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Fighting Against Anxiety and Stress Techniques (FAAST) Small Group (7th Grade):

· Help adolescents define what anxiety and stress are
· Learn what causes anxiety/stress
· Identify feelings and behaviors of anxiety and stress
· Learn techniques and skills to manage anxiety/stress

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·      M 1. Belief in development of whole self, including a healthy balance of mental, social/emotional and physical well-being

·      M 2. Self-confidence in ability to succeed

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

·      B-SS 5. Demonstrate ethical decision making and social responsibility

·      B-SS 2. Create positive and supportive relationships with other students

·      B-LS 9. Gather evidence and consider multiple perspectives to make informed decisions

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A mass email will be sent out to the seventh-grade staff to inform the campus of which students are eligible to meet. Once students are chosen, another email will be sent to the teachers with the student names, meeting location, and days/time. It will explain that the lessons will be conducted during the advisory period, so students are not missing direct instruction. Reminder emails will be sent weekly.  Parents will also be notified through the campus portal email and receive a letter (informed consent form) home with their child that must be signed and returned prior to the first session of the small group.

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The small groups will be chosen based on a “Needs Assessment Referral Form”. A mass email will be sent out to the seventh-grade staff to determine what students are eligible to meet. The email will include tips to identify students who are struggling with anxiety and stress.  Students chosen will also meet prior to the first session to be given basic information about the group including:  the group name, description, purpose, confidentiality, parent letter, and inform consent.  This first meeting will help students understand why they were chosen and assist in deciding if they want to participate in the small group or not.

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Each student will be notified during the pre-group screening meeting that their consent is required to participate in the small group along with their parents'.  The attached forms must be signed and returned to the counselor prior to the first small group session.

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The rules and expectations will be presented and discussed during the first session.  The  expectation with no exceptions set by the counselor will be respect.  Students will respect each other's thoughts, opinions, differences, and privacy.  Other ground rules will be presented in a form and discussed as a group.  Each student will sign a student contract agreeing to these rules and expectations as well to be able to participate in the small group.

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Stage 1:  The counselor will begin the session with an ice breaker so that the group can get acquainted and feel more comfortable with one another.  The counselor and students will discuss small group expectations, protocols, and review inform consent (previously addressed before the first session).

A pre-assessment will also be given to each student at the beginning of the unit. The pre-assessment survey will state situations that may cause anxiety, rate the level of anxiety it causes, and rate the confidence they feel to be able to reduce the level of anxiety. The survey will allow the counselor to gauge the levels of stress and anxiety each student feels and how they respond.

Stage 2:  Students will work together to discuss and review anxiety triggers, reactions, feelings, and behaviors.  Working and discussing with one another will help the students acknowledge their similarities and differences while offering support for one another.  The small group discussion may lead to deeper understandings and ultimately to solutions for anxiety and stress issues.

Stage 3:  The pre and post-assessments will allow the counselor and the students to compare and contrast the domains of the survey, therefore, showing if the students have learned skills to help manage or cope with their stress/anxiety.  Students will be allowed to share their post-assessment progress with the group to show evidence of their growth due to the group. Students will also be encouraged to say or write at least one positive idea they gained from the group. Another idea will be to ask group members to exchange contact information so that they may remain in communication to continue to support one another.

Overall, the results of the assessment surveys will determine if individual students have reached their learning outcomes,  need to continue with small group lessons, or need a referral. Follow-ups will be conducted by checking in once every three weeks, along with teacher input and observations.

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The transformational leadership style will be the most beneficial for the FAAST group.  Students of this group need to be motivated and inspired to find new ways of thinking to reduce stress and anxiety.  Group members will share thoughts and ideas that will contribute to outside thinking and solutions.  This leadership style will allow students to feel valued and heard as well as feel unified and motivated to accomplish the goals they desire.

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Instillation of Hope:  Students will be given effective coping strategies and techniques which they will practice.  In practice, students will see evidence of effectiveness.

Universality:  The small group itself will show students they are not the only ones dealing with anxiety and stress.  Group discussions and exercises will demonstrate others are dealing with the same issues.

Direct Advice:  Students will have the opportunity to receive and give suggestions in solving issues related to stress and anxiety in the group discussions and exercises.

Interpersonal learning:  The small group activities will allow students to relate to one another as well as share ideas, strategies, techniques, and solutions.

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B-PF 3. Apply legal and ethical principles of the school counseling profession

B-SS 1. Design and implement instruction aligned to ASCA Mindsets & Behaviors for Student Success in large-group, classroom, small-group and individual settings

(American School Counselor Association, 2019, p.2)

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Sec. 33.005.  COMPREHENSIVE SCHOOL COUNSELING PROGRAMS.  (a)  A school counselor shall work with the school faculty and staff, students, parents, and the community to plan, implement, and evaluate a comprehensive school counseling program that conforms to the most recent edition of the Texas Model for Comprehensive School Counseling Programs developed by the Texas Counseling Association.

(b)  The school counselor shall design the program to include:(2)  a responsive services component to intervene on behalf of any student whose immediate personal concerns or problems put the student's continued educational, career, personal, or social development at risk;

2 Texas Education Code § 33.005

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EDUCATION CODE CHAPTER 33. SERVICE PROGRAMS AND EXTRACURRICULAR ACTIVITIES

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EDUCATION CODE TITLE 2. PUBLIC EDUCATION SUBTITLE F. CURRICULUM, PROGRAMS, AND SERVICES CHAPTER 33. SERVICE PROGRAMS AND EXTRACURRICULAR ACTIVITIES SUBCHAPTER A. SCHOOL COUNSELORS AND COUNSELING PROGRAMS Sec. 33.002. CERTIFIED SCHOOL COUNSELOR. (a) From funds appropriated for the purpose or other funds that may be used for the purpose, the commissioner shall distribute funds for programs under this subchapter.

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American School Counselor Association (2014). Mindsets and Behaviors for Student Success: K-12 College- and Career-Readiness Standards for Every Student. Alexandria, VA: Author.

Josefowitz, N., & Myran, D. (2017). CBT Made Simple : A Clinician’s Guide to Practicing Cognitive Behavioral Therapy. Oakland, CA: New Harbinger Publications. Retrieved from http://search.ebscohost.com/login.aspxdirect=true&db=nlebk&AN=1484093&site=eds-live

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

2 Texas Education Code § 33.005

Yalom ID. (1995). The theory and practice of group psychotherapy (4th ed.). New York: Basic Books.