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Freshman Focus: Managing Stress and Building Resilience

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Freshman Focus: Managing Stress and Building Resilience

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The Freshman Focus group will function as a closed small counseling group which will accept 9th-grade students (ages 14-15) who experience academic stress and anxiety during their high school transition. The group creates a protected space for students to exchange their difficulties while acquiring coping methods and forming bonds with classmates who encounter comparable challenges. The group will welcome 6 to 8 participants who will attend six consecutive sessions. It will help students to build resilience and stress-management skills and academic confidence which will help them succeed in their first year of high school.

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Students who finish the Freshman Focus group will show progress toward ASCA Mindsets and Behaviors (American School Counselor Association, 2021) in the following areas:

Mindsets:

Students will develop a positive mindset toward their work and learning activities (M 3) and they will build self-assurance about their ability to succeed (M 4) and they will understand how to maximize their abilities to produce exceptional results (M 5).

Behavior Standards (B-LS 3) and they will identify their academic and career and social/emotional goals.

Learning Strategies:

Students will learn to use time-management and organizational and study skills (B-LS and long-term periods (B-LS 7).

Self-Management Skills:

Students will learn to handle problems effectively through B-SMS 7 and they will show flexibility when dealing with new responsibilities and changing circumstances according to B-SMS 10.

Social Skills:

Students will develop positive relationships with their peers through B-SS 2 and they will learn to work effectively with others through B-SS 6.

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The following distribution methods will be used to reach all stakeholders and promote the Freshman Focus small group:

Teachers / Counselors:

The group details along with referral procedures will be presented to faculty members at their meeting.

Staff workrooms and teacher mailboxes will receive both flyers and referral forms for distribution.

Teachers will receive additional emails from the program to boost student enrollment through referrals.

Students:

The counseling office and school counseling webpage will display information about the program.

The counseling staff will use advisory class time to make announcements that encourage students to join the program.

Students can obtain self-referral forms at the counseling office.

Parents / Guardians:

The group information along with permission slips will be sent through email and student folders to all parents.

The school newsletter will contain details about the group program.

Administrators:

The program updates will be presented at administrative meetings to obtain official backing and support.

The end-of-group reports will contain program objectives alongside progress updates and evaluation findings.

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Pre-Group Interview / Screening Procedures

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Pre-Group Interview / Screening Procedures

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Students who receive referrals or need assessments or self-refer to the program will get an invitation for a brief pre-group screening interview.

I will explain the group's main objectives and structure which includes six weekly sessions of 30-40 minutes each during this meeting.

Students need to understand that group participation remains optional while requiring parental consent according to Missouri Professional School Counselors and Counselor Educators (2015).

The assessment will evaluate students' readiness and their willingness to participate and their level of interest in the program.

Students need to describe their understanding of the group before they can ask questions about what to expect from the program.

Students need to describe their current stress levels and coping mechanisms and their personal development targets and their comfort with group activities.

The TAP-In process requires students to follow these steps:

1. Tell about the group's purpose and rules and benefits.

2. The assessment will determine student interest levels and their commitment strength and their ability to follow established rules.

3. The selection process will choose students who show readiness for benefits and demonstrate potential to contribute positively to the group (Missouri Professional School Counselors and Counselor Educators, 2015).

4. Students need to evaluate their interest level through a 1-10 rating system.

Screening Format:

Students will participate in private screening interviews to maintain confidentiality while they can freely express themselves.

The counselor will document student motivation levels and their ability to maintain respectful conduct and their potential to gain from the group experience (Missouri Professional School Counselors and Counselor Educators, 2015).

The final group members will be chosen through a combination of readiness assessment and need evaluation and group equilibrium maintenance (6-8 students).

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Campus Policy:

The district and ethical guidelines require parental consent for all minor students before they can join small group counseling sessions.

The process will obtain student assent to confirm their understanding of group objectives and their rights and responsibilities.

The consent documents explain what the group aims to do and how it operates along with what students should expect and what information remains confidential.

The Informed Consent Form which parents and guardians need to sign contains information about the following points:

1. The small group exists to achieve specific objectives which are explained in detail.

2. The program exists as a voluntary program for all students.

3. The document explains both legal and ethical restrictions that apply to confidentiality practices.

4. The group schedule along with meeting frequency and total duration will be explained to students.

5. Students need to review and sign an age-suited assent form to show their understanding and willingness to join the group.

6. Students need to return signed consent forms before starting group sessions according to Missouri Professional School Counselors and Counselor Educators (2015).

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Purpose of Ground Rules:

Ground rules keep things in check and make sure small groups are safe, supportive, and respectful spaces for students to interact.

They help clarify expectations and create shared responsibility among members.

Use of Resource:

I will use the ASGW Best Practice Guidelines for Group Work (Thomas & Pender, 2008) to guide how I introduce, explain, and reinforce group rules.

At the first session, students will review the guidelines and discuss why rules are important.

The finalized rules will be posted in the meeting space and revisited as needed.

Predetermined Rules (set by counselor):

Confidentiality must be maintained (with legal / ethical exceptions).

Respect other's opinions, backgrounds, and experiences.

Attend regularly and arrive on time.

Allow one person to speak at a time (no interruptions).

Collaborative Rules (set with group members):

Ways to show support and encouragement.

Expectations around participation (sharing, listening, engagement).

Preferred strategies for handling disagreements.

Additional agreements members feel are important for success.

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Stages of Group Dynamics / Counselor Plans:

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Stages of Group Dynamics / Counselor Plans:

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The following section outlines the different stages of group dynamics together with counselor intervention strategies.

The first stage of group development requires students to establish trust-based relationships through getting to know each other (Storming / Norming Stage).

The main goal of this stage is to create connections between members while establishing trust and psychological safety.

Counselor Plan:

1. The group members need to understand the main objectives and expected outcomes of the group activities.

2. The counselor needs to explain confidentiality rules to students but must also clarify that complete confidentiality cannot be guaranteed.

3. Students should start conversations to develop mutual respect for each other.

4. The counselor needs to handle disruptive student behaviors while establishing specific rules for group conduct.

5. Students develop feelings of safety and understanding and connection with others according to the Missouri Comprehensive Guidance and Counseling Program-Responsive Services (2015).

Stage 2: Working Together / Performing Stage

The main goal of this stage is to preserve unity while students work toward achieving their personal targets and collective objectives.

Counselor Plan:

1. The counselor starts each session by checking how students have progressed throughout the week.

2. The counselor connects new educational material to what students have learned before and their current development.

3. The counselor should emphasize group rules and participation standards to all members.

4. The counselor should demonstrate how to work together while showing active listening and maintaining respectful conduct.

5. The group members achieve their objectives while feeling important to each other and working together effectively (Missouri Comprehensive Guidance and Counseling Program-Responsive Services, 2015).

Stage 3: Ending the Group / Mourning Stage:

The goal of this stage is to help members conclude their work while thinking about their new skills and their ability to use them independently.

Counselor Plan:

1. Students should review their achievements together with the skills they acquired during the program.

2. Students need to understand that maintaining confidentiality remains essential after the group sessions end.

3. The counselor should schedule a post-group check-in session between 4 to 6 weeks after the group ends to track students' goal implementation and maintain their sense of responsibility.

4. The counselor should assist students through a proper goodbye process to prevent feelings of abandonment.

5. Students exit the program feeling confident while possessing new skills and understanding available support systems (Missouri Comprehensive Guidance and Counseling Program-Responsive Services, 2015).

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Determining My Leadership Style- Possible Leadership Style(s):

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Determining My Leadership Style- Possible Leadership Style(s):

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1. I will function as a facilitative leader who leads discussions while promoting student participation and enabling them to lead their learning activities and group work.

2. I will serve as a supportive leader who demonstrates proper conduct while assisting students to build their social abilities and emotional strength and coping mechanisms.

Rationale for This Approach:

The students require small groups with members who face identical challenges because this format enables them to learn from each other through collaborative efforts (Missouri Comprehensive Guidance and Counseling Program-Responsive Services, 2015).

Student goal-setting and problem-solving activities become more effective when students take ownership of their progress through facilitative leadership approaches.

The supportive leadership style creates a secure environment which enables students to trust others while handling delicate matters while upholding group standards and preserving confidentiality.

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Yalom’s Therapeutic Factors in Small Group Counseling:

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Yalom’s Therapeutic Factors in Small Group Counseling:

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The following therapeutic elements exist for my group work:

1. The group members develop hope through their participation because they understand that the process will teach them useful coping methods and skills for handling their problems (Yalom, 1995).

2. Students discover they share common experiences with others which creates a sense of connection and empathy (Yalom, 1995).

3. Group sessions deliver educational content about stress management and emotional control and problem-solving techniques to participants (Yalom, 1995).

4. Students help each other through their support network which builds their self-worth and makes them feel useful (Yalom, 1995).

5. Students learn social interaction skills through group activities which include active listening and respectful communication and conflict resolution (Yalom, 1995).

6. Students gain feedback from their peers and counselor during group sessions which enables them to practice new behaviors in a protected setting (Yalom, 1995).

7. Students find emotional relief through the group environment which allows them to share their feelings and experiences openly (Yalom, 1995).

This approach supports the achievement of group objectives through its development of trust and group cohesion and active participant involvement.

Students learn to use their acquired skills in actual life circumstances.

The program enables students to develop themselves while gaining self-knowledge and receiving help from their peers.

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Legal Requirement-Texas Education Code & School Safety:

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Legal Requirement-Texas Education Code & School Safety:

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Texas Education Code and School Safety regulations form part of the legal framework that school counselors must follow.

Legal Requirement:

The Texas Legislature (2019) requires school counselors to execute state laws which protect learning environments through emergency response plans and threat evaluation systems.

The threat assessment team protocols require counselors to take part in their implementation and to report all concerning student behaviors for maintaining school safety.

The implementation of multi-hazard emergency operations plans enables counselors to guide students during crises while working with administrators and protects them legally during group sessions.

Legal requirements enable counselors to make ethical choices when working with vulnerable students during group therapy sessions.

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Ethical Requirement-ASCA & ASGW Guidelines:

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Ethical Requirement-ASCA & ASGW Guidelines:

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The ethical standards of ASCA and ASGW provide the necessary framework for professional school counselors to follow when working with small groups through the maintenance of confidentiality and obtaining informed consent and upholding professional boundaries (ASCA, 2025; Thomas & Pender, 2008).

1. The ethical standards of ASCA and ASGW require school counselors to maintain student privacy during group counseling sessions and to obtain consent and establish professional limits (ASCA, 2025; Thomas & Pender, 2008).

2. The framework enables counselors to protect student privacy during group sessions while creating sessions that honor student rights and developmental stages and cultural differences.

3. The framework enables counselors to choose actions that follow ethical standards and school regulations thus building trust and enhancing the success of group interventions.