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Group Rationale: Coping with Stress and Anxiety Counseling Group 

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Group Rationale: Coping with Stress and Anxiety Counseling Group 

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Transitioning from elementary to middle school can be a stressful experience for many 6th grade students. They face new challenges, such as a larger school environment, different teachers for each subject, and more challenging academic expectations. Social dynamics can also change, with students having to make new friends while navigating peer pressure. Many students may feel anxious about getting lost, being unprepared, or fitting in. A counseling group can provide a safe space for students to share their worries, learn coping strategies, and gain confidence as they begin middle school (Akos, 2020).

This coping with stress and anxiety counseling group aims to help students develop skills to manage stress and build self-esteem. Through discussions, role-playing, and supportive activities, they can practice problem-solving and communication skills. Learning from peers who have similar concerns reassures students that they are not alone. Counselors can also teach relaxation techniques and positive thinking strategies to help students feel more prepared. By the end of the group, participants should feel more confident and ready to take on the transition with less fear and more excitement.

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Generalized Anxiety Disorder (GAD) is when someone worries a lot about many things, even if there's no real reason to worry. This constant worry can make it hard to focus or relax. It’s more than just normal stress and can affect daily life.

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Stress and anxiety are common among 6th graders transitioning to middle school as they face academic, social, and personal challenges. At this age, students are expected to become more independent while managing schoolwork, friendships, and family expectations. Many students worry about grades, peer relationships, and fitting in with their classmates. Stress can also come from changes at home, such as family conflicts or responsibilities. When stress becomes overwhelming, it can affect their emotions, behavior, and even physical health (APA, 2023).

Anxiety in 6th graders can lead to trouble concentrating, irritability, or even physical symptoms like headaches and stomachaches. Some children may avoid school or social activities because they feel too nervous. If not addressed, anxiety can impact their self-esteem and ability to handle future challenges. Teaching coping strategies, such as relaxation techniques and positive self-talk, can help them manage stress in healthy ways. Support from parents, teachers, and counselors is essential to helping 6th graders feel more confident and secure as they transition to the middle school.

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The goal of this group is to help middle school students manage their anxiety by building confidence, developing coping skills, and feeling supported by peers with similar experiences during their transition. Many students may feel overwhelmed by new academic challenges, social pressures, and a different school environment. This group provides a safe space for students to express their worries, learn stress management techniques, and develop a positive mindset about their ability to handle middle school. By the end of the group, students should feel more prepared and less alone in their experiences.

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Launching the Group:

Our group will be launched with an introduction from the school counselor, who will inform the members of their role within the group. Additionally, all members will provide introductions and share their feelings about being in the group. The counselor will address confidentiality expectations and provide an overview of the group’s purpose and what to expect. Furthermore, the counselor will begin working to get involvement from the members and assign responsibilities to everyone.

Creating Trust within the Group:

Some of the ways that trust can be created within the group are through authenticity and self-disclosure. Effective school counselors facilitating groups with racially and ethnically diverse members maintain a nonjudgmental disposition, willingness to use appropriate self-disclosure, and confidence when taking risks (Kottler & Englar-Carlson, 2014). Icebreakers used within a group can be effective opportunities to build trust and rapport among members. The type of icebreakers that would be relevant to middle school students who are experiencing anxiety and/or stress would demonstrate empathy and are reflective of positivity, and support.

Impacts of Diversity:

Diversity plays a significant role in the development of this stage of the group, as it can introduce both challenges and opportunities in building trust and rapport among the students. Counselors must be particularly attuned to cultural differences, understanding that these differences can influence communication styles, emotional expressions, and group dynamics.

Opening Activity: Our first introduction activity will include an icebreaker to help students feel comfortable, allowing them to get to know each other and easing any nervousness that may arise from being in a group setting for the first time. After starting with the icebreaker, the counselor will set the ground rules so that students know what to expect. The icebreaker will be called "Common Ground." In this activity, students will first partner up for 3-5 minutes to find four things they have in common. Afterward, they will switch partners and have a little less time to discover at least three things in common. This exercise will help students build connections and trust.

Processing: Following the icebreaker, students will have the opportunity to engage in a group discussion to process their thoughts and emotions. This discussion will allow them to share the common areas they discovered with each other and reflect on whether they were surprised by these findings.

Closing the 1st Session: In this first session, we will begin establishing a foundation for what our group will consist of and how we envision its development. To close this session, we will conduct a personal goal-setting activity where students can set individual goals they wish to pursue throughout our counseling group.

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1. Kottler, J. A., & Englar-Carlson, M. (2014). Learning group leadership: An experiential approach. Sage.

Summary: Kottler and Englar-Carlson’s book teaches students how to lead counseling and therapy groups. It uses real-life examples and hands-on activities to help readers build leadership skills. The book also focuses on understanding group dynamics and helping members grow through shared experiences.

2. American School Counselor Association. (2022). ASCA ethical standards for school counselors retrieved from https://schoolcounselor.org/getmedia/44f30280-ffe8-4b41-9ad8-f15909c3d164/EthicalStandards.pdf

Summary: The American School Counselor Association (2022) explains what school counselors do and how they support students' success. It talks about the skills and services counselors offer in areas like academics, careers, and social-emotional health. The guide also shows how counselors can make a big difference by working with students, families, and teachers.

3. Corey, M. S., Corey, G., & Corey, C. (2018). Groups: Process and practice (10th ed.). Belmont, CA: Brooks/Cole.

Summary: This text outlines key concepts of the group process. It provides examples of how group leaders can apply diversity, and multicultural counseling into group work. Furthermore, the stages of the group process are analyzed to help facilitate successful group work for the leaders and members.

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Goals and Objectives:

Help create connections and trust among students.

Encourage students to express their authentic selves.

Opening Ritual: To kick off the session, we will conduct a comprehensive feelings check-in to encourage self-awareness and emotional expression among students. This exercise will help set a supportive tone for the storytelling activity that follows.

Feelings Chart: Begin by introducing a feelings chart that displays a variety of emotions, ranging from happy to sad, anxious to excited. This visual aid will help students identify and articulate their current emotions. - Ask each participant to take a moment to reflect on how they feel and choose one or two emotions that resonate with them.

Activities: Students will be given prompts like “Share a story about a time you had to make a tough decision.” This approach not only sparks creativity but also provides an opportunity for them to share personal experiences, fostering trust within the group. (Vallejo, 2024)

Processing: Here are some process questions that can facilitate reflection and discussion during the storytelling activity:

1. What feelings came up for you while sharing your story? - This encourages students to reflect on their emotional responses and promotes vulnerability.

2. How did it feel to listen to others’ stories? - It invites students to consider their reactions to others' experiences, helping to cultivate empathy.

3. Did sharing your story change your perspective on the situation? If so, how? - This prompts deeper thinking about personal growth and understanding.

4. What did you learn about yourself through this storytelling experience? - This encourages self-reflection and raises awareness of personal insights.

5. How did the group respond to your story? Did their reactions affect your experience? - This question explores the impact of group dynamics and peer support.

Closing Ritual: To conclude the session, we will have a brief reflection period where students can share their thoughts about the activity as a whole, reinforcing the connections made and encouraging the continuation of open sharing in future sessions. This structure aims to facilitate a safe environment for storytelling and strengthen the bonds among group members.

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Goals and Objectives:

Enables participants to externalize their worries.

Offers a structured opportunity for problem-solving and gaining perspective.

Encourages participants to open up in a safe, non-judgmental setting.

Opening Ritual: To kick off the session, we will start with a brief check-in. This encourages students to share any new developments or updates in their lives, allowing us to gauge their current emotional state. This practice helps establish a supportive atmosphere before diving into the group activities, fostering a sense of connection and community among participants.

Activities: We will begin by explaining the purpose of the Worry Jar. It’s important to emphasize confidentiality and support, reassuring participants that sharing is voluntary.

- We will encourage honesty and remind everyone that it’s perfectly okay to have worries; acknowledging them is an essential first step.

We will then provide each student with:

- A slip of paper and a pen.

Participants will have about 10-15 minutes to write down their worries. We encourage them to be as specific or general as they feel comfortable being.

- After writing, each participant should fold their paper and place it in the jar. This action symbolizes letting go of their worries, even if just temporarily.

Once all the worries are in the jar, participants will sit in a circle. A volunteer will randomly select a slip of paper from the jar and read it aloud. This will help create an open atmosphere where the group can listen and respond to each worry with kindness. H. (2023),

Processing:

- How did it feel to share your worry with the group?

- Did you find comfort or new perspectives from the discussion?

- What coping strategies were shared that resonated with you most?

- How can you apply what you've learned today when facing future worries?

- What takeaway or affirmation would you like to remember moving forward?

Closing Ritual : We will conclude the session by coming together to recite a group affirmation. Since our focus has been on acknowledging our worries and identifying ways to address them, this positive reinforcement will help everyone leave the session feeling uplifted and empowered

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1. https://www.youtube.com/watch?v=E44XnVP7g18

Summary: This video provides test taking stategies to help students with anxiety. Strategies include deep breathing, focusing on what you know, and asking for a break if needed. The video also provides positive affirmations students can tell themselves when they experience self doubt.

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Test Anxiety Strategies For Kids | Tips-Coping Skills-Affirmations-Elementary-Middle School Students

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Goals and Objectives:

Learning how to reflect on the impacts anxiety and stress have within their bodies, minds, and relationships.

Experience and process a strategy for releasing stress and anxiety.

Identify sources of anxiety and stress

Opening Ritual: Introduce activity by asking students if they have ever thrown rocks into a lake or pool of water before.

Activities: The “Rocky Lakes” activity will begin by having the students to write down their worries and reflect on how their worries have affected them. Afterwards students will ball up and crumble their worries/papers. Students will then release their worries by throwing crumpled paper “rocks” into a trash can. Alternatively, students can choose to shred their papers in a paper shredder. This activity would be best suited for the transition stage because it can help students work through their anxieties and identify the source of their concerns.

Processing: Ask/discuss the following questions amongst the group.

Is there anything that has been making you feel worried, stressed, or anxious?

Are there any situations or environments that you find to be difficult or upsetting?

Are there any people that you encounter who you find cause you to worry or become anxious?

Closing Ritual: Ask/discuss the following questions amongst the group.

Do you feel that letting go is difficult? If so, what parts are difficult?

Does letting go mean that we should forget about what causes our feelings of anxiousness and worry?

How is letting go different from just not worrying about it?

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Goals and Objectives:

·       Students will identify how to categorize sensations, thoughts, and feelings from a nonjudgemental perspective

·       Students will learn how to incorporate positive perspectives amid their worries, stressors, and anxiety

·       Students will apply what they have learned about remaining hopeful, having a positive attitude, and overcoming barriers

Opening Ritual: Ask students if they know about the rose bud flower and show them a picture of it. Explain the stages and parts of a rose- starting with the seed, the bud, the rose and the thorns.

Activities: The “Rose Bud” activity will begin by informing the students that we will be reflecting on their recent experiences over the past few weeks and examining something they foresee in their near future. The students will be provided with a rose template sheet that has the different parts/stages labeled for them to write on. The school counselor will then discuss the representations of the different parts of the rose that the students will use for reflection. The seed of the rose will represent something that they feel is “plant worthy” that they can foresee flourishing in the near future. The thorn of the rose will represent something that has happened recently that didn’t make them feel so good. The rose will represent something good that they have experienced. The bud will represent something good they predict will happen in the coming weeks. After discussing how to complete the activity sheet, students will be allowed a few minutes to reflect and write down their personal experiences before sharing aloud with the group. The school counselor will start by sharing personal reflections using the “rose bud” activity sheet and then ask for volunteers on who would like to share next. This activity would be best suited for the working stage because it can help students work through deeper levels of exploration and allow for students to connect by sharing personal experiences.

Processing: Ask/discuss the following questions amongst the group.

·       What are some of the things you experienced this week that made you feel happy or joyful?

·       Are there any specific people that you encountered recently that brought a smile to your face? Or any specific places that you visited that made you feel happy?

·       Were there any recent experiences that you noticed made you feel anxious, worried or stressed?

Closing Ritual: Ask/discuss the following questions amongst the group.

·       Why might it be helpful to reflect on the positive experiences?

·       How do you think this exercise can help you when you are feeling stressed, worried or anxious?

·       Think of a situation that may occur in the near future, where you can use this exercise to help challenge any negativity that may come to your mind.

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Goals and Objectives:

Help students address common middle school concerns by debunking myths.

Build confidence in navigating middle school challenges.

Encourage peer support and shared problem-solving.

Opening Ritual:

Welcome students and briefly introduce the session's purpose which is to dispel middle school myths.

Icebreaker: “One Cool Thing” Each student shares one thing they’re excited about for middle school.

Activities:

1. Mythbusters Brainstorm (5 min)

Hand out index cards.

Ask students to write one worry or fear about middle school (example: “I won’t be able to open my locker”).

Collect the cards anonymously in a box.

2. Debunking Myths (15 min)

Randomly select a card and read it aloud.

As a group, discuss whether it's a myth or a real concern.

Provide realistic solutions or reassurance (example: “There are teachers and older students to help if you get lost”).

3. Advice from Experience (5 min)

Invite a current middle school student to share their experiences.

Have students share any advice they’ve heard from older siblings, friends, or family.

Processing:

Discuss open ended questions as a group:

“How do you feel about middle school now?”

“What’s one thing you learned today that makes you feel better?”

“What strategies can we use if we feel nervous or overwhelmed?”

Closing Ritual:

Takeaways

Students each write down one myth that was debunked and one strategy they can use for a real concern.

Have each student share a positive affirmation (“Middle school is an adventure, and you’re more prepared than you think!”)

(American School Counselor Association, 2021)

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Goals and Objectives:

Encourage students to interact and build connections with their peers.

Foster a sense of belonging and community within the group.

Help students practice social skills in a fun and engaging way.

Opening Ritual:

Welcome students and introduce the activity of Friendship Bingo.

Icebreaker: “One Fun Fact” Each student shares a fun fact about themselves.

Activities:

1. Friendship Bingo Setup (5 min)

Distribute Bingo cards with prompts such as:

“Find someone who has the same favorite color as you.”

“Find someone who plays a sport.”

“Find someone who has a pet.”

Explain that students must walk around and talk to classmates to find matches.

When they find someone who fits a prompt, that person signs their Bingo card.

2. Playing Friendship Bingo (15 min)

Students move around the room, interacting with as many peers as possible.

The goal is to complete a row, column, or full card, depending on time.

3. Group Discussion (10 min)

After completing the game, students return to their seats.

Discuss as a group:

“What was something surprising you learned about a classmate?”

“Did you find any unexpected similarities with someone?”

“How can making connections like this help in school and beyond?”

Processing:

Reflect on the importance of friendship and inclusivity.

Discuss strategies for continuing to build friendships outside the activity.

Encourage students to consider how small conversations can lead to meaningful connections.

Closing Ritual:

Friendship Takeaways

Each student shares one new connection they made during the activity.

Each student shares a positive affirmation Example (“Friendship starts with a simple hello keep reaching out!”)

(Daily Plans, 2023)

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ASCA ethical standards explain that counselors need to consider diversity and provide students with a culturally responsive counseling program. Diversity affects how counselors plan and run group sessions because students come from different backgrounds and experiences. Culture influences how students express emotions, talk about mental health, and interact with others. Some may prefer to keep personal struggles private, while others are more open. Language differences and nonverbal communication styles can also lead to misunderstandings. Some group members may feel left out or uncomfortable due to race, gender, financial status, sexual preferences, or other factors. Counselors need to be aware of these differences so they can create a safe and welcoming space for everyone (American School Counselor Association, 2022).

To make group sessions work well, counselors should set clear rules that promote respect and understanding. Teaching members about different perspectives can help them learn from each other and avoid conflicts. Using different strategies, such as storytelling or cultural traditions, can make sessions more meaningful for everyone. Counselors should also be ready to handle disagreements and help members feel heard and supported. With good planning and an open-minded approach, counselors can create group experiences where all members feel included and valued despite their differences.

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Transitioning from one Stage of the Group to the Next

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Transitioning from one Stage of the Group to the Next

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This phase can be challenging for both members and group leaders. “During this phase, groups are often characterized by anxiety, defensiveness, guardedness, ambivalence, resistance, a range of control issues, intermember conflicts, challenges to the leader, and various patterns of problematic behaviors” (Corey et al.). To help smooth the transition stage, one might shift one's perspective by giving the other members the benefit of the doubt. They might also keep a positive mindset about any defensive or uncooperative behaviors. All members should exhibit positive attitudes towards their group mates to help with bonding. Challenges will arise within group settings, but resilient mindsets can help to bring cohesiveness to the group. Additionally, assisting members who may be having trouble can be helpful. Some ways members can assist others in the group include encouraging members to express their feelings about self-protection, acknowledging the feelings they present, and remaining non-defensive. As a group, exploring new ways of dealing with group challenges and conflict can lead to deepened relationships and effective resolution.

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Students can cope with social anxiety by practicing relaxation techniques, like deep breathing or mindfulness, to calm their nerves. They can also start small by facing their fears gradually, such as speaking in front of a few classmates, and seeking support from a counselor or trusted adult to build confidence and learn coping strategies.

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Session 8: Closing the Group Letter to Self

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Session 8: Closing the Group Letter to Self

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Goals and Objectives:

Help students reflect on their emotions about transitioning to middle school.

Encourage self awareness and positive self-talk.

Provide reassurance and motivation for future challenges.

Help students identify coping strategies they can use in middle school.

Opening Ritual:

Begin with a brief mindfulness exercise, such as deep breathing or a grounding activity ("5-4-3-2-1" sensory check-in, students describe 5 things they see, 4 things they hear, 3 things they touch, 2 things they smell, and 1 thing they feel)

Ask students to share one word that describes how they feel about middle school.

Reinforce a supportive atmosphere by reminding students that all feelings are valid.

Activities:

1. Discussion & Brainstorming (5 minutes)

Ask students: “What are some things you are excited about for middle school?” and “What are some worries you have?”

Write responses on the board to normalize common concerns.

2. Letter Writing (20 minutes)

Provide each student with paper and an envelope.

Instruct them to write a letter to their future self, addressing the following:

Their current feelings about middle school.

Advice and encouragement for handling tough situations.

Reminders of their strengths and strategies for overcoming challenges.

Goals they hope to achieve in middle school.

Allow quiet time for writing.

3. Collecting Letters (5 minutes)

Have students place their letters in envelopes, write their names on them, and seal them.

Explain that the counselor will mail these letters to them later in the school year as a reminder of their growth.

Processing:

How did it feel to write a letter to your future self?

What is one piece of advice you included for yourself?

How do you think reading this letter later in the year will help you?

What strategies do you think will be most helpful in middle school?

Closing Ritual:

Have each student share one strength they have that will help them in middle school.

End with a group affirmation “I am capable, I am strong, and I can handle new challenges.”

(Akos & Galassi, 2004)

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Activities and information:

The Termination Stage is a critical part of the group process. This stage offers  structured opportunities for students to reflect on their growth and prepare for life after the group. Activities such as writing a letter to your future self can reinforce just how much growth has been made within the group experience and encourage continued personal development. Acknowledging and processing the group’s ending helps students internalize the progress made during the group and helps with a healthy sense of closure (Yalom & Leszcz, 2020). Counselors should guide members through reviewing progress, dealing with feelings about termination, and finding ways to apply new skills in everyday life.

Tasks of this stage:The termination stage in group counseling is crucial for concluding the group's work. Key tasks include:

1. Reviewing Goals: Reflect on initial goals to acknowledge growth and progress.

2. Sharing Experiences: Encourage sharing personal impacts to foster closure and accomplishment.

3. Expressing Emotions: Allow expression of feelings about the group ending, like sadness or gratitude.

4. Discussing Future Plans: Discuss applying learned skills in daily life to reinforce insights.

5. Providing Feedback: Offer feedback on the group process to identify helpful aspects and areas for improvement.

6. Creating Support Networks: Discuss ways to maintain connections post-group for sustained support.

7. Planning for Challenges: Identify potential post-group challenges and coping strategies.

8. Celebrating Achievements: Celebrate group achievements to enhance a positive conclusion.

9. Documentation: Counselors document progress for records and future reference.

10. Closure Ritual: Use rituals to symbolize and meaningfully conclude the group.

Member group work and transferring what has been learned outside of the group: In group counseling the interpersonal learning and support that occurs within the group often lead to meaningful changes that extend beyond the counseling group setting. Members develop new social and emotional skills, such as effective communication, emotional regulation, and boundary-setting. Hopefully members of the group can start to apply these skills in their everyday relationships. Through group processes like feedback, role-play, and modeling, students begin to recognize negative patterns and replace them with healthier behaviors. These changes are reinforced by the supportive environment of the group. This support increases confidence and motivation to apply the skills in real life. Therapeutic techniques such as group cohesion and feedback contribute to healthier functioning outside the group (Burlingame et al., 2002). These ideas demonstrate that the positive effects of group counseling are not only found in the group setting, but have lasting real-world impact.

How diversity impacts the termination stage: In the final stage of termination, it is essential to consider how diversity can be affected. Members' thoughts and feelings about how they will transfer their learning from the group will differ. The diversity of each group member can vary, as each member reflects on their individual experiences and considers their future direction. “Some members will be able to extend their learning outside, even though they may experience a sense of sadness and loss” (Corey et al., 2018). Furthermore, it is important that upon reflection, group members can explore cultural influences on their different perspectives and understandings on what it means for them to end the group process. “These different understandings and reactions to endings need to be processed within the group” (Mangione et al., 2007). Leaders will need to take into consideration and prepare for some members to disengage emotionally and to provide members with new ways of saying goodbye and having closure. With this in mind, the diverse backgrounds of members can affect the method in which they receive how to avoid painful good-byes. Some members may want a hug from the leader or other members, while some do not. “Termination often evokes emotional reactions pertaining to death and mortality, separation, and abandonment, and hopes for a new beginning” (Rutan et al., 2014). As leaders help members develop healthy ways to prepare for termination and prepare for change in their individual lives post-group, they will need to assist with long-term directions and provide relevant resources that best align with their diverse backgrounds and needs.

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Social anxiety disorder in students makes them feel extremely nervous or scared in social situations, like speaking in class or making friends. This can affect their school performance and social life because they fear being judged or embarrassed by others.

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pathway2success, S. M., & Maeshiro, S. (2021, June 6). Helping kids with feelings of anxiety & worry. The Pathway 2 Success. https://www.thepathway2success.com/helping-kids-with-feelings-of-anxiety-worry/

Summary: This picture illustrates the various ways anxiety can manifest in children and teenagers, often in forms they may not recognize as anxiety. It highlights the subtle signs and symptoms that can go unnoticed,

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Anxiety can feel like a clouded brain, with too many thoughts swirling around, making it hard to focus or think clearly.

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1. Akos, P. (2020). Helping elementary students transition to middle school: Strategies for success. American School Counselor Association.

Summary: Akos (2020) gives school counselors practical ways to help elementary students get ready for the move to middle school. The book focuses on reducing student anxiety, building confidence, and creating smooth transitions. It includes strategies, activities, and tips to support students, families, and school staff during this change.

2. American Psychological Association. (2023). Stress in children: Signs, causes, and coping strategies. https://www.apa.org

Summary: The American Psychological Association (2023) explains what stress looks like in children and what might cause it. It shares signs parents and caregivers can watch for, like changes in mood or behavior. The article also gives simple tips to help kids cope with stress in healthy ways.

3. Gumban, R. (2024). Closing activities for Group therapy. Practice Management Software for Healthcare. https://www.carepatron.com/guides/closing-activities-for-group-therapy

Summary: RJ Gumban’s guide offers therapists a variety of structured exercises to help end group sessions on a positive note. These activities are designed to reinforce key takeaways, promote emotional closure, and strengthen group cohesion. By incorporating these closing practices therapists can enhance the overall effectiveness of group therapy sessions.​

4. American School Counselor Association. (2021). Middle school counseling lesson plans and resources. https://www.schoolcounselor.org

Summary: The American School Counselor Association (2021) provides ready-to-use lesson plans and resources for middle school counselors. These materials help students build skills in areas like academics, friendships, and managing emotions. The resource supports counselors in planning effective, age-appropriate lessons for their students.

5. Daily Plans. (2023, June 15). Middle school lesson plan activities [Pinterest board]. Pinterest. https://www.pinterest.com/pin/656962664412692720/A

Summary: Daily Plans (2023) shares a Pinterest board with creative and engaging lesson plan activities for middle school students. The board includes ideas for classroom projects, games, and worksheets across different subjects. It’s a helpful visual resource for teachers and counselors looking for fun ways to support student learning.

6. Akos, P., & Galassi, J. P. (2004). Middle and high school transitions as viewed by students, parents, and teachers. Professional School Counseling, 7(4), 212-221.

Summary: Akos and Galassi (2004) explored how students, parents, and teachers view the transition from iddle to high school. Students were mostly concerned about academics, parents worried about both academic pressure and performance expectations. Teachers focused on social challenges, like fitting in and making friends, suggesting the need for programs to support students in all areas of this transition.

7. Cuncic, A. (2024, June 11). What causes social anxiety disorder? Verywell Mind. https://www.verywellmind.com/social-anxiety-disorder-causes-3024749

Summary: Cuncic (2024) explains the causes of social anxiety disorder. The disorder can be influenced by genetics, environment, and life experiences. It often develops when people have negative thoughts about social situations or fear being judged by others. The article also highlights how childhood experiences, such as bullying, can increase the risk of developing this disorder.

8. Rutan, J. S., Stone, W. N., & Shay, J. J. (2014). Psychodynamic group psychotherapy (5th ed.). New York, NY: Guilford Press.

Summary: This reference provided information on how to help leaders facilitate the different phases of groups. It also addressed theories and techniques by providing insight into the various approaches to the group dynamic.

9. Mangione, L., Forti, R., & Iacuzzi, C. M. (2007). Ethics and endings in group psychotherapy: Saying good-bye and saying it well. International Journal of Group Psychotherapy, 57(1), 2-40.

Summary: Mangione and the other authors of this journal discuss different perspectives and suggestions that can be utilized in the termination phase of groups. The journal provides insight into the different views students may have when it is time for the group sessions to come to a close and into how they may view their future post-group.

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Types of Activities Significant to this Age Group and Topic 

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Types of Activities Significant to this Age Group and Topic 

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Students who are middle school aged are a part of the young adolescent stage. During these years, students tend to explore their connections with peers, seek affirmation and companionship from their peers, and learn more about themselves. As the natural progression of development continues for these students, challenges arise that can often bring about stress and anxiety. Therefore, school counselors who work with middle school students can design groups that include activities that support students through these transitions. Activities for this age group could include ones that help students explore their concerns, beliefs, relationships, and choices. Furthermore, activities that provide techniques and coping strategies for managing emotions and overcoming barriers would be helpful.

The activities in this group are specific to help students recognize and manage their anxiety in practical ways. Discussion based activities allow students to share their fears and hear from peers with similar experiences. These discussions can help to reducing feelings of isolation. Coping skill exercises, like breathing techniques and positive self-talk, teach students how to calm themselves in stressful situations. Reflection activities, like the "Letter to Self," help students build confidence by highlighting their strengths and reminding them of their ability to overcome challenges. Each activity is meant to empower students and give them tools to navigate middle school with more confidence and less fear.

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1. Burlingame, G. M., Fuhriman, A., & Johnson, J. E. (2002). Process and outcome in group counseling and psychotherapy: A perspective. In D. K. Freedheim (Ed.), Handbook of psychotherapy and behavior change (5th ed., pp. 647–696). Wiley.

Summary: Burlingame, Fuhriman, and Johnson (2002) explain how group counseling and therapy work and what makes them helpful. They talk about how things like group trust, learning from others, and a strong bond with the therapist can lead to good results. The chapter also shares ideas and tips for making group therapy more effective.

2. Yalom, I. D., & Leszcz, M. (2020). The theory and practice of group psychotherapy (6th ed.). Basic Books.

Summary: Yalom and Leszcz (2020) explain how and why group therapy helps people heal and grow. They describe key ideas like sharing feelings, realizing you're not alone, and learning from others in the group. The book also gives real-life examples and tips for leading group therapy sessions well.

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https://youtu.be/f5_u9jh__ns?si=er7HclwFV9UOXkU2

Summary: This video showcases effective strategies for starting and closing meetings, emphasizing that the way a meeting begins can significantly influence its overall tone and productivity. The presenter shares various examples of opening rituals that can be implemented to set a positive atmosphere and engage participants right from the start.

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4 Rituals to Open & Close Meetings: No Icebreaker?