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This small group counseling program is designed for high school students struggling with academic stress, test anxiety, and time management. Over six weeks, students will learn cognitive-behavioral strategies, mindfulness techniques, and organizational skills to build academic resilience and confidence.

This structured support group will help students reframe negative thinking, develop focus, and improve study habits—leading to long-term success!

Jagiello et al. ( 2024)

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🏆 ASCA Mindsets & Behaviors for Student Success

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🏆 ASCA Mindsets & Behaviors for Student Success

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This group aligns with ASCA’s Mindsets & Behaviors to ensure students build self-management and organizational skills essential for academic success.

📌 Mindsets:
M 1: Development of the whole self, including mental, social, emotional, and academic well-being.
M 2: Self-confidence in students' ability to succeed.

📌 Behavior Standards:
B-SMS 7: Demonstrate coping skills for stress.
B-LS 3: Develop organizational and time management skills.

https://www.schoolcounselor.org/getmedia/7428a787-a452-4abb-afec-d78ec77870cd/mindsets-behaviors.pdf

ASCA (2021)

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📣 How Will Students Learn About This Group? 

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📣 How Will Students Learn About This Group? 

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To ensure students, parents, and staff are informed about the opportunity to join the 'Thriving Under Pressure' group, a multi-layered outreach plan has been developed.

🎯 Students

Classroom announcements & flyers in key areas

Teacher & counselor referrals for identified students

Personal invitations from the counseling office

📧 Parents & Guardians

Emails & newsletters with group details

Direct contact for selected students’ parents

🏫 Teachers & Staff

Faculty meetings & emails with referral instructions

Shared resource folder with group materials

📊 Administrators

Briefing & school announcements for awareness

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🔍 Pre-Group Screening & Selection Process

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🔍 Pre-Group Screening & Selection Process

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We use a structured process to ensure students are a good fit and committed to the group.

✅ Step 1: One-on-One Screening Interviews – Quick check-ins to assess stress levels.
✅ Step 2: Teacher & Counselor Recommendations – Identifying students who may benefit.
✅ Step 3: Self-Assessment Form – Evaluating time management and coping skills.

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Academic Stress Self-Assessment & Screening Form

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A combination of leadership styles will be used to create a supportive and engaging group environment.

Participative (Democratic) Leadership encourages collaboration by allowing students to share ideas and take an active role in discussions, fostering ownership and engagement.

Transformational Leadership inspires students to build resilience, confidence, and goal-setting skills, helping them develop effective coping strategies for academic stress.

Situational Leadership adapts to the group’s needs. When structure is required, clear guidance is provided. As students gain confidence, they are encouraged to take a more active role in discussions and applying learned strategies.

By integrating these leadership styles, the group environment will remain structured yet flexible, ensuring participation, collaboration, and meaningful personal development.

Cherry, K (2023)

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📝 Understanding Confidentiality & Informed Consent

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📝 Understanding Confidentiality & Informed Consent

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Participation in the 'Thriving Under Pressure' group requires informed consent from both students and parents. This process helps establish confidentiality, uphold ethical standards, and create a safe and supportive group environment.

🔒 Confidentiality

Group discussions remain private (except for safety concerns such as harm to self/others or abuse reporting requirements).

Students are expected to respect the privacy of their peers.

📑 Informed Consent Process

Parental Consent: Required for student participation.

Student Assent: Ensures students voluntarily join.

Session Guidelines: Clear expectations on participation & confidentiality.

ASCA(2022)

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Establishing clear group rules is essential for creating a safe, respectful, and supportive environment. These guidelines encourage trust, active participation, and a structured group experience.

🔹 Group Rules

Confidentiality – What’s shared in the group stays in the group, except for safety concerns.
• One Person Speaks at a Time – Active listening and no interruptions.
• Respect Others – Value different perspectives and experiences.
• Participation is Encouraged, Not Forced – Members can choose to share at their comfort level.
• Be Punctual & Present – Arrive on time and stay engaged.
• Keep an Open Mind – Be receptive to learning from others.

🔹 Establishing Group Norms

• These rules will be reviewed in the first session and agreed upon by all members.
• Members will sign a group agreement to acknowledge their commitment to these guidelines.

Missouri Department of Elementary and Secondary Education (2015)

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As the facilitator of this group, I will guide students through Tuckman’s Five Stages of Group Development, ensuring a structured and supportive process for personal growth and academic stress management.

Stage 1 – Forming: In this initial stage, I will introduce group members to each other and establish trust by setting clear expectations and confidentiality agreements. Since some students may feel uncertain or anxious about sharing, I will incorporate icebreaker activities to help them build rapport and feel more comfortable engaging.

Stage 2 – Storming: As the group gains comfort, some students may challenge norms, express conflicting opinions, or hesitate to participate fully. My role will be to address concerns, model healthy communication, and reinforce group expectations to create a safe space for open and respectful discussions.

Stage 3 – Norming: During this stage, group members will develop mutual respect and begin working together more cohesively. As trust grows, students will feel more comfortable sharing their experiences and offering peer support. I will facilitate activities that strengthen collaboration and build a sense of unity within the group.

Stage 4 – Performing: At this point, students will be actively engaged in discussions and applying learned coping strategies. My role will shift towards providing guidance while allowing students to take more ownership of the group process. Participants will support each other in problem-solving and stress management, deepening their self-awareness and confidence.

Stage 5 – Adjourning: As the group prepares to conclude, we will reflect on progress and discuss ways to maintain strategies beyond the group. I will ensure that each participant feels confident in their coping techniques and provide resources for continued self-improvement. Some students may experience mixed emotions as the group ends, so I will acknowledge their growth and offer follow-up support to ease the transition.

Missouri Department of Elementary and Secondary Education (2015)

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Dr. Irvin Yalom identified key therapeutic factors that contribute to the effectiveness of group counseling. The following factors will be emphasized in our group:

Universality: Students realize they are not alone in their struggles with academic stress.

Instillation of Hope: Seeing others successfully manage stress fosters optimism and motivation.

Interpersonal Learning: Students develop better communication and emotional intelligence skills by interacting with peers.

Catharsis: A safe space allows students to express emotions, reducing stress and fostering self-awareness.

Group Cohesion: Creating a supportive environment enhances engagement, trust, and learning outcomes.

Yalom, I. D. (1995)

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Confidentiality, FERPA Compliance & Informed Consent

Ensuring legal and ethical compliance in group counseling is essential for protecting student privacy, upholding professional standards, and maintaining trust among participants.

Confidentiality & FERPA Compliance:

Under FERPA (Family Educational Rights and Privacy Act), student records and personal information must remain confidential.

Group discussions are private, except when safety concerns arise (harm to self/others or abuse).

Parents have the right to access their child's educational records, but group discussion content remains protected to maintain student trust.

At the start of the group, students will be informed about limits to confidentiality and provided with clear guidelines on safe disclosure while respecting privacy.

Informed Consent & Ethical Guidelines:

Parental Consent is required for minors to participate in school-based counseling groups.

Student Assent is encouraged to ensure voluntary participation and help students understand their rights and responsibilities.

ASCA & ACA Ethical Standards:

ASCA (American School Counselor Association) emphasizes confidentiality, informed consent, and professional responsibility.

ACA (American Counseling Association) requires group facilitators to create an inclusive, respectful, and ethical counseling environment.

Best practices include distributing informed consent forms at the start of the group, educating students on their rights, responsibilities, and privacy expectations, and regularly reinforcing ethical considerations.

ASCA (2014), Texas Education Code § 26.004 (2023), Texas Education Code § 33.003 (2023)