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Strength in Stress: Coping & Thriving in High School

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Strength in Stress: Coping & Thriving in High School

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This is a small counseling group for high school students (grades 9–12) showing signs of stress and anxiety related to school, peer relationships, and post-secondary planning. The group will offer students a safe and supportive environment to learn skills in general stress management, regulation of emotions, and constructive coping skills. By learning these techniques within a peer-supported environment, students will not only enhance their well-being, but they'll improve their academic achievement as well!

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EDG 6321 Group Counseling Module 3 Action Plan Template 2

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Mindsets:

M2. Self-belief in capability to perform.

M5. Faith in working abilities to highest extent to get high quality results and outcomes.

Behaviors:

B-SMS 2. Be self-disciplined and self-control.

B-SMS 7. Show good coping skills in the presence of a problem.

B-LS 3. Apply time-management, study, and organizational skills.

B-SS 2. Form good and constructive relationships with other students.

(Adapted from ASCA Mindsets & Behaviors for Student Success, 2014)

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To communicate information about the group I will:

-Discuss in a faculty meeting with teachers and employees.

-Place a flyer in the counseling office.

-Announce during daily announcements.

-Make personal invitations or referral forms to parents, teachers and administrators.

-Place information in faculty work rooms and mailboxes.

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Informing Participants: Students and parents will be mailed a letter as to the purpose, expectations, and benefits of the group.

Ready Assessment: The willingness, motivation and emotional readiness will be assessed by using a short interview and stress self-report questionnaire.

Format: Individual meetings with the school counselor will be used because it will establish rapport and make sure that it is appropriate.

Purpose: To ensure that the participants are interested, emotionally prepared and will benefit from the group dynamics.

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Campus Policy: Minors must be given parental consent, and student assent is also needed.

Procedure: Informed consent form will be filled by parents; assent form will be signed by the students who will attest to their knowledge of the objective of the group they will participate in and the restrictions of the confidentiality.

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Rules to Be followed: Respect confidentiality, punctually, be an active listener, and no put-downs.

Group-Determined Rules: The students will work together to contribute towards expectations e.g. how they will share time or solve disagreements.

Resource Use: I am going to give the Participant Guidelines and Ground Rules sheet in written form to be reviewed and signed at the first session.

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Stage 1 - Forming:

-Create trust with icebreakers and journaling.

-Formulate group rules, such as confidentiality boundaries.

Stage 2 - Working:

-Monitor by weekly check-ins and exit slips.

-Emphasize cohesion by using group work (mindfulness, role-play, affirmations).

Stage 3 - Closure:

-Finish up with a reflection activity and a Stress Survival Kit.

-Discuss on-going confidentiality.

-Provide follow up check-in opportunities to alleviate abandonment.

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Universality: The students understand that they are not the only ones who experience stress and anxiety.

Installation of Hope: Witnessing peer success will encourage members to feel that they can also cope.

Interpersonal Learning: Relationship and communication skills are acquired through peer communication.

Cohesiveness: When peers are supportive, trust and intention to share is encouraged.

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Confidentiality:

-Confidentiality is a professional responsibility as dictated by American School Counselor Association (ASCA) Ethical Standards, although there are exceptions that are to be discussed (e.g. danger to self/others, abuse).

-Students will be advised of the expectation for confidentiality when using groups, although not a guarantee.

-Promotes ethical practice by keeping students safe and protecting them.

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Style: Democratic facilitation that is supportive.

Rationale: This will promote the sense of student ownership of the learning process, although counselor guidance is still being provided.

Advantage: Best applied to high school students - a balance between a structured approach and peer-based support.

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Informed Consent:

-Prerequisite to school policy and American School Counselor Association (ASCA) standards.

-Makes sure parents/guardians know about group purpose, risks and benefits.

-Insures the counselor both legally and ethically and creates trust with the families.

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American School Counselor Association. (2014). Mindsets & behaviors for student success: K–12 college- and career-readiness standards for every student. https://schoolcounselor.org/asca/media/asca/home/MindsetsBehaviors.pdf

American School Counselor Association. (2022). ASCA ethical standards for school counselors. https://schoolcounselor.org

Cohen, S., Kamarck, T., & Mermelstein, R. (1983). A global measure of perceived stress. Journal of Health and Social Behavior, 24(4), 385–396. https://www.jstor.org/stable/2136404

Conley, C. S., Durlak, J. A., & Dickson, D. A. (2013). Anxiety prevention programs for children and adolescents: A meta-analysis. Journal of Consulting and Clinical Psychology, 81(3), 465–479.