# data[].attributes.attachment_link.title
Over-Scheduling & Psychosocial in Adolescents 

# data[].attributes.body
This group is would work with high school freshman who are involved in extra-curricular activities. The purpose of the group is to inform students and teach them about mindfulness techniques that will be beneficial in assisting with problems or struggles related to time-management and anxiety.

The Name of the group is created to be a play on the word "mindfulness", while also addressing that sometimes are minds can create unhealthy or "foolish" thoughts of certain situations or individuals around us.

# data[].attributes.body
A few of the Mindsets the students within the group may be able to establish are according to the ASCA Student Standards:

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.

M.4. Self-Confidence in ability to succeed.

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

# data[].attributes.attachment_link.title
ASCA Student Standards: Mindsets & Behaviors for Student Success

# data[].attributes.attachment_link.description
The ASCA Student Standards: Mindsets & Behaviors for Student Success describe the knowledge, skills and attitudes students need to achieve academic success, college and career readiness and social/emotional development. The standards are based on a survey of research and best practices in student achievement from a wide array of educational standards and efforts.

# data[].attributes.body
As group members are minors in high school, those who have been approved for the Group will need to fill out and return an Informed Consent form signed by the parents or legal guardian. Students will also need to express their informed consent at the beginning of the first session before anything is further discussed.

# data[].attributes.body
During the announcements of the Group I will disclose where and when students can come ask questions and fill out a survey indicating their level of interest. This survey will provide me with the ability to see if that student would be a good fit for the group.

During sessions students will occasionally be screened individually to see if they are showing progress in adapting to the change of pace from middle school to high school and participating in extra-curricular activities. Students will also be evaluated on their experience of symptoms of anxiety and if they are finding the mindfulness techniques helpful in decreasing anxiety. Students will also be monitored on time-management by creating a schedule with a healthy balance daily activities.

# data[].attributes.body
This attached Small Group Guidelines will be helpful in helping establish group dynamics and how sessions may be ran to provide the most beneficial and helpful environment for the students.

Rules for Group Sessions
1. Be Respectful & Courteous to other members at all times.
2. Practice of Confidentiality is EXPECTED. What is said in group stays in group.
3. Do not pressure one another. If a member is not comfortable sharing, do not try to pressure them into sharing.
4. Share only what you want to share. Each members comfortability within group is a main priority. Do not feel obligated to share.

Rules will be further discussed and explained within the first session. Other rules may also be set once the group has developed the group contract and listed their expectations together.

# data[].attributes.body
According to the 2014 ACA Code of Ethics, in Section A.2.d it describes when clients have an inability to provide consent, which includes minors. With this group working primarily with minors, it is crucial to receive the informed consent from the legal parents or guardians prior to the first session, as well as receive the voluntary informed consent of the student.

# data[].attributes.body
In order to help students and teachers be aware of this Group, there will be daily announcements a week prior to the Groups initial session. Flyers, informational brochures, and parental informed consent forms will also be available in areas of the school where students who meet the criteria may frequent often throughout the school day for extra-curricular activates (ex: band hall, coaches offices/athletic building, theater room, orchestra hall, etc..)

An informational meeting will also be help prior to the first session where students, parents/guardians, and teachers can gain more information on what the group will consist of and ask any questions they may have regarding the group and informed consent/confidentiality.

# data[].attributes.headline
Steps to Creating a Positive Group Dynamic

# data[].attributes.subject
Steps to Creating a Positive Group Dynamic

# data[].attributes.body
Having a positive group dynamic is important so all members are comfortable participating in the sessions. All members of this group all have a shared experience, being freshman in high school who are trying to learn how to adjust to the increased course load while participating in extra-curricular.

Step 1: To get all involved in the group to get initially comfortable with one another, students and the leader will participate in an icebreaker and mindfulness activity to help reduce any feelings of anxiousness or nervousness around the group. As a group we will create a group contract that discusses what each member is comfortable with and not comfortable with in terms of possible discussions points.

Step 2: During the duration of the sessions group a specific activities will be conducted related to the lesson plan of that session. This will provide the students to work together and help each other gain a better understanding of the specific topic. Group reflections will also occur at the end of each session and each group member will be able to express what they feel they learned or what they feel they still need more knowledge on.

Step 3: Towards the last 2 group meetings we will begin to discuss how the students feel about the group ending. I will also invite the school counselor into the last 2 sessions so the students can begin to form comfortability with them and in the intense they feel they need assistance the school counselor will have the necessary information and knowledge to help guide the student in the right direction. The conversation of confidentiality will also be brought up throughout the sessions to stress the importance to all members that what is discussed in group stays within group.

# data[].attributes.body
I believe this group will be more effective if the leadership style used is Participative Leadership. This form of leadership will myself as the leader to participate in session discussions and actives, especially since I personally have experience with participating in multiple extra-curricular activities in high school. This will allow me to provide a sense of understanding on how difficult it can be as a freshman and provide guidance on skills/tools that helped me throughout high school.

This form of leadership also allows the students to interact more with one another and provide their input on the topics that will be discussed. This will help the members feel more encouraged and willing to have a higher level of participation in group.

By all members feeling comfortable in participating and sharing, it can help raise the motivation within one another as sessions progress. If one student is showing signs of improvement, it can help other students see that the participation can be helpful and beneficial, which will also lead to increased motivation.

# data[].attributes.body
Another important Ethical Code within the 2014 ACA Code of Ethics is under Section B, that describes the importance and responsibilities surrounded Confidentiality and Privacy of group members.

This section is very important and supports the leader of the group with the ability to inform and express the importance of confidentiality and privacy, the limitations, possible consequences of breaking confidentiality of other members, and the legal parent or guardians role in confidentiality.

# data[].attributes.body
Some of Yalom's Curative Therapeutic Factors than may be seen within group sessions include:

Instillation of Hope: If students are able to see progress within others, they may believe that thy can also achieve that progress.

Universality: Each student is going through the same issue, having a hard tome adjusting to high school course work while also participating in extra-curricular activities. This shows the students in the group that they are not alone in what they are feeling and experiencing.

Altruism: Students can work together and help one another within and outside of group sessions if one may be struggling to adapt to the skills being taught. this helps the student who is assisting another feel useful and further experience instillation of hope.

Interpersonal Learning: Students will be encouraged to interact with one another and provide feedback and advice to the members. Students can share what techniques or skills they are using that they find helpful, so the other members may try those if others aren't working to the degree they hoped for.

# data[].attributes.body
Juhnke, G. B., Juhnke, G. A., & Henderson, K. (2013). The homework identification plan: A solution-focused activity to promote student-athletes’ time management skills. Journal of Creativity in Mental Health, 8(2), 186–202.https://doiorg.easydb.angelo.edu/10.1080/15401383.2013.792658

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

Randall, E. T., Travers, L. V., Shapiro, J. B., & Bohnert, A. M. (2016). Reasons for the “after- school pressure cooker” in affluent communities: It’s not how much time, but
why. Journal of Child and Family Studies, 25(5), 1559–1569. https://doi-org.easydb.angelo.edu/10.1007/s10826-015-0330-4

Semple, R. J., Droutman, V., & Reid, B. A. (2017). Mindfulness Goes to School: Things Learned (So Far) from Research and Real-World Experiences. Psychology in the schools, 54(1), 29–52. https://doi.org/10.1002/pits.21981

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