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Kindergarten Friendship Group Proposal

Ryan Bunda
Seattle University
COUN 517
8/13/13














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Kindergarten Friendship Group

Rationale
Working as a preschool teacher for the past few years, I have firsthand experience
on how critical and important it is for children to begin developing social and emotion
regulation skills at a young age. I worked with the same group of kids from when they
were 3 to now at 5 years old and there are dramatic changes in the way they handle
difficult social interactions with other classmates. At age 3 there would often be some
type of physicality during conflicts with other children. Often, they would hit, push, bite,
yell or cry when a disagreement occurred. As they grew the physical behaviors began to
decrease as their verbal skills and their problem solving abilities became more effective.
At age 5 my students will now ask to take turns, make agreements and compromises.
Whats most surprising to me is the ability of my students to express emotions when they
feel them and to verbally let others students know how they feel when an event occurs.
This is especially beneficial when connecting discouraged behaviors to negative feelings.
For example I feel frustrated when you push me in line, can you please stop. Students
are able to express their emotion, make the connection as to what causes the feeling, and
are also able to express their requests for future desired actions of their classmates.
The reality is that not all children were able to attend a child care or preschool
where they can be given these tools at an early age. Kindergarten can be an intimidating
transition for many children and their families. Starting a new school, the transition into
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a new schedule and especially meeting new people can be difficult for some children.
Students entering kindergarten lacking appropriate self-regulation skills and social
competence (responsibility, cooperation, and independence) are at a significantly higher
risk for having difficulties with peer rejection as well as low levels of academic
achievement (McClelland, Acock, & Morrison, 2006). The rationale behind this growth-
centered counseling group is to create friendships with other classmates and to develop
emotional and social skills (Gladding, 2012). Students will benefit from these small
group counseling sessions by being given the opportunity to develop their social
functioning, friendship making skills, and to also develop a relationship with the school
counselor whom can be a helpful asset to a student during their time at the school. In
addition to creating these important social relationships, research shows that childrens
learning-related skills such as social competence and self regulation can also contribute to
their early school success (McClelland, Acock, & Morrison, 2006). The research also
shows that the skills to be taught in these group sessions are important to school
performance and adaptation (Denham , Caverly, Schmidt, Blair, Demulder, Caal &
Mason, 2002) .
The focus population of these counseling sessions will be on kindergarten
students that lack social competence and self-regulation skills. Some of the issues these
students may be facing include but are not limited to students with behavior difficulties,
poorer family learning environments, lower IQs, medical problems such as hearing and
language (McClelland, Acock, & Morrison, 2006). Students showing these
characteristics were at higher risk of being unable to develop learning related skills
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necessary for progressing through elementary school. The quality of childrens peer
relationships while having a poor social status have consistently been linked to negative
outcomes such as antisocial behaviors. This includes aggression, violence, depression,
and academic failure (Miller A., Gouley K., Seifer R., Zakriski A., Eguia M, Vergnani
2005) This friendship group will be an intervention to instill social skills within these
students and to prevent them from falling behind. In addition I wanted to include
transient students (students new to the school/community) in an effort to make a
smoother transition to their unfamiliar environment. A key element to these groups is to
include students that also show social competence and adequate prosocial behaviors. At
such a young age some of the best strategies for teaching these skills to students would be
through modeling from their peers to improve social functioning for the group as a
whole. Simultaneously including these students can help to negate the labeling of the
group such as the problem students or troubled children. Avoiding these labels will
prevent the possibility of peer rejection from other students.
The purpose of this group is to model and teach social skills, emotional regulation
and emotional identification at an early age to provide them with the tools necessary for
success throughout elementary school. Too often students slip through the cracks
because they are not receiving the proper additional assistance from their school. It is
important to remember that behind every child is a story that makes up the person they
are. Many times factors such as school environment and family characteristics such as
parental education and socioeconomic status are looked over which are huge parts in
contributing towards socio-behavior and academic performance of a student . These
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friendship counseling groups will give members prosocial skills to improve the quality of
peer social interactions and to foster positive relationships with their classmates (Miller,
Gouley K, Seifer, Zakriski, Eguia, & Vergnani 2005). Learning behavioral and emotional
self regulation does not come quickly. Similar to academics, it is possible that some
students may acquire competent social skills at a fast rate, while others may take
additional time. This emphasizes the criticalness of beginning the psychoeducation of
social competence and behavioral and emotional regulation at the earliest age possible in
elementary schools. When given these skills early, they will be able to continue the
mastery of their peer social skills throughout their education which in turn can help them
develop into adulthood.
Group Participants
Group participants will target kindergarten students that are struggling to make friends
due to: lack of social skills, lack of emotional regulation, being transient children (new to
school/community), or having behavioral issues. Members in group will also include
students that have adequate social skills that can model prosocial behavior.
Group Goals and Objectives

To teach kindergarten students prosocial (friendship) skills

o Ability to show social competence (cooperation, independence and
cooperation)
o Ability to identify emotions of others and self
o Ability to regulate emotions and actions
o Ability to show empathy towards others
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Goals will be complete by the utilization of:

o Group Discussions
o Science Experiments
o Art Therapy
o Role Playing
o Modeling
Type of Membership
Membership will be a closed group with a combination of boys and girls and a maximum
of four members per group. The reason for closed membership being due to the format in
which new social skills will be progressively taught to the students week after week
which allows them to develop friendships within the small group and giving them social
tools to use outside of counseling. Students will be about 5-7 years old so students of
same sex will be allowed in similar groups. At about 9 or 10 its best to separate groups
by sex to keep focus and direction during sessions. Sessions will be small with the
maximum of four students, allowing students both the time and space to express and
develop emotion recognition and social skills. The selection procedure will be based off
of teacher recommendations from needs assessment and with parental approval.
Leadership Role
The role of the leader in this group session will be Authoritarian. The reason being that
the counselor will be running a psychoeducational group to develop social skills for the
students in a leader centered group. The counselor will act as the leader; directing
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sessions and activities while offering advice, suggestions, options to the group when
needed (Gladding, 2012).
Format
Sessions will last about 20-30 minutes once a week for six consecutive weeks. Sessions
will take place based on availability due to teachers class schedule. If unable to fit in
schedule, an AM or PM recess can be used.
Group Rules
Group Rules will be established during first session however, these are the basic rules
that should be covered:

Listen when either counselor or classmate is talking

If you have something to share while someone is speaking raise a quiet hand

Use calm voices and bodies

Use respectful words

Group Session Plan
Session 1-Introduction & Blinders/Blinkers, Bat, Boca
Theme: Listening and attention skills
ASCA Standards

PS:A2.6 Use effective communications skills

PS:A2.7 Know that communication involves speaking, listening and

nonverbal behavior
Goal/Objectives:
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The Goal of this session is to teach appropriate body language and behavior when
listening to others.
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! Specifically focusing on eye contact with the speaker and group members,
using listening ears, speaking when appropriate and using appropriate
voice levels.
Description:
Introduction & Blinkers/Blinders, Bat, and Boca
1. Introduction of what the group is about and what to expect. For example: Hello kids!
My name is Ryan and we will be meeting on one day each week for 6 weeks to talk about
and work on how to be super great friends to each other and our classmates.
1. Introduction of Feelings Chart. At the beginning and end of every session students can
place an X or Circle on a chart with the feeling that they have at the beginning and at the
end of each session. Their options include: Happy, Sad, Calm, and Mad. After filling
out charts on their own each student will share what they put and have the option to share
why they feel that way.
2. Ice Beaker Name, Age, Favorite Animal- Ask the students to introduce themselves,
how old they are and their favorite type of animal. Counselor may have to model/
demonstrate first.
3. Show a picture of a horse with blinders/blinkers. Explain that jockeys sometimes will
put blinders or blinkers on the heads of their horses so they are able to focus and keep
their eyes looking forward rather than to the sides. Make the hand gesture of flat palms
on the sides of your eyes to demonstrate focusing eye contact on the speaker. Make a
connection to how in class sometimes there can be distractions but its important to keep
focus on the speaker. Ask questions to each member of the group so they can use their
blinkers to focus attention on the speaker.
4. Show picture of Bat using Sonar. Explain that bats use sonar to find their way through
their environment and to find food. The bat gives out a call and the sound bounces off
things around it so it knows where things are. Demonstrate with the hand gesture of
palms behind ears and pushing earlobes forward. Have students try this out too but have
them close their eyes and emphasize no peeking. Counselor can walk to a few different
sides of the room to call out the students then have them point where the voice is coming
from.
5. Show a picture of the different mouths. Explain to students that in Spanish boca means
mouth. In different situations its appropriate to have different mouths. For example
when you are outside playing it is ok to have a yelling mouth but when youre inside and
listening in a classroom it is important to have a calm and quiet mouth. Have group
discussion to brainstorm other ideas for appropriate mouths.
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6. Towards the end of the session have the children practice their Blinkers (Focus), Bat
(Listening), and Boca (Voice level) skills as they come up with Group Rules that will
help each other feel safe and respected during group sessions.
7. Get out Feelings Chart again and let the students identify which emotions they are
feeling and if it changed from the beginning or stayed the same. If changed have them
determine what during the session cause changed for their feelings.

Session 2-Wheel of Solutions
Theme: Problem Solving
ASCA Standards

PS:A1.7 Recognize personal boundaries, rights and privacy needs

PS:A1.5 Identify and express feelings

PS:A1.8 Understand the need for self-control and how to practice it

PS:C1.10 Learn techniques for managing stress and conflict

Goal/Objectives:
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The goal of this session is to teach students different problem solving skills when
faced with conflict or a disagreement with other students.
! Giving students different options to choose of how to deal with difficult
emotions such as anger, frustration, sadness, disappointment
! Be able to express these feelings in a respectful and safe way.
Description:
Wheel of Solutions
1. Feelings Chart Check in and sharing
2. Each student and counselor will be given a paper bag to decorate and to make into a
puppet. At the minimum provide markers/crayons/color pencils (optional, googly eyes,
stickers, different string for hair). Give them about 5-10 minutes to create their puppets
3. Introduce Wheel of Solutions to group. Wheel provides multiple ways in dealing with
problems that students can choose from. Explain each one in detail before moving on.
*Example of Wheel Of Solutions included in back
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3. Taking turns using role play and modeling have students utilize puppets to act out
situations with the counselors puppet in which they could use options from the Wheel of
Solutions. When ready assign roles to each student and have them role play scenarios
with each other.
4. Once every option on the wheel of solutions has been played out, in a group discussion
take turns letting students share which options they might try next time they are in a
disagreement or argument with another person.
5. Feelings Chart Check Out and sharing


Session 3-Playing or Problems
Theme: Recognition of when friends are getting along or have conflict
ASCA Standards

PS:A2.1 Recognize that everyone has rights and responsibilities

PS:A1.6 Distinguish between appropriate and inappropriate behavior

PS:A2.6 Use effective communications skills

Goal/Objectives:
o
Goal of this session is to have kids be able to identify what playing respectfully
looks like and when problems are occurring.
! Teach students how to effectively communicate with others when conflict
happens
! Teach students problem solving skills
Description:
Playing or Problems
1. Feeling Chart Check in and sharing
2. Counselor will explain to children the difference between Playing respectfully (Ex.
Each friend is cooperating, able to have fun) or Having Problems (one child is not
getting what they want, a student is being unsafe or disrespectful to another)
3. Counselor will use toys (preferably human toys) to act out certain scenarios. After
each scenario, ask students if they are Playing Respectfully or Having Problems
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Scenarios may include:

A student is building a big block tower and another student comes over to ask if
they need help

During art, one students makes fun of the another students painting

One student spills their lunch on the floor and another friend helps to pick up

On the playground one student pushes a friend to get to the slide first

A student comes to school with a new hair cut and another student makes fun of
them
-Use scenarios that may happen at school in the classroom, lunchroom, etc.
-In Having Problems Scenario ask different ways in which the situation could be
handled (Example: when its appropriate to seek an adult, asking friend nicely and
respectfully to stop)

4. Feelings Chart Check Out and sharing


Session 4-Sinking Heart
Theme: Hurtful and Helping Words
ASCA Standards:

PS:A1.5 Identify and express feelings

PS:B1.4 Develop effective coping skills for dealing with problems

PS:C1.3 Learn about the differences between appropriate and inappropriate

physical contact

PS:B1.7 Demonstrate a respect and appreciation for individual and cultural

differences
Goal/Objectives:
o
The goal for this session is to help students understand the impact that their
actions and words can have on others
! Students use respectful words with friends rather than put down words
during conflict or disagreements
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! Students will develop sense of empathy for others
Description:
Sinking Heart
1. Feeling Chart Check in and sharing
2. Place a ketchup packet in an empty water bottle and give them each a chance to fill up
the water bottle with a pitcher of water. Inform them that the ketchup packet represents
their heart.
3. Before their turn to fill the bottle with water have them give a compliment to another
group member, making sure everyone gets a compliment. The more compliments that are
given, the more water is put in the bottle and the higher the packet will float. Make the
connection that when good things are said about you and when you are accepted as the
person you are by others you feel good about yourself and it makes your heart float.
4. Next have the students think of a time where their feelings got hurt because of
someone else. Have them take turns sharing what that person did or said. After each
person shares something pour salt from a container. As the water becomes saltier the
density of the water will change and the packet will sink. Make the connection that when
we use hurtful words or unsafe bodies it can make us feel sad, angry, or frustrated and
make our hearts and other peoples hearts sink.
5. Brainstorm ideas in ways they can make someone with a sinking heart feel better
about themselves. Think of coping strategies or words they can say and as they share
their ideas, dump out the salt water and fill it back up with regular water so packet can
begin to rise again.
6. Feelings Chart Check Out and sharing


Session 5-Pepper Water Activity & Rainbow Fish (http://www.youtube.com/watch?
v=h6S4IPMs5ZY)
Theme: Sharing, Caring, and Being Friendly
ASCA Standards

PS:A2.8 Learn how to make and keep friends

PS:A2.2 Respect alternative points of view

PS:B1.2 Understand consequences of decisions and choices

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Goal/Objectives:
! Students will develop sense of empathy for others
! Students will understand that with their actions and decisions comes
consequences
o Some of those consequences will be wanted while others unwanted
Description:
Pepper Water Activity & Rainbow Fish
1. Feeling Chart Check in and sharing
2. Read The Rainbow Fish by Marcus Pfister or show youtube clip of book to group
(http://www.youtube.com/watch?v=h6S4IPMs5ZY)
3. During the book ask group how characters may be feeling throughout the book and
discuss the reasons to why they may be feeling that way.
4. Get out a pan or bowl of water and shake in some pepper into the bowl. Discuss the
importance of cooperation and playing respectfully with others and how that can lead to
friendships. Make the connection that at one point Rainbow Fish did not care for the
feelings of others and therefore no one wanted to be around him. When we dont care for
others our friends wont want to be around us. Put just a tiny bit of dish washing soap on
your finger then put finger in the water with the pepper. The pepper will move to the
edges of the dish. Then take a tablespoon of sugar and place it where the pepper use to
be and the pepper will begin to move towards the sugar. Make the connection that when
we begin to be nice or sweet to our friends they will want to be around us again.
5. (Optional) Make a connection that sometimes when we do something really harmful
to someone, add a lot of soap to the dish again. No matter how nice we try to be to our
friends, they may not want to come around again, add sugar to the dish but the pepper
will stay towards the edges. Express the importance of being aware that some actions can
lead to consequences that we may not want.
6. Feelings Chart Check Out and sharing

Session 6-Friendship Puzzle
Theme: Identifying personal qualities and strength characteristics
ASCA Standards

PS:A1.10 Identify personal strengths and assets

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PS:A2.8 Learn how to make and keep friends

Goal/Objectives:
! Students will be able to identify their friendship qualities
! Students will have a new confidence in their social skills and abilities
Description:
Friendship Puzzle
1. Feeling Chart Check in and sharing
2. Brainstorm qualities that a good friend would show in I will statements (Ex. I will
share, I will check on my friends when they are sad or hurt). The counselor will then
write these down on a whiteboard, chalkboard, or make a list
3. Counselor will provide pre-cut out parts to a body. Each student will be given arms
(2x) legs (2x) a torso and a head. On each body part (minus the head) student will write
down a quality that they will show towards other students in order to become a better
friend in the future. Counselor may have to assist writing words, or have them copy
words from list.
4. The students will assemble the body parts and glue them to a piece of construction
paper. The final part the students will look into a mirror so they can color their hair, eyes,
and draw correct shape of mouth on the head piece. As the student is looking in the
mirror, counselor will read off the qualities that the student chose for themselves.
Students will attach final piece to body and write their name at the bottom of paper and
take artwork home with them as a reminder to continue working on their friendship skills.
5. Final Feelings Chart Check Out
6. Closing Discussion- Take turns sharing what their favorite part/activity about the
friendship group was, what they learned, and what they will do to be a friend to others.
Reassure students that if they ever need help or want to discuss anything that the school
counselor is available to help. Encourage them to stop by throughout the year to gives
updates about their friendship skills.
7. Evaluation- teachers will complete needs assessment for each student to compare pre
and post tests to see what changes occurred in behavior and to determine areas in which
need work in the future.
Forms and Materials
Session 1- Blinders/Blinkers, Bat, and Boca
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Materials Needed:
1. Feelings Charts (1 per child, to be used for all 6 sessions)
2. Picture of Horse with Blinders, a Bat using Sonar, and different Mouths
Session 2-Wheel of Solutions
Materials Needed:
1. Feelings Charts
2. Print out of Wheel of Solutions (1 per child)
3. Paper bags
4. Markers/Crayons/Colored Pencils
5. Optional: other decorations, different color strong for hair, googly eyes, stickers,
etc.
Session 3- Playing or Problems
Materials Needed:
1. Feelings Chart
2. Variation of toys, preferably humans such as dolls or figures. Other options:
puppets, animals, etc
Session 4- Sinking Heart
Materials Needed:
1. Feelings Chart
2. Empty Plastic Bottle (the bigger the better)
3. Pitcher or Container full of Water
4. Ketchup or any type of condiment packet
5. Salt
Session 5-Rainbow Fish & Pepper Water Activity
Materials Needed:
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1. Feelings Chart
2. The Rainbow Fish by Michael Pfister or Video (http://www.youtube.com/watch?
v=h6S4IPMs5ZY)
3. Bowl or Pan of Water
4. Pepper
5. Sugar
6. Dish Washing Soap
Session 6- Friendship Puzzle
Materials Needed:
1. Writing Utensils (Pens or Pencils)
2. Markers/ Crayons/ Colored Pencils
3. White Board/Chalk Board (If not available, use Large Paper)
4. Paper Cut outs of body parts arms (2 per child) legs (2 per child) torso (1 per
child) head (1 per child)
5. Mirror

Feelings Check in Chart used for before and after sessions*

(FreePrintableBehaviorCharts.com)

Parent Permission Notification Form * (Elementaryschoolcounseling.org)

Teacher Evaluation/Needs Assessment* (St. Paul Public Schools)

*Examples found in back

Practical Considerations (Discuss how and why decisions in these areas were made,
using research to support your arguments when possible.)
Time of day for counseling sessions will be determined based on collaboration with
teachers. If teacher is unable to find a time during class schedule to allow children to
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attend counseling sessions, a morning or afternoon recess can be used. The target
population was chosen due to influence of study on preschool and kindergarten kids and
aggression. It explains that at an early age, children may show anger and aggressive
behaviors (antisocial interactions) to other childrens display of emotions. The common
use of these antisocial behaviors can be linked to be possible future difficulties in dealing
with peer relationships and success in school (Denham , Caverly, Schmidt, Blair,
Demulder, Caal &Mason, 2002) . Therefore early interventions to replace these
aggressive behaviors with prosocial behaviors could prove beneficial to the student for
the present and future. Resources can be different based on school funding and resources
so optional materials were provided in select lesson plans. Sessions will be held in
Counselors office or room separate from other classrooms, thus providing a safe and
comfortable environment with minimal distractions for the kindergartners to share and
work in.
Evaluation of Group
A pre-test will be giving in the form of a teacher evaluation/needs assessment to be filled
out for each student attending counseling sessions. At the end of the 6 week period
teachers will be given the same teacher evaluation/needs assessment as a post-test to
determine in which areas growth was made and in which areas future work needs to be
done.

Needs Assessment and Teacher Evaluation Example:

Friendship Group
Needs Assessment/Teacher Evaluation
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Teacher______________________________ Grade________________________
Student______________________________ Date_________________________

Please complete needs assessment for your student.

Student Never Sometimes
Always
1. is a likeable person with good friendship qualities 1 2 3 4
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2. knows how to greet classmates in the classroom 1 2 3 4
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3. knows how to make a new friend 1 2 3 4 5
4. is a good listener to others in the classroom 1 2 3 4 5
5. is able to read and react properly to others feelings 1 2 3 4 5
6. is able to control their emotions such as anger/frustration 1 2 3 4
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7. shows positive friendship skills in getting along with others. 1 2 3 4
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This students greatest friendship challenge in the classroom is:
_____________________________________________________________________________
This students greatest friendship strength in the classroom is:
_______________________________________________________________________
A social skill where I would like to see worked on for this student is (Examples- sharing,
empathy, etc):
_______________________________________________________________________





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Feelings Check In/Out Chart: Replacing Days of Week with Meeting Number 1-6 &
Splitting Grid into two parts labeled Check In and Check Out


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Parent Letter Example: Focus on Friendship Skills

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Wheel of Solutions Example:



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Friendship Puzzle: Cut into individual pieces for Arms, Legs, Torso and Head




References
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Denham, S.A., Caverly S. S., Schmidt, M. M., Blair, K. K., Demulder, E. E., Caal, S. S.,
&Mason, T. T. (2002) Preschool Understanding of emotions: Contributions to
classroom anger and aggression. Journal of Child Psychology and Psychiatry &
Allied Disciplines, 43 (7)

Gladding, S. (2012). Group Work: A Counseling Specialty, 6th edition. Englewood
Cliffs: Merrill.

Josephson Institute Center for Youth Ethics (2007).
http://collegeready5.org/ourpages/auto/2010/8/26/49568347/Pepper
%20Experiment.pdf

Kindergarten-Lessons.com (2013). http://www.kindergarten-lessons.com/making-
friends.html

McClelland, M. M., Acock, A.C., & Morrison F. F. (2006). The impact of learning-related
skills on academic trajectories at the end of elementary school. Early Childhood
Research Quarterly, 21 (4), 471-490

Miller A., Gouley K., Seifer R., Zakriski A., Eguia M, Vergnani M. (2005). Emotion
Knowledge Skills in Low-income Elementary School Children: Associations with
Social Status and Peer Experiences. Social Development 14 (4)

Rex, M. Elementary School Counseling (2013).
http://www.elementaryschoolcounseling.org/index.html

Science Bob (2013) http://www.sciencebob.com/experiments/magic_ketchup.php

St. Paul Public Schools (2012). Elementary School Counseling Support Groups.
Friendship Support Group Grades Kindergarten-Second.

Wildenger, L., McIntyre, L. (2012). Investigating the Relation Between Kindergarten
Preparation and Child Socio-Behavioral School Outcomes. Early Childhood
Education Journal, 40 (3)