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This group is designed for fourth grade students who struggle to manage and resolve conflict in a positive way. The purpose of this club is to provide students the opportunity to learn how to resolve conflict in a way which fosters positive growth.

After conducting a needs assessment among 4th grade teachers, results showed a high need for students learning conflict resolution skills and strategies.

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Members of this group are recommended on a teacher basis. After teachers recommend students, the counselor will meet with each of them individually in order to be assessed.

All possible members of this small group will meet one week prior to the first session. During this meeting, the counselor will discuss the purpose of the group and the expectations of each member. Any questions students may have are welcome at this time.

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The following group rules will be discussed during a meeting prior to the first session:

1. Be respectful of yourself and other members.

2.All members understand and respect group confidentiality.

3. All members are highly encouraged to participate.

(Missouri professional school counselors and counselor educators, 2015).

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The following mindset and behavior standards will be met through student engagement in the Conflict Resolution Club:

M 5: Belief in using abilities to their fullest to achieve high-quality results and outcomes

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

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

(American School Counselor Association, 2014).

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(Responsible quote picture, 2020).

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In order to get information to students, who are participating in the Conflict Resolution Club, the counselor will send home a newsletter weekly to discuss the upcoming session and some highlights from the last session. This will also be emailed to the students' parents/guardians. A copy of the newsletter will also be available to teachers, administration, and counselors via the on campus staff mailboxes.

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If students would like to participate they may sign their name on the Consent/Assent sheet in the counselor's office. Upon completion of this, a copy of a parental consent sheet and the rules sheet will be sent home. All three of these things must be completed prior to the first session.

The attached form will be sent home during a group meeting prior to the first session.

(Missouri professional school counselors and counselor educators, 2015).

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(Conflict resolution skills picture, 2020).

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(The Participation Company, 2019).

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Through this group counseling, a coaching leadership style will be used. In a coaching leadership, the counselor believes that everyone has the potential to do and be their best. Through this group, students will unlock the potential to learn conflict resolution strategies and promote positive growth among group members.

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The group dynamics will be established through three stages.

Stage 1 - In order to build trust between group members and the counselor, the meeting prior to the first session will include an ice breaker game so everyone can get to know eachother. Within this time, the group will create a safe space where each member feels as though their voice and opinions are important. Confidentiality will be discussed during the first meeting and students will be reminded of it every meeting.

Stage 2 - In order to keep the members working together throughout the whole session, I will encourage the students to do their best and remind them that they are the leaders for this group. In order to gauge student progress, we will have a weekly exit ticket based on the session's material. I will use this data to determine student progress.

Stage 3 -  In the last stage, students will set final goals to encourage continual practice of conflict resolution. As a counselor, I will meet with the students individually within the next few weeks to check progress on the students goals.

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American School Counselor Association (2019). ASCA School Counselor Professional Standards & Competencies. Alexandria, VA: Author.
American School Counselor Association (2014). Mindsets and Behaviors for Student Success: K-12 College- and Career-Readiness Standards for Every Student. Alexandria, VA: Author.
Conflict resolution quote picture. (2020). Retrieved from https://www.pinterest.com/pin/131097039124859440/
Conflict resolution skills picture. (2020). Retrieved from https://www.thebalancecareers.com/conflict-resolutions-skills-2063739
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. Retrieved from https://dese.mo.gov/sites/default/files/guid-respon-serv-small-group-counseling-guide-2015.pdf
Next Step Therapy. (2020). Yalom's therapeutic factors. Retrieved from https://nextsteptherapy.ie/groups/group-psychotherapy/yaloms-therapeutic-factors-2/
Responsible quote picture. (2020). Retrieved from http://repinned.net/pin/quotes/conflict-resolution-how-to-stand.html
Texas Administrative Code. (2017). Standards required for the school counselor certificate §239.15
The Participation Company. (2019). 5 conflict resolution strategies we all use. Retrieved from     https://theparticipationcompany.com/2016/06/5-conflict-resolution-strategies/

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According to the Texas Administrative Code (TAC), school counselors are expected to collaborate with other in the school in order to create curriculum which promotes development in all domains including personal and social/emotional goals (TAC, 2017).

This is important for the Conflict Resolution Club as it allows the counselor to collaborat with teachers and other members of the school in order to aid students with conflict resolution. Through this, students will set goals regarding their personal and social/emotional development.

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(a) School Counselor Certificate Standards. The knowledge and skills identified in this section must be used by an educator preparation program in the development of curricula and coursework and by the State Board for Educator Certification as the basis for developing the examination required to obtain the School Counselor Certificate. The standards also serve as the foundation for the professional growth plan and continuing professional education activities required by §239.25 of this title (relating to Requirements to Renew the Standard School Counselor Certificate). (b) Standard I. Learner-Centered Knowledge: The certified school counselor has a broad knowledge base. The certified school counselor must know and understand: (1) the history and philosophy of counseling; (2) counseling and consultation theories and practices; (3) career development theories and practices; (4) the roles and responsibilities of a comprehensive school counseling program that emphasizes college and career readiness and postsecondary options for all students, including college admissions, college financial aid resources, application procedures, and workforce and career opportunities; (5) assessment principles and procedures, including the appropriate use of tests, test interpretation, and test results; (6) changing societal trends, including demographic, economic, and technological tendencies, and their relevance to school counseling; (7) environmental, social, and cultural factors that affect learners' development and the relevance of those factors to educational, career, personal, and social development, along with comprehensive school counseling programs; (8) learners' developmental characteristics and needs and their relevance to educational and career choices; (9) legal and ethical standards, practices, and issues and the importance of commitment to and implementation of ethical principles; (10) the characteristics and educational needs of special populations; (11) techniques and behavioral interventions to assist teachers with classroom management; (12) the integration of a school counseling program, the Texas College and Career Readiness Standards, and academic curricula; (13) the roles and responsibilities of a comprehensive school counseling program that is responsive to all students; (14) counseling-related research techniques and practices; (15) developing and teaching best practices on leadership skills; (16) how cultural factors and group membership impact individual students; (17) the comprehensive school counseling program model; (18) how to utilize various forms of technology and how inappropriate use could be professionally and personally harmful; and (19) an understanding of systems, including family dynamics and school environments. (c) Standard II. Learner-Centered Skills: The certified school counselor applies the knowledge base to promote the educational, personal, social, and career development of the learner as outlined in The Texas Model for Comprehensive School Counseling Programs. The certified school counselor must: (1) develop processes and procedures for planning, designing, implementing, and evaluating The Texas Model for Comprehensive School Counseling Programs; (2) 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; (3) counsel individuals and small groups using appropriate counseling theories and techniques in response to students' needs; (4) consult with parents/guardians, teachers, administrators, and other individuals as appropriate to enhance his or her work with students; (5) coordinate resources, referrals, and follow-up procedures for students within the school and community; (6) demonstrate proficiency in teaching small and large groups by actively engaging students in the learning process; (7) participate in the selection, use, and interpretation of assessments and assessment results; (8) use multiple sets of information and data to make decisions about students, programs, and services; (9) use counseling-related research techniques and evidence-based practices to address student needs; (10) advocate for a comprehensive school counseling program that is responsive to all students; (11) facilitate learners' ability to achieve their potential by helping them set and attain challenging educational, career, personal, and social goals based on various types of information; (12) maintain proficiency in counseling and campus-related technology; and (13) use varied sources of information, resources, and practices to counsel students about postsecondary opportunities and college and career readiness. (d) Standard III. Learner-Centered Process: The certified school counselor participates in the development, monitoring, revision, and evaluation of a campus based on The Texas Model for Comprehensive School Counseling Programs that promotes learners' knowledge, skills, motivation, and personal growth. The certified school counselor must: (1) collaborate with others in the school and community to implement a guidance curriculum that promotes learners' development in all domains, including cognitive, social, and emotional areas; (2) facilitate learners' ability to achieve their potential by helping them set and attain challenging educational, career, personal, and social goals based on various types of information; (3) use both preventive and intervening strategies to address the concerns of learners and to help them clarify problems and situations, set goals, explore options, and implement change; (4) implement effective referral procedures to facilitate the use of special programs and services; (5) act as a consultant to help learners achieve success inside and outside of school; (6) advocate for a comprehensive school counseling program and recognize the required time commitment to fully apply the program implementation cycle; (7) create a program mission, goal, and services in alignment with the school mission and campus improvement plan; (8) create and disseminate literature or newsletters to all stakeholders that describe the comprehensive school counseling program and reduce negative stigmas associated with receiving counseling services in a school-based program; (9) establish an advisory council or board with membership of all stakeholders (student, parent, teacher, administrator, community member, other personnel, and support specialists); (10) increase public relations and awareness through community outreach, such as fundraising, grant writing, donations, volunteerism, local businesses, and use of public or guest speakers; (11) provide school-wide professional development and parent workshops throughout the school year; (12) support participation in fair-share responsibilities versus non-counseling related duties; (13) know district, state, and federal initiatives that are to be reflected in a comprehensive school counseling program; and (14) develop practices to promote learners' knowledge about college and career readiness processes necessary to pursue postsecondary opportunities. (e) Standard IV. Learner-Centered Equity and Excellence for All Learners: The certified school counselor promotes academic success for all learners by acknowledging, respecting, and responding to diversity while building on similarities that bond all people. The certified school counselor must: (1) understand learner differences, including those related to cultural background, gender, race, ethnicity, socio-economic levels, academic ability, and learning styles, and know ways to create and maintain a positive school environment that is responsive to all learners; (2) advocate for a school environment in which diversity is acknowledged and respected, resulting in positive interactions across all cultures, genders, ethnicities, and learning styles; (3) facilitate learning and achievement for all students to ensure services that cover an array of exceptionalities, including special populations, by promoting a cooperative, inclusive, purposeful learning environment; (4) take a positive, strength-based approach that builds on commonalities versus differences in all learners; (5) understand how environment and behavior may impact or influence individual learners; (6) ensure equitable access to programs and services for all students; (7) understand how family values, group membership, and culture intersect; (8) acknowledge learners' gifts, strengths, and extracurricular talents when considering programs and services; (9) increase students' awareness and include their voices regarding educational and individualized plans; and (10) ensure equitable access and exposure to postsecondary opportunities and college and career readiness information and resources for students and parents/guardians. (f) Standard V. Learner-Centered Communications: The certified school counselor, an advocate for all students and the school, demonstrates effective professional and interpersonal communication skills. The certified school counselor must: (1) demonstrate effective communication through oral, written, and nonverbal expression; (2) use knowledge of group dynamics and productive group interaction; (3) support responsive interventions by effectively communicating with parents/guardians, teachers, administrators, and community members; (4) facilitate learners' access to community resources; (5) develop and implement strategies for effective internal and external communications; (6) facilitate parent/guardian involvement in their children's education; (7) develop partnerships with parents/guardians, businesses, and other groups in the community to facilitate learning; (8) work effectively as a team member to promote positive change for individuals, groups, and the school community; (9) take a positive, strength-based approach that verbalizes commonalities versus differences in all learners; (10) effectively communicate his or her role and responsibility and counselor identity to all stakeholders to reduce confusion about the duties of a school counselor; (11) adhere to best practices connected to ethical and legal considerations around appropriate use of technology and email, documentation, record keeping, privileged communication, and informed consent process; and (12) facilitate access to and use of school and community information and resources related to postsecondary opportunities and college and career readiness by learners, parents/guardians, teachers, administrators, and community members. (g) Standard VI. Learner-Centered Professional Development: The certified school counselor continues professional development, demonstrating a commitment to learn, to improve the profession, and to model professional ethics and personal integrity. The certified school counselor must: (1) use reflection, self-assessment, and interactions with colleagues to promote personal professional development; (2) use counseling-related research techniques and practices as well as technology and other resources to facilitate continued professional growth; (3) strive toward the highest level of professionalism by adhering to and modeling professional, ethical, and legal standards; (4) apply research-based practice to improve the school guidance and counseling program; (5) engage in ongoing professional development to improve the school guidance and counseling program; and (6) engage in continued professional development experiences to learn and apply concepts, skills, and practices related to increasing college and career readiness and promoting postsecondary opportunities and preparation for all learners.

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(a) School Counselor Certificate Standards. The knowledge and skills identified in this section must be used by an educator preparation program in the development of curricula and coursework and by the State Board for Educator Certification as the basis for developing the examination required to obtain the School Counselor Certificate.

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According to the American School Counseling Association (ASCA), school counselors are required to "use data to identify students in need of counseling intervention" (ASCA, 2017, p.5).

This is relevant to the conflict resolution club through the use of a needs assessment and teacher recommendation in order to find group members.

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Irvin Yalom identified 11 therapeutic factors  present when working with a group. In the Conflict Resolution Club, two of Yalom's factors remain prominent for this group.

The factor of imitative behaviors requires the therapist/counselor to model behaviors and allows clients to imitate these same behaviors in a setting which is safe. This would be useful when counseling students who struggle resolving conflict as it allows them a chance to imitate what they are being taught in a safe environment with little negative feedback.

The factor of imparting information is also important because it allows students to reflect on what they have learned and continue to apply it in a group setting. For students practicing conflict resolution, this allows them to reflect and grow in a positive way.

(Next step therapy, 2020).

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(Conflict resolution quote picture, 2020).