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Project Peace is targeted toward ninth-grade students struggling with anxiety. Topics for the group focus on developing skills to overcome anxiety. In learning about these topics, students will gain vital skills to assist them in preventing and overcoming anxiety throughout all aspects of life.

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Students will master the following Mindsets & Behaviors while participating in the Peace Project group:
B-LS 1: Critical thinking skills to make informed decisions.
B-LS 2: Creative approach to learning, tasks, and problem-solving.
B-LS 3: Time-management, organizational and study skills.
B-LS 9: Decision-making is informed by gathering evidence, getting
others’ perspectives and recognizing personal bias.
B-SMS 1: Responsibility for self and actions
B-SMS 2: Self-discipline and self-control.
B-SMS 3: Independent work.
B-SMS 6: Ability to identify and overcome barriers.
B-SMS 7. Effective coping skills.
B-SMS 8: Balance of school, home, and community activities.
B-SMS 10: Ability to manage transitions and adapt to change.
B-SS 2: Positive, respectful, and supportive relationships with students who are
similar to and different from them
B-SS 3: Positive relationships with adults to support success.
B-SS 4: Empathy.
B-SS 6: Effective collaboration and cooperation skills.

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Project Peace will be promoted through daily announcements, Schoology, student and parent email, and social media.
In addition to being exhibited throughout the school, informational flyers will be printed as well as being distributed digitally.
All campus teachers will be encouraged to nominate students they believe will benefit from the group sessions.  Those students will receive personalized invitations through email and hard copy.

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Print poster lake nature green photo motivational quote

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All campus teachers will be encouraged to nominate students they believe will benefit from the group sessions.  Those students will receive personalized invitations through email and hard copy.
Parents will be encouraged through publicity flyers to discuss participating in the group with their students and guide them as they complete the sign-up process.
Students interested in the Peace Project will sign up through a Google form linked through a QR code.  This form will have students rate their level and frequency of anxiety on a scale from one to five and list any coping mechanisms they may already employ. They will also list situations or factors they believe trigger anxiety episodes. Data will be assessed to narrow students down to 20. The final 20 will meet individually with counselors to assess eligibility. Counselors will tell the students about the group, its benefits, and all its expectations.
Counselors will ask students questions regarding their interest in the group, any other counseling obligations, as well as commitment to adhere to the expectations of the group.
Two groups of 6-8 students will be chosen and assigned to 2 counselors.

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Peace Project students and their parents will meet with counselors prior to the first session in order to obtain and sign informed forms. This will be available to complete both in a hard copy or by E-signature.

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Using the attached resource, the group will determine 10 ground rules that all agree to follow.  Each rule will be voted on and passed through majority.  Rules required by the campus are as follows:
1. Confidentiality will be understood and respected by all.
2. The group will be a safe place.
3. Only one person speaks at a time.
4. All group members will treat each other with respect in both words and action.
All other rules will be decided by the group.

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American School Counselor Association (ASCA). (2014). ASCA mindsets and behaviors for student success. https://www.schoolcounselor.org/asca/media/asca/home/MindsetsBehaviors.pdf

American School Counselor Association. (1992). Ethical standards for school counselors. The school counselor, 84-88.

Cherry, K. (2021, August 11). What are prominent leadership styles and frameworks you should know? Verywell Mind. Retrieved April 20, 2022, from https://www.verywellmind.com/leadership-styles-2795312

Missouri Comprehensive Guidance & Counseling Programs. (2005). Part 2: Review of small based group counseling. https://dese.mo.gov/sites/default/files/guid-respon-serv-small-group-counseling-guide-2015.pdf

Yalom ID. (1995). The theory and practice of group psychotherapy (4th ed.). Basic Books.

19 Tex. Admin. Code §239.15

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Although the group members will be mixed, it will include 9th-grade students who are transitioning from middle to high school and are experiencing extreme anxiety. This group dynamic will require significant caution.
Stage 1 will focus on developing trusting connections between students and adults. Students will most likely enter the group feeling anxious since they don't know what to expect or who to trust. The leader must be vigilant in terms of establishing supportive ground rules and allowing for nonjudgmental getting-to-know-you activities.
Stage 2 should include activities and lessons that engage learners to develop not only trust, but also knowledge, self-awareness, and self-regulation. These collaborative activities will help members to learn from one another, form support systems with adults and group members, and develop strategies to deal with future anxiety triggers.
Stage 3 will culminate with a final "Anxiety Obstacle Course" that will allow students to collaborate and demonstrate that they have mastered coping strategies. This will be followed by a ceremony that will highlight what each member has learned about themselves and others. Members will be encouraged to continue gathering at biweekly Peace project club meetings, where they will socialize, continue collaboration, and be given opportunities to assist other students. Follow-up assessments and interviews with teachers and parents will be conducted to assess the program's success.

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A participatory leadership style would be most beneficial to the peace project group. Anxiety symptoms and triggers should be treated with caution while students are supported through guidance, participation in activities, and supportive dialogues. Students would gain the most from this type of leadership.

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The Peace Project group's structure provides for many of Yalom's Therapeutic factors. To begin with, Universality would be a major factor throughout the sessions. Learners will feel more empowered to work as a group if they are aware that other students and even adults suffer from anxiety. Collaboration will encourage altruism by allowing pupils to help one another. Students will experience Catharsis if they are allowed to express their anxiety experiences. Direct Advice and Interpersonal Learning will be key factors through activities and dialogues where students learn from one another.

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Standard 2 of section 239.15 of the Texas Administrative Code's requirements for a certified school counselor states that the school counselor shall counsel individuals and small groups utilizing appropriate counseling theories and practices in response to students' needs. It also specifies that they must exhibit expertise in small and large group teaching by actively involving students in the learning process.

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(a) School Counselor Certificate Standards. The knowledge and skills identified in this section must be used by an educator preparation program in the development of curricula and coursework and by the State Board for Educator Certification as the basis for developing the examination required to obtain the School Counselor Certificate. The standards also serve as the foundation for the professional growth plan and continuing professional education activities required by §239.25 of this title (relating to Requirements to Renew the Standard School Counselor Certificate). (b) Standard I. Learner-Centered Knowledge: The certified school counselor has a broad knowledge base. The certified school counselor must know and understand: (1) the history and philosophy of counseling; (2) counseling and consultation theories and practices; (3) career development theories and practices; (4) the roles and responsibilities of a comprehensive school counseling program that emphasizes college and career readiness and postsecondary options for all students, including college admissions, college financial aid resources, application procedures, and workforce and career opportunities; (5) assessment principles and procedures, including the appropriate use of tests, test interpretation, and test results; (6) changing societal trends, including demographic, economic, and technological tendencies, and their relevance to school counseling; (7) environmental, social, and cultural factors that affect learners' development and the relevance of those factors to educational, career, personal, and social development, along with comprehensive school counseling programs; (8) learners' developmental characteristics and needs and their relevance to educational and career choices; (9) legal and ethical standards, practices, and issues and the importance of commitment to and implementation of ethical principles; (10) the characteristics and educational needs of special populations; (11) techniques and behavioral interventions to assist teachers with classroom management; (12) the integration of a school counseling program, the Texas College and Career Readiness Standards, and academic curricula; (13) the roles and responsibilities of a comprehensive school counseling program that is responsive to all students; (14) counseling-related research techniques and practices; (15) developing and teaching best practices on leadership skills; (16) how cultural factors and group membership impact individual students; (17) the comprehensive school counseling program model; (18) how to utilize various forms of technology and how inappropriate use could be professionally and personally harmful; and (19) an understanding of systems, including family dynamics and school environments. (c) Standard II. Learner-Centered Skills: The certified school counselor applies the knowledge base to promote the educational, personal, social, and career development of the learner as outlined in The Texas Model for Comprehensive School Counseling Programs. The certified school counselor must: (1) develop processes and procedures for planning, designing, implementing, and evaluating The Texas Model for Comprehensive School Counseling Programs; (2) provide a proactive, comprehensive, developmental school counseling program based on the needs of students, as set forth in The Texas Model for Comprehensive School Counseling Programs; (3) counsel individuals and small groups using appropriate counseling theories and techniques in response to students' needs; (4) consult with parents/guardians, teachers, administrators, and other individuals as appropriate to enhance his or her work with students; (5) coordinate resources, referrals, and follow-up procedures for students within the school and community; (6) demonstrate proficiency in teaching small and large groups by actively engaging students in the learning process; (7) participate in the selection, use, and interpretation of assessments and assessment results; (8) use multiple sets of information and data to make decisions about students, programs, and services; (9) use counseling-related research techniques and evidence-based practices to address student needs; (10) advocate for a comprehensive school counseling program that is responsive to all students; (11) facilitate learners' ability to achieve their potential by helping them set and attain challenging educational, career, personal, and social goals based on various types of information; (12) maintain proficiency in counseling and campus-related technology; and (13) use varied sources of information, resources, and practices to counsel students about postsecondary opportunities and college and career readiness. (d) Standard III. Learner-Centered Process: The certified school counselor participates in the development, monitoring, revision, and evaluation of a campus based on The Texas Model for Comprehensive School Counseling Programs that promotes learners' knowledge, skills, motivation, and personal growth. The certified school counselor must: (1) collaborate with others in the school and community to implement a guidance curriculum that promotes learners' development in all domains, including cognitive, social, and emotional areas; (2) facilitate learners' ability to achieve their potential by helping them set and attain challenging educational, career, personal, and social goals based on various types of information; (3) use both preventive and intervening strategies to address the concerns of learners and to help them clarify problems and situations, set goals, explore options, and implement change; (4) implement effective referral procedures to facilitate the use of special programs and services; (5) act as a consultant to help learners achieve success inside and outside of school; (6) advocate for a comprehensive school counseling program and recognize the required time commitment to fully apply the program implementation cycle; (7) create a program mission, goal, and services in alignment with the school mission and campus improvement plan; (8) create and disseminate literature or newsletters to all stakeholders that describe the comprehensive school counseling program and reduce negative stigmas associated with receiving counseling services in a school-based program; (9) establish an advisory council or board with membership of all stakeholders (student, parent, teacher, administrator, community member, other personnel, and support specialists); (10) increase public relations and awareness through community outreach, such as fundraising, grant writing, donations, volunteerism, local businesses, and use of public or guest speakers; (11) provide school-wide professional development and parent workshops throughout the school year; (12) support participation in fair-share responsibilities versus non-counseling related duties; (13) know district, state, and federal initiatives that are to be reflected in a comprehensive school counseling program; and (14) develop practices to promote learners' knowledge about college and career readiness processes necessary to pursue postsecondary opportunities. (e) Standard IV. Learner-Centered Equity and Excellence for All Learners: The certified school counselor promotes academic success for all learners by acknowledging, respecting, and responding to diversity while building on similarities that bond all people. The certified school counselor must: (1) understand learner differences, including those related to cultural background, gender, race, ethnicity, socio-economic levels, academic ability, and learning styles, and know ways to create and maintain a positive school environment that is responsive to all learners; (2) advocate for a school environment in which diversity is acknowledged and respected, resulting in positive interactions across all cultures, genders, ethnicities, and learning styles; (3) facilitate learning and achievement for all students to ensure services that cover an array of exceptionalities, including special populations, by promoting a cooperative, inclusive, purposeful learning environment; (4) take a positive, strength-based approach that builds on commonalities versus differences in all learners; (5) understand how environment and behavior may impact or influence individual learners; (6) ensure equitable access to programs and services for all students; (7) understand how family values, group membership, and culture intersect; (8) acknowledge learners' gifts, strengths, and extracurricular talents when considering programs and services; (9) increase students' awareness and include their voices regarding educational and individualized plans; and (10) ensure equitable access and exposure to postsecondary opportunities and college and career readiness information and resources for students and parents/guardians. (f) Standard V. Learner-Centered Communications: The certified school counselor, an advocate for all students and the school, demonstrates effective professional and interpersonal communication skills. The certified school counselor must: (1) demonstrate effective communication through oral, written, and nonverbal expression; (2) use knowledge of group dynamics and productive group interaction; (3) support responsive interventions by effectively communicating with parents/guardians, teachers, administrators, and community members; (4) facilitate learners' access to community resources; (5) develop and implement strategies for effective internal and external communications; (6) facilitate parent/guardian involvement in their children's education; (7) develop partnerships with parents/guardians, businesses, and other groups in the community to facilitate learning; (8) work effectively as a team member to promote positive change for individuals, groups, and the school community; (9) take a positive, strength-based approach that verbalizes commonalities versus differences in all learners; (10) effectively communicate his or her role and responsibility and counselor identity to all stakeholders to reduce confusion about the duties of a school counselor; (11) adhere to best practices connected to ethical and legal considerations around appropriate use of technology and email, documentation, record keeping, privileged communication, and informed consent process; and (12) facilitate access to and use of school and community information and resources related to postsecondary opportunities and college and career readiness by learners, parents/guardians, teachers, administrators, and community members. (g) Standard VI. Learner-Centered Professional Development: The certified school counselor continues professional development, demonstrating a commitment to learn, to improve the profession, and to model professional ethics and personal integrity. The certified school counselor must: (1) use reflection, self-assessment, and interactions with colleagues to promote personal professional development; (2) use counseling-related research techniques and practices as well as technology and other resources to facilitate continued professional growth; (3) strive toward the highest level of professionalism by adhering to and modeling professional, ethical, and legal standards; (4) apply research-based practice to improve the school guidance and counseling program; (5) engage in ongoing professional development to improve the school guidance and counseling program; and (6) engage in continued professional development experiences to learn and apply concepts, skills, and practices related to increasing college and career readiness and promoting postsecondary opportunities and preparation for all learners.

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(a) School Counselor Certificate Standards. The knowledge and skills identified in this section must be used by an educator preparation program in the development of curricula and coursework and by the State Board for Educator Certification as the basis for developing the examination required to obtain the School Counselor Certificate.

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Within the Ethical Standards for School Counselors, the American School Counselor Association defines professional school counselors' responsibility to students.
Section A.7 requires school counselors to facilitate short-term groups to address students' academic, career, and/or social/emotional needs. Counselors must also screen students for group membership and notify parents/guardians of their student's participation in a small group.