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Brave Hearts: Coping with Anxiety Small Counseling Group 

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Brave Hearts: Coping with Anxiety Small Counseling Group 

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By giving Elementary students, in grades 3rd-5th, the skills they need to manage their anxiety, the Brave Hearts: Coping with Anxiety group will benefit the school's campus and enhance students' emotional health, participation in class, and academic performance. This group will assist lessen avoidance behaviors, increase focus, and promote a more positive school experience by treating anxiety early.

Through a proper needs assessment, the results will identify students who suffer from anxiety require organized, small-group treatment. Brave Hearts will help create a more encouraging learning atmosphere that encourages emotional development and resilience by giving participating students a secure setting in which to practice coping mechanisms.

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The Mindset Standards below outline the goals for students in the small group:

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M 1. Belief in development of whole self, including a healthy balance of mental, social/emotional and physical well-being (ASCA, 2021).

M 2. Sense of acceptance, respect, support and inclusion for self and others in the school environment (ASCA, 2021).

M 3. Positive attitude toward work and learning (ASCA, 2021).

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I will conduct 1:1 conferences with teachers, email announcements, and create flyers to distribute to teachers, parents, and students in order to promote the Brave Hearts: Coping with Anxiety small group. To guarantee awareness, information will be shared via classroom presentations, social media, and school newsletters. In order to answer any questions and promote involvement, a parent information session will also be hosted.

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Several procedures are included in the screening process to identify group members in order to guarantee every student benefits from the small group on coping with anxiety. Referrals are first gathered from teachers, parents, or students who identify themselves as having anxiety-related difficulties. Each referred student is then given a quick one-on-one meeting to determine their needs, preparedness, and participation interest. Consent from parents or guardians is sought to guarantee family participation and support. In the end, students are chosen according to their need, the dynamics of the group, and their capacity to gain from the planned sessions in a secure and encouraging setting.

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Brave Hearts: Coping with Anxiety group will follow a defined approach to gain assent or informed consent. Parents/guardians will first get a comprehensive consent form that includes information about the group's goals, activities, purpose, and confidentiality policies. Students will also take part in an age-appropriate talk that explains the group's goals and expectations. To guarantee moral and knowledgeable participation in the group, both parental and student agreement must be acquired prior to participation.

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Group Rules for Brave Hearts small counseling group are outlined below:

Respect Everyone – Listen actively, speak kindly, and honor different perspectives.

Confidentiality – What is shared in the group stays in the group (unless safety concerns arise).

Participation – Engage in discussions and activities at your comfort level. Support and encourage one another without criticism.

Stay Present – Avoid distractions and give your full attention during sessions.

Use “I” Statements – Share personal feelings and experiences without blaming others.

During the initial group session, to receive participants feedback, I will ask if they agree to the set rules, if they'd like to add or remove any rules.

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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.

American School Counselor Association. (2021). ASCA mindsets and behaviors for student success: K-12 College-, career-, and life-readiness standards for every student. https://www.schoolcounselor.org/getmedia/7428a787-a452-4abb-afec-d78ec77870cd/Mindsets-Behaviors.pdf

Texas Administrative Code. (n.d.). Title 19, part 7, chapter 239, subchapter A: School counselor standards. Texas Secretary of State. Retrieved February 15, 2025, from https://texreg.sos.state.tx.us/public/readtac$ext.TacPage

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

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This group will support students in grades 3-5 and will help with the development of coping mechanisms, sharing experiences, and gaining trust as they move through the different stages (Missouri Professional School Counselors and Counselor Educators, 2015).

In Stage 1, students may have anxiety, hesitancy, or uncertainty about taking part during this phase. Members of the group will concentrate on building trust and comprehending the group's goal. Structured activities and icebreakers help to build relationships and create a safe space (Missouri Professional School Counselors and Counselor Educators, 2015). Setting expectations, establishing ground rules, and promoting involvement are all critical as I facilitate the group sessions.

In Stage 2, as members gain trust, they begin to talk more deeply and share more freely with each other. In addition to practicing new coping mechanisms, students are taught to anxiety control techniques. As group members affirm and encourage one another's experiences, group cohesion grows. Although conflict may occur, it is handled in a way that promotes mutual respect and emotional safety.

In Stage 3, as the group begins to conclude members consider their personal growth, development, and new skills. Students' ability to use coping mechanisms on their own is emphasized. Closure exercises, such sharing personal takeaways or sending encouraging letters, ease the transition even if group members may feel down as the sessions come to an end (Missouri Professional School Counselors and Counselor Educators, 2015). Plans for follow-up guarantee ongoing success outside of the group.

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For the Brave Hearts: Coping with Anxiety group, the facilitative leadership style works well. With this method, students can express their ideas and feelings in a secure and encouraging setting. Instead of just offering answers, it will be beneficial to promote involvement, direct conversations, and assist group members in creating their own coping mechanisms.

Aspects of the supportive leadership style are also advantageous because this leader offer support to students who are struggling with anxiety confidence, empathy, and encouragement—all of which are critical. This approach guarantees that each member feels appreciated and understood while also creating trust.

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Brave Hearts exhibits a number of Yalom's therapeutic factors, including: Group sessions on coping with anxiety. As participants manage their anxiety in a safe setting, these elements contribute to their process of recovery and development. In relation to Universality, members of the group feel less alone and more united when they recognize that they are not the only ones who suffer from anxiety (Yalom, 1995). Through the factor Instillation of Hope, students being able to see the peers succeed in controlling their anxiety will inspire them to believe in their own capacity to become better. Ultimately, the group's goal is to create Cohesion-as trust and a sense of belonging grow, students feel comfortable sharing their ideas and emotions (Yalom, 1995).

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The Texas Administrative Code (TAC) outlines several legal and ethical standards for school counselors. Two important standards that are critical in the success of Brave Hearts: Coping with Anxiety are:

1. Confidentiality (TAC §239.15): School counselors are required to maintain confidentiality of student records and personal information, unless there is a clear and imminent danger to the student or others (TAC, n.d.). This includes safeguarding sensitive information disclosed during counseling sessions. When hosting small groups like Brave Hearts, it's important to adhere to these standards, ensuring that all student interactions remain private unless legally required to share.

2. Student Welfare (TAC §239.13): Counselors must always act in the best interests of the students, promoting their academic, social, emotional, and career development (TAC, n.d.). The Brave Hearts group will put each participant's emotional health and personal development first, creating an atmosphere that promotes equity, safety, and respect for all students.

By following these rules, counselors can assist guarantee students receive ethical services that uphold their rights and improve their general wellbeing.

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(a) School Counselor Certificate Standards. The knowledge and skills identified in this section must be used by an educator preparation program in the development of curricula and coursework and by the State Board for Educator Certification as the basis for developing the examination required to obtain the School Counselor Certificate. The standards also serve as the foundation for the professional growth plan and continuing professional education activities required by §239.25 of this title (relating to Requirements to Renew the Standard School Counselor Certificate). (b) Standard I. Learner-Centered Knowledge: The certified school counselor has a broad knowledge base. The certified school counselor must know and understand: (1) the history and philosophy of counseling; (2) counseling and consultation theories and practices; (3) career development theories and practices; (4) the roles and responsibilities of a comprehensive school counseling program that emphasizes college and career readiness and postsecondary options for all students, including college admissions, college financial aid resources, application procedures, and workforce and career opportunities; (5) assessment principles and procedures, including the appropriate use of tests, test interpretation, and test results; (6) changing societal trends, including demographic, economic, and technological tendencies, and their relevance to school counseling; (7) environmental, social, and cultural factors that affect learners' development and the relevance of those factors to educational, career, personal, and social development, along with comprehensive school counseling programs; (8) learners' developmental characteristics and needs and their relevance to educational and career choices; (9) legal and ethical standards, practices, and issues and the importance of commitment to and implementation of ethical principles; (10) the characteristics and educational needs of special populations; (11) techniques and behavioral interventions to assist teachers with classroom management; (12) the integration of a school counseling program, the Texas College and Career Readiness Standards, and academic curricula; (13) the roles and responsibilities of a comprehensive school counseling program that is responsive to all students; (14) counseling-related research techniques and practices; (15) developing and teaching best practices on leadership skills; (16) how cultural factors and group membership impact individual students; (17) the comprehensive school counseling program model; (18) how to utilize various forms of technology and how inappropriate use could be professionally and personally harmful; and (19) an understanding of systems, including family dynamics and school environments. (c) Standard II. Learner-Centered Skills: The certified school counselor applies the knowledge base to promote the educational, personal, social, and career development of the learner as outlined in The Texas Model for Comprehensive School Counseling Programs. The certified school counselor must: (1) develop processes and procedures for planning, designing, implementing, and evaluating The Texas Model for Comprehensive School Counseling Programs; (2) provide a proactive, comprehensive, developmental school counseling program based on the needs of students, as set forth in The Texas Model for Comprehensive School Counseling Programs; (3) counsel individuals and small groups using appropriate counseling theories and techniques in response to students' needs; (4) consult with parents/guardians, teachers, administrators, and other individuals as appropriate to enhance his or her work with students; (5) coordinate resources, referrals, and follow-up procedures for students within the school and community; (6) demonstrate proficiency in teaching small and large groups by actively engaging students in the learning process; (7) participate in the selection, use, and interpretation of assessments and assessment results; (8) use multiple sets of information and data to make decisions about students, programs, and services; (9) use counseling-related research techniques and evidence-based practices to address student needs; (10) advocate for a comprehensive school counseling program that is responsive to all students; (11) facilitate learners' ability to achieve their potential by helping them set and attain challenging educational, career, personal, and social goals based on various types of information; (12) maintain proficiency in counseling and campus-related technology; and (13) use varied sources of information, resources, and practices to counsel students about postsecondary opportunities and college and career readiness. (d) Standard III. Learner-Centered Process: The certified school counselor participates in the development, monitoring, revision, and evaluation of a campus based on The Texas Model for Comprehensive School Counseling Programs that promotes learners' knowledge, skills, motivation, and personal growth. The certified school counselor must: (1) collaborate with others in the school and community to implement a guidance curriculum that promotes learners' development in all domains, including cognitive, social, and emotional areas; (2) facilitate learners' ability to achieve their potential by helping them set and attain challenging educational, career, personal, and social goals based on various types of information; (3) use both preventive and intervening strategies to address the concerns of learners and to help them clarify problems and situations, set goals, explore options, and implement change; (4) implement effective referral procedures to facilitate the use of special programs and services; (5) act as a consultant to help learners achieve success inside and outside of school; (6) advocate for a comprehensive school counseling program and recognize the required time commitment to fully apply the program implementation cycle; (7) create a program mission, goal, and services in alignment with the school mission and campus improvement plan; (8) create and disseminate literature or newsletters to all stakeholders that describe the comprehensive school counseling program and reduce negative stigmas associated with receiving counseling services in a school-based program; (9) establish an advisory council or board with membership of all stakeholders (student, parent, teacher, administrator, community member, other personnel, and support specialists); (10) increase public relations and awareness through community outreach, such as fundraising, grant writing, donations, volunteerism, local businesses, and use of public or guest speakers; (11) provide school-wide professional development and parent workshops throughout the school year; (12) support participation in fair-share responsibilities versus non-counseling related duties; (13) know district, state, and federal initiatives that are to be reflected in a comprehensive school counseling program; and (14) develop practices to promote learners' knowledge about college and career readiness processes necessary to pursue postsecondary opportunities. (e) Standard IV. Learner-Centered Equity and Excellence for All Learners: The certified school counselor promotes academic success for all learners by acknowledging, respecting, and responding to diversity while building on similarities that bond all people. The certified school counselor must: (1) understand learner differences, including those related to cultural background, gender, race, ethnicity, socio-economic levels, academic ability, and learning styles, and know ways to create and maintain a positive school environment that is responsive to all learners; (2) advocate for a school environment in which diversity is acknowledged and respected, resulting in positive interactions across all cultures, genders, ethnicities, and learning styles; (3) facilitate learning and achievement for all students to ensure services that cover an array of exceptionalities, including special populations, by promoting a cooperative, inclusive, purposeful learning environment; (4) take a positive, strength-based approach that builds on commonalities versus differences in all learners; (5) understand how environment and behavior may impact or influence individual learners; (6) ensure equitable access to programs and services for all students; (7) understand how family values, group membership, and culture intersect; (8) acknowledge learners' gifts, strengths, and extracurricular talents when considering programs and services; (9) increase students' awareness and include their voices regarding educational and individualized plans; and (10) ensure equitable access and exposure to postsecondary opportunities and college and career readiness information and resources for students and parents/guardians. (f) Standard V. Learner-Centered Communications: The certified school counselor, an advocate for all students and the school, demonstrates effective professional and interpersonal communication skills. The certified school counselor must: (1) demonstrate effective communication through oral, written, and nonverbal expression; (2) use knowledge of group dynamics and productive group interaction; (3) support responsive interventions by effectively communicating with parents/guardians, teachers, administrators, and community members; (4) facilitate learners' access to community resources; (5) develop and implement strategies for effective internal and external communications; (6) facilitate parent/guardian involvement in their children's education; (7) develop partnerships with parents/guardians, businesses, and other groups in the community to facilitate learning; (8) work effectively as a team member to promote positive change for individuals, groups, and the school community; (9) take a positive, strength-based approach that verbalizes commonalities versus differences in all learners; (10) effectively communicate his or her role and responsibility and counselor identity to all stakeholders to reduce confusion about the duties of a school counselor; (11) adhere to best practices connected to ethical and legal considerations around appropriate use of technology and email, documentation, record keeping, privileged communication, and informed consent process; and (12) facilitate access to and use of school and community information and resources related to postsecondary opportunities and college and career readiness by learners, parents/guardians, teachers, administrators, and community members. (g) Standard VI. Learner-Centered Professional Development: The certified school counselor continues professional development, demonstrating a commitment to learn, to improve the profession, and to model professional ethics and personal integrity. The certified school counselor must: (1) use reflection, self-assessment, and interactions with colleagues to promote personal professional development; (2) use counseling-related research techniques and practices as well as technology and other resources to facilitate continued professional growth; (3) strive toward the highest level of professionalism by adhering to and modeling professional, ethical, and legal standards; (4) apply research-based practice to improve the school guidance and counseling program; (5) engage in ongoing professional development to improve the school guidance and counseling program; and (6) engage in continued professional development experiences to learn and apply concepts, skills, and practices related to increasing college and career readiness and promoting postsecondary opportunities and preparation for all learners.

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(a) School Counselor Certificate Standards. The knowledge and skills identified in this section must be used by an educator preparation program in the development of curricula and coursework and by the State Board for Educator Certification as the basis for developing the examination required to obtain the School Counselor Certificate.