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The article “The Effectiveness of a School-Based, Cognitive-Behavioral Stress Management Program with Adolescents Reporting High and Low Levels of Emotional Arousal” provides information on how stress in adolescents can be portrayed and what could be potential stressors.

The students who participated in the Cognitive-Behavioral Stress Management Program displayed an improvement on self-behavior, how they would respond to stressors, and low levels of emotional arousal.

Reference:
Hains, A. A. (1994). The Effectiveness of a School-Based, Cognitive-Behavioral Stress Management Program with Adolescents Reporting High and Low Levels of Emotional Arousal. School Counselor, 42(2), 114-125. https://eds-b-ebscohost-com.ezp.waldenulibrary.org/eds/detail/detail?vid=12&sid=203fc42c-bfc8-490e-b19d-57cd91a54c9f%40pdc-v-sessmgr03&bdata=JnNpdGU9ZWRzLWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#AN=1995-27252-001&db=psyh

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To get an outlook of the group experience, an anonymous evaluation form will be given to the students involved in the group. A follow up will be done by providing separate evaluations, which will help assess any changes in the students (Sink, et al., 2012).

Reference:
Sink, C. A., Edwards, N., & Eppler, C. (2012). School Based Group Counseling. Belmont, CA. Brooks/Cole.

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In order to gather feedback from students in regards to their experience there would be a non-graded questionnaire that would ask students to explain their experience from their perspective(American School Counselor Association. (2020).

Questions may include:

1. If you were to work with this same group again what are two things you would keep the same?

2. What was the greatest challenge you had within the group and how did you overcome it?

3. On a scale of 1-10 how was respect demonstrated within the group?

4. What was the best part of the group experience?

5. What was the biggest obstacle of working within a group?

Reference:
American School Counselor Association. (2020). ASCA ethical standards for school counselors. Retrieved from https://www.schoolcounselor.org/getmedia/f041cbd0-7004-47a5-ba01-3a5d657c6743/Ethical-Standards.pdf

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The School Counselor and Group Counseling

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Group counseling, which involves a number of students working on shared tasks and developing supportive relationships in a group setting, is an efficient, effective and positive way of providing direct service to students with academic, career and social/emotional developmental issues and situational concerns.

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Ethical considerations to be mindful include collaboration because this is a professional expectation for best serving the needs of students but it may also be an ethical or legal mandate ( Sink, Edwards, & Eppler 2012). Confidentiality includes making sure students' private information is safe and that personal details about their life aren't shared. The underlying detail about confidentiality is that students should be aware that information may be shared with the proper personnel is absolutely necessary.There should be a plan in place to make sure all students understand that what takes place in group stays within the group to protect all members.  Diversity considerations within groups would include making sure students are given the opportunity to introduce themselves and share more about their racial and ethical backgrounds because this is what makes us all unique. This is also a great time for students to learn from one another about diversity and inclusion. Lastly, ethical guidelines include providing students with the rules of conduct that are necessary to make the group flow and run smoothly. This can be done through a simple presentation or as a group discussion.

Reference:
Sink, C. A., Edwards, C., & Eppler, C. (2012). School based group counseling. Belmont, CA: Brooks/Cole.

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Title

School Based Group Counseling

Description

Extremely relevant, comprehensive, and "hands on", School Based Group Counseling guides readers through the process of developing, running, and evaluating quality small groups in K-12 school settings. Specifically focused on the school counseling profession, it provides an excellent context for group work through a discussion of the pertinent theories and key research. Its real-world emphasis includes K-12 case studies and group examples from practicing school counselors. The authors use the lens of real-world school-based practice, strengths-based counseling, systems thinking, developmental psychology, and ASCA's National Model--resulting in a professional, comprehensive, and well-balanced group counseling text for K-12 preservice school counselors. [From Amazon.com]

Publisher

Brooks/Cole Cengage Learning

Keywords

Group counseling, Small groups, School counseling, Case studies

Disciplines

Counselor Education | Student Counseling and Personnel Services

Recommended Citation

Sink, Christopher A.; Edwards, Cher; and Eppler, Christie, "School Based Group Counseling" (2012). Counseling & Human Services Faculty Books. 7.
https://digitalcommons.odu.edu/chs_books/7

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Extremely relevant, comprehensive, and "hands on", School Based Group Counseling guides readers through the process of developing, running, and evaluating quality small groups in K-12 school settings. Specifically focused on the school counseling profession, it provides an excellent context for group work through a discussion of the pertinent theories and key research.

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Stress management is important for everyone, but especially our teens. This social and emotional learning video teaches students what stress is, how stress affects them, as well as some ways to cope with stress.

Reference: Stress Management Tips for Kids and Teens! (2020). YouTube. https://www.youtube.com/watch?v=3Nf2Pzcketg.

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Stress Management Tips for Kids and Teens!

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Topic: Stress Management

Group Size:

We want to keep each small group the max 10 students to ensure we have enough time and resources for each student.

Ages:

The typical ages 14-18 is when a student begins high school, and these are the ages that are welcome. Teens these ages rather first starting high school or about to graduate can benefit from small group sessions dealing with stress management.

Grade Level- 9th-12th

Closed Small Group

We want to have a closed small group session to ensure we keep track of who all are participating and that everyone involved understand the confidentiality rules plus have signed permission to attend the sessions. Having the signed permissions slips protects the counselors from lawsuits because the students and parent would be informed about everything that will be going on during small group.

Methods:

We will have activities and discussions prepared to share with the group also guest speakers. This ensure if we get stuck or one session is lacking participation, we will not waste time and still give the students needed information on stress management. However, if important matters happen during small group that will take precedent over other activities.

Reference

Hains, A. A. (1994). The Effectiveness of a School-Based, Cognitive-Behavioral Stress Management Program with Adolescents Reporting High and Low Levels of Emotional Arousal. School Counselor, 42(2), 114–125.

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The broad goals/objectives that are meant to be accomplished through the group experience is to help high school students recognize their potential stressors, respond positively when they are stressed by teaching coping skills, replace negative coping skills, and feel a part of a group so they do not feel alone. “Group work and collaboration are important strategies for students to understand. Collaboration skills have a strong impact on successful learning and experiences and work experiences (Hains, 1994). “

The article “The Effectiveness of a School-Based, Cognitive-Behavioral Stress Management Program with Adolescents Reporting High and Low Levels of Emotional Arousal” provides information on how stress in adolescents can be portrayed and what could be potential stressors.

The students who participated in the Cognitive-Behavioral Stress Management Program displayed an improvement on self-behavior, how they would respond to stressors, and low levels of emotional arousal.

Reference

Hains, A. A. (1994). The Effectiveness of a School-Based, Cognitive-Behavioral Stress Management Program with Adolescents Reporting High and Low Levels of Emotional Arousal. School Counselor, 42(2), 114–125.

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Participants must be high school students who are enrolled in the high school where the sessions will take place.
Students who expressed feeling stressed, and  in the "needs assessment survey" and were referred by a teacher. We would also asses how those students manage stress based on their responses to the needs assessment.

Reference: West Virginia Department of Education. (n.d.). Student Needs Assessment (High School). http://wvde.state.wv.us/forms/counseling-assessment/.

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As we know, everyone experiences stress. Students experience academic stress, stress from familial conflicts and conflicts with peers. Some teens manage stress in healthy ways such as expressing themselves through music, arts, sports, or playing video games. while others handle stress by participating in risky behavior such as substance use,  unprotected sex, and intentional self-harm. For this Stress Management group, we want to select  those who use unhealthy stress management practices.

Reference: Shapiro, A. J., & Heath, N. L. (2014). Teen Stress in Our Schools. Education Canada, 54(2), 18–21.

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Attached is a sample permission slip that can be used to get the parents consent for this child to participate in the group counseling.

This is the permission slip the school I work at currently uses.

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This poster is an example of a poster that would be good to have posted in the room or office that the group meetings are held in. Since the rules do not need to be repeated, it would be a good reminder for the students, without them being told them verbally.

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Counseling Group Rules Confidentiality Poster Counselor Office Decor, Therapist School Social Worker, Psychologist Gift What You Say in Here

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After the needs assessment is complete and it has been determined what kind of group students would benefit from, a referral form would be sent to teachers. This form would have a list of what topic(s) are going to be discussed in our group sessions. The form would ask for the names of students they believe would benefit from each topic.

Reference: Wouse, A. (2020) How to overcome barriers to Small Group Counseling - Heart and Mind Teaching. 7 steps to starting Small Group Counseling with FREEBIES. Heart and Mind Teaching. https://heartandmindteaching.com/2019/04/starting_small_group_counseling.html.

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Teen's experience stress in different ways. This pictures shows teenagers different stressors, the side effects of stress, academically as well as personally. It also gives students a couple of ways on how to deal with stress, without being overwhelming.

Reference: Stress. (n.d.). http://bstrongtogether.org/for-parents/stress/.

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This video goes into details as to what stress can do to your body. It discusses what stress does to different organs within one's body.  The information in this video can help parents, teacher and other school personnel as well as our students to recognize how stress affects their body.

Reference: How stress affects your body - Sharon Horesh Bergquist. (2015). YouTube. https://www.youtube.com/watch?v=v-t1Z5-oPtU.

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How stress affects your body - Sharon Horesh Bergquist

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These stress management meetings would need to be conducted during the school day. Most high schoolers either work or participate in extracurricular activities after school. For some students, work and their after school activities are places where they can relieve stress.

When looking at high school students schedules, it is always best not to pull them out of a core class but we also do not want to pull them out of a class in which they enjoy, such as physical education or woodshop. High school students all get a lunch, so these meeting may have to be during lunch, so they are not missing their favorite or important classes.

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A general needs assessment is needed, so a school counselor can determine what issues the students in their school are dealing with. This allows a school counselor to see which issues are most common within their student body.

The sample needs assessment attached has a lot of good questions that can be used to make a simpler needs assessment, if a school counselor needs.

Our needs assessment will be used for high school students, grades 9th to 12th. High School students are dealing with a lot, so a needs assessment will allow us to see what kind of group our students would benefit from.

A couple questions that needs to be on the needs assessment survey are:
1: Do you feel stressed?
2. Do you feel anxious, irritable or depressed?
3. Do you need help with time management?
4. Do you feel like you have a handle on the amount of stress in your life?
5. Do you feel that you are always fatigued (tired)?

Reference: West Virginia Department of Education. (n.d.). Student Needs Assessment (High School). http://wvde.state.wv.us/forms/counseling-assessment/.

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The learning reference “Miss Ohio Valley Outstanding Teen Talks Stress Management” is a newsletter about a senior high school student discussing about stress that teens endure while in high school. She wants to bring awareness to teen stress an promote healthy manage of stress for teens in their everyday lives. She points out prominent stressors that most teens deal with ad provide additional information that gives insight on techniques on how to take a timeout from stressful situations to prevent other health problems.

Miss Ohio Valley Outstanding Teen Talks Stress Management. (2008, November). Institute of Heartmath Newsletter, 7(4), 20–21. https://doi-org.ezp.waldenulibrary.org/10.1037/e541512011-006

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Nieshia Chasten

Robyn Delaney

Jordan Frazier

Ashley Hanson

Yolanda Harris

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This article is a guide for parents and how they can best help their adolescent or teen manage stress. It gives insight on what is stress, what signs to look for if their child is suffering quietly, and what causes stress for teens. The article provides healthy coping strategies a parent can try with their child as well as things to look out for that they could be possibly doing to add stress onto their child.

Managing Stress in Teens and Adolescents: A Guide for Parents. (2014). Brown University Child & Adolescent Behavior Letter, 30, I–II. https://doi-org.ezp.waldenulibrary.org/10.1002/cbl.20210

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According to ASCA, Group counseling in schools are used in all grade levels (k-12). Group counseling involves a number of individuals with a common goal or need. group counseling is proven to be effective. It helps with social anxiety, and improves skills. The group setting creates a space of trust, understanding, and support from peers and the school counselor.
School counselors work with school personnel to assess the needs of the students. Counselors develop group sessions based on individual students, school and community needs.

Reference: The School Counselor and Group Counseling. The School Counselor and Group Counseling - American School Counselor Association (ASCA). (2020). https://www.schoolcounselor.org/Standards-Positions/Position-Statements/ASCA-Position-Statements/The-School-Counselor-and-Group-Counseling.

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The School Counselor and Group Counseling

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Group counseling, which involves a number of students working on shared tasks and developing supportive relationships in a group setting, is an efficient, effective and positive way of providing direct service to students with academic, career and social/emotional developmental issues and situational concerns.