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Running Head: FRIENDSHIP NEEDS ASSESSMENT
Assignment 6 Written Procedures Plan
Friendship Needs Assessment
Michaela Avila
Breanna Herring
Katie Rowell
J.J. Smith
University of North Carolina at Chapel Hill
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FRIENDSHIP NEEDS ASSESSMENT
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Introduction
Developing friendships can be a difficult and stressful task for some individuals,
especially for children adapting to a new school environment. The following needs assessment is
intended for students ages 5-8 to identify specific friendship needs. Recognizing the importance
of mutual friendships throughout the early stages of development, we believe that friendships are
beneficial in supporting academic and emotional wellbeing. Research conducted by Laursen,
Bukowski, Aunola, and Nurmi (2007) suggests that young children who possess mutual
friendships establish a “buffer” to adverse experiences. Specifically, children who maintain such
friendships are less likely to experience internalizing and/or externalizing behaviors, social
isolation, and the development of lower self-concepts. With these positive findings, it is
important for elementary school counselors to address friendship needs during the early
childhood years.
This needs assessment will include five items about friendship. These items are:
1. I know how to make friends.
2. I know how to start playing with friends.
3. I know how to play fair with friends.
4. I know how to share with friends.
5. I know how to listen to my friends.
These five items are developmentally age appropriate. As a result of our experience thus far in
elementary schools, younger students appear to have more difficulty sustaining attention;
therefore, a limited number of items will be used.
The rating scale used for this needs-assessment will include three different ClipArt faces;
one green happy face, one yellow unsure face, and one red sad face (see Appendix). The faces
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are a simple representation of how the students feel about each statement. Visual rating scales are
developmentally appropriate and establish the accuracy of young children’s responses.
Additionally, this needs-assessment will be provided in both English and Spanish to
accommodate our schools’ populations.
Needs Assessment Plans
Cameron Park Elementary School
At Cameron Park Elementary, this needs assessment will be distributed to all second
grade classes. A friendship needs assessment will help identify the specific needs of the current
second grade class. The needs identified will help guide the friendship group that is run during
the spring semester.
Instruments used to complete this needs assessment will include an adequate number of
colored paper copies of the developed needs assessment and pencils. Copies of the needs
assessment will be colored to help distinguish differences amongst ClipArt faces and to help
students respond appropriately.
To begin the needs assessment process, I will email all second grade teachers to set up an
appropriate time to visit their classrooms. An attached google doc will be sent to teachers to
assist signing up for a desired time slot. A three day time span will be available for scheduling.
After hearing back from all teachers, I will prepare the appropriate number of colored paper
copies and set them aside for the appropriate days. Once visiting the classrooms I will introduce
the needs assessment and explain its purpose. Before moving on, I will make sure that any
students that need accommodations are receiving them. I will ensure students of their
confidentiality and explain the importance of responding accurately so I can assist those who
might need the extra support. Before beginning I will prompt each student to put his or her name
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on the needs assessment. I then will explain the ClipArt faces and what each represents. I will let
the students know that I will be reading each statement and that they are to circle how they feel
about each one. Before moving on I will ask if anyone needs clarification. At the end of the
assessment, I will prompt students to turn over their papers. I will then collect each of the needs
assessment while ensuring all students’ confidentiality.
McDougle Elementary School
With the lack of additional time for classroom interference, this needs assessment will be
provided to all Kindergarteners at McDougle Elementary School during the previously scheduled
counseling block. This assessment will provide data for individual counseling of students who
show difficulty in the area of friendship.
Prior to administering the needs assessment, copies will be made in both English and
Spanish for student accommodation. Once the assessment is provided to students, I will explain
the assessment procedures. Such explanation will include the purpose of the assessment, their
right to confidentiality and clarification for each ClipArt face. I will then read aloud each item in
English to the classroom and check for understanding. If non-speaking English students are
present, accommodations will then be provided. Following the completion of the needs
assessment all copies will be collected and students will be reminded of their confidentiality.
This needs assessment will be completed through the utilization of provided paper and
pencil. Additionally, this needs assessment will be for the use of only the Student Support
Services team. Furthermore, students will be reminded of respect to their peers, hoping they will
not glimpse at the assessments surrounding them.
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Pittsboro Elementary School
For the friendship needs assessment, I will be sampling all first and second grade
students. These are the two grade levels that my supervisor and I are currently working with in
regards to classroom guidance and small groups. Our classroom guidance lessons are about peer
interactions and problem solving with peers, making this assessment relevant for this population.
The assessment will be beneficial in identifying any particular skills that need to be addressed.
This assessment will be a paper and pencil assessment. There will be sufficient copies
made for all first and second grade classrooms. Also, assessments will be provided in English
and Spanish to accommodate all students’ needs.
Prior to delivering the assessment I will be in touch via e-mail with all first and second
grade teachers. This is to ensure that teachers are aware of the upcoming assessment and to
provide the opportunity for them to ask questions regarding the assessment. I will let them know
that it should take no longer than 10 minutes to distribute, complete, and collect. In my e-mail I
will ask teachers to reply with a time and day that works best for me to come into the classroom.
After e-mailing all the teachers I will make sufficient copies for every student to complete it.
Once in the classroom I will give a brief explanation of the assessment along with the
purpose and give students a chance to ask any questions. I will explain that the assessment is
confidential and that no one else will see the results except for myself. I will then distribute the
assessment to each student and announce that in order to better ensure confidentiality they should
flip the paper over face down on their desk after completion. Prior to them answering the
questions I will explain the response scale and provide clarification of each ClipArt face. I will
then walk them through each statement and also check for understanding after reading each one.
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After every student has completed the assessment I will come by and collect them also
reminding them again of confidentiality.
New Hope Elementary School
This needs assessment will be distributed to all five Kindergarten classes at New Hope
Elementary School. My supervisor and I will be conducting friendship lessons in Kindergarten
within the upcoming weeks; thus, this assessment will be a way for us to identify the specific
friendship needs of the students. My supervisor and I will adapt our lessons to focus on these
needs, and then possibly follow-up with the students who identify more of a need for friendship
lessons than others.
The instruments that will be used for the friendship needs assessment will include enough
Spanish and English colored copies to accommodate all classrooms. Additionally, the students
will use pencils to complete the needs-assessment.
My supervisor and I will contact all Kindergarten teachers via email or phone to set up a
time to come into their classrooms to distribute the needs assessments. All teachers will be
informed that the distribution of the assessment will take no longer than ten minutes. After the
times have been scheduled, I will prepare our materials by printing out the correct amount of
Spanish and English copies for each classroom. Upon entering the classrooms, I will explain to
the students the purpose of the assessment, how to fill it out, and clarification of each ClipArt
face. I will be sure to include a confidentiality statement and ensure the students that my
supervisor and I will be the only individuals to use this assessment. Once the assessments have
been handed out, I will read each item to the class and explain that they should circle whichever
face describes how they feel about the item in question. I will provide accommodations (i.e. an
ESL teacher) for any students who do not understand the questions as I read them aloud. After
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the students have finished the assessment, I will collect the papers and thank them for their time,
ensuring them of their confidentiality.
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References
Laursen, B., Bukowski, W. M., Aunola, K., & Nurmi, J. E. (2007). Friendship moderates
prospective associations between social isolation and adjustment problems in young
children. Child Development. 78(4), 1395-1404.
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Appendix
Friendship Needs Assessment
I know how to make friends.
I know how to start playing with friends.
I know how to play fair with friends.
I know how to share with friends.
I know how to listen to my friends.
*Spanish assessments are in the process of being translated.