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Small Group Counseling for Anxiety Management

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Small Group Counseling for Anxiety Management

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“Building Brave Connections” is a small counseling group for 4th and 5th grade students (ages 9-11) who struggle with social anxiety and forming peer relationships. The group will focus on building social confidence, practicing positive communication skills, and developing shopping strategies for managing anxiety in social situations. Through structured activities, discussions, and role-playing, students will learn practical skills to help them feel more comfortable in the classroom and with peers.

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The ASCA Mindsets and Behaviors that will be mastered upon completion of group sessions.

M 2. Sense of acceptance, respect, support, and inclusion for self and others in the school environment

M 5. Belief in using abilities to their fullest to achieve high-quality results and outcomes

B-SMS 6. Ability to identify and overcome barriers

B-SMS 7. Effective coping skills

B-SS 2: Positive, respectful, and supportive relationships with students who are similar to and different from them

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Dissemination of Information about the group will be shared with:

Teachers and Staff: Announcements in faculty meetings, emails, and flyers in teacher mailboxes

Parents: Letters sent home, included in invitations, and available on the school website

Students: Teacher referrals, counselor invitations, and personal encouragement

Administrators: Updates via weekly reports and meetings

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Informing participants: Students will be referred by teachers, parents, or self-referral, and informed through a counselor meeting.

Readiness/Willingness/Interest: Short interview and self-report survey to assess anxiety impact, coping skills, and willingness to engage.

Screening Method: One-on-one interviews with the counselor, using a checklist aligned to group goals.

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Parental consent is required before participation.

Student assent is also requested to ensure willingness.

My district required written consent forms prior to group entry.

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Participant Guidelines and Ground Rules will be set using a handout of group expectations and collaboratively with members during the first session.

Predetermined Rules: Confidentiality, respect, participation, and listening without judgment.

Group-determined rules: How to handle turn-taking, use of breaks, and positive language.

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Managing Group Stages

Stage 1: Forming - Building Trust & Norms

Begin with icebreakers to build comfort (e.g., "Two Truths and a Wish").

Co-create group norms: respect, listening, no interrupting, confidentiality.

Explain the limits of confidentiality (it is expected, but not guaranteed; mandatory reporting applies).

Model openness and empathy as the leader.

Stage 2: Working - Cohesion & Progress

Use CBT-based activities: role-plays, thought-challenging, coping skills.

Encourage peer feedback and support, as this promotes universality and belonging.

Check in each session ("How are you feeling about the group today?").

Reinforce progress and celebrate small successes.

Stage 3: Closing - Successful Termination

Reflect on skills learned; share personal "Bravery Toolkits" or letters to future selves.

Address feelings about ending the group; validate sadness/anxiety.

Reinforce confidentiality beyond group closure.

Provide resources for continued support and encourage future practice of skills.

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I plan to use a facilitative leadership style with supportive and directive elements. This will allow me to guide students through anxiety management strategies while also empowering them to take ownership of their learning.

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Yalom's Therapeutic Factors in Action

Universality: Students realize they are not alone in their struggles.

Instillation of Hope: Seeing peers succeed builds confidence.

Imparting Information: Teaching coping skills in each session.

Altruism: Students support each other by sharing encouragement.

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ASCA Ethical Standards (2016, A.9) require counselors to protect student confidentiality while informing students of its limitations (e.g., danger to self/others, abuse/neglect).

In a group, confidentiality cannot be fully guaranteed, but expectations must be established from the start.

Protects student trust and encourages openness while ensuring compliance with Texas Education Code §33 and mandatory reporting laws.

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ASCA and ACA Standards emphasized obtaining informed consent and, for minors, parental consent and student assent.

Parents/guardians must be informed of group purpose, risks, benefits, and confidentiality limits.

Supports ethical transparency and compliance with district policies and Texas Administrative Code.

Ensures families are active partners and students feel empowered in participation.

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American School Counselor Association. (2014). ASCA mindsets & behaviors for student success: K–12 college- and career-readiness standards for every student. https://www.schoolcounselor.org/getmedia/7428a787-a452-4abb-afec-d78ec77870cd/Mindsets-Behaviors.pdf

American School Counselor Association. (2016). ASCA ethical standards for school counselors. https://www.schoolcounselor.org/getmedia/44f30280-ffe8-4b41-9ad8-f15909c3d164/EthicalStandards.pdf

American School Counselor Association. (2021). ASCA national model: A framework for school counseling programs (5th ed.). https://schoolcounselor.org/getmedia/097ddd89-fa7f-4c28-b8a4-0c219d24aaf7/asca-national-model-fifth-edition.pdf

Centers for Disease Control and Prevention. (2025). Anxiety and depression in children. U.S. Department of Health & Human Services. https://www.cdc.gov/children-mental-health/about/about-anxiety-and-depression-in-children.html

Texas Education Code §33.005. (2023). State plan for school counseling programs. https://statutes.capitol.texas.gov/Docs/ED/htm/ED.33.htm