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Starting Point is a small group designed to address social anxiety in the classroom. This small group will be offered to first-year students in a university setting.

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Group Mindsets:
M3. Positive attitude toward work and learning
M4. Self-confidence in ability to succeed

M5. Belief in using abilities to their fullest to achieve high-quality results and outcomes

Group Behaviors:

B-LS 4. Self-motivation and self- direction for learning

B-SMS 6. Ability to identify and overcome barriers

B-SMS 7. Effective coping skills

B-SMS 10. Ability to manage transitions and adapt to change

B-SS 6. Effective collaboration and cooperation skills

B-SS 8. Advocacy skills for self and others and ability to assert self, when necessary

(American School Counseling Association, 2021)

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To disseminate the information to parents and students of first-year college students, a mass school email will be sent. The email will explain the purpose and benefits of the group and have contact and enrollment information. Material will also be sent in first-year student's orientation packets and through the school's social media and app.

An informative email with an attached flyer will be sent to professors of first-year college students. The email will explain the signs of social anxiety and the importance of the group. The flyer can be given to students the professor believes will benefit from joining the group.

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SPIN (Connor, Davidson, Churchill, Sherwood , Foa, Weisler, 2000)

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Individual pre-group interviews will conducted for students who voluntarily enroll in the group. The individual will be informed through email, text, and phone calls. Also, two questionnaires will be emailed to the individual to complete before the interview so their anxiety levels can be assessed. Once the interview takes place, each individual will be asked their level of commitment to the group and their thoughts and feelings regarding social anxiety.

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Informed Consent Parent Guardian (Missouri Department of Elementary and Secondary Education, 2015)

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Consent will be required for each participant. Since age ranges vary in a university setting, consent from minors and adults will be required. Consent forms will be explained and given to individuals during the interview process. The participant will be required to submit the form during the first session.

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1. Confidentiality. Privancy is essential by all group members and leaders

2. Attendance. It is important that each member attend every session, arrive on time, and stay for the entire session in order not to disrupt the group.

3. Communication. Students need to express themselves through words instead of physical actions.

4. Participate. Healing and growth depends on how much group members are able to connect, learn, and share with one another.

(Ackerman, 2023)

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The dynamic of the group is first-year college students suffering from social anxiety.

Stage 1: Trust and relationships will be built between the students by offering techniques to help with social anxiety and small group exercises in the first few group sessions. Group norms will develop by providing activities to help members become more comfortable. Also, establishing a routine for each session will help students normalize the process. Before each session, the group leader will address confidentiality, its importance, and the consequences if confidentiality is broken.

Stage 2: The group leader will address aggressive members and students who monopolize the conversation or seek attention to keep students working cohesively and productively. The group leader will also lead group activities and exercises to achieve learning outcomes. The student's progress will be gauged throughout the group by offering time at the end of each session to check in with the students and see how they feel about their progress and what they think they still need guidance on.

Stage 3: The group will close by offering fun games and a ceremony so that closure will feel positive to the members. The group leader's goal will be to make the students feel they have achieved a significant accomplishment and are ready to go and implement what they have learned daily. The group leader will check in with the students a few times once the session ends so they still feel supported. Also, to remind the students about the importance of confidentiality.

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The participative leadership style will work best for this group because it allows members to make decisions. Also, creating an atmosphere of creativity and motivation. This leadership style will help students feel important and guide the group towards their learning outcomes.

(Cherry, 2023)

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These are the factors that would present itself in this group.

  Instillation of Hope- the mindset the treatment will work

  Universality-the feeling of we are not alone

  Development of socializing techniques -developing social learning or interpersonal skills

  Direct Advice - receiving and suggesting strategies for handling problems

  Interpersonal learning - receiving feedbacks and learning new ways of relating to others

(Yalom, 1995)

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The Texas Administrative Code a. 7. states that a counselor needs to create a school counseling program that understands the social, environmental, and cultural aspect of the students so that their education and personal growth is being developed.

(Texas Administrative Code, 2001)

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The ACA Code of Ethics section A.9.a. states that counselors must screen their group participants. The counselor must ensure that the participants have similar goals, needs, and well-being. The code also states that participants need to be compatible with the group to the best extent possible.

(ACA Code of Ethics, 2014)

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American Counseling Association. (2014). ²⁰¹⁴ ACA code of ethics. https://www.counseling.org/docs/default-source/default-document-library/2014-code-of-ethics-finaladdress.pdf

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

Cherry, K. (2023, June 27). 6 leadership styles and Frameworks. Verywell Mind. https://www.verywellmind.com/leadership-styles-2795312

Connor KM, Davidson JR, Churchill LE, Sherwood A, Foa E, Weisler RH. Psychometric properties of the Social Phobia Inventory (SPIN).

New self-rating scale. Br J Psychiatry. 2000 Apr; 176:379-86. doi: 10.1192/bjp.176.4.379. PMID: 10827888.

Ackerman, C. (2023, October 13). Your ultimate group therapy guide (+ activities & ideas). PositivePsychology.com. https://positivepsychology.com/group-therapy/

Missouri Department of Elementary and Secondary Education. (2015). Missouri Department of Elementary and Secondary Education homepage. Guide Response Service Small Group Counseling Guide 2015 . https://dese.mo.gov/media/pdf/guid-respon-serv-small-group-counseling-guide-2015

Nik. (2018, June 11). Photo by Nik on unsplash. Difficult roads lead to beautiful destinations desk decor photo – Free Post Image on Unsplash. https://unsplash.com/photos/z1d-LP8sjuI

19 Tex. Admin. Code §239.15

Rodriquez, A. (n.d.). Social Anxiety and fear. stock illustration. Adobe Stock. https://stock.adobe.com/images/social-anxiety-and-fear/216248694?prev_url=detail

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