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. 

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.

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. 

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.  

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:

Behaviors:
Learning Strategies

Self-Management Skills

Social Skills

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. 

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). 

 

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. 

1.      This group focuses on how we behave, and how we treat others. The group is made up of 3^rd and 4^th 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? 

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? 

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. 

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). 

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). 

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 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. 

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. 

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

(OH)

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

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

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

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

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

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

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

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

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

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.

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

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

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

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

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

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

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

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 

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

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

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

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