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Group Name: Stress-Free Teens

Purpose: Intended for high school students 14-18 years old in High School to deal with stress.

Methods: It includes CBT, mindfulness and relaxation techniques.

Outcome: Seeks to build up participants' psychological strength and self-control of emotions.

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Participants will be able to recognize stressors that are likely to affect them and find ways to handle the stress.

Control emotions and enhance social skills using the learnt techniques.

Implementing group activities and educational sessions to support these mindsets and behaviours.

To assess the level of change brought by the program, pre- and post-assessments will be used to ensure that the participants have internalized the desired behaviors and attitudes.

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Communication channels includes various methods, such as daily announcements, flyers, newsletters, and emails.

Information efficiently target parents, students, teachers, administrators, and counsellors.

Use personal invitations and posting on websites to ensure that more people learn about the event and that participation levels are high.

Visibility Assurance involves placing promotional materials on the school district or company website and other visible areas within the school.

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Screening Objectives: Determine whether the participants are ready, willing, and interested in participating actively in the group process.

Individual vs. Group Screening: Performing a one-on-one screening or screening many people simultaneously, according to the chosen parameters.

Screening Tools: Conduct interviews and fill out forms to screen potential members.

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Informed consent from parents are required in order for minors to participant.

It should also meet the requirement of the school or organization regarding informed consent.

Proper and well-explained consent forms for the participants and parents or guardians are available.

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Predetermined Rules:

Confidentiality: All participants must agree to respect the privacy of others, keeping discussions within the group.

Each member must listen without interrupting and avoid judgmental comments.

Regular attendance is required for group cohesion and progress.

No aggressive or harmful behavior will be tolerated.

Group-Determined Rules:

The group can decide how to manage speaking turns (e.g., voluntary or rotation).

Participants can agree on time limits for sharing to ensure everyone has a chance to speak.

Group members can propose any additional rules they feel would create a positive environment.

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Stage 1: Building Trust (Forming):

Establish a welcoming environment through icebreakers and team-building activities.

Encourage open communication while setting confidentiality expectations.

Foster a sense of safety and belonging early on to promote honest sharing.

Stage 2: Maintaining Productivity (Storming/Norming):

Use structured activities and guided discussions to keep sessions focused and engaging.

Address conflicts directly and constructively, encouraging peer support and problem-solving.

Regularly check in with participants to monitor progress and adjust group dynamics if necessary.

Stage 3: Successful Closure (Performing/Adjourning):

Prepare participants for the end of the group by facilitating reflections on personal growth.

Reinforce the importance of maintaining confidentiality after the group ends.

Provide resources and follow-up plans to help participants apply what they have learned moving forward.

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Primary Leadership Style: Facilitative leadership to encourage active participation and group ownership.

Involve participants in decision-making to foster a sense of responsibility and engagement.

Ability to switch to a directive style when needed, especially during conflicts or when providing guidance on sensitive issues.

High school students need a collective way of decision-making to voice their opinions and gain self-ownership.

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Instillation of Hope: Allows the participants to feel that it is possible to manage and reduce anger, which creates hope and a desire to change.

Universality: It models to the participants that anger management issues are not peculiar to them alone, thus helping to reduce their feelings of shame.

Cohesion: This helps to build group cohesiveness and prepares the group to share their feelings and support each other.

Interpersonal Learning: Makes people identify from the experiences of others and their feedback to foster their development and self-control.

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Legal Considerations in Group Counseling

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Legal Considerations in Group Counseling

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Confidentiality: State and federal laws have provisions that require counselors to ensure that the participants’ information is protected.

Mandated Reporting: Counselors are mandated to report any concern of abuse or harm to clients, even in the face of the Hippocratic Principle, which defines the client's confidentiality.

Informed Consent: All participants (and parents in the case of minor participants) shall sign the consent form to join the group so they are aware of its objective, format, and possible dangers.

Record Keeping: The legal requirements that govern the documentation and storage of data in group sessions must be followed, thus meeting the country's legal requirements.

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Ethical Considerations in Group Counselling

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Ethical Considerations in Group Counselling

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SCA and ACA Guidelines: Follow ethical guidelines set by ASCA and ACA for group counselling.

Participant Safety: Ethical responsibility to ensure a safe and supportive environment.

Non-Discrimination: Commit to providing fair and equal treatment to all participants.

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The Stress-Free Teens group aims to equip students with effective stress management tools through CBT, mindfulness, and relaxation techniques.

The program aims to create lasting positive changes in the lives of high school students, preparing them to handle future stress with resilience.

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•American Psychological Association. (2020). Stress in America 2020: A national mental health crisis. https://www.apa.org/news/press/releases/stress/2020/report-october

•Phan, M. L., Renshaw, T. L., Caramanico, J., Greeson, J. M., MacKenzie, E., Atkinson-Diaz, Z., ... & Nuske, H. J. (2022). Mindfulness-based school interventions: A systematic review of outcome evidence quality by study design. Mindfulness, 13(7), 1591-1613. https://link.springer.com/article/10.1007/s12671-022-01885-9

•Sigurvinsdóttir, A. L., Jensínudóttir, K. B., Baldvinsdóttir, K. D., Smárason, O., & Skarphedinsson, G. (2020). Effectiveness of cognitive behavioural therapy (CBT) for child and adolescent anxiety disorders across different CBT modalities and comparisons: a systematic review and meta-analysis. Nordic Journal of Psychiatry, 74(3), 168-180. https://www.tandfonline.com/doi/abs/10.1080/08039488.2019.1686653

•Simmons, M. B., Cartner, S., MacDonald, R., Whitson, S., Bailey, A., & Brown, E. (2023). The effectiveness of peer support from a person with lived experience of mental health challenges for young people with anxiety and depression: a systematic review. BMC psychiatry, 23(1), 194. https://link.springer.com/article/10.1186/s12888-023-04578-2