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Thrive & Strive will be a supportive, skill-building group for high school freshmen and sophomores aged 14-15 who need help navigating the pressures of academics and social expectations. The group will involve interactive discussions, practical strategies, and peer support. Students will learn time management skills, set realistic goals, and develop healthy coping mechanisms. By participating in Thrive & Strive, students will gain practical skills to reduce stress, improve focus, and build confidence, helping them thrive!

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Upon completing Thrive & Strive, participants will have embraced key ASCA Mindsets and Behaviors that foster academic and personal success. They will internalize a growth mindset, recognizing that challenges provide opportunities for learning and that effort can lead to improvement and success. Students will develop strong self-management skills, including goal setting, time management, and the application of healthy coping strategies to effectively handle stress. Additionally, they will enhance their communication and interpersonal skills, enabling them to build supportive relationships and advocate for themselves in academic and social settings. Collectively, these mindsets and behaviors empower students to take ownership of their well-being and future, aligning with the ASCA vision of nurturing resilient, self-directed learners (American School Counselor Association ASCA, 2014).

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To disseminate information about Thrive & Strive, I will employ a multi-channel communication strategy tailored to each audience. For students, information will be shared through daily announcements, flyers posted in common areas, and the school’s website. Parents will receive emails and newsletter inserts detailing the program's benefits and enrollment process, and opportunities to ask questions at school meetings. For teachers, administrators, and counselors, I plan to distribute information through targeted emails, presentations at faculty meetings, and printed materials placed in staff mailboxes and breakrooms.

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The screening process for participants in Thrive & Strive will consist of

Counselor and Teacher Referrals

Teacher and school counselors will identify and refer students in need based on several key indicators, including observable signs of academic struggle, behavioral changes, and increased stress or anxiety.

Pre-group survey

I will administer a brief pre-group screening survey that includes questions about current stress levels, prior experience with coping strategies, and motivation for joining the group.

Short Interviews

I will conduct individual interviews to gain further insight into each student's needs and ensure they are a good fit for the group dynamics.

(Missouri Professional School Counselors and Counselor Educators, 2015).

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Informed consent will be needed to participate in Thrive & Strive since minors are involved.

An assent form will also be needed to ensure participants understand the nature of the group, their rights, and what to expect from participation.

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I will use the participant/ground rules resource to present a set of predetermined rules, such as how to signal for help during conversations, showing respect by not interrupting, and arriving on time, which are essential for a safe and productive group environment.

For each of these rules, I will provide a framework where group members can articulate what the rule looks like (observable behaviors) and sounds like (verbal expressions) in their own words.

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Guide Response Serv Small Group Counseling Guide 2015 _ Missouri Department of Elementary and Secondary Education

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Stage 1: Building Relationships

My primary focus will be creating a safe and welcoming environment in which trust can develop between group members and me. This will include icebreaker activities, a discussion of confidentiality, and a collaborative process to establish group norms using the "Looks Like" and "Sounds Like" framework. During this process, I will encourage participants to express what respectful communication and supportive behavior mean to them, thereby setting clear expectations for group interactions.

Stage 2: Working Together

As the group progresses through each session, I will implement strategies to ensure that participants remain engaged, supportive, and focused on the group’s learning outcomes. Each session will begin with a check-in to assess individual moods and any emerging concerns, and I will use structured activities that promote active participation and collaborative problem-solving. Regular group discussions and feedback loops will be incorporated to monitor progress, address any issues, and adjust activities as needed. Additionally, I will use short surveys and one-on-one conversations periodically to gauge members’ understanding and comfort with the techniques being taught.

Stage 3: Group Closure

I will dedicate a session to group closure, during which members can reflect on their progress, share their personal success stories, and discuss strategies for maintaining the skills they have learned. During this session, I will facilitate a discussion to explore how members feel about the group's ending, ensuring that they leave with a sense of accomplishment rather than abandonment. I will reinforce that the confidentiality agreement continues beyond the group's life and provide clear instructions on how to continue practicing and supporting one another informally.

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I will apply a democratic leadership style in Thrive & Strive by actively involving group members in decision-making and encouraging open, respectful dialogue throughout the sessions. I will also regularly invite feedback on session topics and activities, ensuring that students feel they have a voice in shaping the group's content and direction. This approach not only fosters a sense of ownership and empowerment among participants but also helps create a trusting environment where everyone feels valued and heard.

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Universality: Students may realize that many of their peers share the stressors and challenges they face, reducing feelings of isolation and normalizing their experiences.

Instillation of Hope: As group members observe one another’s progress and witness practical coping strategies, they will likely develop a greater sense of hope about managing stress.

Interpersonal Learning: Through open discussions and feedback, students will gain insights into their interpersonal behaviors, enhancing their self-awareness and communication skills.

Altruism: The supportive environment encourages members to offer assistance and share personal experiences, which can foster a sense of purpose and mutual care.

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Confidentiality is a core legal and ethical mandate in counseling, as outlined by ASCA guidelines, and it is especially critical in group counseling to establish a safe space. According to ASCA guidelines and state regulations, personal disclosures must remain private; however, in group settings, it is essential to clarify that while every effort is made to maintain confidentiality, absolute confidentiality cannot be guaranteed since group members are privy to shared information. Establishing clear confidentiality guidelines not only builds trust and promotes honest communication among group members but also aligns with ASCA’s commitment to ethical practice, thereby protecting both the counselor and the participants by setting clear expectations that reduce legal liability and uphold professional standards (ASCA, 2022).

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Informed consent is an essential requirement supported by the Texas Education Code and ASCA ethical guidelines. It ensures that all participants and minors, parents or guardians, are fully informed about the group’s purpose, procedures, benefits, and risks. This process involves providing clear, comprehensive information about the group, including details on session structure, confidentiality limits, potential risks, and expected outcomes. For minors, obtaining written consent from parents or guardians and student assent is mandatory before participation can commence. By obtaining informed consent, counselors safeguard all participants' rights and protect themselves legally and ethically through transparent communication, establishing clear expectations, and enhancing trust throughout the counseling process. In practice, I will distribute a detailed consent and assent form at the beginning of the program and review these documents with parents and students during an orientation session, ensuring that any questions are addressed and that voluntary participation is fully understood (American School Counselor Association, 2022).

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ACSA ethical standards for school counselors. ASCA Ethical Standards for School CounselorsAmerican School Cousnelor Association (ASCA). (2022). https://www.schoolcounselor.org/getmedia/44f 30280-ffe8-4b41-9ad8- f15909c3d164/EthicalStandards.pdf

American School Counselor Association (2021). ASCA Student Standards; Mindsets and Behaviors for Student Success. Alexandria, VA: Author.