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American School Counselor Association. (2022). ASCA ethical standards for school counselors. Retrieved from https://www.schoolcounselor.org/About-School-Counseling/Ethical-Responsibilities/ASCA-Ethical-Standards-for-School-Counselors-(1)

Asana, T. (2022, November 15). What is a needs assessment? 3 types and examples [2023] • asana. Asana. https://asana.com/resources/needs-assessment

ASCA student standards: Mindsets & Behaviors for student success. (2021). https://www.schoolcounselor.org/getmedia/7428a787-a452-4abb-afec-d78ec77870cd/Mindsets-Behaviors.pdf

Association for specialists in Group Work. (2021). ASGW guiding principles for group work. https://asgw.org/wp-content/uploads/2021/07/ASGW-Guiding-Principles-May-2021.pdf

Brice, C., Masia Warner, C., Okazaki, S., Ma, P.-W., Sanchez, A., Esseling, P., & Lynch, C. (2015). Social Anxiety and Mental Health Service Use Among Asian American High School Students. Child Psychiatry & Human Development, 46(5), 693–701. https://doi.org/10.1007/s10578-014-0511-1

Carla Mooney. (2021). Academic Anxiety. Essential Library.

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# data[].attributes.body
The efficacy of the group will be measured by students being able to discuss, regulate, and healthily cope with their emotions. Students will learn strategies to implement. Llooking at the future Panorama Survey data, those students selected for group therapy would have improved scores.

# data[].attributes.body
Stefanie Mora
Gerard Richard Wichern
Stephanie Salone
Zoey Thomas

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Pre-planning is one of the keys to achieving control and well-organized group counseling so we use our day productively. We set up an expectation to meet twice a week on Tuesday’s and Thursday’s for 40 minutes for six weeks in the counseling conference room. We will respect meeting times and be in attendance.

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A letter will be sent home to the parents / guardians advising them that their child has the opportunity to participate in group counseling for the next six weeks. We will set all group meeting dates on the School Counseling Department calendar for the entire year so administration and teachers are aware. Reminder emails will be sent to the affected teachers weekly.

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Ethical considerations to be mindful of are limits of confidentiality within a small group, providing equitable and culturally sustaining (ASCA, 2022) instruction, respecting student identity and family values (ASCA, 2022), and practicing within the competence level of the counselor (ASCA 2022). Maintaining confidentiality in a group is challenging, so being open with students about the limits of confidentiality and holding them accountable for their part in keeping information private. With such a diverse population, it is important that the counselor takes time to acknowledge the racial and cultural biases they hold, differences they may need to divulge, and be prepared to keenly listen for difficult topics such as race, gender, culture, and language conflicts. The instruction provided must also be culturally appropriate and promote equity. Ethically, the counselor must realize their own limitations in group work and be sure to practice within their understanding or seek guidance and support from a supervisor.

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Potential candidates are first identified through the Panorama data gathered early in the fall semester then screened for the symptoms they are presenting (behavioral, emotional, and physical).Once we have to break down the number of students into smaller groups, some ways to screen students would be through “individual interviews, group interviews, interviews in team staffing, or completion of written questionnaires.” (Tyson, 2004). This will help keep students grouped by similar developmental level, experiences, etc. to keep the groups running smoothly.

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Our proposed group is 10th grade students who scored under a 50% (2.5 / 5) on the Panorama survey, specifically about anxiety in the emotional regulation portion. We chose 10th graders as they might struggle with general anxiety in school due to cliques, academic stress, or fear/confusion about their identities. We thought this particular group would have had a chance to try settling in as ninth graders, and perhaps addressing their needs before college and career stress begins to affect them may be the most beneficial. Candidates are recruted by sending information about the group, goals, and meeting times to the student and their families. This begins the process of screening interviews and then consent.

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1. How likely are you to use at least one of the coping mechanisms taught in a group?

2. How often did you feel listened to by other group members?

3. How often did you actively and respectfully listen to your group members?

4. How likely are you to seek help from a peer when you feel anxious?

5. How likely are you to seek help from an adult at school when you feel anxious?

# data[].attributes.body
Students will meet participation criteria by being available to meet twice a week for group, having parental consent, and falling under the category we deem as “in need” based on the Panorama Survey. During the screener interview, we will cover the student’s perspective (Hatch et al., 2022) about their struggles with school and the behavior they exhibit that is helping or harming their academic performance. We will also discuss their committment to attend (Hatch et al., 2022) each session, which will inform group placement.

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Person-centered counseling was developed by Carl Rogers as a form of nondirective counseling where he created a warm and welcoming environment where his clients felt accepted (Wilson, 2023). When students feel welcomed and safe, they can more easily face their struggles and move forward in a healthy way. This form of counseling gives students the opportunity to take control of their lives through a process of self-actualization. The counselor’s goal is to help empower the students allowing the student to lead the way through their healing journey.

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“Adolescence is a developmental stage characterized by profound physiological, psychological and social change that could make them particularly vulnerable to stressful events” (Yin et al., 2021). We need to be mindful of the type of anxiety each student is experiencing because academic anxiety (Mooney, 2021), social anxiety (Sherrell & Gokbayrak, 2022), and even phobias present differently and will require different approaches in counseling. It would be wise to pre-screen for students’ behavior (Sherrell & Gokbayrak, 2022) patterns to determine a similar type of anxiety within a small group.

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Group Size=8
Age or Grade Level=10th
Type of group, Open or Closed=closed

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A needs assessment is a process for determining the needs between current and desired outcomes.

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10th grade students who score 2.5 or below on the Emotional Regulation portion of the Panorama - related to anxiety
1. Do you feel safe at school?
2. Do you have a peer or friend from school who you can count on to help you, no matter what?
3. Do you have an adult from school who you can count on to help you, no matter what?
4. Do you feel confident when taking an assessment on your skills/knowledge?
5. Do you feel like you have a sense of belonging and are respected at school?

# data[].attributes.attachment_link.title
The 5-4-3-2-1 Method: A Grounding Exercise to Manage Anxiety

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“Social anxiety (SA) disorder affects approximately one in every seven adolescents and is associated with negative outcomes including depression, substance abuse, and impaired academic performance." (Brice, 2015)

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Goals:
1.) To discuss the amount of anxiety students experience while at school.
2.) To help students understand that they are unique individuals and liking themselves is an important step.
3.) To provide opportunities for approaching an adult to be a mentor of some sort.

# data[].attributes.attachment_link.authors[].name
National Institute of Mental Health (NIMH)

# data[].attributes.attachment_link.title
Mental Health Minute: Stress and Anxiety in Adolescents

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A Title 1 High School in suburban Florida with a diverse population of 1500 students with a majority of minority/immigrant students.

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ASCA domains impacted:

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

M 4. Self-confidence in ability to succeed

B-SMS 7. Effective coping skills

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 10. Cultural awareness, sensitivity and responsiveness

# data[].attributes.body
Latino/Hispanic 35%
African American/ Balck 21%
White 19%
Native Peoples 15%
Asian American 5%
Multi racial 5%