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The two separate gender specific groups will be composed of 8th grade students who are struggling with feelings of stress/anxiety. Throughout the group sessions, group dynamics will follow the predictable stages of group dynamics but in unique ways based on the aforementioned make-up of the groups.
Stage 1: While completely voluntary, group activities will request that students open up about their anxieties and feelings of stress. These situations could potentially be very personal to the students or even embarrassing. Trusting relationships will be vital to the effectiveness of the group; therefore, relationship building will be a key element within the group. Some students will already feel comfortable with one another while some feel very uncomfortable so it will be important to build those trusting relationships in order for those students to get the most out of the group time. Relationship building activities will be incorporated into the beginning of each group session for this purpose. Additionally, during the first session, creation of the social contract will include discussions on confidentiality and the role it plays in establishing and maintaining trust among group members. The limitations of confidentiality will also need to be addressed so that in the event that someone shares something that needs to be shared with parents/guardians or reported to authorities, the students are aware of these exemptions to confidentiality.
Stage 2: A sense of community and working together will be an important aspect to the effectiveness of the stress management small groups. Students will be encouraged each week to collaborate on tasks toward understanding and efforts on coping strategies. Students will also be encouraged to celebrate one another's victories and support one another in the back slides, all of which will be accomplished through sharing about the feelings of stress they experience during the week and documented through their weekly homework.
Stage 3: The conclusion of the group will include group activities of role play displaying what they have learned throughout their time with the small group. Post assessment data will determine whether or not any of the participants will need to participate in follow-up groups or if they are ready to transition to a lunch bunch group that meets monthly for follow-up. Students will be encouraged to check in with one another as well in the following weeks and months after the completion of the small group sessions. During the closing session, confidentiality will be discussed again and reinforced to continue even following being a member of the small group.

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The following student mindsets will be developed through participation in the Stress Relief small groups:

M.1 - "Belief in development of whole self, including a healthy balance of mental, social/emotional and physical well-being" (American School Counselor Association [ASCA], 2014, p. 2).

M.2 - "Self-confidence in ability to succeed" (ASCA, 2014, p. 2).

The following behaviors will be developed through participation in the Stress Relief small groups:

B.SMS 7 - "Demonstrate effective coping skills when faced with a problem" (ASCA, 2014, p. 2).

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To publicize this group and to create interest, flyers will be created and displayed around the 8th grade hallways describing the group.
An announcement will be made during morning announcements about the group and deadlines to turn in insect forms.
Interest forms will be given out during Character Education classes.

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An information letter and interest forms will go home with students during their Character Education class.
Interested students will complete the interest form and turn in to Mrs. Fraley (counselor) by the deadline.
Screening will be done through evaluation of interest forms and teacher input/referrals.
Students will be chosen based on their needs and their personal goals being aligned with the group goals (American Counseling Association [ACA], 2014).

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American Counselor Association (2014). ACA Code of Ethics. Alexandria, VA: Author.
American School Counselors Association (2014). ASCA Mindsets and Behaviors for Student Success: K-12 College and Career Readiness Standards for Every Student. Alexandria, VA: Author
American School Counselors Association (2019). ASCA School Counselor Professional Standards & Competencies. Alexandria, VA: Author.
Fraley, B. (2020). Stress Management Small Group Action Plan. Unpublished document.
From the Desk of Annie Fox. (2020). Too Stressed to Think [Blog post]. Retrieved from https://anniefox.com/books/tstt.html
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
Bergland, C. (2016, January 8). Why Does Chronic Stress Make Losing Weight More Difficult [Image]. Retrieved from https://www.psychologytoday.com/us/blog/the-athletes-way/201601/why-does-chronic-stress-make-losing-weight-more-difficult
Sharecare. (2020). 8 Stress Relief Tricks ER Doctors Swear By [Image]. Retrieved from https://www.sharecare.com/health/stress-reduction/slideshow/stress-relief-tricks-er-doctor#slide-1
Texas Administrative Code §239.15c(3) (2017)
Yalom ID. (1995). The theory and practice of group psychotherapy (4th ed.). New York: Basic Books

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This group is designed for 8th grade students who identify as struggling with feelings of stress/anxiety. There will be two gender specific groups that meet weekly for six weeks. Through a needs assessment, it was determined that students and staff alike thought stress management to be a concern requiring guidance, which led to the development of this small group.

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Brooke Fraley - Stress Small Group Action Plan

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As group members are chosen (up to 12 girls and 12 boys), parental consent forms will be sent home along with an informational about the group.
An informed consent form will need to explained and filled out by group participants during the first group session as required by district policy, and similar to examples attached (.

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Adhering to the following set of pre-determined ground rules for the group, the participants will work together to come up with a social contract that determines what those ground rules will looks like and sounds like. Any additional rules will be created within the group and outlined within their social contract. The participants will complete a form similar to the one attached in setting up their social contract.

Pre-determined Small Group Ground Rules:
1. Be respectful of all group members.
2. Confidentiality is a priority.

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Through real life scenarios and strategies for reducing stress, Too Stressed to Think, will help students understand that they are not alone and that it is possible to change their personal responses to stressful situations. Students will participate in reading parts of this book throughout the small group sessions together but are also encouraged to read the remainder of the book on their own. They will also be able to keep this book as a resource for the future.

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For the stress relief small groups, my leadership style will be that of coaching. I will facilitate group discussions and instructions on coping strategies but much of the learning will occur through collaborative group activities that I will monitor. This method will allow students to feel more connected with one another and give them a sense of ownership over their progress with their goals.

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At various times throughout the group sessions, several of Yalom's Therapeutic Factors will be present. Universality will present itself within the first session as students bond over their common struggle with stress/anxiety. The factor of universality will continue throughout the sessions and continue to bond these group members beyond these six sessions. Through direct advice, students will experience the instillation of hope factor. Students should begin to feel like their feelings of stress/anxiety will reduce if they continue to follow the advice of the program. Direct advice will be an evident factor as well within the group as we discuss and demonstrate coping strategies for reducing stress/anxiety.

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One of the legal requirements that applies to the stress relief small group is from the Texas Administrative Code, section 239.15c(3). This requirement states that the school counselor is to "counsel individuals and small groups using appropriate counseling theories in response to students' needs" (Texas Administrative Code §239.15c(3), 2017). This small group was organized in response to identified student needs through needs assessment as the administrative code states that counseling be in response to student need.
Another legal requirement that applies to this small group is that from the ASCA School Counselor Professional Standards and Competencies, B.SS3(b), which states that the school counselor will "provide support for students, including individual and small group counseling, during times of transition, heightened stress, critical change or other situations impeding student success" (ASCA, 2014, p. 5). Students are chosen for this group based on their struggle with handling stressful situations and often times this struggle is interfering with other areas of their lives as well.

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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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While there are many ethical requirements that apply to this small group, the following two stand out in relation to this specific small group.
From the ACA Code of Ethics:
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 jeopardized by the group experience" (American Counselors Association [ACA], 2014, p. 6). Screening will be an extremely important step in creating these stress relief small groups. The counselor will need to choose students who desire to be a part of one of these small groups but who also are willing to work toward the goals of the group.
B.4(a) Group Work: "In group work, counselors clearly explain the importance and parameters of confidentiality for the specific group" (ACA, 2014, p. 7). Confidentiality is such a necessity for this age group to create trust so it will be important for me to emphasize this with my group participants.