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Purpose: To support 9th graders transitioning into high school.

Goals: To build social connections, reduce anxiety, and learn coping skills.

This group will focus on introducing and managing coping strategies and emotional support for 9th-grade students (ages 13-15) transitioning from middle school to high school. The shift to high school can be challenging as students move from being the oldest in middle school to the youngest in a new, more demanding environment. Led by a school counselor, the group will learn to build resilience, foster peer connections, and develop practical skills to manage stress and adapt to their new settings, navigate academic pressures, social changes, and personal growth. The group sessions will be conducted in a closed format to maintain a small number of participants, consistency, and a supportive environment where students feel safe to share and grow.

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Legal and ethical guidelines are essential when implementing small group counseling in a school setting, as they ensure all participants' safety, privacy, and well-being. Adhering to the American School Counselor Association (ASCA) Ethical Standards for School Counselors is foundational.

Counselors must prioritize confidentiality to build trust within the group while also clearly communicating the limits of others. Informed consent from both students and their parents or guardians, explaining the group's purpose, structure, and expectations. Additionally, counselors must be mindful of group dynamics to avoid students feeling pressured to disclose personal information. It is also essential to ensure that the group selection process is fair, equitable, and free from bias, with decisions based on students' needs and the program's objectives rather than external factors. Lastly, Counselors should document all sessions accurately, maintain records securely, and stay informed about local, state, and federal laws related to student counseling to provide ethically sound and legally compliant services.

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The process for identifying participants for the 9th grade begins with the counselor collaborating with teachers, other school counselors, and administrators to gather insights about students who may benefit from the group. Teachers are often in a unique position to identify students exhibiting signs of transition-related challenges, such as social withdrawal, anxiety, or academic difficulties. In addition to teacher recommendations, the counselor reviews school records and, if available, data from middle school staff to identify students who have previously expressed concerns about high school or experienced difficulty with academic or social transitions.

9th-grade students can also participate by volunteering. By offering a form with a QR code, students can submit their names if they are interested in group counseling. Parents or guardians may also be invited to recommend their child based on observations of emotional, social, or academic challenges related to the new school environment.

There will be a review of all available information to select a diverse, balanced group of students who can benefit from the sessions while ensuring the group size remains manageable, typically between 8 to 10 students. Once the groups are finalized, students and their families are informed, and the counselor provides informed consent forms to ensure understanding and agreement with the group’s structure, goals, and confidentiality guidelines.

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Group norms and dynamics play an essential role in fostering a safe, supportive, and productive environment for 9th-grade students transitioning to high school. Establishing clear group rules and expectations at the beginning helps create a sense of structure and predictability, which can help reduce anxiety and promote student engagement. The counselor will reinforce group norms consistently and address any disruptive behaviors with empathy and clarity.

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1.     Gather Feedback and Assess Effectiveness: To gather feedback, we will conduct mid-program and end-of-program surveys. Using student self-assessments, we can measure changes in stress levels, coping skills, and peer relationships. Additional feedback would be obtained from teachers and parents on observed behavior changes. (see Appendices B and C)

2.     Future Plans and Next Steps: After evaluating effectiveness, future sessions will be adjusted based on feedback. We will consider offering follow-up sessions or support groups for students who need continued assistance. We will develop peer mentorship opportunities by pairing experienced group members with new students (Pointon-Haas et al., 2023).

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The leadership style for this counseling group is authoritative and supportive. The counselor will create a safe, welcoming environment where 9th-grade students feel comfortable expressing their thoughts, emotions, and concerns about the transition to high school.

This leadership style emphasizes active listening, empathy, and genuine regard for each student's experience. The counselor will direct and guide students to participate actively in discussions and activities. By modeling positive communication, problem-solving, and self-advocacy, the counselor will help students build these essential skills.

Psychoeducational techniques will provide practical tools for managing stress, improving social connections, and adjusting to high school. The counselor will adapt the leadership style to respond to group dynamics and individual needs. Ultimately, the goal is to empower students to support each other, build confidence, and develop skills that will benefit them beyond the group sessions.

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Our process of obtaining informed consent for the 9th-grade small group counseling program is thorough and transparent and complies with both legal requirements and ethical standards.

1. Identify Participants

Screen and select students based on the established criteria, ensuring they are appropriate for the group’s goals.

2. Prepare Informed Consent Materials

Develop a clear, written consent form that outlines the group’s purpose, goals, structure, and expectations.

Include information about the benefits and potential risks of participation.

Clearly state the limits of confidentiality (e.g., situations involving harm to self or others, abuse, or legal mandates).

3. Provide Information to Parents/Guardians

Send the consent forms home with students or distribute them via email.

Offer an informational session or provide written materials that explain the group’s purpose, structure, and goals to parents/guardians.

4. Obtain Student Assent

Meet individually or as a group with selected students to explain the group’s purpose, activities, and expectations.

Use age-appropriate language to ensure they understand what participation entails.

Allow time for students to ask questions and voice concerns.

Obtain verbal or written assent from the students.

5. Collect Signed Consent Forms

A parent/guardian signature is required on the informed consent form before participation.

Ensure the forms are completed, signed, and stored securely in accordance with school policies and legal requirements.

Document the date consent was given and any discussions or questions raised during the consent process.

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As provided on Yalom's Therapeutic Factors: Enhancing Group Therapy Effectiveness

1. Installation of Hope - As participants observe other participants overcoming struggles or making positive changes, it reinforces the belief that they can achieve similar successes.

2. Universality - Group members realize they are not alone in their struggles.

3. Altruism - When group members support each other, they feel empowered and giving can also contribute to emotional healing.

4. Interpersonal Learning - Participants can learn how to communicate more effectively, resolve conflicts, or express their emotions in appropriate ways.

5. Group Cohesion - Participants feel a sense of belonging and mutual support that develops within the group.

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Yalom’s Therapeutic Factors: Enhancing Group Therapy Effectiveness

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Explore Yalom’s 12 therapeutic factors in group therapy, their application, effectiveness, and impact on enhancing therapeutic outcomes and patient well-being.

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Lesson 1: Introduction & Building a Safe Space

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Lesson 1: Introduction & Building a Safe Space

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Lesson 1: Introduction & Building a Safe Space

Lesson Objectives:

Establish group norms and expectations.

Create a safe and supportive environment for sharing.

Help students feel comfortable discussing their experiences and emotions.

Key Points:

1. Icebreakers and Introductions (see Appendix A)
Begin the session with icebreaker activities to help students get to know one another and feel more at ease. Activities should be engaging but non-threatening, encouraging participation without pressure. These activities help establish initial connections and set a positive, welcoming tone for the group.

2. Establishing Confidentiality and Group Rules (Breeskin, n.d.)
Discuss the importance of confidentiality and its limits, particularly regarding safety concerns. Collaboratively create a list of group rules, such as active listening, respectful communication, and the principle of "what’s shared in the group stays in the group," except in cases of harm.

3. Setting Personal and Group Goals
Guide students through a goal-setting activity where they identify personal objectives for participating in the group (e.g., making new friends or learning coping skills). Then, work together to establish collective goals that reflect the group’s purpose, like supporting each other during the transition to high school.

4. Understanding the Purpose of the Group
Explain the purpose and structure of the group, emphasizing that it is a space to share experiences, build friendships, and learn skills to navigate the high school transition. Discuss how participation can help reduce feelings of isolation and increase confidence during this significant life change.

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Lesson 2: Understanding Stress and the Transition to High School

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Lesson 2: Understanding Stress and the Transition to High School

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Lesson Objectives:

Identify common stressors associated with transitioning to high school (see Appendix D).

Increase awareness of personal stress triggers and responses.

Normalize feelings of anxiety and uncertainty during transitions.

Provide an opportunity for students to share their experiences.

Key Points:

1. Introduction to Stress and Transition
Begin by discussing what stress is and why transitions, like moving from middle to high school, can be particularly stressful. Introduce the idea that stress is a natural, often temporary response to change, and that everyone experiences it differently.

2. Identifying Common Stressors (see Appendix D)
Share and discuss common stressors students face when transitioning to high school, such as academic workload, social adjustments, peer relationships, and unfamiliar routines. Use visuals or group brainstorming to encourage participation and help students recognize that their concerns are valid and shared by many of their peers.

3. Recognizing Personal Stress Triggers and Responses
Guide students through an activity where they reflect on and identify their own stress triggers. Discuss physical, emotional, and behavioral signs of stress, such as headaches, irritability, or withdrawal. This activity will help students become more self-aware and better equipped to manage stress.

4. Normalizing Anxiety and Uncertainty
Emphasize that feelings of anxiety and uncertainty during periods of change are common and normal. Share relatable anecdotes or invite students to share their own experiences. Validate their emotions while reinforcing the message that these feelings typically lessen as they adjust to the new environment.

5. Peer Sharing and Support
Facilitate a group discussion where students can share their concerns and experiences with high school transitions. Use open-ended questions like, "What’s been the biggest change for you?" or "What strategies have helped you handle stress so far?" This activity helps build group cohesion and reinforces the sense that they are not alone in their experiences.

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Lesson 3: Coping Strategies for Stress Management (Fraser et al., 2021)

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Lesson 3: Coping Strategies for Stress Management (Fraser et al., 2021)

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Lesson Objectives:

Teach students practical coping skills to manage stress.

Help students differentiate between productive and harmful coping mechanisms.

Encourage students to develop their personalized stress management plan.

Provide tools for handling anxiety and pressure effectively.

Key Points:

1. Deep Breathing and Mindfulness Techniques
Introduce students to practical breathing exercises like box breathing (inhale for 4, hold for 4, exhale for 4, hold for 4) and the 4-7-8 technique to manage stress in the moment. Explain how mindfulness techniques, such as grounding exercises or guided imagery, can help students stay focused and calm during challenging situations. Practice these strategies as a group to help students feel more confident using them independently.

2. Time Management and Organizational Skills
Help students understand how effective time management can alleviate academic stress. Discuss the importance of prioritizing tasks, breaking assignments into smaller steps, and using tools like planners, calendars, and apps. Introduce techniques like the Pomodoro Technique or time-blocking to help students manage study sessions and assignments more efficiently.

3. The Importance of Self-Care
Emphasize that self-care is an essential component of stress management, not a luxury. Discuss the role of adequate sleep, nutritious meals, regular physical activity, and enjoyable hobbies in maintaining mental and emotional well-being. Encourage students to identify self-care practices that help them feel recharged and ready to face daily challenges.

4. Practicing Positive Self-Talk and Reframing Negative Thoughts
Explain how negative self-talk can amplify stress and anxiety. Teach students how to recognize these negative thoughts and reframe them with more balanced, realistic alternatives. For example, replace "I can’t handle this" with "This is hard, but I can take it step-by-step." Practice this skill through a worksheet activity where students rewrite self-critical statements into more supportive ones.

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Lesson 4: Navigating Social Changes and Peer Pressure (Bilson, 2025)

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Lesson 4: Navigating Social Changes and Peer Pressure (Bilson, 2025)

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Lesson Objectives:

Help students build confidence in social situations.

Teach strategies to resist peer pressure.

Strengthen communication skills for forming healthy relationships.

Promote self-awareness in social interactions.

Key Points:

1. Building Healthy Friendships and Identifying Toxic Relationships
Discuss the characteristics of healthy friendships, such as mutual respect, trust, and support. Introduce signs of toxic relationships, including manipulation, peer pressure, and disrespect. Use scenarios or role-playing exercises to help students identify and respond to unhealthy dynamics.

2. Peer Pressure and Decision-Making Skills
Explain how peer pressure can influence behavior, particularly during the transition to high school when fitting in may feel more important. Teach students practical strategies to resist negative peer pressure, such as using assertive communication, suggesting alternative activities, or walking away from risky situations.

3. Setting Boundaries
Introduce the concept of personal boundaries and why they are essential for healthy relationships. Teach students how to set clear, respectful boundaries with peers, whether related to personal space, time, or values. Practice through activities where students role-play communicating boundaries in various situations.

4. Handling Conflicts Constructively
Provide tools for managing conflicts in a positive, solution-focused manner. Discuss active listening, using “I” statements, and finding compromises. Walk through real-life examples of common high school conflicts and practice resolving them through group discussions and role-playing exercises.

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Lesson 5: Managing Academic Pressure and Time Management (Jackson, 2024)

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Lesson 5: Managing Academic Pressure and Time Management (Jackson, 2024)

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Lesson Objectives:

Equip students with skills to manage academic stress.

Help students develop strong time management and study habits.

Teach students to set realistic goals.

Encourage students to seek academic support when needed.

Key Points:

1. Study Skills and Organization Techniques
Introduce practical study strategies like active reading, summarizing information, and using mnemonic devices. Discuss organizational tools such as planners, calendars, and apps that help track assignments and deadlines. Engage students in an activity where they create a personalized study plan for an upcoming test or project.

2. Setting Realistic Goals and Priorities
Teach students how to set SMART goals—Specific, Measurable, Achievable, Relevant, and Time-bound. Discuss the importance of prioritizing tasks using strategies like the Eisenhower Matrix (urgent vs. important). Guide students through setting both short-term and long-term academic goals to maintain motivation and focus.

3. Overcoming Procrastination
Explore common causes of procrastination, such as perfectionism, fear of failure, or feeling overwhelmed. Introduce techniques like the Pomodoro Technique, breaking tasks into smaller steps, and using positive self-talk to overcome procrastination. Have students identify a task they’ve been avoiding and apply one of these techniques to get started.

4. Seeking Academic Support
Encourage students to ask for help when needed and explain the resources available to them, such as teachers, school counselors, tutoring centers, or peer study groups. Role-play scenarios where students practice how to approach a teacher with a question or request additional help.

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Lesson 6: Self-Esteem & Positive Identity Development

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Lesson 6: Self-Esteem & Positive Identity Development

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Lesson Objectives:

Help students recognize their strengths and build self-confidence.

Challenge negative self-perceptions and promote self-compassion.

Encourage students to develop their personal identity.

Teach students to practice gratitude and positive affirmations.

Key Points:

1. Recognizing Personal Strengths and Accomplishments
Guide students through activities that help them identify their strengths, achievements, and positive qualities. Use tools like a "strengths inventory" or a "personal success timeline" to help students reflect on past accomplishments and moments when they overcame challenges. Highlight how recognizing their strengths can build confidence for future endeavors.

2. Challenging Negative Self-Perceptions
Discuss how negative self-talk can impact self-confidence and performance. Teach students cognitive reframing techniques to challenge and replace self-critical thoughts with more balanced, supportive ones. Provide practice opportunities with real-life scenarios where students identify and reframe negative beliefs about themselves.

3. Practicing Gratitude and Self-Compassion
Introduce the concepts of gratitude and self-compassion as tools for maintaining a positive mindset. Guide students in creating a gratitude journal, where they list things they appreciate about themselves and their lives. Discuss how self-compassion involves treating themselves with kindness, especially when they make mistakes or face setbacks.

4. Developing a Positive Personal Identity
Help students explore their values, interests, and goals to build a stronger sense of personal identity. Engage them in activities like creating a "personal identity collage" or writing a "future self" letter. Discuss how knowing who they are and what they value can help them navigate peer pressure and make confident, authentic choices.

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ASCA. (n.d.). ASCA Student Standards: Mindsets & Behaviors for Student Success. In ASCA Student Standards: Mindsets & Behaviors for Student Success. https://www.schoolcounselor.org/getmedia/7428a787-a452-4abb-afec-d78ec77870cd/mindsets-behaviors.pdf

Breeskin, J. (n.d.). Procedures and guidelines for group therapy. https://www.apadivisions.org. https://www.apadivisions.org/division-

49/publications/newsletter/group-psychologist/2011/04/group-procedures

Fraser, A., Bryce, C., Alexander, B., & Fabes, R. (2021). Hope levels across adolescence and the transition to high school: Associations with

School stress and Achievement. Journal of Adolescence, 91(1), 48–58.

https://onlinelibrary.wiley.com/doi/10.1016/j.adolescence.2021.07.004

Miller, C. (n.d.). Getting to know you questions and icebreakers – counseling essentials. https://counselingessentials.org/getting-to-know-you-

questions-and-icebreakers/

NeuroLaunch.com. (2024, October 1). Yalom’s Therapeutic Factors: Enhancing Group Therapy Effectiveness. https://neurolaunch.com/yaloms-therapeutic-factors/

Pointon-Haas, J., Waqar, L., Upsher, R., Foster, J., Byrom, N., & Oates, J. (2023). A systematic review of peer support interventions for

student mental health and well-being in higher education. BJPsych Open, 10(1). https://doi.org/10.1192/bjo.2023.603

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Icebreaker Questions:

1. My favorite food is . . .

2. A nickname people called me when I was little was . . .

3. Would I rather swim with hippos or fly with birds?

4. One place I would love to travel to is . . .

5. My favorite sport is . . .

6. My favorite holiday is . . .

7. Would I rather live in the city or the country?

8. My favorite fast food is . . .

9. If I had a pet elephant, I would name it . . .

10. One person I would love to meet is . . .

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American School Counselor Association (ASCA): Mindsets & Behaviors (ASCA, n.d.)

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American School Counselor Association (ASCA): Mindsets & Behaviors (ASCA, n.d.)

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The therapeutic factors, mindsets, and behaviors discussed align closely with the ASCA (American School Counselor Association) framework, which is designed to foster the academic, career, and social/emotional development of students. During the session, we will encourage a growth mindset and self-management skills, where students develop the ability to regulate to regulate their emotions and actions in various situations.

This mindset helps them view challenges as opportunities for growth, which is crucial as they navigate the transition from middle school to high school. Similarly, fostering self-reflection helps students develop self-awareness, a core ASCA standard. By encouraging students to reflect on their thoughts, emotions, and behaviors, counselors promote personal insight, helping students to better understand themselves and their emotions, which is integral to emotional regulation and relationship-building.

Active participation and engagement encourage students to engage fully in group activities and discussions, they practice decision-making and develop essential communication and interpersonal skills that will serve them in school and social situations.

In the group setting, students will learn to respect themselves and others and become socially aware. Students will learn to understand and value the perspectives and emotions of others which builds a supportive environment.

Creating a cohesive group fosters positive relationships and social awareness, ensuring that students feel safe and supported in sharing and growing together.

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Confidentiality

Participants must feel comfortable sharing personal experiences. They should not worry about their information being disclosed outside of the group.

Respectful Listening

Participants will listen attentively without interrupting others.

Respect for Differences

Group members should respect differences in order to promote an inclusive environment where diverse viewpoints are welcomed.

Non-Judgmental Attitude

This group is a space for empathy and support, where no one will judge others. Group members should aim to be kind, supportive, and understanding at all times.

Active Participation

Every member is encouraged to participate in discussions and activities, but no one should feel pressured to share more than they are comfortable with.

Open Communication

Group members are encouraged to speak openly about their thoughts and feelings and members should express needs, concerns, and feedback respectfully.

Willingness to Learn and Grow

This is a space for personal growth. Group members should approach the experience with an open mind, willing to challenge themselves and others in a constructive and supportive manner.

Time Considerations

Respect for the group’s time means starting and ending on time, being mindful of how much time you take when sharing and making sure everyone has an opportunity to participate.