• M 2: Sense of acceptance, respect, support, and inclusion for self and others in the school environment.

• M 3: Positive attitude toward work and learning.

• B-SS 1: Effective oral and written communication skills, including active listening.

• B-SS 6: Effective collaboration and cooperation skills with peers and adults.

• B-SS 8: Advocacy skills for self and others and the ability to assert oneself respectfully when necessary.

• B-SS 9: Social maturity and behaviors appropriate to the situation and environment.

These mindsets and behaviors directly connect to the group’s Student Learning Outcomes (SLOs) by promoting active listening, respectful self-expression, and conflict-resolution skills. Collectively, they support stronger peer relationships, greater confidence in the classroom, and improved social-emotional development.

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

If more students are referred than can be included in one group, multiple groups will be created to keep group sizes manageable (6–8 students). The pre-group screening process will assist in determining the final selection of participants, ensuring that students are placed in a group that best meets their needs and that the group composition allows for effective participation and skill development.

By combining teacher referrals with individual screening conversations, the group ensures that participants are both recommended by adults who know their needs and personally motivated to engage in the sessions (MPSCCE, 2015).

In addition, during the first group meeting, members will review the group expectations, limits of confidentiality, and purpose of the sessions in developmentally appropriate language. Each student will then sign a group consent/assent form to confirm their understanding and agreement to participate respectfully and responsibly.

• Confidentiality – What’s shared in the group stays in the group (except for safety concerns).

• Respect – Respect yourself and others in words and actions.

• Participation – Everyone has the right to share, but no one is forced to talk.

• Safety – No put-downs, bullying, or unsafe behavior will be tolerated.

The group will collaborate to determine the remaining rules. This approach allows students to have ownership of the group process while ensuring that key non-negotiables are in place to protect all members.

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.

School Counselors and Counseling Programs, 2 Tex. Edu. Code § 33.002-33.007

Student Assessment, 19. Tex. Admin. Code § 89.1

Yalom ID. (1995). The theory and practice of group psychotherapy (4th ed.). New York: Basic Books. 

In the context of a small group for 2nd graders, this means that while the group provides a safe space for students to share their feelings and experiences, I must remain alert to any signs of risk—such as expressions of harm to self or others, abuse, or extreme distress. Even though confidentiality is an expectation within the group, I must clearly communicate and enforce the limits of confidentiality. Students must understand that some situations require intervention to ensure safety and support, and that I, as the counselor, have a legal and ethical obligation to report these concerns to appropriate adults.

This balance between confidentiality and mandated intervention requires careful ethical decision-making. I must maintain trust and encourage openness within the group while also ensuring that any student at risk receives timely and appropriate support. By explaining these boundaries in age-appropriate language and reinforcing them throughout the sessions, I can uphold both the safety and developmental needs of the students while modeling responsible and ethical counseling practices.

To build relationships and trust between group members and myself, I will create a warm, welcoming, and safe environment. I will greet each student individually, engage in simple icebreaker activities, and use fun “get-to-know-you” games to encourage sharing in a low-pressure way. I will model active listening, empathy, and respect so that students see these behaviors in action. Regular check-ins and opportunities for students to share thoughts or feelings will help build trust over time.

Group norms will be established collaboratively with the students. Together, we will create rules such as listening when someone else is talking, using kind words, raising hands to speak, and respecting personal space. These rules will be written on a chart and displayed during sessions so that all members can refer to them. Involving students in setting these norms encourages ownership and responsibility.

Regarding confidentiality, I will explain to students in age-appropriate language that the group is a safe place to share, but we cannot promise absolute secrecy. I will outline limits to confidentiality, such as situations where someone is being hurt, is in danger, or is thinking about hurting themselves or others. I will clarify that group members are not responsible for keeping others’ secrets and emphasize that it is always okay to ask a trusted adult for help. A simple story or example will help students understand this concept without fear.

Stage 2:

To keep the group working cohesively and productively, I will use structured activities and interactive discussions that align with the group’s learning outcomes. I will encourage participation by asking open-ended questions and inviting students to share ideas and experiences. When conflicts arise, I will guide students in problem-solving and practicing respectful communication.

To gauge progress, I will conduct regular check-ins with members, using age-appropriate methods such as thumbs-up/thumbs-down, emotion cards, or short reflection questions. These check-ins help me understand how students are feeling, assess whether learning goals are being met, and allow me to adjust activities to better meet students’ needs. Positive reinforcement and acknowledgment of contributions will further motivate students and strengthen group cohesion.

Stage 3:

During group closure, I will dedicate time for students to reflect on what they have learned and how they have grown. I will encourage students to share their favorite experiences, new skills, or ways they plan to use what they learned outside the group. I will monitor and explore how students feel about the group ending, validating any emotions of sadness or worry while reinforcing that the group’s purpose was to help them grow and learn.

I will provide a follow-up plan, such as suggestions for continuing coping skills, ways to practice what was learned, and encouraging ongoing conversations with trusted adults. I will reinforce that confidentiality remains important even after the group ends, reminding students to continue respecting each other’s privacy and to seek help when needed. Closing activities may include a celebration, certificates, or a group “memory book” to provide a positive sense of completion and closure.

By understanding group dynamics, I can recognize how students influence each other, how relationships develop within the group, and how to address conflicts or challenges that may arise. This knowledge helps me structure activities and discussions that encourage participation, collaboration, and mutual respect. I can use strategies such as active listening, open-ended questions, and reflective feedback to ensure that every student feels heard and valued.

Additionally, being aware of productive group interaction allows me to monitor group cohesion and intervene when necessary to keep discussions constructive and focused on learning outcomes. For example, I can guide students to resolve disagreements respectfully, reinforce group norms, and create an atmosphere where students feel safe sharing their thoughts and emotions. Overall, applying Standard V helps me facilitate effective group sessions that support social, emotional, and academic growth for all participants.