# data[].attributes.body
One group of students in first and second grade, who have difficulty making and keeping friends will participate in weekly guided lessons aimed to teach them skills and techniques for making new friends.

# data[].attributes.body
"The ASCA Mindsets & Behaviors for Student Success  describe the knowledge, skills and attitudes students need to achieve academic success, college and career readiness and social/emotional development."

For this group, the Mindset Standards targeted will be:
1. Self-confidence in ability to succeed
2. Sense of belonging in the school environment

The Behavior Standards targeted will be:
1. Demonstrate effective coping skills when faced with a problem
2. Create positive and supportive relationships with other students
3. Use effective collaboration and cooperation skills

# data[].attributes.body
Parents will be sent home a letter explaining in detail, the group's objectives as well as activities the group will be participating in. Parents will be notified of the times and days their child will be attending the group sessions.

Staff will collaborate with counselors and admin to determine the best times and days to conduct these counseling sessions. Staff will help determine the students who participate in the group sessions.

# data[].attributes.body
Students were originally placed into a pool of candidates based on their responses to a survey previously administered. Students were asked simple questions such as "Do you know how to make friends at school?" From there, homeroom teachers were asked to give a list of names of students who they feel would most benefit from these group counseling sessions. Homeroom teachers and counselors then communicated the logistics and times of the sessions.

Once students have been selected, students participating will be notified. Students will be informed they are in the group based on their answers to a survey they previously completed. Students will be informed the purpose of the group is to make new friends and learn how to keep new friends.

Candidates selected were students that stated they wanted to make friends at school. If a candidate indicated they were not ready to make friends at school, they were not selected.

# data[].attributes.body
Parents were sent home a letter explaining the purpose of the group sessions as well as details and information about the sessions. Attached to the letter is a signature page to indicate whether they want their child to participate or not.
Students will be given an overview of the course and asked if they want to participate. If the student wants to participate they will sign a student contract stating they want to participate.

# data[].attributes.body
Students will have to agree to follow all group rules prior to joining the group. The group rules are as followed:

# data[].attributes.body
Stage 1- During our first session together, group norms and rules will be established. Students will be presented an overview of the sessions and be informed of the expectations while participating in the group. During the first lesson, an icebreaker activity will be used to establish trust amongst group members. Students will be informed that we keep information our friends share in the group secret. We will not repeat what our friends share with us during our sessions together.

Stage 2- As the group progresses, data will be collected to determine the effectiveness of the sessions as well as where improvements could be made. Students will continue participating in the group sessions while establishing trust and developing communication skills with one another.

Stage 3- As the sessions begin to come to an end, group members will take a final assessment to show what they have learned from participating in the sessions. After completing the group sessions, individual follow-up sessions will be made on a case-by-case basis to evaluate the effectiveness of the past sessions. Progress monitoring will be done by the homeroom teacher and counselor to ensure students are still using the tools and strategies learned during the group sessions.

# data[].attributes.body
For this group, Participative Leadership or Democratic Leadership would be used. Using a democratic leadership style promotes active collaboration amongst group members and makes members feel more engaged. Democratic leadership encourages active involvement and listening to better support the group. Many kids that struggle making and keeping friends, lack collaboration and communication skills. Using the democratic style will promote constant collaboration however, the communication will be done in a safe setting with me to help guide them.

# data[].attributes.body
The following are therapeutic factors that could be beneficial to students in the group:
1. Universality - demonstration that we are not alone in our misery or our
"problems" (Yalom 1995)
2. Altruism - opportunity to rise out of oneself and help somebody else; the
feeling of usefulness (Yalom 1995)
3. Development of socializing techniques - social learning or development of
interpersonal skills. (Yalom 1995)

# data[].attributes.body
According to standard 2 of the Texas Administrative Code, The certified school counselor must counsel individuals and small groups using appropriate counseling theories and techniques in response to students' needs.

One of the largest identified needs we saw during our needs assessments was students not knowing how to properly communicate with one another and students not being able to make friends at school.

# data[].attributes.body
According to the American School Counselor Association Ethical Standards for School Counselors, School counselors:
Facilitate short-term groups to address students’ academic, career and/or social/emotional issues.
Inform parent/guardian(s) of student participation in a small group.
Screen students for group membership

# data[].attributes.body
ASCA mindsets & behaviors for student success. (n.d.). Retrieved April 18, 2021, from https://www.schoolcounselor.org/Standards-Positions/Standards/ASCA-Mindsets-Behaviors-for-Student-Success
Legal & ethical responsibilities. (n.d.). Retrieved April 18, 2021, from https://www.schoolcounselor.org/About-School-Counseling/Ethical-Legal-Responsibilities
Texas administrative Code. (2014). Retrieved April 18, 2021, from 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
Yalom, I. D., & Leszcz, M. (2021). The theory and practice of group psychotherapy. New York: Basic Books.