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This group is designed for high school students between the ages of 15 to 18 years old who are struggling with stress and anxiety. The purpose of this group is to help students learn various coping techniques and strategies to help manage their stress and anxiety and develop healthy mindsets for the future.

Through a survey conducted at the beginning of the school year, it was determined that one of the main issues that our students are currently facing are dealing with high stress and anxiety, followed by ongoing issues with depression and feeling down.

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The following are the Mindsets and Behaviors standards that students will meet by participating in this group:

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

M 3. Positive attitude toward work and learning

B-LS 3. Time-management, organizational
and study skills

B-SMS 6. Ability to identify and overcome
barriers

B-SMS 7. Effective coping skills

B-SMS 8. Balance of school, home and
community activities

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To advertise for this counseling group, an email along with a flyer will be sent out to all teachers to advertise during their advisory period with a QR code to sign up for a mandatory meeting after school. The mandatory meeting will be to provide more information regarding what the counseling group will entail. Students who are interested in attending will need to scan the QR code to secure their spot.

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Students who show interest and go to the the mandatory meeting after school will participate in the pre-group screening. During this meeting the counselors will provide information regarding the goals and purpose for the counseling group, the number of sessions, length of sessions, ground rules and confidentiality. Students who are willing to participate will meet with the counselors individually to be assessed. Once the students are chosen, they will be introduced to the group a week before the first session.

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After the students have been selected for the counseling group, which will be no more than 15 students, their parent/guardian will receive a consent form through their email and mailing address for them and their child to sign. We will also email/mail them out the flyer along with the goals and purpose of the counseling group and the topics that will be discussed.

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The top 4 rules that will be discussed at the beginning of every session are:
1. Show respect to everyone in the group
2. What is said in this group, stays in this group
3. Always try your best to participate
4. Be kind

The rest of the rules and guidelines will be established on the first group meeting and the first session. Students will sign a form stating that they agree and will abide by the rules.

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The Leadership style I believe will work best for this group is Participative Leadership. The topics stress and anxiety can be very overwhelming for many students and may cause them to feel nervous or afraid to speak up and share their thoughts. This leadership style allows for support and encouragement which allows for the student to feel valued.  Utilizing this type of leadership style can encourage students to participate and share their thoughts and feelings.

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Within our group, there are two of Yalom's Therapeutic Factors that will be part of our group. First is Instillation of Hope. During each session we will learn about different types of coping techniques and strategies to reduce and/or manage stress and anxiety in different scenarios that students may come across. The last factor is Universality. Because there is a stigma when it comes to the topic of mental health, students tend to not want to talk about it. By having a group of students who all share the same struggles with stress and anxiety, can allow them to feel a sense of relief and not feel like they are on their own.

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The Texas Administrative Code includes the standards and requirements that school counselors must follow to obtain the School Counselor Certificate.

Standard 3 (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 based on The Texas Model for Comprehensive School Counseling Programs.

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(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.

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(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.

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The ASCA Ethical Standards for School Counselors provides the school counselor with the ethical practices that are needed to help support our students needs. The ASCA Ethical Standards: A.13. Evaluation, Assessment and Interpretation explains that school counselors: Conduct school counseling program assessments to determine the effectiveness of activities supporting students’ academic, career and social/emotional development through accountability measures, especially examining efforts to close information, opportunity and attainment gaps.

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The population of this group will be a mixture of 9th-12th grades, ages ranging between 14-18 years of age. Having a wide variety of ages participating in the group session will influence the dynamics in the group.

In Stage 1, we will focus on team building activities on the first group meeting before our first session to allow everyone in the group feel comfortable around each other. On the first session we will go over the ground rules and students will get into groups and propose additional rules they believe are important for everyone in the group to follow. On a poster, titled confidentiality agreement, every student will sign their name abiding to the confidentiality rules. This poster will be posted on the wall at every session and students will be reminded of the rules before every session.

In Stage 2, we will include a variety of activities throughout every session where students are able to work together as a group and exchange different ideas. After every session, students will have a task they will need to complete for the week and at the beginning of the next session we will share and reflect back on how the task went. Every task that is assigned for them to do will be based on the topic that we covered.

In Stage 3, we will reflect back on the topics that we discussed and every student will get the chance to share a coping technique that they have utilized since starting the The Stress-Free Zone group. We will go over various scenarios that can trigger stress and anxiety and as a group we will list various coping techniques/strategies that can be used to overcome that obstacle. Students will be given a notebook with all of the coping skills that were covered throughout the sessions for them to keep for future reference. A month after the last session, we will regroup to see where everyone is at mentally and what strategies they have been using since our last session.

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19 Tex. Admin. Code §239.15

American School Counselor Association. (2016). ASCA ethical standards for school counselors.

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.

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