# data[].attributes.body
This small-group intervention is designed to assist and support students with stress management.  This small group also provides students with coping strategies for managing their stress.  The “Stress Busters” small-group is not designed to completely eradicate a student’s stress and anxiety, but it is designed to help students manage it.  Throughout a series of six anxiety and stress management small-group sessions, students will be better able to manage their stress and anxiety with coping strategies learned throughout the process.  This “Stress Buster” small-group will consist of third and fourth grade students ages ranging from eight to ten.  Students participating in this small-group have been identified by the school counselor and third-grade and fourth-grade teachers in addition to the results from a needs assessment survey given to all third and fourth-grade students at the beginning of the year.

# data[].attributes.body
Group Dynamics

The population for this group is 3rd and 4th graders struggling with stress and anxiety at school. Because of this special population, the dynamics of the group are unique.

Stage 1 : Stage 1 focuses on getting acquainted with group members, setting norms for the group and building trust amongst group members.  In order to build trust among the group members, the counselor will explain to students about confidentiality.  It is important that the counselor address their limits to confidentiality.  The limits to confidentiality will be posted in the classroom where the group will be meeting as a reminder for all participants.  The counselor will also incorporate some trust building activities into the group session.  Most group members will already know each other, but introductions can still be made.  Group rules will also be established that will assist in building group trust and group norms.

Stage 2: Stage 2 focuses on working together to accomplish individual and group goals.  Participants are encouraged to participate in the stress and anxiety management strategies throughout the sessions.  Students can build each other up and provide positive feedback to their peers.  Students can utilize goal statements to gauge their success in the group.  The counselor will also check-in with the students and students' teachers individually throughout the sessions to document students success.  Success can look like a student using a coping strategy within the classroom setting without having to be pulled from the classroom to calm down.  The counselor will also promote participation by providing motivation quotes and incentives to students throughout the sessions.

Stage 3: Stage 3 focuses on group closure and ending the group sessions. At the end of the Stress Busters small group, students will provide feedback on the effectiveness of the group to the counselor. This feedback will be used to make any necessary changes to the group. Group members will also identify stress management strategies that they plan to utilize in school. These strategies can be noted on student plans for the teacher. Group members will be encouraged to continue to meet with peers and continue using their strategies for the remainder of the year. Students will be informed that they are always welcome to have a refresher session if needed.

# data[].attributes.body
The following Mindset standards for students will be met through participation of this group:

M1. Belief in development of whole self, including a healthy balance of mental, social/developmental and physical well-being.

B-SMS 6. Demonstrate ability to overcome barriers to learning.

B-SMS 7. Demonstrate effective coping skills when faced with a problem.

# data[].attributes.body
To advertise for this group, the Mrs. Tetens will create a flyer that will be posted throughout the school's campus including hallways, restrooms, public spaces and cafeteria.  The flyer will present information regarding the groups purpose and how to contact Mrs. Tetens if they are interested or curious about the group.  Mrs. Tetens will also present the group to elementary students in 3rd-5th grade during her counseling session.  Students will be given a copy of the flyer that they can read through on their own as well as share with their parents at home.  A copy of the flyer will be posted inside the teacher's classroom.  Mrs. Tetens will also make this flyer available on the school's website and Live Feed.  Teachers will also be made aware of the small-group and be provided with a teacher version of the flyer where they can supply more information to the school counselor regarding possible student candidates to participate.

# data[].attributes.attachment_caption
STRESS BUSTERS Small-Group Action Plan PDF

# data[].attributes.attachment_link.title
EDG 6302 Module 4 Small Group Action Plan

# data[].attributes.body
Group Rules

The following pre-determined group rules will be established prior to beginning the group:

1. Be respectful of group members
2. Be an active listener; let people finish talking
3. What happens in group, stays in group
4. I have a right to pass if I'm not comfortable sharing
5. Help others and ask for help when you need it
6. Always try your best, participate!

Additional rules will be discussed and established with group members during the first session. These rules will be determined and agreed upon before students sign their informed consent.  The group rules will be posted during each session and reviewed before the start of each session.

The participant guidelines and ground rules document will be utilized to help the group establish group rules.  Group rules are essential to the effectiveness of the small group.  This resource is a great way for students to discuss what rules look like and sound like.  They are able to visualize the rules.

# data[].attributes.body
Leadership Styles

The Stress Busters small-group will utilize the participative leadership style.  Students discussing stressors that increase their stress and anxiety at school, home and socially can become a delicate subject and the counselor will need to approach this part of the small-group cautiously.  The counselor can utilize the participative leadership style and still provide guidance, participate in stress management strategies, and allow students to facilitate group discussions.

Participative leaders encourage group members to participate, but they are still the ones with the final decision-making ability (Cherry, 2022).  This leadership style will encourage group members to participate more within the group and help them feel like important members of the group setting.  The Stress Busters small-group is all about student participation so this leadership style will benefit the group immensely.

# data[].attributes.body
Informed Consent

After the group members have been determined by the counselor and teacher, the counselor will gain informed consent.  A consent form will be sent home to the parents of the students along with a copy of the Stress Busters small-group flyer.  The counselor will also send home a more detailed letter to the parents explaining in more detail the purpose of the small-group along with an outline of the sessions students will participate in.

The counselor will also meet with each student participant one-on-one prior to the first group session to explain the purpose of the small-group and to gain student consent.

# data[].attributes.body
Students will be given an opportunity to volunteer to participate in the Stress Busters small group.  These students will meet with the school counselor individually to be assessed in order to determine if this small-group intervention will meet their specific needs, or if another intervention would be more beneficial.  The school counselor will also utilize a whole group session to discuss stress and anxiety with elementary students and observe students as they discuss and participate in a stress/anxiety survey.  The survey will allow students to rank their level of stress and anxiety at school and outside of school and with their social interactions.  The classroom teachers will also be given an opportunity to supply the counselor with more information regarding possible student participants. The counselor will meet with the teachers to discuss the students that would benefit the most from an intervention such as this. Together the counselor and teacher will look at various pieces of data to further their discussion.

# data[].attributes.body
Ethical Requirements

The ASGW Best Practice Guidelines A.4. explains group workers state in writing the purpose and goals of the group.  This ethical guideline supports a school counselor in attaining parental and student consent prior to the small-group intervention.  Parents and students will be better prepared to give their formal consent to a small-group if they are informed in advance what the group is designed to help and assist with.

Also in ASGW Best Practice Guideline B.3.  it is identified that group workers apply and modify their knowledge, skills and techniques appropriate to the group needs, type, age, culture and ethnicity.  This ensures that the counselor will provide activities and strategies that are appropriate for the audience of the small-group.  The strategies and activities that are utilized within the small-group will meet the needs of the student participants.

# data[].attributes.body
Legal Requirements

The Texas Administrative Code outlines the requirements for a certified professional school counselor.

According to Standard 2 of section 239.15, a certified school  counselor must counsel individuals and small groups using appropriate counseling theories and techniques in response to students' needs as  outlined in The Texas Model for Comprehensive School Counseling Programs.  This will be essential to our Stress Busters group.  Students participating in this small group have been identified to struggle with stress and anxiety in school.  The counselor will provide students with appropriate and current techniques to assist them in alleviating the feeling of stress and anxiety.  The Texas Administrative Code Standard 2(4) of section 239.15 also states that the school counselor consults with all stakeholders appropriate in order to enhance their work with the students.  In this small-group, the teacher will assist the counselor in providing information that will help establish which students would best benefit from the small-group intervention.  The Texas Education Code § 33.006, states that the primary responsibility of the school counselor is to fully develop each student's abilities academically, career, personal and social.  The purpose of this small group is to enable students to function in the school setting when stress or anxiety attack.  Students will be given strategies and techniques that will assist them academically and socially in school.

Student Code of Conduct, Tex. Educ. Code § 33.006

# data[].attributes.attachment_link.readable_text
(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.

# data[].attributes.attachment_link.description
(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.

# data[].attributes.body
Resources

ASCA. (2021). ASCA student standards: Mindsets & behaviors for student success [PDF file]. retrieved from https://www.schoolcounselor.org/getmedia/7428a787-a452-4abb-afec-d78ec77870cd/Mindsets-Behaviors.pdf

Cherry, K. (2022). What is democratic leadership?. Very Well Mind. https://www.verywellmind.com/what-is-democratic-leadership-2795315

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. Retrieved from https://dese.mo.gov/sites/default/files/guid-respon-serv-small-group-counseling-guide-2015.pdf

19 Tex. Admin. Code §239.15

Student Code of Conduct, Tex. Educ. Code § 33.006

Thomas, V. & Pender, D. (2008). Association for specialists in group work: Best practice guidelines 2007 revisions.  The Journal for Specialists in Group Work, 33(2), 111-117. http://doi: 10.1080/01933920801971184

# data[].attributes.body
Yalom's Therapeutic Factors

The Stress Buster small-group could effectively see several of Yalom's Therapeutic Factors emerge from the sessions.
First, universality would be a huge factor present in every group session. Many students struggle with stress and anxiety and often they feel they are the only one to experience it.  This group will give students an opportunity to learn that many people deal with stress and anxiety and together we can focus on ways to alleviate it.   Another factor that might present itself is an instillation of hope.  Students participating will gain knowledge and skills pertaining to various stress management strategies that can possible assist them with managing their stress and anxiety levels.  Direct advice factor will also be present.  The counselor will provide students with various stress and anxiety management strategies that students can immediately incorporate into their daily lives.  The idea is that students can use these strategies to manage their problems..