For my school counseling group, I develop and lead a “friendship” themed group with six to eight sixth grade students. These students were pre-selected for membership and mentioned concerns about their friendship skills; how to make and keep friends and how to avoid gossip and “drama”. These students were selected for pre-screening based on the needs assessment conducted by the site supervisor for the internship, which will be discussed in the following section. Based on my review of available and current literature on the topic of adolescent relationships, I will use Relational and Cultural Theory (RCT) as a conceptual framework for my school counseling group. This framework which has been used in groups with adolescent girls on similar topics emphasizes the importance of power and relationships with others. I will use this framework to understand the problems encountered in the group, and also to develop techniques to help resolve these problems within an eight-week time frame. To assess student needs, my site supervisor had already introduced herself to each class of sixth grade students. to review what her role is with students and discuss the types of services she can provide them. She then asked each student to complete a survey with open-ended questions asking what individual services students might need help with (e.g., organization, friendship, etc.) or what groups they might want to join ( for example, bullying, friendship, bereavement, etc.). , and comments on other ways the school counselor could help them. Each student had prepared a form with their name at the top, and they were told that they didn't have to write anything down if they didn't want to, but she still kept each form to fill out. paper ......concepts of gifted adolescents. The Journal of Secondary Gifted Education, 17(2), 65-75.Shectman, Z. and Katz, E. (2007). The therapeutic bond in a group as an explanatory variable for the progress of the social competence of students with learning disabilities. Group Dynamics: Theory, Research and Practice, 11(2), 117-128. DOI: 10.1037/1089-2699.11.2.117Srsic, A. and Rice, EH (2012). Understanding the experience of girls with EBD in a gender-sensitive support group. Child Education and Treatment, 35(4), 623-646. Tucker, C., Smith-Adcock, S., & Trepal, HC (2011). Relational and cultural theory for college counselors. Professional School Counseling, 14(5), 310-316. Wigfield, A., Lutz, SL and Wagner, AL (2005). Early adolescent development during the middle school years: Implications for school counselors. Professional school counseling, 9(2), 112-119.