Moon Valley High School is a public suburban school in the Southeastern U.S. with about 1,300 students in grades 9–12. The student body is racially and culturally diverse, about 45% identify as Black or African American, 35% Hispanic/Latino, 15% White, and 5% Asian or multiracial. Around 60% of students qualify for free or reduced lunch, and over 20% come from single-parent homes.

Moon Valley High is committed to equity, inclusion, and supporting students’ well-being. The school has a generally positive atmosphere and a guidance team that focuses on social-emotional learning. Still, there’s been a noticeable increase in peer conflict, emotional outbursts, and unhealthy dating behaviors, especially among 9th and 10th graders. Teachers and staff are concerned that many students aren’t clear on boundaries, consent, or what a healthy relationship actually looks like.

Target Audience:
The audience for this group’s needs assessment includes 9th and 10th-grade students, advisory teachers, and school staff who observe relationship issues among students at Moon High School.

Developmental Considerations:
Ninth and tenth graders are in Erikson’s (1968) “identity vs. role confusion” stage, meaning they are exploring who they are in the context of others. Cognitive maturity is still emerging, and abstract reasoning is developing, which makes this age ideal for direct discussion, visual examples, and role-play. Group structure should incorporate experiential learning, psychoeducation, and emotional validation (Beck, 2011; Sue & Sue, 2016).

1. Increase students' understanding of characteristics of healthy vs. unhealthy relationships.

2. Enhance emotional awareness, communication, and boundary-setting skills.

3. Encourage students to recognize warning signs of toxic behaviors and build peer support.

   
   

ASCA Domains Impacted:

• Social/Emotional Development

• Academic Development (indirectly through improved focus and reduced interpersonal stress)

Specifics for Moon High School Group:

• Grade Level: 9th and 10th

• Group Size: 6–8 students - Alex (he/him), Donna (she/her), Carlos (he/him), Dana (they/them), Emily (she/her), Fatima (she/her), Jordan (he/him) and Ocean (she/her).

• Group Type: Psychoeducational

• Focus: Healthy vs. Unhealthy Relationships, communication, emotional awareness, and boundaries

• Open/Closed: Closed group (same members throughout 6–8 sessions)

• Duration: Weekly 45–60 minute sessions over 6–8 weeks (during advisory or enrichment block)

• Screening: Based on referral, teacher observation, and needs assessment responses

Since many students at Moon Valley come from a mix of family situations, cultural norms, and even past experiences with trauma or neglect, the group needs to be inclusive and respectful of those differences. Facilitators should stay away from a one-size-fits-all approach and instead use discussion topics and role-plays that reflect the real-life situations students are facing.

Cokley, K. O., García, D. M., Hall-Clark, B., & Chapman, C. (2022). Making multicultural counseling work. Wiley.

Erikson, E. H. (1968). Identity: Youth and crisis. Norton.

Sue, D. W., & Sue, D. (2016). Counseling the culturally diverse: Theory and practice (7th ed.). Wiley.

Hypothetical Results:
78% of students say they’re not really sure if a past or current relationship was healthy. 65% don’t feel confident spotting emotional manipulation or abuse. 72% have either seen or gone through unhealthy conflict with friends or in dating situations. And 82% say they want to learn more about setting boundaries, communicating better, and having self-respect in relationships.

References:

American School Counselor Association. (2019). ASCA National Model: A Framework for School Counseling Programs (4th ed.). ASCA.

American Psychological Association. (2021). Developing adolescents: A reference for professionals.

Beck, J. S. (2011). Cognitive behavior therapy: Basics and beyond (2nd ed.).

Erikson, E. H. (1968). Identity: Youth and crisis.

Lopes, P. N., Salovey, P., & Straus, R. (2005).

Sue, D. W., & Sue, D. (2016). Counseling the culturally diverse: Theory and practice (7th ed.).

Before starting the group, we would make sure to get parent permission, explain the purpose of the group to students, and go over what is confidential and what must be reported, such as if someone is being harmed (Stone, 2022). Each session would have a clear plan starting with a check-in, followed by an activity or discussion, and ending with a short reflection. We agree with the American School Counselor Association (2020) that group counseling should meet student needs and include a way to measure how effective it is. With good planning and clear goals, we think small groups can make a big difference for students who need support.

Amaze Org (2017, April 13). Healthy vs Unhealthy Relationships. YouTube. Retrieved June 14, 2025, from https://www.youtube.com/watch?v=Gn7ZQ2x0cOE&list=PL3mC9o12NzFvss3R8wI2keqaipB2x3lOd&index=7

Stacy Bias Animation and Illustration (2022, September 14). What is Consent - Animation. YouTube. Retrieved June 14, 2025, from https://www.youtube.com/watch?v=iBvD3sACS4o

American School Counselor Association. (2020). The school counselor and group counseling.

APA. (2021).

ASCA. (2014). Mindsets & Behaviors for Student Success.

Beck, J. S. (2011).

Younger high schoolers learn best when they can talk openly, see positive peer examples, and practice new skills with guidance. Keeping the group small helps make sure everyone feels comfortable, heard, and safe. A closed group setup also builds trust and gives students the consistency they need to open up and reflect on their experiences (Tyson et al., 2004).

ASCA (2020).

Cokley, Beaty, & Singh (2022).

Thomas, R. V., & Pender, D. A. (2008). Association for Specialists in Group Work: Best practice guidelines 2007 revisions.

Tyson, L. E., et al. (2004). Screening of Members: "Everyone is Welcome."

This closed group will include 6–8 students in 9th or 10th grade and meet weekly for 6–8 weeks. It’s a structured psychoeducational group focused on building skills and peer support. Literature supports keeping groups small and age-specific to create a safe and engaging environment (Cokley et al., 2022; Sue & Sue, 2016). The structure reflects best practices for middle adolescent development (APA, 2021).

References:

Aghel Masjedi, M., Taghavizadeh, M., Azadi, N., Hosseinzadeh, F., & Koushkestani, A. (2015). The effectiveness of cognitive-behavioral group therapy training on improving emotional intelligence and general health of adolescents. Journal of Medicine & Life, 8, 132–137.

Shaw, S. L. & Green, J. W. (2022). In D. Capuzzi & M. D. Stauffer (Eds.), Counseling and psychotherapy: Theories and interventions (7th ed,. pp. 193-216). American Counseling Association.

Douglas County School District (n.d.). DCSD MH Limits of Confidentiality. Douglas County School District Services & Programming. Retrieved June 15, 2025, from https://drive.google.com/file/d/1un97RGJ0UY3LrnzAdmXMYyWKo_-w-mO2/view

Love for the Elementary Counselor (2019, September 4). Group Counseling - Consent Forms. Retrieved June 15, 2025, from https://lovefortheelementarycounselor.home.blog/2019/09/04/group-counseling-consent-forms/

Jacobs, E. & Harvey, W. (2022). Essential skills for leading small groups in schools.  In S.I. Springer, L.J. Moss & C.J. Schimmel (Eds.),  A school counselor’s guide to small groups: Coordination, leadership and assessment  (2nd ed., pp.62-66, 68-70). Cognella.

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

The screening process would include a short, private meeting with each student to ask questions and explain the purpose of the group. During this meeting, we would ask about their current relationships with friends or dating partners, how they handle conflict, and how comfortable they feel talking in a group. We would also ask about any past experiences with unhealthy relationships or peer pressure. The goal is to make sure the student is a good fit for the group, is emotionally ready to participate, and will respect group rules like confidentiality (Lynch, 2023).

Hopewell Valley Regional School District. (n.d.). Building healthy relationships. HVCHS. Retrieved June 15, 2025, from https://www.hvrsd.org/o/hvchs/page/building-healthy-relationships

Murray, A. M., & Morozov, M. (2022, August 25). Talking to teens about healthy relationships: Normalizing the conversation in schools. PolicyLab. Retrieved from https://policylab.chop.edu/blog/talking-teens-about-healthy-relationships-normalizing-conversation-schools

Please answer the following questions in regard to your participation in the group counseling program on healthy versus unhealthy relationships. (0-did not change, 1-some change, 2-significant change)

1. Has your decision making and sense of social responsibility toward respecting boundaries changed?

2. Have you developed a greater sense of empathy for others?

3. Have you developed effective coping skills for dealing with problematic relationships?

4. Do you acknowledge a greater sense of responsibility for yourself and your actions when respecting others’ boundaries?

5. Did participation in this counseling group impact your ability to make informed decisions regarding relationships by getting others’ perspectives and recognizing your own biases?

6. Are you better equipped to intervene if you witness someone's boundaries being crossed?

References:

American School Counselor Association (2021). ASCA Student Standards; Mindsets and Behaviors for Student Success. Alexandria, VA: Author. Retrieved from https://www.schoolcounselor.org/getmedia/7428a787-a452-4abb-afec-d78ec77870cd/Mindsets-Behaviors.pdf

References:

Corey, M. S., Corey, G., & Corey, C. (2017). Groups: Process and Practice (10th ed.). Cengage Learning US. https://mbsdirect.vitalsource.com/books/9798214344812

Hatch, T., Kruger, A. & Pablo, N. (2022). Using data to inform and advocate for small group counseling practice. In S.I. Springer, L.J. Moss & C.J. Schimmel (Eds.), A school counselor’s guide to small groups: Coordination, leadership and assessment  (2^nd ed., pp. 28-36). Cognella.

As counselors it is important to be aware of the ethical considerations that exist when creating a group. A misuse of power, self-disclosure, maintaining confidentiality, scapegoating, diversity, parental involvement, and confrontation are all ethical considerations to be mindful of (Corey et al., 2017; Stone, 2022). Counselor’s need to be mindful that there is often an inherent power dynamic by being the adult leading the group session, and it would be unethical to abuse this status. In addition to having a position of power over students, members of the group can also obtain a position of power from information shared during the group process. Establishing a contract with group members outlining responsibilities as the leader of the group and members willingness to uphold a commitment to the group, can help counselors minimize potential risk to group participants (Corey et al., 2017).

Confidentiality is a significant ethical concern pertaining to group members as it is possible that disclosures made during a session do not stay within the group. It is essential that counselors repeat the significance of maintaining confidentiality at the start, and throughout each group session (Corey et al., 2017). Sharing examples of how confidentiality can be breached outside of the group setting is integral to maintaining confidentiality of the group.

Dessel et al., (2017) indicate that students expressing diverse gender and sexual identities experience bullying and harassment at higher rates than those individuals expressing traditional gender and sexual identities. Acknowledging and being cognizant of these biases at the start of the group will assist in establishing a respectful group dynamic. Demonstrating an environment that supports marginalized community members will assist in reducing the isolation and stigmatization of individuals who are within ethnic or sexual minority groups (Juvonen et al., 2019).

References:

Corey, M. S., Corey, G., & Corey, C. (2017). Groups: Process and Practice (10th ed.). Cengage Learning US. https://mbsdirect.vitalsource.com/books/9798214344812

Dessel, A. B., Kulick, A., Wernick, L. J., & Sullivan, D. (2017). The importance of teacher

support: Differential impacts by gender and sexuality. Journal of Adolescence, 56, 136–144. https://doi.org/10.1016/j.adolescence.2017.02.002

Juvonen, J., Lessard, L. M., Rastogi, R., Schacter, H. L., & Smith, D. S. (2019). Promoting social inclusion in educational settings: Challenges and opportunities. Educational Psychologist, 54(4), 250–270. https://doi.org/10.1080/00461520.2019.1655645

Stone, C. (2022). Groups in schools: Legal and ethical concerns. In S.I. Springer, L.J. Moss & C.J. Schimmel (Eds.),  A school counselor’s guide to small groups: Coordination, leadership and assessment  (2^nd ed., pp. 12-18). Cognella.