o   Student questionnaires/surveys- Having students’ complete questionnaires on their view of social skills, confidence and peer acceptance.

o   Parent input- Getting parents insight into their child’s behavior socially, friendships and coping skills or strategies that they use at home or outside of school.

o   Data review-Review or identification of patterns in attendance, disciplinary records, and academic performance that may indicate emotional or social challenges.

Mindset 4. Self Confidence in ability to succeed.

Behavioral Standard-SS 2. Positive, respectful and supportive relationships with students who are similar to and different from them

Behavioral Standard-SS 8. Advocacy skills for self and others and ability to assert self, when necessary

4-5 student limit

2 times a week

Tuesday and Thursday

4:15 pm - 5:15 pm

Respect- Treat others the way you want to be treated.

*Emotional safety- We want the children to feel safe without fear of bullying and a chance to grow.

*Open mind- In order for this to work, you have to be willing to change your mindset on how you approach different things.

*Establishing clear rules, modeling respect, and creating a safe space are essential for protecting participants and maintaining the integrity of the group process.

Parents: Send home a consent form for parents to review and sign giving permission for child to participate in group.

Students: Once data is collected, ask the students if they would be interested in participating in the group.

Administrator: Receive and review group plan and approve or deny based on student needs.

Teachers: Will collobrate with teachers to identify which students would benefit from this group therapy.

EDUCATION CODE CHAPTER 26. PARENTAL RIGHTS AND RESPONSIBILITIES. (2025). Texas.gov. https://statutes.capitol.texas.gov/Docs/ED/htm/ED.26.htm#26.009

Boogaard, K. (2024, May 31). What Kind of Leader Are You? 8 Common Leadership Styles (and Their Pros and Cons). Themuse.com; The Muse. https://www.themuse.com/advice/common-leadership-styles-with-pros-and-cons

(a-2) Written consent for a parent's child to participate in a district activity described by Subsection (a) must be signed by the parent and returned to the district. A child may not participate in the activity unless the district receives the parent's signed written consent to that activity.

(a-2) Written consent for a parent's child to participate in a district activity described by Subsection (a) must be signed by the parent and returned to the district. A child may not participate in the activity unless the district receives the parent's signed written consent to that activity.

Stage 1- Forming-This is the most crucial stage in getting the group set up the way that you want it to be. This stage can make or break the group.

Stage 2- Storming- Not everyone will feel comfortable in a group setting and may act out or argue with what they don't believe in. This is the stage that gets input and get everyone on the same page.

Stage 4- Working- All of the activities and role play come down to this. Did what you do work? How are they progressing? Is this feasible to last beyond the group setting are all questions that will be answered in this stage.

Coaching Leadership- Mentoring and leading are crucial in group settings. When students feel they have someone they can rely on, it builds trust and a sense of safety, which makes them more willing to participate and grow. A strong leader of mentor doesn't just guide, they advocate, model positive behavior, and create a supportive environment where every student feels seen and valued.