The challenges at this school are low parental involvement, homelessness and the students experience/have experienced trauma. The school is diverse, demographics are equal parts White, Black, Hispanic, Asian, Other. Cultural considerations will need to be made regarding racial tension, English language competency and family backgrounds.

           A group will be created at this school to discuss social emotional learning lesson with students who are in 2nd grade who are not socializing well with their peers. The specifics of the group will be discussed in further sections.

           Many educators are concerned about aggressive behavior towards their peers, especially because the behavior has been increasing in recent years (Stewart, 1995). The students in this group will learn the skills they need to be successful in school and social interactions.

According to the American School Counselor Association (ASCA) ethical standards, confidentiality is a critical aspect of counseling, but it can be challenging in a school setting where students' privacy may be compromised (ASCA, 2022).

The counselor should ensure that information shared within the group remains confidential unless there is a risk of harm. The counselor must also clearly explain to the students what confidentiality means at their developmental level and the limits (for example, harm to self or others) (Stone, 2022).

An example of this clarity can look like: "Alright, friends, let's talk about something important called 'confidentiality.' This means that what we talk about in our group stays private, just between us. If someone shares something with the group, we don't tell other people like classmates, teachers, or anyone else outside of our group. It's really important that everyone feels safe to share their thoughts and feelings.

But there are a couple of times when I need to tell someone else, and I want to make sure you understand. If you or someone else is feeling really sad, scared, or in danger, I have to talk to a grown-up to make sure we can help. And if that happens, I’ll let you know ahead of time, so you’re not surprised. Does that make sense? Do you have any questions about it?"

Informed consent is essential, especially when working with young children. While 2nd-grade students may not fully understand consent in the same way adults do, it is still important to involve them in the process. Before starting the group, the counselor must obtain consent from the parents and guardians. The counselor should also clearly explain the group’s purpose, structure, and goals to both the students and their families (Jacobs & Harvey, 2022). This ensures transparency and helps build trust with both parents and students.

A method the counselor can use to obtain informed consent is to send written consent form to the parents/guardians, explaining the details of the group. This consent should require a parental signature of understanding and acceptance.

Explaining Consent to the students would require the use simplified language and should explain what the group is about. An example of this could be, "We’re going to have a group where we talk and play games to help everyone become better at making friends and getting along with others.”

A response from the students could be a verbal agreement, that would follow the student's asking questions so that they understand and know that their participation is voluntary. Informed consent is particularly important when working with minors. Parents must be made aware of the group’s goals, structure, and potential outcomes. Additionally, counselors should actively involve parents in the counseling process by offering updates and resources (Jacobs & Harvey, 2022).

As Jacobs and Harvey (2022) emphasize, group counselors must acknowledge and honor the diverse cultural backgrounds of all participants. The counselor should modify activities and communication to be culturally sensitive and inclusive, ensuring that no student feels excluded or marginalized due to their cultural identity.

For example, during an Ice Breaker activity where students are asked to share something they are proud of, the counselor can encourage each student to share something from their own culture, such as a tradition, food, or celebration. This allows all students to feel valued and appreciated while promoting cultural awareness and respect among peers. This also aligns with the overall goals of the group because it helps to improve socialization skills and build friendships in a low-pressure way, allowing students to engage in conversation and ask friendly questions.

A pre-group survey is a great way to assess students' social skills, conflict resolution, and peer interactions. This helps the counselor understand how students feel about social situations and identify areas that need attention during the group. The survey results provide a starting point to track progress and compare improvements at the end of the group. This approach follows the ASCA Ethical Standards by respecting students' needs and confidentiality.

An example of a Self- Assessment:

1. "How often do you play with friends at recess?"
   (Options: Never, Sometimes, Always)

2. "How do you feel when you have to talk to new people?"
   (Options: Nervous, OK, Happy)

3. "When you disagree with someone, how do you usually feel?"
   (Options: Mad, Sad, Calm, Don’t know)

References

Beck, S. J., & Ledbetter, A. M. (2013). The influence of parent conflict style on children. Personal Relationships, 20(3), 495–510. https://doi.org/10 .1111/j.1475-6811.2012.01420.x

Centers for Disease Control and Prevention. (n.d.). Adolescent Health. Retrieved from https://www.cdc.gov/

Staats, S., van der Valk, I. E., Meeus, W. H. J., & Branje, S. J. T. (2018). Longitudinal transmission of conflict management styles across interparental and adolescent relationships. Journal of Research on Adolescence, 28(1), 169–185. https://doi.org/10.1111/jora.12324

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.

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 (2nd ed., pp. 12-18). Cognella.

The counselor could provide a sheet where students match their answers to pictures or emojis. For example:

• "How did you feel about the group activities?"

  • 😄 (Happy) — I liked it a lot!

  • 🙂 (Okay) — It was fine.

  • 😟 (Sad) — I didn’t like it much.

5-10 Questions:

• How did you feel about the group activities?

• Did you make any new friends during the group?

• What was your favorite activity? Why?

• Did you feel more comfortable talking to others after the group?

• How did you handle disagreements during group activities?

• What new things did you learn to help you make friends?

• Did you feel safe and comfortable in the group?

• How do you feel about working with other kids now?

• What could we do differently in the group to help you more?

• Would you like to join another group like this?

For the purposes of our project and what we are evaluating for our group, the population and needs will be more specific. The target population would be the second grade class students. We would need to evaluate the students via survey, which would need to include questions specific to our topic of friendships and peer conflicts.

Upgrading Your Needs Assessment - American School Counselor Association (ASCA). (n.d.). Www.schoolcounselor.org. https://www.schoolcounselor.org/newsletters/october-2018/upgrading-your-needs-assessment

Needs Assessment Questionnaire. (n.d.). https://www.lamar.edu/student-tutoring-and-retention/_files/documents/advising-forms/Needs%20Assessment.pdf

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

School, A. (2020, June 25). Assessing School Needs and Creating a Strategic Plan. YouTube. https://youtu.be/kqzCEFNDW1Y?si=DkNbBxf6V87BIgC-

‌

For this group session, we will have a group of 5 2nd grade students who are not socializing well with their peers. This group will be a mix of boys and girls between the ages of 7 and 8. Students eligible for this group will be children not socializing with their peers. This specific group session will be an open group, meaning new members can be added, and schedules may change (Corey et al., 2018).

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

Gush Admin. (2024, October). How to Plan Group Counseling Activities for Elementary School Students. Simply.Coach. https://simply.coach/blog/group-counseling-activities-elementary-students-plan/

Planning and Facilitating Good Groups - American School Counselor Association (ASCA). (n.d.). Www.schoolcounselor.org. https://www.schoolcounselor.org/Newsletters/Sept-2022/Planning-and-Facilitating-Good-Groups?st=VA

Ritchie, M. H., & Huss, S. N. (2000). Recruitment and screening of minors for group counseling. The Journal for Specialists in Group Work, 25(2), 146–156. https://doi.org/10.1080/01933920008411458