The influence of diversity must be carefully taken into account while organizing a group therapy session for being a good friend in order to guarantee that the intervention is successful, inclusive, and sensitive to cultural differences. People with varying cultural origins may have different ideas on friendship, including what constitutes behavior and how it ought to be dealt with. It is important to acknowledge and honor the various cultural viewpoints and integrate them into the group therapy session to guarantee that the treatments are applicable and significant for every member.   The way that students engage with one another in the group and share their friendship experiences may be impacted by differences in language and communication styles. Counselors must to be aware of the diversity of language speakers and offer assistance to students who speak languages other than English. Counselors should also employ inclusive language and communication techniques to guarantee that every student feels at ease and understood during the session.  Various aspects of their identities, which include race, ethnicity, gender, sexual orientation, ability, and financial background, influence students’ experiences and reactions to interventions (Woods, 2015). It's critical to take into account how students' identities connect and how this may affect their experiences receiving support, access to services, and their susceptibility.  Cultural norms and beliefs pertaining to individuality and conflict resolution may influence pupils' perceptions of and reactions. Counselors must to be aware of how cultural norms and values vary from one another and adjust their interventions to fit the cultural background of the students in their group counseling sessions (Van Der Zanden et al., n.d.).  When organizing a group therapy session, counselors may take diversity into account and design a more inclusive and culturally sensitive solution that meets the individual needs and experiences of each student. This method improves the efficacy of bullying prevention and friendship intervention initiatives in schools while advancing fairness and empathy among people from different backgrounds.

References:

Van Der Zanden, P., Denessen, E., & Scholte, R. H. J. (n.d.). The effects of general interpersonal and bullying-specific teacher behaviors on pupils’ bullying behaviors at school. School Psychology International. https://doi.org/10.1177/0143034315592754

Woods, A. (2015). Introduction: Dialogues in Multiculturalism and Psychoanalysis. Psychoanalytic Dialogues, 25(6), 697–699. https://doi.org/10.1080/10481885.2015.1097280

We will utilize evidence-based strategies such as role-playing scenarios, group discussions, and collaborative activities to empower students to become positive change agents within their peer groups and contribute to a more respectful and inclusive school environment. Additionally, considering the importance of addressing systemic factors contributing to bullying, we will collaborate closely with school counselors, teachers, and administrators to ensure a comprehensive and sustainable approach to fostering a culture of kindness and mutual respect at Maple Elementary.

Goal (1) of “Thank You for Being  Friend” : Increase Awareness and Understanding of Bullying Behavior

Objective: Educate students about the different forms of bullying (physical, verbal, relational, cyberbullying) and the impact it can have on individuals and the school community.

Reference: Espelage, D. L., & Swearer, S. M. (Eds.). (2011). Bullying in North American schools (2nd ed.). Routledge.

Goal (2): Develop Empathy and Respect for Others

Objective: Investigate the viewpoints and experiences of others, especially those who have been bullied, in order to foster empathy, perspective-taking, and respect for diversity.

Reference: Dusenbury, L. A., Calin, S. M., Domitrovich, C. E., & Flay, B. R. (2015). How do school-based prevention programs impact teachers? Prevention Science, 16(2), 229-240.

Goal (3): Enhance Friendship and Communication Skills

Objective: Give students the chance to practice and acquire self-confidence, conflict resolution, and good communication skills so they may successfully navigate peer interactions and form healthy friendships.

Reference: Crick, N. R., & Dodge, K. A. (1994). A review and reformulation of social information-processing mechanisms in children’s social adjustment. Psychological Bulletin, 115(1), 74-101.

The ASCA Mindsets and Behaviors, which describe the information, attitudes, and abilities that students should develop to succeed in school and in their social and emotional lives, are in accordance with these objectives. The experience of friendship groups affects the following ASCA domains:

Domain: Social/Emotional Development

Mindsets: Demonstrates empathy and compassion.

Behaviors: Establishes and maintains healthy relationships.

Domain: Student Safety

Mindsets: Recognizes the importance of taking action to prevent and intervene in bullying situations.

Behaviors: Uses effective communication and conflict resolution skills to resolve interpersonal conflicts.

By targeting these ASCA Mindsets and Behaviors, friendship group experience contributes to students' social-emotional growth, interpersonal competence, and overall well-being, ultimately fostering a positive and inclusive school environment.

References:

American School Counselor Association. (2014). ASCA Mindsets & Behaviors for Student Success: K–12 College- and Career-Readiness Standards for Every Student. ASCA. https://www.schoolcounselor.org/asca/media/asca/home/MindsetsBehaviors.pdf

It is very important to plan ahead for the details of group meetings for students in 5th grade in order for the counseling sessions to be beneficial. This means thinking about things like where, when, and how the meetings will be held, as well as the school's general plan and the resources that are available. When groups meet, they should do so in a safe, private, and relaxed area of the school where students feel encouraged and safe. This could be a therapy room, a classroom, a library, or any other place that is set aside for private activities and conversations.  Group events should be planned so that they don't get in the way of students' schoolwork or extra activities too much. Talks could happen before or after school, during breaks like lunch or recess or on a rotating plan when teachers are not instructing.  When planning a group meeting, you should think about the school's general routine. This includes bell times, class periods, and special events. Teamwork with administration, teachers, and staff can help make sure that group meetings fit in with the rest of the school day.  By planning out the details school counselors can make a safe and organized space where friendship skills can be taught well. The American School Counselor Association (ASCA), the National Association of School Psychologists (NASP), and StopBullying.gov all offer resources and methods that have been shown to work. Using these can help with planning and make sure that group meetings are in line with the best ways to help students and promote mental health.

References:

American School Counselor Association. (2022). ASCA National Model: A framework for school counseling programs (4th ed.). ASCA. https://www.schoolcounselor.org/asca/media/asca/home/ASCA-Model-2022.pdf

National Association of School Psychologists. (2022). Framework for safe and successful schools. NASP. https://www.nasponline.org/resources-and-publications/frameworks-for-practice-series/framework-for-safe-and-successful-schools

StopBullying.gov. (2022). Effects of bullying. U.S. Department of Health and Human Services. https://www.stopbullying.gov/bullying/effects

Arrange a meeting with school administrators, including the principal and assistant principal, to go over the goals of the group counseling program. Provide a thorough logistical plan that outlines the sessions' timetable, location, and staffing requirements. Request administration support and permission before putting the program into action.  It will also be crucial to keep teachers and administrators informed about the group counseling program's developments and results on a regular basis. To guarantee the program's success, share your thoughts, observations, and any worries or difficulties that come up throughout the sessions. You may also ask for advice or comments. 

Finally, let instructors know about the group counseling program and its emphasis on friendship skills by sending an email or calling a staff meeting. Describe the program's logistics in general terms, such as the times and places of the sessions, and how teachers might assist students who are taking part.   Tell them that this isn't one more task for them to do.  Assure them that you will be in charge of this initiative from beginning to end.  Keep the lines of communication open with educators to get their opinions on how well the group counseling program is working. Invite educators to discuss what they have seen and learned about how the program has affected children' growth and conduct.

For school counselors looking to communicate effectively with parents, administrators, and teachers, the American School Counselor Association (ASCA) provides tools, rules, and best practices. Articles and position statements about good communication in school counseling practice can be found on their website.

Studies show time and time again that building positive friendships is a widespread effort that affects a significant number of students in schools all around the world. Bullying may have a negative impact on a student's mental health, academic achievement, and overall well-being. Ignoring it can have long-term psychological effects and heighten the sufferers' feelings of poor self-esteem, fear, and loneliness.  Understanding the risk factors and dynamics of bullying is essential to effectively preventing and intervening against it. Power imbalances, social hierarchies, and group dynamics all play a major role in the ongoing incidence of bullying (Swank et al., 2018).  To combat bullying, a comprehensive plan incorporating the assistance of educators, parents, students, and community members is required. Establishing a courteous and compassionate school climate and fostering the development of social and emotional skills should be the focus of our intervention group. Intervention strategies need to be tailored to each child's specific needs and take into consideration the perspectives of all students. Group therapy initiatives that incorporate preventative, intervention, and support strategies are the most effective means of creating a safe and inviting school community. These therapies often contain elements such as restorative practices, social-emotional learning programs, peer mediation, and bystander intervention training. It takes routine monitoring and evaluation to ascertain the efficacy of therapies in order to make sure they are having a positive impact (How Parents, Teachers, and Kids Can Take Action to Prevent Bullying, 2024). 

Fifth graders are going through a crucial period in their social and emotional development where they are starting to define their identities, learn how to interact with others, and grow in social skills and empathy. Effective interventions must be designed to meet their developmental needs and capacities.  Talk to fifth graders about friendship using language and information that is suitable for their age. Stay away from utilizing abstract or complicated concepts and instead concentrate on role-playing exercises, interactive conversations, and real-world examples that relate to their knowledge and experiences.  In any conversation regarding being a good friend, stress the value of compassion, understanding, and decency toward others. Students should be encouraged to talk about how their words and deeds affect other people, as well as the thoughts, feelings, and opinions of their peers.  Encourage pupils to take constructive action by teaching them about the role that bystanders play in bullying situations.  Assist pupils in gaining the self-assurance and boldness necessary to confront bullying and speak out for others as well as themselves. Students can become more confident in their ability to respond to negative situations by practicing assertive communication strategies and role-playing scenarios (Swank et al., 2018).

Here is a video that can be shared with parents and teachers explaining the science behind the importance of friendships. Before our group sessions start, we can share this as a way of supporting the need for healthy friendships.

References:

How parents, teachers, and kids can take action to prevent bullying. (2024). American Psychological  Association. Retrieved March 6, 2024, from https://www.apa.org/topics/bullying/prevent

Swank, J. M., Smith-Adcock, S., & Weaver, J. L. (2018). School Counselors’ Roles and Responsibilities in Bullying Prevention: A National Survey. Professional School Counseling, 22(1). https://doi.org/10.1177/2156759X19851465

Odell, S. (2022, September, 15). How friendship affects your brain [Video]. YouTube. URL

1.       In your opinion, what are the most common social problems that kids in 5th grade school have, especially when it comes to getting along with others?

2.        How common is bullying among our 5th grade students, including physical, emotional, social, and cyberbullying? What effects do you think it has on the students' health and schoolwork?

3.       In your opinion, what do the students think about their own social and friendship skills, such as their ability to make friends, deal with problems, and handle peer pressure?

5.       How do you feel current efforts to stop bullying and social-emotional learning programs meet the social and emotional needs of students? What other supports or resources do they think are needed to encourage good relationships between peers?

A needs assessment for the 5th grade students themselves could look like:

1. How would you describe your experiences with making and keeping friendships at school?

2. Do you feel included and accepted by your peers? Have you ever felt left out? If yes, how did it make you feel and how did you handle it?

3. Have you ever experienced challenges or fights with your friends? If so, what happened?

4. How do you handle friendship stress or social problems?

5. Do you feel comfortable asking for help from adults or peers when facing friendship issues?

6. What would the perfect friend look like? Are you that friend?

The Needs Assessment might show that elementary school students feel bullied or left out frequently. Students may say they have been bullied or seen bullying happen, and worry about how bullying affects their health and schoolwork. Having and keeping friends may not come naturally to all students. Students may say they want better relationships and exchanges with fellow students. This could mean they need help learning how to make friends, deal with peer issues, and work well with others in a group. They might also say that they need help dealing with peer pressure and setting good limits in their relationships with others.   As part of the Needs Assessment, things that might be seen as obstacles to creating a positive and welcoming school environment could be mentioned. These could include unclear expectations for behavior, rules that aren't always followed, not enough supervision in common areas, and not enough chances for students to connect with each other in a positive way.  Teachers and students may mention general efforts that deal with the causes of bullying, encourage understanding and respect, give witnesses the power to step in, and offer support to both victims and bullies themselves. They might stress how important it is for teachers, parents, administration and people from the community to work together to build friendships at the school as a whole.

References:

Vreeman, R. C., & Carroll, A. E. (2007). A Systematic Review of School-Based Interventions to Prevent Bullying. Archives of Pediatrics & Adolescent Medicine, 161(1), 78. https://doi.org/10.1001/archpedi.161.1.78

American School Counselor Association. (2022). Home. Retrieved from https://www.schoolcounselor.org/

Reference: Bell, J., & Condren, M. (2016, April 1). Communication Strategies for Empowering and Protecting Children. The Journal of Pediatric Pharmacology and Therapeutics, 21(2), 176–184. https://doi.org/10.5863/1551-6776-21.2.176

Learning occurs through different ways like feedback from group leaders as well as their peers in the group as well as observations.

Cognitive Behavior Therapy for Children and Adolescents

National Institutes of Health (NIH) (.gov)

https://www.ncbi.nlm.nih.gov › articles › PMC6532387

by S Halder · 2019

We will use surveys from the students for their feedback to see how well the groups are going and what we will need to improve on. We will be looking to see if any peer relationships have been built and changes in pro social skills. We may also conduct one on one interviews to see how the group is doing as well.

Foss, L. L., Green, J., Wolf-Stiltner, & DeLucia-Waack, J. L. (Eds.). (2008). School counselors share their favorite group activities: A guide to choosing, planning, conducting, and processing. Alexandria, VA: Association for Specialists in Group Work

References:

ASCA National Model: A Framework for School Counseling Programs Fourth Edition