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Group Proposal COUN 634 Hallis

Group Proposal

Brittany Hallis

Chadron State College

COUN 634

Dr. Teri Marrow

Spring 2023
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Group Proposal COUN 634 Hallis
Table of Contents

Introduction ……………………………………………………………………. 3

Overview ………………………………………………………………….……. 3

Membership……………………………………………………………………. 4

Leadership …………………………………………………………………….. 4

Session Format …………………………………………………………………. 5

Conclusion ……………………………………………………………………… 9

References ……………………………………………………………………… 11
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Group Proposal COUN 634 Hallis
Introduction

Bullying is a topic frequently discussed within the school setting. One type of bullying

between adolescent girls called relational aggression is becoming more prevalent. This proposal

will discuss the rationale behind developing a group, how the group will be structured,

membership selection, leadership style, format for the group, and proposed group session plans.

Overview

Relational aggression is a “covert” aggression in which an individual attempts to harm

his or her target by affecting the person’s social standing or peer relationships (Issitt, 2022).

Relational aggression may include gossiping, rumors, encouraging others to develop negative

opinions or feelings about the targeted individual. Girls are more likely to use relational

aggression than the physically aggressive acts often considered when discussing bullying

behaviors and are more likely to be the victims of relational aggression than boys (Radcliff &

Joseph, 2011).

School counselors play an important role by addressing, modeling, and reinforcing

positive social behaviors or interactions. By developing a group to bring awareness to relational

aggression, the school counselor can help replace aggressive behaviors and aid the students in

developing social skills of cooperation, understanding perspectives, and empathy. The goal is to

help students understand what a positive peer relationship is, how to develop it, learn appropriate

coping strategies, and resiliency.

This will be a closed group, meeting once a week for 10 weeks with 40-minute sessions,

which is the length of one class period. Members are highly encouraged to attend as many

sessions as possible. In this case, group meeting times will rotate every three weeks to a different

period of the day. Due to the nature of school field trips or extracurriculars, and absences, group
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Group Proposal COUN 634 Hallis
members will likely miss a few sessions. Group sessions will take place in a closed library

workroom where there is space to fit seven to nine people inside without a lot of space to roam

around.

Membership

The group will consist of six to eight 7th grade girls. Participants in the group will have

displayed characteristics of relational aggression, such as being involved in mediations about

rumors, gossiping, threatening to withdraw friendships, or aggressive verbal behavior towards

another student. Initial members will be recommended by school counselors or assistant

principal as potential participants. The school counselor should keep in mind of any bullying

dynamics forming prior to accepting students into the group.

Leadership

This group will be run by one school counselor in the form of promoting and facilitating

group discussion amongst members. However, there may be times where the school counselor

will need to uphold school standards and group rules with the students to keep the group on task

and progress through the timeline. Students will be encouraged to bring up their own questions

regarding relational aggression and how they would answer it. This allows the girls ownership in

the group process.

The theoretical framework being used during the group sessions will lean towards

person-centered therapy. This theory focuses primarily on a person’s subjective experience

(opinions, viewpoints, and understandings) and defines therapy on the basis of a good human-to-

human relationship (Wilson, 2023). Techniques used by the leader will include unconditional

positive regard, genuine attitude, and empathetic understanding. This helps build trust among the

girls, creating a safe environment where each student is heard and valued. To ensure each student
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Group Proposal COUN 634 Hallis
is progressing towards their goals, each student will have their goals written down and during the

halfway mark the girls will be asked if they have met their goal or in which way do they need to

meet their goal.

Being in the school counseling setting, I would recommend students to bring up their

concerns within the group session to allow other girls to answer or give feedback. However, I am

available to all students for individual questions.

Session Format

Each group session will follow a similar format. At the beginning of the session, there

will be an icebreaker activity which may be silly or have little relevance to the topic and will

only last 5-7 minutes. This will help create unity within the group and build rapport/trust. Once

the icebreaker activity is completed, the group will participate in a group activity, followed by a

discussion with predetermined questions. Informed consent will be given to each student and

guardian. Confidentiality should be discussed briefly at the beginning of each session. During the

first session, the students can decide if group rules should be read each session or if a sign will be

made and be present during the session.

Session 1

This session will focus on introducing the girls to the group and discussing the purpose

for the group. The school counselor will lead the group members in developing group rules such

as:

 Confidentiality (what is talked about in group, stays in group)

 Respectful language toward and about others

 Safety and Honesty

 Respectful of time and questions (everyone should have a chance to share)

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Group Proposal COUN 634 Hallis
 Be open and willing to try new activities

 Be on time

To start the session, each group member will introduce themselves and then the icebreaker game

will start. Afterwards, the group leader will lead the discussion with the girls to develop the list

of rules. Once rules have been established, the group leader should ask questions regarding how

each person feels about participating, what does each person want to get out of group, and if

there is a specific topic what it would be. The leader will facilitate group and ensure the group is

running on time.

Session 2

This session will explore strengths of each person and what makes them unique. Ice

breaker game will happen followed by a group activity of writing down things they like about

themselves, what makes them a good friend, and what makes them unique. Each student should

be given the chance to discuss a few answers written. The following questions can be asked for

discussion:

 Who and what did you have something in common with?

 What answers did you feel were unique?

 How did it feel to share about yourself in the group?

 What would it be like if everyone had the same answers?

The leader will facilitate group, provide, and distribute materials, and ensure the group is running

on time.
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Group Proposal COUN 634 Hallis
Session 3

This session will discuss the topic of fake friends. The icebreaker activity will start off

the group, then each girl will be given a worksheet of scenarios that show how a fake friend

would act vs a true friend. Discussion questions:

 What scenario have you experienced with a “fake friend”?

 What scenario surprised you?

 What other ways can you tell if a friend is fake?

The leader will facilitate group, provide, and distribute materials, and ensure the group is running

on time.

Session 4

This session will discuss the topic of friendships and what each girl looks for in a friend.

Once the icebreaker is finished, each student will be given several minutes to write down what

they look for in a friend. If it is difficult for a student to write about something, they may draw a

picture. Discussion questions for this topic:

 What characteristics did you write down? Which one is the most important to you?

 What does a good friend look like?

 How are these characteristics different from the friends you have in real life?

The leader will facilitate group, provide, and distribute materials, and ensure the group is running

on time.

Session 5 & 6

These sessions will discuss bullying and view the different categories of bullying. After

the ice breaker question the group activity will consist of filling out a bully “thermometer” by
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Group Proposal COUN 634 Hallis
ranking different bullying categories on how they are the most affected to least affected. This

can go into the group discussion of:

 Why did you place categories where you did?

 If someone did one different, does it make it less impactful or hurtful for them?

 What were some of the feelings you experienced during a time you were bullied.

Session 6 will be a follow up to Session 5. There may be further questions about bullying or

comments from students.

The leader will facilitate group, provide, and distribute materials, and ensure the group is running

on time.

Session 7

This session will focus on relational aggression, which typically includes rumors, gossip,

or “icing” a friend out. Group activity will have students identify on a worksheet if they

understand what relational aggression is and match certain bullying behaviors to determine if it is

relational aggression or not. Discussion questions:

 Have you noticed a time someone used relational aggression towards you?

 How did you feel?

 Was there a time you might have unknowingly been relationally aggressive towards

someone else?

 How can you tell if you are being relationally aggressive towards someone or if someone

is being relationally aggressive towards you?

 What can you do about it?

The leader will facilitate group, provide, and distribute materials, and ensure the group is running

on time.
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Group Proposal COUN 634 Hallis
Session 8

During this session, the girls will review social pressures and how we can respond to

them in appropriate ways. Group activity playing a peer pressure game of the group leaders’

choice. Discussion questions:

 Name a time where you acted in a certain way because you thought it would make you

well liked.

 What is a benefit of belonging to a group of friends?

 How do you feel if you change your behavior to fit into the group?

 Would you act differently if you didn’t have to worry about what others thought?

The leader will facilitate group, provide, and distribute materials, and ensure the group is running

on time.

Session 9

After the ice breaker activity, the group leader will help the students understand their

strengths, positive attributes and discuss practical ways they can use what they learned in their

relationships or with other students.

Session 10

This session will focus on ending the group experience. Each student will be given the

chance to discuss what their experience was like and something they have learned.

Conclusion

Once the group has been terminated, the students will be given a post-assessment survey

to evaluate the group and review their knowledge of what was discussed. Students visits to the

counselor will be monitored through documentation. This will allow the school counselor to
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determine if their need for the school counselor was related to an academic issue or relational

aggression situation.
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Group Proposal COUN 634 Hallis
References

Issitt, M. (2022). Relational Aggression. Salem Press Encyclopedia.

Radcliff, K. M., & Joseph, L. M. (2011). Girls just being girls? Mediating relational aggression

and victimization. Preventing School Failure, 55(3), 171-179. doi:

10.1080/1045988X.2010.520357

Wilson, G. L. (2023). Person-Centered Therapy (PCT). Salem Press Encyclopedia of Health.