M 1. Belief in development of whole self, including a healthy balance of mental, social/emotional, and physical well-being (ASCA, 2014, p. 2)

M 3. Sense of belonging in the school environment (ASCA, 2014, p. 2)

B-LS 1. Demonstrate critical-thinking skills to make informed decisions (ASCA, 2014, p. 2)

B-SMS 2. Demonstrate self-discipline and self-control (ASCA, 2014, p. 2)

B-SMS 7. Demonstrate effective coping skills when faced with a problem (ASCA, 2014, p. 2)

B-SS 2. Create positive and supportive relationships with other students (ASCA, 2014, p. 2)

B-SS 9. Demonstrate social maturity and behaviors appropriate to the situation and environment (ASCA, 2014, p. 2)

As students go by the counselor's office to pick up an application, the counselor will also pre-screen each student, whether they enter individually or with peers.  The counselor will tell them about the group and ask about their interest and willingness to participate in the group.  During the pre-screening, the counselor will utilize the “TAP-In” process (Missouri Professional School Counselor and Counselor Educators, 2015)  to assess and determine who will be the best candidates and can highly benefit from participating in the group. This process will help give the counselor direction in making the final selection and begin to establish the group.

Additional rules can be determined and agreed upon by the group at the first meeting.  The group will have a discussion about what the set rules “looks like'' and “sounds like” by utilizing a Guideline/Group Rules worksheet similar to the attached.  The discussion will help students have a better understanding of the group rules.  

The group will make a poster of the rules, which will be used as reminders.  The group members will also review the rules at every meeting.

Stage 1: The first session with the students is a foundational stage for the rest of the sessions. It will establish the learning environment and objectives that the counselor will cover throughout the sessions. The counselor will begin with an activity about confidentiality. The word confidentiality is on the board, and each student will have a sticky note to write or describe what comes to mind. Together they will review what was written and address the limitations of confidentiality. Rules and expectations will also be addressed and reviewed at the beginning of each session. The counselor will then introduce the lesson by "acting out" a conflict with a teacher. This will cause the students to engage and talk about their own experiences and help "break the ice." As a group, we will talk about all the group norms and expectations for a safe and positive learning environment. 

Stage 2: Throughout the group sessions, the counselor will ensure that all members work cohesively and productively as activities and sessions continue.  The lessons all through the counseling sessions are completed as partners or small groups, and the counselor will observe the groups to make sure that everyone has worked with one and other. We will gauge our sessions' progress by completing a thumbs up thumbs down self-assessment at the end of each meeting to evaluate our session and learning outcomes. The counselor will document all important information that needs to be reassessed or clarified in the coming sessions.

Stage 3: To conclude the group sessions, the counselor will have the students complete their post-assessment. StoryTime at Awnie’s House (2020) Kids Book Read Aloud: THE FORT will be read to the students and review conflict resolution. This charming story is about two children who want to use the same fort in two unique ways. A conflict begins because of their preferences, and soon they find that their adventure is far more remarkable if they combine their ideas. Throughout the story, the children find a resolution to their problem, which creates a favorable result. The counselor will include this story as a closing to the group sessions and show how conflicts can sometimes have a better outcome than when they occurred. This will create awareness of all that they have acquired and how to use these strategies. The counselor will ask the students to say or write anything they have learned from one another or the sessions and ways they will use it in their daily lives. We will discuss confidentiality and how vital it is to support one another and keep it private. The counselor will restate how her office is always open and there to serve them. Overall, the sessions inspire us to be there for one another and understand that we need to listen to others and their needs actively. This group will continue to demonstrate to the campus that they can influence the rest of the 4th graders in resolving any concerns that may emerge throughout the year.