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This group counseling network focuses on first-generation college students aged 18 to 25 who are experiencing stress and emotional challenges. The primary goal is to help them manage stress and improve their emotional wellness. The group will be closed to foster strong bonds among members, encouraging mutual support and reducing feelings of isolation. By working together, participants can gain a sense of community, address shared concerns, and realize they are not alone in their struggles.

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Mindset 1: Belief in development of whole self, including a healthy balance of mental, social/emotional, and physical well-being

Focusing on stress management and emotional wellness supports the development of mental and social/emotional balance, helping students prioritize overall well-being.

Mindset 2: Sense of acceptance, respect, support, and inclusion for self and others in the school environment

Participants will develop a stronger sense of acceptance and support from their peers, promoting inclusion and respect.

Learning Strategies - B-LS 1: Demonstrate critical-thinking skills to make informed decisions

Helping students develop strategies for managing stress allows them to apply critical thinking when deciding how to handle academic and personal pressures effectively.

Self-Management Skills - B-SMS 7: Demonstrate effective coping skills when faced with a problem

Focusing on teaching stress management techniques equips students with practical coping skills to handle stress and emotional challenges.

Social Skills - B-SS 2: Create positive and supportive relationships with other students

Students will learn to build positive relationships and create a supportive peer network, reducing feelings of isolation.

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To disseminate information for the small group counseling for first-generation college students on stress management, the following strategies can be used:

Email Communications - sending detailed information to students, counselors, and faculty members via email, explaining the group’s purpose, schedule, and how to join.

Flyers and Posters - posting flyers in common areas such as student unions, libraries, and dormitories to reach the target audience. Also, place them in faculty mailboxes and workrooms to inform teachers and staff.

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Participants will be notified through emails, flyers, and faculty referrals, explaining the group's purpose and details. Students will then complete a short survey and have one-on-one chats to assess their interest, readiness, and commitment. Each participant will be screened individually to ensure the group is a good fit for them. Students who need stress support and are willing to engage in the group will be selected based on the screening.

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To ensure ethical practice, the informed consent process for the First Gen Support Network will follow campus or company policies. The consent form provided will include important details such as the group's goals, meeting times, and confidentiality agreements. The informed consent process will take place before the screening interviews to ensure that students make an informed decision. It is crucial for professionals to stay updated on policies from national organizations like the American Counseling Association (ACA) and the American School Counselor Association (ASCA) to maintain legal and ethical standards.

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The following pre-determined set of rules will be set:

Respect confidentiality (what is shared in the group stays in the group).

One person speaks at a time.

Use respectful language and responses.

Everyone is encouraged to share but can pass if they feel uncomfortable.

Be on time and come prepared.

The rules that can be determined by the group can be suggested and agreed on by the group members, like how feedback should be given and ways to manage off-topic discussions.

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Stage 1

Building relationships at the beginning of the group is crucial, so open communication and establishing a safe, non-judgmental space from the first session, using icebreakers and small group activities to encourage bonding.

Stage 2

Regular check-ins at the beginning of each session will be done to allow members to reflect on their own progress, share challenges, and celebrate successes. Activities related to group objectives, like stress management, will be used to encourage engagement and growth.

Stage 3

The group will close by reflecting on personal growth, addressing any feelings of abandonment, while reinforcing the importance of post-group confidentiality and providing a follow-up plan with resources for ongoing support and reconnection if needed.

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The best leadership style to use Participative Leadership (Democratic) to not only lead the session, but to also be part of it by participating in activities to create mutual respect and a better connection with the participants.

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Confidentiality and Privacy

Counselors must maintain confidentiality in group sessions, following Texas laws and ASCA guidelines. While full confidentiality can't be guaranteed, protecting students' information (in line with FERPA) is crucial legal compliance and building trust and honest communication with members.

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Universality

This will help students realize that they are not alone in their struggles and knowing that others are experiencing similar challenges can reduce feelings of isolation and provide comfort.

Instillation of Hope

By seeing others in the group cope with or overcome similar challenges, students will feel hopeful about their own ability to manage stress and maintain their mental health.

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Corey, M.S., Corey, G., & Corey, C. (2010). Groups: Process and practice (8th ed.). Brooks/Cole.

Hansen, S. (2009). The five stages of group development. School Counseling Zone, 1-3.

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

Kendra Cherry, M. (2023, June 27). How to Lead: 6 Leadership Styles and Frameworks . Retrieved from verywellmind.com: https://www.verywellmind.com/leadership-styles-2795312

Leadership Styles . (2015, May 11). Retrieved from nwlink.com: http://www.nwlink.com/~donclark/leader/leadstl.html

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. https://angelo.blackboard.com/bbcswebdav/pid-4900645-dt-content-rid-44743587_2/xid-44743587_2

Alexandria, VA. American School Counselor Association (2021). ASCA Student Standards; Mindsets and Behaviors for Student Success. https://www.schoolcounselor.org/getmedia/7428a787-a452-4abb-afec-d78ec77870cd/Mindsets-Behaviors.pdf

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Informed Consent

Before group counseling begins, participants must give informed consent, understanding the group’s purpose, their rights, and the limits of confidentiality. This ensures transparency and ethical practice, allowing students to establish clear expectations and make informed decisions.