration of informed consent competency, with confidentiality limits explained through age-appropriate language (ASCA, 2022). The photo above is an example of a clear and easy-to-read poster that could be used to explain the limits to our target population. The limits of confidentiality are appropriately and simply explained in four points which can be reread to the students before group counseling sessions begin.

Parents and Guardians

Parents and guardians have the legal right to make decisions for their children, while the students have the ethical right to make choices (ASCA, 2022). Informing parents and guardians of the sessions prior to beginning involves parents as allies in the counseling process (ASCA, 2009). A disclosure statement and informed consent form will be distributed to guardians and collected before participation. Likewise, parents and guardians have the right to choose if their child is to discontinue the counseling sessions (Corey et al., 2018).

Prescreening

The purpose of prescreening our potential members is to ensure no harm will be done to any students (ASCA, 2022). Any students who pose a risk to other members will not be included in the group process.

Long-Term Counseling
If a child requires further counseling services to address bullying issues that are outside the scope of the school counselor, there will be a list of multiple outside agencies to be provided to parents and guardians (ASCA, 2022). Collaboration with a student’s external provider must have the parent/guardian’s signed release of information before proceeding (ASCA, 2022).

Group Work
This culturally sustaining small-group counseling service to address social/emotional well-being is based on individual, school and community needs and student data, as set forth by the ASCA Code of Ethics (2022).

Individual student needs will be assessed prior to group counseling to determine if the student will be appropriately served by the group counseling experience (ASCA, 2022).

All activities and topics during the group sessions will be data-informed with well-defined expectations prior to beginning the sessions (ASCA, 2022).

Diversity

Buckeye Elementary is located near a large city with racial and ethnic diversity. Thus, the school counselors will present broad sensitivity amongst cultural differences. Outside resources along with group interaction with diverse individuals will improve the overall functioning of the group (ASGW, 2008). School counselors work to understand other worldviews, develop interventions that work for diverse individuals, and remain aware of their own personal beliefs, biases, and worldviews (Sink et al, 2012).

The school counselors are aware that group norms are not necessarily aligned with all cultural norms and will therefore respond by providing structure and responding to cultural clues given by the students themselves (Corey et al., 2018).

Personal values and beliefs will not be imposed on students in the group, and the collaborating school counselors will hold one another accountable to uphold this ethical standard (ASCA, 2022). By doing so, we ensure we support social justice amongst our students and community. The group setting will be a safe place for all students to share and belong.

Group Techniques

Group techniques and activities will be carefully chosen to avoid pressuring students and altering their beliefs and values (Corey et al., 2018). Lessons within the group setting will be made to enhance the school climate and improve peer interactions in a healthy and culturally responsive manner. Counselors will remain diligent and aware of any students showing signs of distress (Corey et al., 2018) and make appropriate decisions regarding that student’s participation.

Ethical Decision Model

The following ethical decision model as outlined by Corey at al. (2018, p. 116) will be used by the school counselors shall an ethical dilemma come to surface:

1.     “Identify the ethical dilemma” – A school counselor will bring to attention the dilemma and how it presents ethical issues.

2.     “Apply the Ethical Standards for School Counselors (ASCA, 2022)”: The school counselor will review the Ethical Standards.

3.     “Consult with colleagues”: The school counselor will first consult the other school counselors, followed by a supervisor, administrator, teachers, and other stakeholders.

4.      “Generate possible courses of action and consider pros and cons” – This will be completed between all four school counselors.

5.     “Choose an option”- A majority choice will be made between school counselors.

6.     “Evaluate selection”- There will be a thorough evaluation of the chosen option before implementing.

7.     “Implement decision”- The chosen plan will be put into motion by the school counselors.

Ohio Laws
Buckeye Elementary is an Ohio school; therefore, we must adhere to Ohio laws.

Section 2151.421
School counselors are mandated reporters. Any child that reveals signs of abuse during counseling sessions must be reported for further investigation.

Section 4757.21
A school counselor is not able to diagnose and treat mental health disorders. Appropriate referrals must be available for students.

Section 3313.666
School counselors must follow the anti-bullying procedures as set by the school administration and found in the yearly handbook.

# data[].attributes.body
At Buckeye Elementary School the district has implemented the PBIS (Positive Behavior Intervention System) throughout the district.   PBIS allows for students K-12 to work with a variety of tiered interventions that staff and administration can use in order to place students in a need based support system.  It is through this support system that the students will gain valuable life skills in order to be successful throughout life.  Not only is PBIS useful for the students and staff, but these tools can be transferred into the students family life too.  There are a variety of tools and methods that parents and guardians can use on the home front too!  It is through these lessons that families can gain useful tools that can be used to help their child at home, as well, as school.

Member Selection and Identification Framework
PBIS Tiered Level: Students referred to group counseling based on leveled behaviors. Through this system educators, administration and counselors are able to provide the students and parents with academic, behavioral, social, and emotional support to meet each student's needs.  At Buckeye Elementary we work fluidly with the state of Ohio and the PBIS system to provide our students and families with shared vision to promote a positive school culture.  Through a tiered systems we are able to identify students based on the collected data from needs assessments and by using the PBIS framework.  From this framework teams are able to use data to select, monitor, and evaluate outcomes, practices, and systems across all three tiers.
Tier 1= Universal, Primary Prevention (All)
Tier 2= Targeted, Secondary Prevention (Some)
Tier 3= Intensive and Individualized, Tertiary Prevention (Few)

Screening Process Format
Potential group members will be identified using a PBIS tiered scheme, with students qualifying as Tier 2 being the primary target for group members. Students who qualify for Tier 2 need secondary prevention and intervention, as outlined in the three-tier model of positive behavior support (Ross et al., 2012). Thus, student behavioral information that is continuously collected through the school’s mandatory PBIS framework will inform which students qualify as Tier 2.

Potential group members will be screened using pre-group interviews. In the pre-group interviews, potential members will be asked general questions regarding their availability and willingness to participate. Because not all members will have experienced a small counseling group, ground rules, and expectations will be communicated to the student and parents beforehand.

The following questions are meant to assess the student’s interest, ability and willingness to participate and speak honestly, ability to maintain confidentiality, attend regularly, and follow group rules. By screening potential members using these questions, the intent is to promote cohesion within the group (Sink et al., 2012). For example, if a student shares that they cannot follow rules, they may not be best suited for this group. While questions are posed to elicit some conversation, potential member answers that counteract cohesion and participation may disqualify potential members from joining the group. Due to limited space, potential members will be qualified based on their cooperative answers.

General Questions:

1.      This group focuses on how we behave, and how we treat others. The group is made up of 3rd and 4th grade students, many of which you may already know. We will have fun, and learn new things. Does this sound like something you are interested in?

2.      In the group, members are expected to participate and speak honestly. This may be sharing stories, your thoughts, or how you are feeling. How does this sound to you?

3.      For everyone to feel comfortable talking and participating, we must not share other group members stories, or what they shared, outside of the group. I will not share what you say in the group to anyone else. Is this something you can do? Do you have questions about this?

4.      Regular attendance to the group is important. The group will expect you to attend on time, for most of the meetings. It’s best if you attend all the meetings, but sometimes things out of our control happen. I will make sure your teachers and parents/guardians know you will be attending, if you join. Do you think this is something you can do?

5.      In the group, we will have rules, so that the group works well. The group will create the rules together during our first session. How are you, typically, about following rules?

Topic Specific Questions:

1.      Our group is focused on making the school a safer, more fun place to be. If you tell me one thing that would make the school safer, what would that be?

2.      As I mentioned, the group focuses on how we behave and how we treat others. We will learn about appropriate ways to treat others. Is there anything you would like to talk about or learn about in the group? (Goal Setting)

3.      Within the group, there may be some people you do not see often, or do not care to see. My job is to make sure everyone feels welcome to participate in the group. If something, or someone, is making you uncomfortable, I want you to let me know. Is that something you think you can do?

4.      In the group, everyone will be treated kindly and respectfully. While some disagreement may happen, it is important that we treat everyone like we would like to be treated. How does this sound to you?

Include the important information to help understand how students meet participation criteria (both general information and application to your group topic.)

Along with addressing the format of the screening process, include the topics/items that would be included as you are screening members?

# data[].attributes.attachment_link.readable_text
This handbook focuses on reducing bullying behavior through the blending of school-wide positive behavior support, explicit instruction, and a redefinition of the bullying construct.

# data[].attributes.attachment_link.title
PBIS.org | Resource: Bully Prevention Manual (Elementary Level)

# data[].attributes.attachment_link.description
PDF: This handbook focuses on reducing bullying behavior through the blending of school-wide positive behavior support, explicit instruction, and a redefinition of the bullying construct.

# data[].attributes.body
Choice Theory/Reality Therapy (CT/RT) asserts that people can control their behavior through how they think and act (Glasser, 1998, as cited in Sink et al., 2012). This theory works well with students of all ages. Choice Theory and Reality Therapy works to have students identify and recognize their current choices and behavior and reflect on how these are not meeting their wants and needs (Sink et al., 2012). Realizing that their current behavior and poor choices are leading to their lack of met needs, students start to recognize and replace their previous thoughts and behaviors with more constructive ones, ultimately leading to greater satisfaction (Sink et al., 2012).

Group leaders help foster change in their group by helping students to discover their wants and needs, providing direction, and promoting student self-evaluation (Sink et al., 2012). Group meetings with specified goals provide children and adolescents the ability to meet their needs through different skill-building interventions. Some skills include social skills, relationship building, self-control, and assertiveness (Sink et al., 2012). One way for counselors to be actively involved in the process of students making better choices for their behaviors is to establish goals and ways to be proactive with these new behaviors (Sink et al., 2012).  By involving the students in the choice/reality therapy the counselor is involving the student in the decision making process for their positive behaviors and future outcomes as a student. Choice Theory and Reality Therapy asserts that individuals can only control their choices and behaviors. Thus, the goal of this therapy is to have students revise their destructive choices and behaviors, and empower the students to choose and act in more constructive ways.

# data[].attributes.body
School counselors believe that their students are social learners and strive to enhance their social/emotional outcome. An important piece of being a school counselor is assessing the program, inducing the groups that are offered to students. The effectiveness of this group will be assessed through pre- and post group surveys (Sink et al., 2012). Once the data from the needs assessment, office referrals, and attendance records have been analyzed and students have been identified in the top tier to be placed in this group, the counselors will administer a pre-assessment before the group begins. Students will answer a series of questions meant to assess their knowledge of bullying. The students will then participate in the group and when finished, they will be given a post-assessment. The questions on both assessments will be the same and the answers recorded will be charted for further data analysis. The counselors will need to note any student accommodations or modifications needed for the students to complete the assessments with fidelity. Furthermore, in collaboration with staff members at the school, the counselors will follow up with students (and/or) staff members to check in on the progress of the students with the particular skills taught and practiced in the group.

The counselors will then reflect on the entire group process to review the steps taken. During this reflection, the counselors will work to identify the parts of the group process that were successful and the things that can be improved for the next time this group, or a similar one, is utilized (ASCA, 2019).

Pre- and Post Assessment Questions

1. True/False: Bullying is when someone is rude to you one time, or when someone doesn’t like you.

2. What is something you can do when you have a conflict with someone?

3. List the five types of bullying:

4. What type of bystander should you be if you witness someone bullying, or someone being bullied?

5. Name three trusted adults that are in your life.

(OH)

# data[].attributes.body
Effective group leadership requires feedback from the stakeholders, one of which are the students (Sink et al., 2012). While we want to allow teachers the opportunity to provide us with feedback via email or with open office hours, we also need to get feedback from the students who are participating in our groups. In the third phase of the group, the evaluation phase, students who participated in the group will be asked to answer some questions regarding their experience within the group. This will take place alongside the follow up with students once the group has ended, and it will be before the data is analyzed by the group. In this way, the counselors will be able to discuss the student feedback as part of the data collection and help guide future groups.

Feedback Form

The school counselors of Buckeye Elementary want to know how you feel about the experience you had in our Bully-Free Buckeyes Group. Please circle the number that best matches your group counseling experience.

1- Strongly Disagree

2- Disagree

3- Not Sure

4- Agree

5- Strongly Agree

It is easier for me to talk about my feelings.

1 2 3 4 5

I am more accepting of other people.

1 2 3 4 5
I learned a lot about the topic of bullying while participating in this group.

1 2 3 4 5

I enjoyed participating in this group.

1 2 3 4 5

I enjoyed being a part of this group.

1 2 3 4 5

I think the counselor did a good job leading the group.

1 2 3 4 5

My favorite part of the group was __________.

Something I would like to change about the group is ______.

What other comments would you like to share about the group experience?

(OH)

# data[].attributes.body
Above is a school poster to be seen by students at Buckeye Elementary to understand if they are being bullied or are bullying others. The poster uses simple words such as "rude", "mean", and "bullying" to help young kids determine if their actions or others actions are classified as bullying.
(KS)

# data[].attributes.body
This resource from StopBullying.gov provides young children with kid-friendly video demonstrations using four unique animated characters to explain bullying. Each character has their own profile that share their own stories regarding bullying.
(KS)

# data[].attributes.attachment_link.readable_text
Learn What To Do

Are you being bullied? Do you see bullying at your school? There are things you can do to keep yourself and the kids you know safe from bullying.
More Information

Get The Facts

Bullying is being mean to another kid over and over again. Bullying often includes:

Teasing

Talking about hurting someone

Spreading rumors

Leaving kids out on purpose

Attacking someone by hitting them or yelling at them

Bullying does not always happen in person. Cyberbullying is a type of bullying that happens online or through text messages or emails. It includes posting rumors on sites like Facebook, sharing embarrassing pictures or videos, and making fake profiles or websites.

# data[].attributes.attachment_link.description
There are things you can do to keep yourself and the kids you know safe from bullying. Find out more at StopBullying.gov.

# data[].attributes.headline
Ohio Department of Education: Anti-Bullying Policy Implementation

# data[].attributes.subject
Ohio Department of Education: Anti-Bullying Policy Implementation

# data[].attributes.body
The Ohio Department of Education (ODE)(2014) presents a video in which describes the meaning of bullying, how to respond to bullying, and interventions for both students who are bullied and who are bullying. These policies are to be implemented in Ohio schools, such as Buckeye Elementary, as per the ODE.
(KS)

# data[].attributes.attachment_link.title
ODE: Ohio School Anti-Bullying Policy Implementation

# data[].attributes.body
American School Counselor Association. (2009). Parent permission: A pain or an invitation.
Alexandria, VA: Author.

Because we are working with elementary students, the ethical responsibility of informed consent must be addressed. The above resource provided a look at how parents and guardians should be notified and asked for written consent for their children.

Center on PBIS Positive Behavior Intervention System. (2023). Positive Behavior Intervention System.  https://www.pbis.org/

PBIS is required in Ohio and we felt it was necessary to use PBIS in our group planning. This website provides detailed information on the system and how to utilize it in schools appropriately. It also explains the tiered system, which we are using for pre-screening.

Legislative Service Commission and Legislative Information Systems. (n.d.). Ohio laws and administration rules. Retrieved from https://codes.ohio.gov/

Buckeye Elementary is based on the Ohio school system and therefore we must adhere to Ohio laws for our groups. This website provides us with the current laws in Ohio.

Ohio Department of Education (ODE). (2014, September). ODE: Ohio school anti-bullying policy implementation. [Video]. Youtube. https://www.youtube.com/watch?v=_Y0h21zbcl0

The above video that we shared on our Padlet discusses how to approach bullying in schools and is age-appropriate for elementary students to view. It is also a good source for teachers, parents, and administration.

PACER’s National Bullying Prevention Center. (2023). Bullying statistics: By the numbers. Retrieved from https://www.pacer.org/bullying/info/stats.asp

This website provides valuable information about bullying. This webpage in particular provides large scale statistics about bullying.

Ross, S., Horner, R., & Stiller, B. (2012, August 20). Bully Prevention in Positive Behavior Support. PBIS Resource : Bullying Prevention Manual. Retrieved March 13, 2023, from https://global-uploads.webflow.com/5d3725188825e071f1670246/5d6ff1ec72843e4ad1d44b55_bullyprevention_es.pdf

Ross et al. (2012) provide different interventions for elementary students in group counseling using PBIS. This is centered around bullying, which aligns with our goals.

Stopbullying.gov. (n.d.). Kids. U.S. Department of Health and Human Services. Retrieved from https://www.stopbullying.gov/kids

An interactive experience for elementary kids to learn about bullying is provided at StopBullying.gov. This website also offers resources, activities, and ideas to reduce bullying in schools.

TidyLady.Net. (n.d.). Anti bully poster, classroom decor, counselor office decor poster [Pinterest post]. Retrieved from https://www.pinterest.com/pin/485966616054022245/

This poster is an elementary-level appropriate option for students to see in the counseling room or around the school.

Twinkl Teaching Resources. (2022, November). What is bullying? For kids. [Video]. Youtube. https://www.youtube.com/watch?v=ffzIhWoi5ac&t=2s

A video provided in our Padlet to show kids the types of bullying and how to handle bullying. It is less than five minutes and is appropriate for elementary students' developmental level.

Wood, C. (2007). Yardsticks: children in the classroom, ages 4-14. 3rd ed. Turner Falls, MA, Northeast Foundation for Children

This book provides knowledge about student development at each age.

# data[].attributes.body
Delucia, J. L. (2006). Pregroup interviews and group sessions. Leading Psychoeducational Groups for Children and Adolescents, 49-65. https://doi.org/10.4135/9781452204291

This resource is focused on counseling children and adolescents. It provides research-based suggestions on screening for psychoeducational groups. It is suggested that interviews with each individual before groups is an effective pre-screening procedure.

Eriksen, T. L. M., Nielsen, H. S., & Simonsen, M. (2014). Bullying in elementary school. Journal of Human Resources, 49(4), 839-871.

The authors provide research on bullying's long-term effects on school achievement. They stand firm that bullying has harmful risks to a student's academic performance. This article supports the need for early anti-bullying intervention.

Mandira, M. R., & Stoltz, T. (2021). Bullying risk and protective factors among elementary school students over time: A systematic review. International Journal of Educational Research, 109. https://doi.org/10.1016/j.ijer.2021.101838

The above article provides a research-based look at evidence of the school climate being a major factor in elementary school bullying. The researchers combined seven years worth of research to support their claims. They also provide ways for elementary students to develop protective factors based on their research.

Wu, X., Zhen, R., Shen, L., Tan, R., & Zhou, X. (2023). Patterns of elementary school students’ bullying victimization: Roles of family and individual factors. Journal of Interpersonal Violence, 38(3/4), 2410–2431. https://doi.org/10.1177/08862605221101190

An overview of the roles of families and internal strengths play in an elementary aged child when experience bullying or bullying others. Family was shown to be a protective factor. Research-backed results also show that students experience bullying in different ways, which are to be considered in the group session.

# data[].attributes.body
American School Counselor Association. (2019). The ASCA National Model: A Framework for School Counseling Programs, Fourth Edition. Alexandria, VA: Author.

The ASCA National Model provides counselors with a framework to create and effectively facilitate an appropriate and successful school counseling program for students in every grade level. We used this Model to construct our ideas for our elementary group.

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

The ASCA Student Standards are meant to align counseling programs with the mission of targeting specific domains. Included are Mindsets and Behaviors that can decrease and address bullying.

American School Counselor Association. (2022). ASCA ethical standards for school counselors. Retrieved from https://schoolcounselor.org/getmedia/44f30280-ffe8-4b41-9ad8-f15909c3d164/EthicalStandards.pdf

These Standards enable school counselors to plan group sessions in an ethical manner and consider proper pre-planning and assessment.

American School Counselor. (2020). The school counselor and group counseling. Retrieved from https://www.schoolcounselor.org/Standards-Positions/Position-Statements/ASCA-Position-Statements/The-School-Counselor-and-Group-Counseling

The ASCA provides the position, rationale, and role of the school counselor in group counseling. This resource stresses the importance of data and the need to support the students, the school in its entirety, and the community.

Association for Specialists in Group Work. (2021). ASGW guiding principles for group work. https://asgw.org/wp-content/uploads/2021/07/ASGW-Guiding-Principles-May-2021.pdf

This resource provides a guideline on how to be an effective leader and facilitator. It addresses the types of groups, roles, responsibilities, and pre-planning activities that are crucial to a successful group experience.

Sink, C. A., Edwards, C., & Eppler, C. (2012). School based group counseling. Belmont, CA: Brooks/Cole.

This textbook provides an overall look at groups in the school, rather than group counseling in its entirety. The authors provide readers with research and theories to support the need for school counseling groups. Examples are provided on how to run certain type of groups per grade-level.

Thomas, R. V., & Pender, D. A. (2008). Association for specialists in group work: Best practices guidelines 2007 revisions. The Journal for Specialists in Group Work, 33(2), 111-117. https://doi.org/10.1080/09133920801971184

The above resource presents readers with a more defined look at group work according to The Association for Specialists in Group Work (ASGW). The ASGW provides an outline of responsibilities and interventions that are aligned with the ACA Code of Ethics. The entire  process of group work is presented in this document.

Tyson, L. E., Pérusse, R., Whitledge, J., Coy, D. R., Akos, P., & Moore, I. L. (2004). Screening of members: "Everyone is welcome" In Tyson, L. E., Pérusse, R., Whitledge, J., Coy, D. R., Akos, P., & Moore, I. L. Editors (Ed.), Critical Incidents in Group Counseling (pp. 9-14). American Counseling Association.

Screening is necessary for a group to be successful in reaching shared goals. Tyson et al. (2004) share the importance of screening, along with appropriate methods of prescreening, rejecting, and narrowing.