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This group is for high school students aged 14-17 who struggle with anxiety. It provides a safe space where students can learn practical coping strategies, build confidence, and manage stress in both school and everyday life. Through peer support and evidence-based activities, students will develop the tools they need to navigate academic and social challenges with more ease.

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You Are More Than Confident_ Teen Anxiety Support Group Action Plan

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As an SEL Counselor, my group will focus on helping students develop emotional regulation, self-confidence, grit and resilience. I will use ASCA Mindsets & Behaviors as a guideline for students, particularly:

Mindset Two: Self-confidence in the ability to succeed.

Mindset Five: Belief in using abilities to achieve post-secondary goals.

Behavior Standards Self-Management Skills Seven: Demonstrate effective coping skills when faced with challenges.

Behavior Standard Social Skills Two: Create positive relationships with peers and adults.

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To spread the word about the group students, parents, and staff information will be shared through multiple outlets.

Students will learn about the group through flyers around campus, email announcements, and classroom presentations. Teachers and administrators will receive details during staff meetings and through staff emails. Parents will be informed via school newsletters and direct communication from the counseling office. Additionally, counselors and social workers will help identify students who would benefit from the group and encourage them to participate. Using a variety of outreach methods will reach students who would benefit from this small group.

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Before joining the group, students will go through a screening process to assess their interest in participating. This will involve a short one-on-one meeting where students can discuss their experiences with anxiety and what they hope to gain from the group. A pre-group questionnaire will also be used to evaluate their current coping skills, stress levels, and personal goals. This screening process will confirm the group of students who are committed to engaging in the sessions and who will benefit from the support provided.

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Since this group involves minors, parental consent is required before a student can participate. The consent process will include providing parents with clear information about the purpose of the group, the topics covered, and the confidentiality guidelines. While students' privacy will be respected, parents will be informed that confidentiality cannot be guaranteed if concerns about safety, self-harm, or harm to others. In addition, parental consent and students will be asked to give their own consent, in order for then to understand the group’s purpose and agree to participate voluntarily.

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To create safety within the group environment, the group will follow specific ground rules. Some rules, such as respecting others, actively participating, and maintaining confidentiality, will be established from the start. However, students will also have the opportunity to contribute their own rules, giving them a sense of ownership and accountability within the group. These guidelines will help create a trusting atmosphere where students feel comfortable sharing their experiences and engaging in meaningful discussions.

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Group Dynamics Stage One: Building Trust

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Group Dynamics Stage One: Building Trust

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This stage focuses on creating a safe and welcoming environment where students feel comfortable sharing. This will be done through icebreaker activities, open discussions, and establishing group norms. Confidentiality expectations will be clearly explained, including the limitations regarding safety concerns. The goal of this stage is to help students build relationships with each other and with me as the facilitator, making sure they feel supported before diving into deeper discussions about anxiety.

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Group Dynamics Stage Two: Active Participation 

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Group Dynamics Stage Two: Active Participation 

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During this stage, students start working on their personal growth and learning new coping strategies. Sessions will focus on skill-building activities, discussions about managing anxiety, and real-life applications of what they’re learning. Group members will engage in self-reflection, role-playing exercises, and peer support activities to practice techniques in a safe space. I will also conduct regular check-ins to gauge how students are feeling, ensure they are making progress, and adjust activities as needed to best meet their needs.

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During this stage will help students process what they’ve learned and prepare to continue applying their skills after the group ends. Students will reflect on their progress, identify which strategies have been most helpful, and discuss how they can maintain their growth moving forward. We will also reinforce the importance of continued confidentiality, even after the group disbands. To provide a sense of closure, students will participate in a final reflection activity where they share key takeaways and set personal goals for managing anxiety in the future.

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For this group, I will use a democratic leadership style. I will value the opinions from the group, using guided discussions while allowing students to contribute their thoughts, ideas, and experiences. This approach works well for a teen anxiety support group because it helps students feel heard, and involved in their own growth process. By creating an open and supportive environment, students can take ownership of their progress while still receiving structure and guidance. Research suggests that democratic leadership improves group cohesion and engagement, making it an effective choice for counseling settings (Verywell Mind, 2023). This leadership style will allow students to develop confidence in their decision-making and communication skills.

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Throughout the sessions, several of Yalom’s therapeutic factors will be present. Universality will play a major role as students realize they are not alone in their struggles with anxiety, which can be a powerful source of comfort. Instillation of hope will emerge as students see their peers successfully using coping strategies, inspiring them to believe in their own progress. Interpersonal learning will also be a key factor, as students gain insight from each other’s experiences and develop stronger communication skills in a supportive group setting. These elements will contribute to the overall success of the group, helping students feel more confident and connected.

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American School Counselor Association (ASCA). (2019). ASCA school counselor professional competencies. Retrieved from https://www.schoolcounselor.org/getmedia/a8d59c2c-51de-4ec3-a565-a3235f3b93c3/SC-Competencies.pdf

Missouri Professional School Counselors and Counselor Educators. (2015). Professional school counselor small group counseling guide: A professional school counselor’s guide to planning, implementing, and evaluating school-based counseling groups.

Texas Administrative Code. (2023). Title 19, Part 7, Chapter 239, Rule §239.15: Standards for the School Counselor Certificate. Retrieved from https://texreg.sos.state.tx.us/public/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=19&pt=7&ch=239&rl=15

Verywell Mind. (2023). Leadership styles and how they work. Retrieved from https://www.verywellmind.com/leadership-styles-2795312

Yalom, I. D. (1995). The theory and practice of group psychotherapy (4th ed.). New York: Basic Books.

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Legal Requirements for Small Group Counseling

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Legal Requirements for Small Group Counseling

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One legal requirement for conducting small group counseling in Texas schools is implementing a comprehensive, developmental school counseling program based on student needs. According to the Texas Administrative Code, school counselors are responsible for designing, implementing, and evaluating counseling programs that align with The Texas Model for Comprehensive School Counseling Programs (Texas Administrative Code, 2023). This means that my small group on anxiety must be structured in a way that proactively supports students' personal, social, and academic development.

Another legal requirement is using appropriate counseling theories and techniques to support students. In my group, I will use evidence-based approaches, such as cognitive-behavioral techniques and mindfulness strategies, to help students develop coping skills and build confidence.

Reference:
Texas Administrative Code. (2023). Title 19, Part 7, Chapter 239, Rule §239.15: Standards for the School Counselor Certificate. Retrieved from https://texreg.sos.state.tx.us