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This group was created to help students who suffer from anxiety or high levels of stress from academic pressures, including test taking, work load, time management, and organization.  These students’ anxiety and stress are higher than a normal level of anxiety that comes and goes with tasks.  This type of anxiety, negatively impacts the student to the point of interference with performance.  The ages include 11-13 years of age; specifically, students in middle school grades 6th-8th.

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Conducting pre-group screening/interviews and collecting pre-group data is essential before the students are chosen. In order to maximize the benefits for each student and their peers, certain information must be collected.
Screening/Interviews: According to the Missouri Comprehensive Guidance Counseling Program, in its report of Responsive Services Small Group Counseling Module (2015), this process is completed to through an interview with the student to provide information about the group, including meeting times, expectations, rules, and its purpose.  Once this step is completed, a student's readiness and level of interest can be determined. A student, with the help of the counselor and parents, can then decide if they want to be a participant depending on if the group fits their needs or if they need a different type of service.
Pre-Group Data: Data collection could range from objective data pieces such as grades, attendance, and referrals, to more subjective data that include counselor or teacher observations, parent reports, and student interviews (Missouri Comprehensive Guidance and Counseling Program, 2015). Students will be have more appropriate placement in groups if more data is available.

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(Missouri Comprehensive Guidance And Counseling Program, 2015)

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The rules listed above will be read and reviewed prior to a student committing to the group. Students will seek clarification of any of the rules. The counselor will also address the consequences for breaking any of these rules. Specifically, if confidentiality is broken, removal from the group may occur. In addition to the rules, as a group, the students can decide what specific feedback they would like to provide in terms of what coping skills or tools have worked well and which have not.

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The dynamics of a group is essential to the success of the overall purpose and benefit of the group. In order to secure this, the following steps will be completed.
Step 1: Creating a trusting and safe environment is priority.  Most of the students may feel uneasy about their anxiety, and to ensure they will feel comfortable to speak and share, the confidentiality limitations will be explained. However, students will be reminded of the expectations that were clearly stated when signing the assent form. Consequences of breaking confidentiality will be discussed. Students will be encouraged to share their academic anxiety issues and in doing so, create a safe place for sharing/feedback that will benefit all group members.
Step 2: To maintain a smooth session, certain norms will be established. The group will have a regular routine to follow in sharing and providing feedback.  The counselor will also step in if a student is speaking for too long, trying to take control of the session, or begins to share information that is not appropriate for this particular group. Progress will be measured by periodically conducting interviews with members to gauge how they perceive their progress or lack of.  Other means of measuring progress include grades, teacher input, and parent input.
Step 3: In order for students who may already have a fragile mental state or anxiety issues to not be negatively affected by the closing of the group each day, the counselor could discuss how each session will close( Encyclopedia of Mental Disorders, n.d.).  This gives stability and routine. The counselor can also share the end date of the group to give students time to process the ending of the group.

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For R-MAAS, students would also sign a consent form to consent for participation and to acknowledge the rules established for the group. This will be an opportunity for each student to remove themselves if they feel they cannot abide by the rules and parameters.

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A.11.d. Appropriate Transfer of Services: If at any time, a student shows signs or speaks of issues that are not related to the group's purpose, the counselor can refer a student to other professionals if needed, especially if the issue is more serious and harmful to the student (Code of Ethics, 2014). If it is not a serious issue, a counselor can still choose to provide another type of individual service if needed to maintain the focus of R-MAAS.

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The ACA Code of Ethics are guidelines to help inform of the ethical practices of professional counselors (ACA Code of Ethics, 2014).
A.9. a. Screening: Screening of potential participants must be done extensively to ensure this group meets the needs of the students and will not impede the group process. In addition, each student's well being will not be negatively affected by the group (Code of Ethics, 2014). Extensive screening will reduce potential issues and maximize the experience for all.

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ASCA Mindsets and Behaviors Mastered by R-MAAS

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ASCA Mindsets and Behaviors Mastered by R-MAAS

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What specific mindsets and behaviors will R-MAAS actively work to master?
Mindset Focus:
M 1. Belief in development of whole self, including a healthy balance of mental, social/emotional and physical well-being.
M 3. Positive attitude toward work and learning.
M 4. Self-confidence in ability to succeed.
M 5. Belief in using abilities to their fullest to achieve high-quality results and outcome.
Behavior Focus:
B-LS 3. Time-management, organizational, and study skills.
B-SMS 1. Responsibility for self and actions.
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-SS 2. Positive, respectful and supportive relationships with students who are similar to and different from them.
B-SS 8. Advocacy skills for self and others and ability to assert self, when necessary.

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Possible therapeutic factors that may be present in this group are as follows:
1. Installation of Hope: Students may feel hope they can better manage or even reduce academic pressure anxiety with the tools and strategies this group will provide.
2. Universality: Students will understand, with the presence of other students who suffer from similar issues, that they are not alone in their anxious feelings. This in itself may create a calming feeling of relief for many.
3. Direct Advice: During group sessions, students will learn about coping techniques and tools that will help them when managing their anxiety.

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(Missouri Comprehensive Guidance And Counseling Program, 2015)

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Obtaining Parent Consent and Student Assent 

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Obtaining Parent Consent and Student Assent 

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It is best to always obtain not only parental consent for counseling groups at school; in addition, it is best practice to obtain student assent (Falco, 2011, as cited in American School Counselor Association, 2020).

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The creation of R-MAAS will be publicized through various means. In our small campus, posters in the halls are an avenue for students to become aware of various activities. Hence, a poser would be created with the name of the group and a brief explanation of its purpose. A student could privately visit with the counselor about joining the group. The counselor would also send out the information through her Google classroom that all students are a part of.  Students could privately respond to the information if they are interested. The school also has a FB page that reaches many parents. The group could be announced on this platform, giving parents an opportunity to speak to their child if this is an issue they suffer from. Lastly, R-MAAS would also be posted on the school's website with a short description of the group's purpose.

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The best leadership style for this particular group would be participative. In this group, it is important to allow each student to discuss their anxious feelings, concerns, and needs. The students should feel comfortable with an organized session led by the counselor, with opportunities for member discussion and feedback. A confidential and relaxed environment would benefit students already suffering from academic pressure anxiety. Participative leadership is a style that combines structure with participant feedback and allows them to feel as an important part of the session (Cherry, 2023).