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The group will be called W.C., which stands for "We Can." This group is dedicated to supporting

individuals who are struggling with mental health issues by providing motivation and

reassurance. The purpose of this group is to offer students the support they need to succeed and to help them

navigate and overcome any mental health challenges they may face. It will help students address

and manage their mental health concerns.

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Students believe that they can grow and improve through effort and learning, which supports their resilience and mental health. Students develop skills for managing their emotions, stress, and behavior. This includes strategies for coping with anxiety and depression, which are vital for mental health.Students make informed choices that affect their mental health and well-being, including seeking help when needed and making positive life choices. Students have confidence in their ability to manage challenges and setbacks, contributing to better mental health and stress management.

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Social media platforms will be utilized to promote the group, along with school communication channels to reach students on campus. I will organize informational sessions for participants, staff, and local volunteers interested in facilitating the group. These sessions will provide a detailed overview of the group’s objectives, structure, and benefits. They will also offer an opportunity for attendees to ask questions, provide input, and express their interest in involvement.

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In the interview, begin by asking candidates to share their background and experience related to mental health, their interest in joining the group, and their knowledge of the group's mission and activities. Follow this with behavioral and situational questions, such as describing a time they assisted someone with a mental health issue, how they would handle an unproductive group member, and a challenging team situation they resolved. Next, explore their skills and knowledge with questions about their stress management strategies, approaches to educating peers about mental health, and awareness of recent trends in the field. Inquire about their role-specific abilities by asking how they would contribute to mental health awareness activities, their experience with crisis intervention, and their methods for ensuring confidentiality. Have candidates reflect on their personal strengths and weaknesses in mental health work and their strategies for staying informed. Conclude by allowing candidates to ask questions, explaining the next steps, and thanking them for their time. Finally, evaluate their responses against your criteria, check references, and make a decision on their suitability for the group.

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For our college mental health small group, we need to follow some simple ground rules to make sure it's a helpful and safe space. Everything discussed in the group is confidential, but we must share if there's a risk of harm. Everyone should respect each other by listening carefully and avoiding interruptions or negative comments. It’s important to keep an open mind and value each person’s experiences. Everyone should actively participate, respect each other's boundaries, and share only what they're comfortable with. Give helpful and positive feedback, be on time, and keep discussions within set time limits. Turn off phones to avoid distractions. If you have any issues with the group, let the facilitator or counselor know. Approach the group with a focus on personal growth and handle disagreements calmly. Always be honest and don’t share what happens in the group outside without permission.

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Stage 1: Forming

In the Forming stage, the primary objective is to build relationships, establish trust, and set group norms. To foster relationships and trust, start with icebreakers and introductions that allow members to share personal interests, helping them feel more connected. Create a safe space where members can express their thoughts and feelings without judgment, using active listening and validating each contribution. Establish group norms through collaborative discussions, where members agree on expectations such as respect, punctuality, and active participation. Document these norms in a written agreement that all members sign, ensuring clarity and commitment. Address confidentiality by explaining its limits, such as cases of immediate harm or legal requirements, and clarify that while confidentiality is expected, it cannot be guaranteed completely. Obtain verbal or written consent from members acknowledging their understanding and commitment to respecting each other's privacy.

Stage 2: Storming and Norming

During the Storming and Norming stages, the focus shifts to maintaining cohesion and productivity while tracking progress. To keep members cohesive and productive, use brief, structured check-ins at the beginning or end of each session to gauge feelings about the group's progress and address any issues. Reiterate the group's goals and each member's role to ensure everyone remains aligned and focused. Implement feedback mechanisms, such as anonymous surveys, to gather honest input on group dynamics and effectiveness. Be prepared to adjust group activities or norms based on this feedback to improve engagement and address any emerging challenges.

Stage 3: Performing and Adjourning

In the Performing and Adjourning stages, facilitate a constructive closure while ensuring continued confidentiality. Plan for group closure by conducting reflective activities that help members articulate what they have learned and achieved. Create a space where members can express their feelings about the group ending, validating their emotions and discussing the positive outcomes of their participation. Reinforce the importance of maintaining confidentiality even after the group ends, reminding members that the commitment to privacy extends beyond the group’s duration. Establish a follow-up plan, such as individual check-ins or alumni groups, to provide ongoing support and address any lingering concerns

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A good leadership style for a college mental health group is Participative Leadership. This means getting everyone’s input, sharing decisions, and keeping communication open. By asking for feedback and involving members in making decisions, everyone feels more involved and committed. Encouraging members to take charge and being friendly and understanding helps build their confidence. This approach makes the group feel like a community where everyone is included, making it work better overall.

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Yalom’s therapeutic factors are important for making a college mental health group helpful and supportive. Universality makes members feel less alone by showing them that others have similar problems. Instillation of hope helps members stay motivated by showing that improvement is possible. Sharing useful information lets members exchange helpful tips and strategies. Altruism boosts self-esteem as members help each other. The group also helps people understand their own relationship patterns. Members learn and improve their social skills by observing and interacting with others. Feedback from the group helps people understand themselves better. Feeling a sense of belonging is encouraged, and talking about feelings helps release emotional stress. Finally, addressing big questions about meaning and responsibility helps members grow and find support.

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Legal requirements for college mental health groups involve keeping student information private and following rules like HIPAA and FERPA. This means protecting what students share and only breaking confidentiality if there’s a serious risk of harm or legal need. Before joining, students must be clearly informed about what the group involves. Mental health professionals also need to meet ethical standards and have the right qualifications to provide support. Following these rules helps ensure a safe and trustworthy environment for students seeking help

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Ethics in a college mental health group are all about making sure the group is safe and supportive. This means keeping what members share private, except when there’s a serious risk of harm or a legal reason to share it. Members need to know exactly what the group is about, its goals, and any risks before joining. Group leaders should be respectful and not let personal relationships affect their work. They also need to be properly trained and qualified to help with mental health issues. These practices help create a trustworthy and effective group.

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American School Counselor Association. (n.d.). ASCA mindsets and behaviors for student success: K-12 college- and career-readiness standards for every student. Retrieved from https://www.schoolcounselor.org

National Institute of Mental Health. (2022). Mental health: A guide to understanding. U.S. Department of Health & Human Services. https://www.nimh.nih.gov/mental-health-guide

Yalom, I. D. (2005). The theory and practice of group psychotherapy (5th ed.). Basic Books.