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"Screen Smart: Finding Balance in a Digital World" is a group counseling session intended for school-aged youth between the ages of eleven and fifteen who have trouble striking a good balance between their use of social media and other significant facets of their lives, such as their studies, physical exercise, family time, and mental health.

In the current digital era, many students spend too much time on social media, which can cause problems, including poor time management, sleep problems, a decline in face-to-face social contacts, and even anxiety or low self-esteem. (Chassiakos et al., 2016) This group will offer a secure and encouraging environment for students to talk about their difficulties, pick up good habits, and come up with useful ways to have a healthy relationship with technology.

Students will develop self-awareness, critical thinking abilities, and the means to establish personal boundaries with social media via conversations, interactive exercises, and goal-setting, assisting them in cultivating a more rewarding and healthy way of life.

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The following ASCA Mindsets & Behaviors for Student Success would be important goals for participants in a group counseling program aimed at school-aged kids who are having trouble striking a good balance between social media use and other facets of their lives:

Mindsets:

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

2. M 2 – Self-confidence in one’s ability to succeed.

3. M 6 – Positive attitude toward work and learning.

Behaviors:

Learning Strategies:

1. B-LS 3 – Use time-management, organizational, and study skills to balance responsibilities effectively.

2. B-LS 9 – Gather evidence and consider multiple perspectives to make informed decisions about social media use.

Self-Management Skills:

1. B-SMS 2 – Demonstrate self-discipline and self-control in regulating screen time.

2. B-SMS 6 – Demonstrate the ability to overcome barriers to maintaining a healthy balance in daily life.

3. B-SMS 10 – Demonstrate ability to manage transitions and adapt to change (such as adjusting social media habits).

Social Skills:

1. B-SS 2 – Create positive and supportive relationships that extend beyond social media interactions.

2. B-SS 4 – Demonstrate empathy and consideration for others in online and offline interactions.

3. B-SS 9 – Demonstrate social maturity and behaviors appropriate to the situation and environment.

By the time the group ends, members will have increased their self-awareness regarding their social media usage, acquired useful techniques for establishing limits, and created constructive coping methods to keep their everyday lives in balance.

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The facilitator will create brochures and partner with the school newsletter to advertise this group. To find students who could benefit from the program, the facilitator will also work with teachers, school counselors, and other staff members. To promote involvement and clarify the group's goal, an informational meeting will be held for parents to attend after school. A pre-group screening questionnaire will be given to students who show interest in order to gauge their present social media usage patterns, challenges, and objectives.

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Pre-Assessment Survey (Before Starting the Group)

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Pre-Assessment Survey (Before Starting the Group)

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To measure progress, individual and group responses to the pre- and post-assessment findings will be compared. The group's effectiveness will be demonstrated by improvements in areas including reduced screen time, heightened awareness of the influence of social media, and improved time management techniques. Answers with open-ended questions will shed more light on the tactics that worked best. To illustrate the group's influence, a summary report will be prepared and sent to administrators, school counselors, and other interested parties. Additionally, by using this data, future group sessions will be improved to better serve the requirements of students who struggle with social media balance.

This group will use a pre- and post-assessment survey for the "Screen Smart: Finding Balance in a Digital World" group counseling program to gauge participants' attitudes, actions, and knowledge about social media use. The survey's design will be in line with the group's student learning outcomes.

Pre-Assessment Survey (Before Starting the Group)

1. How many hours per day do you spend on social media?

☐ Less than 1 hour

☐ 1-2 hours

☐ 3-4 hours

☐ 5 or more hours

2. Do you feel like social media interferes with your daily responsibilities (e.g., school, chores, sleep, family time)?

☐ Never

☐ Rarely

☐ Sometimes

☐ Often

☐ Always

3. How often do you check your social media accounts throughout the day?

☐ Every few minutes

☐ Once an hour

☐ A few times per day

☐ Once a day or less

4. Do you set time limits or restrictions for your social media use?

☐ Yes, I have strict limits

☐ Yes, but I don’t always follow them

☐ No, but I would like to

☐ No, and I don’t think I need to

5. How does social media make you feel most of the time?

☐ Happy and connected

☐ Entertained but sometimes distracted

☐ Anxious or pressured to keep up

☐ Lonely, sad, or left out

6. Have you ever tried taking a break from social media?

☐ Yes, and it helped

☐ Yes, but it was hard to stay off

☐ No, but I would like to

☐ No, I don’t think I need to

7. How comfortable are you talking about social media’s impact on your life?

☐ Very comfortable

☐ Somewhat comfortable

☐ Neutral

☐ Somewhat uncomfortable

☐ Very uncomfortable

8. What is one thing you would like to change about your social media habits?(Open-ended question)

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Participation in the group will require informed consent from both parents and students. Given that the group includes children, formal authorization from parents or guardians will be sought and will outline the group's goals, potential risks and advantages, confidentiality policies, and the facilitator's role.

Students will also sign an informed consent document stating that they agree to the terms of the group and are willing to participate voluntarily.

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These rules will help to establish a safe, respectful, and structured group environment.

Predetermined Rules (Set by the Counselor):

1. Confidentiality: What is shared in the group stays in the group (unless there is a safety concern).

2. Respect for Others: No interrupting, name-calling, or negative comments about others’ experiences.

3. Active Participation: Everyone is encouraged to engage, but no one is forced to share beyond their comfort level.

4. Use of Technology: Phones and devices must be put away during sessions to encourage focus and face-to-face interaction.

5. Attendance & Punctuality: Members should attend consistently and arrive on time to maintain group cohesion.

6. One Mic Rule: Only one person speaks at a time to ensure that everyone is heard and respected.

7. Growth Mindset: The group is a judgment-free zone where members support each other’s progress rather than perfection.

Rules Determined by the Group:

1. Consequences for Rule-Breaking: What should happen if someone repeatedly breaks a group rule?

2. Check-in/Check-out Routine: Should we start with a brief reflection, breathing exercise, or another check-in activity?

3. Sharing Guidelines: How do we handle personal sharing? (E.g., time limits, “pass” options, and turn-taking).

4. Group Support Strategies: How do we encourage and help each other stay accountable for social media goals?

5. Flexibility in Discussions: Should we set aside time to explore new topics related to social media balance that may arise?

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Building Relationships and Trust Between Group Members and Myself:

I will set a warm, supportive tone by greeting each participant by name, showing genuine interest in their experiences, and encouraging open communication.

I will explain that I am there to guide, not judge and that the group is a safe space to explore challenges together.

By sharing small, relatable experiences about balance and screen time, I can normalize struggles and encourage honesty.

Members will never be forced to share; instead, they will be given gentle opportunities to contribute when ready.

Periodic individual check-ins will allow me to build trust with each participant and address concerns they may not feel comfortable sharing in a group setting.

Establishing group norms:

In the first session, we will discuss and agree on group norms, allowing participants to have a say in shaping expectations.

Members will be reminded that what is shared in the group stays in the group.

Norms such as active listening, no interrupting, and supporting one another’s perspectives will be emphasized.

We will establish when and how technology will be used during sessions to align with the group’s focus.

Group expectations will be revisited periodically to ensure they continue to serve the needs of participants.

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Keeping Members Working Cohesively and Productively:

Each session will have a clear objective while allowing space for organic discussions. Activities will be engaging and interactive to maintain focus and participation.

Early on, members will set personal goals related to social media balance, fostering investment in the group's progress.

Members will engage in discussions, role-playing scenarios, and peer activities to reinforce learning.

Members will track personal goals and reflect on their progress weekly. Group discussions will encourage self-awareness and problem-solving.

Positive reinforcement, shout-outs for achievements, and celebrating small wins will motivate group members to stay engaged.

Checking In & Gauging Progress:

Members will complete brief reflections on their social media habits and challenges.

The last session will allow members to reflect on their growth and discuss any adjustments they’d like to make.

At the end of each session, members will write one thing they learned and one thing they still struggle with.

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Plan for Group Closure

The final session will focus on reviewing progress, celebrating accomplishments, and reinforcing key takeaways. We will highlight personal growth and group achievements through discussions and a small celebration.

At the final session, students will develop a "Social Media Wellness Plan" for sustained success.

We will explore how members can continue applying what they’ve learned and encourage group members to rely upon each other for accountability.

Members will have an opportunity to share words of encouragement or affirmations with one another, reinforcing positive peer connections built during the group.

Monitoring/Exploring Feelings About the Group Ending

I will invite members to express how they feel about the group ending and discuss any concerns they may have about maintaining their progress.

A post-survey will allow members to share their thoughts on their experience, what was helpful, and what they still need support with.

I will provide a handout with strategies for maintaining social media balance, suggestions for continued self-reflection, and contacts for additional support if needed.

If any members express difficulty with the group ending, I will schedule short check-ins or provide referrals to school counselors or other support resources.

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My leadership style would be democratic and facilitative, with a dash of supportive leadership thrown in. Instead of just giving them instructions, a facilitative approach enables students to actively participate in conversations, think back on their experiences, and create their own screen-time management techniques. This is particularly crucial for developing critical thinking and self-control since students learn best when they have the confidence to choose how they behave.

By establishing group rules, taking part in conversations, and working together to solve problems, a democratic leadership style also empowers group members to take charge of the process. Since each student's usage of social media is unique and very personal, giving them a say in their education guarantees increased involvement, accountability, and dedication to change.

Supportive leadership is crucial since many students may experience fear, peer pressure, or comparison anxiety when using social media. To enable group members to feel comfortable expressing their obstacles and getting support from their peers, I can create an emotionally safe and nonjudgmental environment.

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There are several of Yalom’s therapeutic factors that could naturally emerge, fostering growth and meaningful change among participants.

Universality is a therapeutic component that is likely to emerge as group members recognize that they are not the only ones who suffer from social media use. Many students could feel alone or that they're the only ones who struggle with setting boundaries online, anxiety, or peer pressure. They might feel less embarrassed and more connected if they hear about comparable experiences from their friends.

Instillation of hope will also play a critical role as students observe others making positive changes in their social media habits. Their peers' effective use of techniques to strike a balance between screen time and in-person activities might inspire them to think that they, too, can have better social media habits.

Imparting of information will be incorporated into sessions through discussions on the effects of social media on mental health, self-esteem, and sleep. Members will gain the skills necessary to make wise judgments regarding their use of social media by learning coping mechanisms and digital health practices.

Altruism may grow as students support and encourage one another. Helping their peers will boost their confidence and feeling of purpose in helping others, in addition to strengthening their own will to improve.

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Maintaining the anonymity of group members' disclosures during therapy sessions is a legal and ethical requirement for counselors. Ethical rules like Texas state law and the ASCA (American School Counselor Association) Code of Ethics uphold this idea. It is crucial for group therapy members to feel secure and at ease discussing personal experiences without worrying that their revelations will be discussed with those outside the group.

Confidentiality in school counseling settings is valued by both the Texas Education Code and the Texas Administrative Code, which guarantee that all conversations and documents are safeguarded in accordance with relevant legal requirements.

By fostering a therapeutic atmosphere where students may freely express their difficulties with social media use and other facets of their lives without worrying about criticism or privacy invasion, confidentiality ensures trust within the group. Additionally, it respects ethical standards and works to safeguard students' rights, avoiding any negative effects that could result from inappropriately disclosing private information.

Respecting confidentiality as a counselor helps foster group cohesion and trust, two important elements that provide students with a sense of security and belonging.

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Before beginning group counseling, counselors need to have each participant and their parents sign an informed consent form. In this process, the group's goals, objectives, and structure are explained, along with the boundaries of confidentiality, potential risks, and advantages of joining.

In order to ensure that students and their families are fully aware of their involvement in the counseling process, informed consent is mandated by ethical principles (such as ASCA and ASGW) and supported by Texas legislation governing school counseling services.

By ensuring that participants and the counselor have clear expectations regarding the group process, informed consent strengthens the counselor's ethical duty and gives students more control over their involvement.

By getting consent, the counselor also supports the autonomy principle, which strengthens the legal need to keep the therapeutic process transparent. In a social setting when everyone is aware of their rights and obligations, this promotes safety, knowledge, and willingness to participate.

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Children and Adolescents and Digital Media Article

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Children and Adolescents and Digital Media Article

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Chassiakos, Y., Radesky, J., Christakis, D., Moreno, M., Cross, C., Hill, D., Ameenuddin, N., Hutchinson, J., Levine, A., Boyd, R., Mendelson, R., Swanson, W. S., & Council on Communications and Media. (2016, November 1). Children and Adolescents and Digital Media. American Academy of Pediatrics. Retrieved January 30, 2025, from https://doi.org/10.1542/peds.2016-2593