# data[].attributes.body
This group will focus on helping students understand the meaning of anxiety and what is looks like to each of them.  While learning about anxiety, 3rd graders will learn how to use effective strategies to help them recognize anxiety triggers and learn coping strategies to help manage their anxiety.

# data[].attributes.body
This group was implemented based on the data from the Needs Assessment. This group will be based on the names provided from the Needs Assessment and a Flyer sent to all teachers for student recommendations. Each teacher will send, Mrs. Preston the names of students they think would benefit from this group.

# data[].attributes.body
I plan home to send a flyer home to each student who was recommended to participate.  This flyer will include group name, information about the group, and the skills that will be taught.  The counselor will have parents and students sign and return the form if they feel that the student would like to participate.
Once forms are returned, I will interview each student individually to determine their willingness to participate, readiness for personal growth, and willingness to work together to benefit the group.
If I see that a student would not be a good fit for this particular group or if I feel that they are a potential danger to themselves or
others, the counselor will offer other services to serve those particular students.

# data[].attributes.body
Once group members have been chosen(4-6 members) a consent form will be sent home to each participants parents/guardians.  They will also get another copy of the informational flyer reminding them of the goal of the group and skills that will taught.
A social contract will also be given to each participant during the first session explaining the goal of the group, rules, confidentiality, and informed consent. Each student will sign their name that they agree to abide by the following guidelines.

# data[].attributes.body
In order to participate in the group each student must agree to follow the guidelines and ground rules.
1. Develop an understanding of confidentiality.
2. Be respectful of the counselor and group members.
3.  Discuss the importance of voluntary participation.

During the first session, we will go over further group expectations, rules, and guidelines.  Each participant will agree on these terms and sign the informed consent.

# data[].attributes.body
This formation of this group is based on a group of 3rd grade students who are struggling with severe anxiety and worry.  The anxiety that these students are experiencing are hindering them from social, emotional, and academic success.

Stage 1 will focus on building relationships and trust amongst the group.  The group will be well educated on confidentiality, as well as the repercussions if that confidentiality is broken.  Through individual student interviews, the group was able to be formed with students who have very similar experiences and struggles.  This should allow as sense of acceptance amongst those in the group. We will build close relationships through get to know you activities and sharing our stories with the group members.
Stage 2 will actively work within the group to complete activities to help address anxiety.  Discussions will be based on what anxiety is, what it looks like for each of us, and ways to manage/cope with those worries. Group members will be working on an interactive Worry Warrior Journal.  This will be a resource for all group members to use while in the group and after.
Stage 3 will end with a team building activity.  This activity will allow students to see the importance of having a support system, much like what this group has become.  Students will be able to communicate what anxiety is like for them, ways to help their anxiety, and give names of at least three people to be their Worry Warrior Comrades. Each group member will complete the post assessment to determine the effectiveness of the group.

# data[].attributes.body
The following Mindsets and Behaviors will be mastered through group participation.

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

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

B-SMS 7 Demonstrate effective coping skills when faced with a problem

# data[].attributes.body
This group will working under a participative leadership style, also known as democratic leadership(Cherry, 2020).  When discussing participants anxieties, it is important for the leader to offer guidance, while allowing group members to share openly what they experience.  The leader of the group provides them with the tools they need, but they can make the choice to pick what tool works best for each member.  This allows all group members to feel a sense of ownership and that they are valued members of the team.

# data[].attributes.body
In Yalom's (1995) Curative Factors of Group Treatment, Instillation of Hope can benefit students struggling with anxiety because it can give them the faith needed that this strategies taught will be effective.
Universality will be effective because members of this group will realize they are not alone in this battle.  Group members may be experiencing the same type of anxiety and triggers as others.
Direct Advice can be present in members that are open to share and receive suggestions from the counselor and other group members of strategies that have been effective for them.

# data[].attributes.body
A.9. Group Work

A.9.a. Screening

Counselors screen prospective group counseling/therapy participants. To the extent possible, counselors select members whose needs and goals are compatible with the goals of the group, who will not impede the group process, and whose well-being will not be jeop- ardized by the group experience(2014 Code of ETHICS., 2014).

When forming the Wildcat Worry Warriors, the participants completed a pre-assessment to determine if there was a need for this counseling group.  Once the need was determined, each participant was screened to see determine if they would openly participate, work well with others, and if their needs matched the groups needs.  This all went into consideration when forming the group.

# data[].attributes.body
A.2. Informed Consent in the Counseling

Relationship

A.2.a. Informed Consent

Clients have the freedom to choose whether to enter into or remain in a counseling relationship and need adequate information about the counseling process and the counselor. Counselors have an obligation to re- view in writing and verbally with cli- ents the rights and responsibilities of both counselors and clients. Informed consent is an ongoing part of the counseling process, and counselors appropriately document discussions of informed consent throughout the counseling relationship(2014 Code of ETHICS., 2014).

There was an initial consent sent home to families to inform them about the group and the group goals.  Once they showed interest in the group and were chosen to participate another consent was sent home to inform each parents and student the group, time frame of group, meeting dates and times, and goal.  They made the choice to give or not give consent to participate.  The students were also given a consent the first meeting.

# data[].attributes.body
2014 code of ethics. [PDF]. (2014). https://www.counseling.org/resources/aca-code-of-ethics.pdf

Cherry, K. (2020, August 3). What are prominent leadership styles and frameworks you should know? Verywell Mind. https://www.verywellmind.com/leadership-styles-2795312

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/les/guid-respon-serv-small-group-counseling-guide-2015.pdf

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