• Learn what friendship means

• Know what a healthy friendship is

• Learn personally boundaries within friendships

• Learn how to communicate not only for yourself but also your peers when someone is not respecting boundaries or intentionally causing harm verbally, physically, and/or mentally.

In line with the ASCA category 2 (Behavior Standards) this targets learning strategies, self management skills, and social skills. Which are the skills we are implementing with the goal of this group. (ASCA, 2025)

Everyday Speech Blog. (2024) Building Friendships: Teaching Essential Social Skills in Elementary Schools. Retrieved from https://everydayspeech.com/sel-implementation/building-friendships-teaching-essential-social-skills-in-elementary-schools/

Google Photo (Student Lunch Picture) 2024

Summary of references: ASCA is a great resource for all things to do with counseling students and all about their behaviors and how to help with their mindset. The blog from everyday speech is a great blog that goes over the essentials of friendship building and all about communication and other skills. I used the google photo that I did to showcase what a possible lunch group can look like and to also show that it’s about fun also not just a serious setting.

• What is your definition of friendship? 

• What makes someone a good friend? 

• How would you treat someone who is your friend?  

• Have you ever felt left out of an activity? 

• Have you ever felt that you have left someone out of an activity?

• Does your child/student have trouble making connections with their peers?

The screening questions will aid in seeing which students would be a great fit for the counseling group. Throughout the year, school counselors are encouraged to collect and analyze data elements when deciding which short-term small group interventions to offer students (Springer, 2021).

Corey, M. S., Corey, G., & Corey, C. (2021). Groups: Process and practice. Cengage Learning.

McKinney-Vento – National Center for Homeless Education. (n.d.). https://nche.ed.gov/legislation/mckinney-vento/

Smiling counselor holding pictures during meeting with young patient with autism. (2018, October). Shutterstock. https://www.shutterstock.com/image-photo/smiling-counselor-holding-pictures-during-meeting-1205892295?irclickid=yc3U03wBoxycUMKynHxsk2o8UksQ7ORFRQmgXQ0&irgwc=1&pl=77643-108110&utm_medium=Affiliate&utm_campaign=TinEye&utm_source=77643&utm_term=&utm_content=108110

Springer, S. I. (2021). A School Counselor's Guide to Small Groups (2nd ed.). Cognella, Inc.. https://mbsdirect.vitalsource.com/books/832941A

Stockcake (n.d.). Kids Studying Together. https://stockcake.com/i/kids-studying-together_183521_31746

• New students to the school

• Students with social skills deficits

• Reserved students 

• English Learners (ELS) 

• Only child

• Military students

• Foster Care/displaced students

• McKinney-Vento (Homeless Assistance Act- Youth experiencing homelessness)

The following demographic of students would not be high priority members of the friendship group.

Unsuitable fits for the Friendship Group

• Students with high economic status 

• Students who may need one on one counseling for high social emotional needs.

• Students who are in active conflict with other members

  
  

Corey et al. (2021) wrote that counselors possess a general understanding of how the members' varied backgrounds may impact the group process; be conscious of their own personal values, attitudes, biases, assumptions, and prejudices; and be able to carry out interventions that are suitable for the members' life experiences.

Example:
If a student is referred by a teacher, the counselor can meet with the student to explain what the group is about, and let them know that it is a chance to learn about friendships; not something they are being forced to do.

References:

American School Counselor Association. (2019). The ASCA national model: A framework for school counseling programs (4th ed.). American School Counselor Association.

Springer, S. I., Moss, L. J., & Schimmel, C. J. (2022). A school counselor’s guide to small groups: Coordination, leadership, and assessment (2nd ed.). Cognella.

Example:
An activity where students share what “friendship” looks like in their family or culture can help students better understand and respect each other’s unique experiences (Springer et al., 2022).

References:

Corey, M. S., Corey, G., & Corey, C. (2018). Groups: Process and practice (10th ed.). Brooks/Cole.

Springer, S. I., Moss, L. J., & Schimmel, C. J. (2022). A school counselor’s guide to small groups: Coordination, leadership, and assessment (2nd ed.). Cognella.

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

Example:
A consent form might include:
“This small group will focus on helping students build friendships, understand boundaries, and learn how to handle bullying. The group will meet once a week during school hours. Please sign below to give permission for your child to participate.”

Extra Note:
In addition, school counselors must also be aware of how cultural values and family norms may affect parent participation. Respecting these differences while still providing clear communication is part of ethical and effective group leadership (Zalaquett, 2005).

References

American School Counselor Association. (2019). The ASCA national model: A framework for school counseling programs (4th ed.). American School Counselor Association.

Ruffolo, M. C., Kuhn, M. T., & Evans, M. E. (2006). Support, empowerment, and advocacy: Promoting the mental health and well-being of children and adolescents. Best Practices in Mental Health, 2(1), 21–36. https://www.proquest.com/scholarly-journals/support-empowerment-advocacy-promoting-mental/docview/213829269/se-2

Zalaquett, C. P. (2005). Principles of multicultural counseling and therapy. Journal of Counseling & Development, 83(1), 47–54. https://doi.org/10.1002/j.1556-6678.2005.tb00577.x

Core Values of our School

• Each student, Each Family

• Welcoming environment

• Respect

• Teamwork

• Communication

Population: About 500 students

• Diverse/Multicultural Population

• Focus Groups- Grades 3^rd to 5^th grade

As we work together, Counselors will focus on building with students positive social/emotional skills through learning what friendship is.

Counselors advocate for students to have a welcoming environment at schools in which they can learn and have equitable opportunities. Also, through small group counseling, school counselors can identify student differences and provide appropriate support (ASCA, 2024).

References

• 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

Summary of Reference: The American School Counselor Association supports counselors with the intent of focusing on the student's academic, social-emotional development. This reference was selected due to how it focuses on the purpose of school group counseling and the counselor's role in supporting and guiding students.

• Jpiersol. (2024, May 23). Diversity in the Classroom: Teaching, Types, & Examples | AU. School of Education Online. https://soeonline.american.edu/blog/diversity-in-the-classroom/

Summary of Reference: This picture was selected because it highlighted the diverse demographic we intend to serve when creating our small groups.

• Tami & Pinterest. (2025, March 27). Healthy Friendships Group Counseling Curriculum and Friendship Skills Activities - Shop The Responsive Counselor. Pinterest. https://www.pinterest.com/pin/1900024838911674/

  Summary of Reference: This activity was included because it allows students to see in an interactive/hands-on way how they can learn what boundaries can look like when done in a healthy way.

Connecting the "Why" with Evidence:

Why focus on Friendship in small groups?

Our goal is to increase awareness of positive friendships and minimize bullying in upper elementary. Through small groups, we will work with students to create healthy relationships while setting good boundaries with one another.

• Biggs & Snodgrass (2020) stated that cultivating friendships creates an environment in which students feel and experience,

  • Belonging

  • More Self-worth  

  • Happiness

  • Decreased peer victimization 

• The benefits of having/creating small groups about friendships are, 

  • Students have social/emotional support

  • Language development leads to better communication and learning skills.

  • Students from diverse backgrounds and intellectual capabilities learn to share common interests in the classroom, playgrounds, and lunchrooms, and have social interactions to establish positive peer dynamics (Biggs & Snodgrass, 2020).

• Developmental considerations

  • Social-emotional skills

  • Conflict Resolution

  • Self-regulation (SEL)

  • Cultural awareness

References:

• Biggs, E. E., & Snodgrass, M. R. (2020). Children’s Perspectives on Their Relationships with Friends With and Without Complex Communication Needs. Research & Practice for Persons with Severe Disabilities, 45(2), 81–97. https://doi.org/10.1177/1540796919901271 

• Summary of reference- This peer-reviewed journal shared insight on how important peer interactions are regarding friendships. Also, it shared the benefits students gain individually, apart from students with intellectual capabilities.

  
  

Reference: 

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

Summary of Reference: The ASCA ethical standards highlight the importance of counselors to be professional when supporting students and their families as advocates. This reference was included because when creating an assessment, counselors have to follow ethical principles while upholding the integrity of the student/family.

Canva was utilized to create a sample parent permission form.

According to The Counselor Center Group (2024), Therapy questions are the backbone of effective counseling. They serve multiple purposes, from building rapport to uncovering deep-seated issues. Asking questions allows counselors to gauge planning for the next session, along with building rapport and showing students that you are interested in what they have to say.

The Counseling Center Group. (2024, November 25). Unlocking self-discovery: The power of therapy questions revealed: Counseling center group. The Counseling Center Group. https://counselingcentergroup.com/therapy-questions/

Summary: This article highlights the importance of asking questions in counseling, including how it assists with building rapport with clients/students. As the article continues it offers information on the types of questions that can be asked and things to consider before forming questions.

Group efficacy will be measured:

• Pre-activity (Ice Breaker)

• Post Activity (Exit Question)

• Teacher Check-in

• Student Check-in

Matsumoto, Y., Kitoh, T., Koyama, T., & Murayama, K. (2023). The effectiveness of child-centered group play therapy and narrative therapy in reducing separation anxiety disorder symptoms among elementary school children. International Journal of Play Therapy.

Why This Article Was Chosen

• Recent and relevant: Published in 2023, this study fits within your 10-year requirement.

• Group therapy focus: Evaluates child-centered group play therapy and narrative therapy in a classroom-style group setting.

• Outcome measurement: Uses validated anxiety scales and pre/post assessments to track changes in separation anxiety symptoms among school-aged children (turn0search17).

Key Findings on Measurement

• The study measured children's anxiety levels before and after therapy using standardized tools.

• Results showed statistically significant reductions in separation anxiety symptoms.

• Comparing group outcomes to a control group, the study confirmed that improvements were due to group therapy, not chance (turn0search17).

How to Apply This Method

For your friendship group:

1. Choose a suitable pre/post measurement tool (e.g., a social skills or confidence scale).

2. Have students rate themselves before therapy starts.

3. Repeat the measure at the end of the group sessions.

4. Compare results statistically to show whether the group made a meaningful difference.

Retrieved June 14, 2025, from https://www.merriam-webster.com/dictionary/efficacy

Summary: The Merriam-Webster dictionary definition of efficacy.

Robison, F. F., & Hardt, D. A. (1992). Effects of Cognitive and Behavioral Structure and Discussion of Corrective Feedback Outcomes on Counseling Group Development. Journal of Counseling Psychology, 39(4), 473–481.

Summary: This reference was selected to highlight the effect of corrective feedback in groups and how it affects the outcome of the group development in the future.

Sara. (2025). Group Counseling Data: Measuring Success. The Responsive Counselor. June 6, 2025, https://theresponsivecounselor.com/2019/10/group-counseling-data-measuring-success.html

Summary: Group Counseling Data: Measuring Success (Sara, 2025) highlights effective ways to successfully measure efficacy in group counseling sessions. Some of the methods used are pre-surveys and post-surveys, school data, and progress monitoring. Using these data methods for measuring efficacy allows counselors to determine the progress of students and determine if changes have to be made to ensure success for all students in the group sessions.

References:

Ideastream Public Media. (2020, July 27). Meet the counselor: Elementary school [Video]. YouTube. https://www.youtube.com/watch?v=TKWhbCahKa0

Summary of Reference: This video was selected because it allows students and even staff to learn about the work Counselors do. Counselors can bring awareness to how important it is to communicate and to get support from adults when they need help. Counselors could create a similar video and showcase it to the school community, introducing themselves.

• Open group for those looking to learn how to gain positive social and emotional skills when it comes to friendships. “Friendship skills are the foundation of positive social interactions and relationships.” (Everyday Speech, 2024)

• 3rd to 5th graders

• 6-8 Students per group

We will be meeting during lunch twice a week! Come have lunch with a group and learn all about friendship.

Why we used it:
This book is the main guide for school counselors. It helps us understand the best ways to run programs and groups. It supports Section 10 by saying students should choose to join a group, not be forced. It also supports Section 12 because it reminds counselors to talk clearly with families and get their permission before a child joins a group.

2. Corey, Corey, & Corey (2018)

Why we used it:
This book teaches how to run group sessions. It explains how people work together in groups and how to make everyone feel safe and welcome. It fits with Section 11 because it helps counselors understand how to support students from different backgrounds and how to make sure everyone is treated fairly.

3. Springer, Moss, & Schimmel (2022)

Why we used it:
This book was made just for school counselors who lead small groups. It gives step-by-step help for setting up and running groups in schools. It’s useful for all three sections because it talks about student choice, understanding diversity, and how to write consent forms for parents.

4. Sue & Sue (2016)

Why we used it:
This book teaches how to work with students from many different cultures. It helps counselors understand what makes each child unique. It supports Section 11 by reminding counselors to be respectful and open to differences like culture, religion, language, or family background.

5. Ruffolo, Kuhn, & Evans (2006)

Why we used it:
This article is about how to support children's mental health in schools. It also shows how working with parents makes a big difference. It fits with Section 12 because it reminds counselors to involve families and make sure they know how the group helps their child.

6. Zalaquett (2005)

Why we used it:
This article explains why it’s important to understand students’ cultures when working with them. It supports Section 11 because it helps counselors create a group where every student feels respected, no matter their background.

Reference:

NPR. (2019, May 17). Cookie Monster Practices Self-Regulation | Life Kit Parenting | NPR [Video]. YouTube. https://www.youtube.com/watch?v=j0YDE8_jsHk
Summary of Reference: Upon finding this video on YouTube, it directed me to the NPR site. This video allowed students to see in a captivating and humorous way what self-regulation can look like and learn to identify the signs.