Professional Documents
Culture Documents
Emily Lemons
Rationale
The developmental stage of a 3rd grader demonstrates a stance of testing the waters,
exploring their independence and leadership, authority. At times, this is also the age where peer
groups start to divide and conflicts begin to rise. Challenges made not only to peers but also to
authority figures, like teachers, can happen at this stage. Words begin to have heavier impacts,
and actions are weighted with judgement. Another aspect of this stage is the role of social media.
Students need to understand the importance of the use of words and actions person to person, but
also how the world of technology can hold those words forever. It is important to give this
moldable mind tools and skills, soft skills, to develop stronger and positive social habits during
this time. If left alone, these habits can create more division and become more negative.
In a captivating TED talk, neuroanatomist Jill Bolte Taylor (2008) describes the conflict
between societal pressures for youth to be thinking machines, displaying a valued focused on
their level of higher cognitive process as successes, rather than social emotional skills. In reality,
Bolte Taylor says from her experience in her studies, it’s the other way around: “We are feeling
creature that think.” What a profound shift of thought! When applied to the developing minds of
students in pre-k through 12th grade, and specifically in this case 3rd graders, it is evident that
students are struggling to cope with their emotions when academic pressures placed on their
performance. Students are not always taught how to regulate or process their feelings, which can
This also presents an important question about our education systems not considering that
perhaps our students are in need of social/emotional supports and interventions so that they can
counselor, it will be important to convey these social skills to all students through guidance
lessons. However, some students mind need a little more practice and encouragement outside of
the classroom, and this can be in the form of a small group. The small group setting provides
accountability and safety for a student to explore and practice new skills that will positively
Application of mindfulness tools would also be integrated into this group, ways to calm
down, with explanation of what is happening in the brain throughout the calming process. The
use of our words and how they can leave a lasting impression, in positive and negative ways.
This will be a great way to transition into the topic of gossip. Integrating empathy exercises and
discussion around the difference of perspectives and experiences will also help build in a sense
The focus of the group will be on the following Mindsets and Behaviors from the
American School Counselor Association (2017) standards. These standards capture the
academic, career, and personal/social domains of the skills that will be practiced in the friendship
group:
Mindsets Behaviors
This group is a social skill building group, with an emphasis on the importance of our
words and actions when building friendships. Another aspect will be highlighted in the realm of
social media, where territories of friendships are explored in positive and negative ways.
Whether adults see this or not, social media is the future of how communities and relationships
will interact and form. The idea of this group is to teach and practice face to face relational skills
Most group members will be referred to the group because of a record of being in the
upper zones of regulation, where previous and current accounts of “yellow” and “red” zones
have been displayed. There will also be some model students who have displayed growth from
these zones, and can show other students the importance of trying new skills.
Lemons 5
All group members will be voluntary, and in the screening process evaluation of
resistance will be addressed as well as explaining the responsibilities that come with being a part
of a group, such as attendance. If three or more groups have been missed, the student will be
called in for individual meetings with the counselor to check in about reasons they are missing
group. Often times this can lead to discovery of other events or barriers in the students life that
need to be addressed.
Group leader
The school counselor will be the group leader for this group. As a school counselor, they
should be knowledgeable and experienced with skills that go in hand of facilitating a group.
Even if this could be the first group they led, I believe with a school counseling background they
would be successful in keeping the group engaged, fostering a space where students feel safe and
start to grow closer as a group. This cohesion and connection is the most important part of
leading groups!
The group will be announced to teachers, who can refer students who might need extra
social supports. Students who might have high disciplinary numbers of minor and major referrals
would most likely be the students who are referred; this data would be considered when
reviewing students. Having a model student would also be important to this group. Students who
may have had social challenges in younger grades, but have learned skills and have modeled the
The screening process will begin with 1-on-1 questions with the student and counselor.
These questions would range from topics of experience with groups or team settings, do they
Lemons 6
understand the responsibilities that come with being involved with group, and are they okay with
sharing personal information in a group setting with other peers and the counselor.
Selection process would begin after screening students. Selection will depend on whether
or not potential group member seems ready for the group dynamic, student’s overall readiness to
participate in a group setting. After selection, group size will ideally be 6 students. If it was
evident that more students needed this, a school counselor would possibly form two groups so
that all students who are in need of this intervention would be served.
Group Logistics
Before recess/lunch group, students need recess. Students will need their recess, so this
group will be before recess/lunch so that they have time after the group to apply these skills. This
would be taking students out of class during the day to focus on these skills. 40 min group. 8
weeks, with one week afterwards for follow-up and post assessment with each student.
For the group curriculum, I have outlined an 8 Week Group complete with agenda topic
and procedures. This group will take up class time, however, the purpose of having students
leave class will equip them with self-regulation tools for when they reenter the classroom setting.
Each session will aim to be 40 mins, taking the place of the last 40 minutes before lunch and
- opening 5-10mins
- activity 10-15mins (2 planned)
- process 10-15 mins
- closing 5-10 mins
To follow is the 8 week session agenda outline, including a 9th week for the individual
group member check in and post assessment with the school counselor.
Lemons 7
Ethical considerations
permission. According to ASCA Ethical Standards for School Counselors (2016), under section
A.2, the specifics of a school counselor’s ethical practice of confidentiality is described in detail.
Lemons 9
In this section, line (a.) states that school counselors “promote awareness of school counselor’s
ethical standards and legal mandates regarding confidentiality and the appropriate rationale and
procedures for disclosure of student data and information to school staff” (ASCA, 2016).
In order for a student to be in a small group, each student is required to obtain parental
consent via the group consent form. On this form, it would be important to outline the purpose of
the group, it’s duration, examples of topics, and confidentiality. It is most important that parents
and students understand that whatever is shared in group is to remain share only between the
individuals present in the group. To keep the space safe and honor each other, the group
members will make an agreement to respect the voices and stories shared within each group
session. If confidentiality is broken, students will be given the responsibility of the duty to
inform. The group will have decided what action should take place based on the the first sessions
agreements. However, if something that is shared during group that shows signs of a student
expressing self-harm or harm to others, the school counselor is legally responsible to report this
Another ethical aspect is confidentiality between the counselor and staff. Teachers
might show concern about a certain student and ask the school counselor for more information
about what might be happening (this can also happen with legal guardian). It is the counselor’s
ethical responsibility to maintain confidentiality unless there is permission from the student.
Multicultural considerations
All groups are multicultural. All members of a group are all coming from different
and backgrounds that feed into our daily choices. Group members are also coming from different
stages in their development; how they process information, emotions, and cope with these
Lemons 10
developmental transitions varies from individual to individual. It is important to point out that
multiculturalism should highlight that our choices and preferences are impacted by what we
Evaluation
After closing out with a group, each student will have a follow up meeting with
counselor to process the group experience. The counselor would ask questions regarding if they
enjoyed the group experience, discuss the positives and maybe touch on goals that were formed
from the group. I also think it would be important to provide space for areas of improvement.
Perhaps this could be included in the post assessment survey which would be given at this time.
The post assessment would have the student reflect on the same questions they answered pre-
group. The results would then be gathered from all group members and compiled into data.
Lemons 11
References
American School Counselor Association (2016). ASCA ethical standards for school counselors.
Retrieved from www.schoolcounselor.org
American School Counselor Association (2017). ASCA mindsets and behaviors for student
success: K-12 college and career readiness standards for every student. Retrieved from:
https://www.schoolcounselor.org/asca/media/asca/home/MindsetsBehaviors.pdf
Bolte Taylor, J. (February, 2008). My stoke of insight. [video file]. Retrieved from
https://www.ted.com/talks/jill_bolte_taylor_s_powerful_stroke_of_insight