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MindMenders is aimed at college students aged 18 to 24. The group's purpose is to talk about the stressors that may interfere with college students' life balance: Academic, social, and personal. They provide a supportive environment through group activities in which people can develop emotional strength and improve their mental health. Through exercises such as mindful breathing, time management tactics, and peer conversations, students will learn how to deal with stress. This group is best for traditional college students facing problems like increased independence, increased workload, and balancing academics and life. It intends to improve students’ life satisfaction, self-esteem, and emotional resilience. The combination of teaching participants real-world stress management skills and community development helps participants develop their school work and other interests. MindMenders is an excellent resource for mental wellness and school performance specifically.

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Participants within the MindMenders group will acquire vital mindsets and behaviors that match the ASCA Mindsets & Behaviors for Student Success (American School Counselor Association, 2021). Most importantly, the participants will acquire the following key ASCA Mindsets:

M1 Mindset: The belief in fully developing their mental aspects and their social/emotional and physical components.

M2 Mindset: Self-confidence about their success abilities.

M3 Mindset: Sense of belonging in their academic environment

M5 Mindset: Belief in reaching maximum ability to bring top-quality outcomes.

In addition, the participants will master these ASCA Behaviors:

B-SMS 7 Self-Management Skills – The participant will display effective coping mechanisms to tackle problems.

B-SS 2 Social Skills: Creating positive and supportive relationships with other students.

B-SS 3 Social Skills: Creation of relationships with older peers that support academic achievements.

These mindsets and behaviors will be developed through group-based activities and discussions that strengthen participants' academic and personal growth.

Alignment with Stress Management

According to Johnson & Carrico (2020), these mindsets and behaviors will help participants manage stress through cognitive reframing, self-efficacy, and better social skills.

Cognitive Reframing: Cognitive reframing helps understand emotions and how to lessen them. Participants will be able to practice mindfulness and start regulating their own emotions.

Self-efficacy: Helps the students to be more self-confident in facing challenges.

Organizational Skills: Participants will reduce pressure from academics and have a better work-life balance.

Social Skills: Social connections are encouraged to reduce isolation and improve mental well-being.

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The MindMenders group must be publicized so that all students who require help dealing with stress have a chance to participate. The group's success also depends on having an overall publicity plan directed to all stakeholders, so they know the group and get a clear briefing.

Target Audience

Stakeholders will include the following groups in the publicity plan.

Students as the primary audience that will benefit from the group.

Professors and instructors (faculty) who may see stressed-out students and recommend them to the group.

University support staff like administrators & counselors can assist with student participation.

Methods of Publicity

Various platforms will be used to spread the information, including:

Digital platforms: University website announcements, campus social media accounts, and targeted email campaigns to academic departments

Physical presence: Group notices at student centers, housing areas, and school building entrances.

Direct outreach: Presentations at faculty meetings and collaboration with academic advisors

Campus partnerships: Partnering with student support centers like Student Health Center, Academic Success Center, and Residence Life to find students for program participation

Student organizations: Participate in student group activities to deliver information about our program

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Screening participants before they join the MindMenders group is essential to ensure readiness, willingness, and commitment to the process. The screening process will help determine whether students are prepared to engage in group discussions about stress management and whether the program aligns with their need (Bellairs-Walsh et al., 2020).

Assessing Readiness & Willingness

Students will be assessed on:

Their current stress levels (via a brief Perceived Stress Questionnaire (Shahid et al., 2011).

Their motivation to learn and apply stress management strategies.

Their ability to commit to the six-week program.

Their openness to participating in group discussions.

Screening Format: Individual vs. Group-Based

Individual Screening:

One-on-one screenings will be conducted via a 10-minute interview with a counselor or group facilitator.

The purpose is to assess personal stressors, goals, and expectations.

Group-Based Screening:

An optional group session will introduce the program and allow students to ask questions.

A short activity will assess their comfort level with group participation.

Selection Criteria

Students will be selected based on:

1. Their expressed need for stress management support.

2. Their willingness to commit to the program.

3. Their ability to engage in a structured, confidential group setting.

4. Their stress situation and how this group will be of help.

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Obtaining informed consent is a critical step in ensuring that participants fully understand the expectations, confidentiality policies, and nature of the MindMenders group in compliance with OP 56.03, "Protection of Human Subjects in Research" (Angelo State University, n.d.). According to Nusbaum et al. (2017), informed consent will ensure that participants know what is required of them and are ready to participate actively in a shared setting.

Consent Process

Participants will be provided with a detailed consent form explaining:

The purpose of the group.

Session structure and duration.

Confidentiality policies (and their limits).

Expectations for participation.

The voluntary nature of the group (students can opt-out at any time).

Participants must sign the form before joining.

Parental Consent

After the selection of participants of not more than 12 students, a separate parental consent form will be provided if the university requires parental consent for students under 18.

The student (minor) must also give assent, acknowledging their willingness to participate.

Confidentiality Considerations

While confidentiality is emphasized, exceptions apply, including situations where a student is at risk of self-harm or suicide.

This policy will be clearly explained to participants before they sign the consent form.

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Establishing clear ground rules will create a safe, respectful, and productive group environment.

Pre-determined rules include:

1. Members should respect each other

2. Confidentiality unless any members are at risk of harming themselves or others

3. Members are not obliged to share unless they are willing to do so

4. Attendance and punctuality

5. No shaming, ridiculing, or dismissing others' feelings.

Other rules will be determined during our first session.

Introducing the Rules

Session 1: The facilitator will explain the rules and allow participants to suggest additional guidelines.

Written Agreement: Each participant will sign a group agreement acknowledging the rules.

Ongoing Reinforcement: The facilitator will remind the group of key rules.

Enforcing the Rules

First Violation: A gentle reminder from the facilitator.

Repeated Violations: A private discussion with the participant.

Serious Violations: Potential removal from the group if necessary.

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Understanding group dynamics is essential for ensuring the success of MindMenders. The group will progress through three key stages:

Stage 1: Trust-Building & Initial Engagement (Forming Stage)

How trust will be built:

The facilitator will create a welcoming and non-judgmental atmosphere.

Icebreaker activities (e.g., “Two Truths and a Lie” or stress-related discussion prompts) will help members feel comfortable.

Group norms and confidentiality agreements will be clearly outlined to build a sense of security.

The facilitator will model openness and vulnerability to encourage sharing.

Goal: Establish a safe space where students feel comfortable expressing their experiences with stress.

🔹 Stage 2: Productivity & Group Cohesion (Working Stage)

How productivity will be maintained:

Active participation will be encouraged through engaging discussions and structured activities (e.g., mindfulness exercises and cognitive reframing).

The facilitator will ensure equal participation, preventing dominant voices from taking over while encouraging quieter members.

Weekly check-ins will assess each member’s progress and challenges.

Activities like time management exercises will give students practical coping tools.

Goal: Keep the group focused on developing and applying stress management strategies while supporting one another.

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Effective leadership in MindMenders will be crucial for guiding discussions and fostering a supportive atmosphere.

Leadership Style(s) Used

1️⃣ Facilitative Leadership

Encourages group interaction and self-exploration.

Allows participants to take an active role in discussions.

2️⃣ Supportive Leadership

Ensures emotional safety and comfort for participants.

Provides reassurance and validation.

3️⃣ Directive Leadership (When Necessary)

Helps maintain structure when conversations lose focus.

Ensures discussions remain solution-oriented.

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The MindMenders group will naturally integrate several of Yalom’s Therapeutic Factors. According to Rusu and Davis (2022), these factors help group participants connect and heal.

Key Therapeutic Factors in MindMenders

✅ Universality

Members realize that they are not alone in their struggles with stress.

Helps normalize their experiences, reducing feelings of isolation.

✅ Instillation of Hope

Seeing peers make progress motivates others to believe they can improve.

The facilitator will highlight success stories from past sessions.

✅ Altruism

Members will support and uplift each other, increasing self-worth.

Encourages peer-to-peer learning and encouragement.

✅ Imparting Information

The group will teach practical stress management skills (e.g., mindfulness, time management).

Members will leave with actionable strategies to improve their well-being.

✅ Group Cohesion

A sense of belonging will form, helping students build positive relationships.

Members will feel safe and valued, increasing their engagement.

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The Texas Administrative Code §239.15 (Texas, 2021) establishes legal requirements that mandate school counselors to:

Use evidence-based group counseling techniques.

Ensure of informed consent.

Provide referrals to qualified professional services when therapeutic group limitations are reached.

Maintain good documentation of the counseling process

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ASGW Best Practice Guidelines (Association for Specialists in Group Work, 2021) require:

Regular assessment of group effectiveness

Group members maintain confidentiality protection until security situations emerge

Clear documentation of procedures

Appropriate screening and selection processes

Cultural sensitivity and inclusivity in group sessions

Professional disclosure statement

Informed consent of members

Use of evidence-based interventions

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Texas (2021, August 27). 19 TAC Chapter 239. Tea.texas.gov. https://tea.texas.gov/about-tea/laws-and-rules/sbec-rules-tac/sbec-tac-currently-in-effect/19-tac-chapter-239

American School Counselor Association. (2021). The ASCA mindsets & behaviors for student success: K-12 college-and career readiness for every student (pp. 1–6). https://www.schoolcounselor.org/getmedia/7428a787-a452-4abb-afec-d78ec77870cd/Mindsets-Behaviors.pdf

Angelo State University. (2019). Protection of Human Subjects in Research. Angelo.edu. https://www.angelo.edu/research/compliance/protection/human-subjects.php

Association for Specialists in Group Work. (2021). ASGW Guiding Principles for Group Work (pp. 1–13). https://asgw.org/wp-content/uploads/2021/07/ASGW-Guiding-Principles-May-2021.pdf

Bellairs-Walsh, I., Perry, Y., Krysinska, K., Byrne, S. J., Boland, A., Michail, M., Lamblin, M., Gibson, K. L., Lin, A., Li, T. Y., Hetrick, S., & Robinson, J. (2020). Best practice when working with suicidal behaviour and self-harm in primary care: a qualitative exploration of young people’s perspectives. BMJ Open, 10(10), e038855. https://doi.org/10.1136/bmjopen-2020-038855

Johnson, G. S., & Carrico, J. C. (2020). School Counselors applying the ASCA 2016 ethical standards. Journal of Counseling Research and Practice, 6(1), 1.

Nusbaum, L., Douglas, B., Damus, K., Paasche-Orlow, M., & Estrella-Luna, N. (2017). Communicating Risks and Benefits in Informed Consent for Research: a Qualitative Study. Global Qualitative Nursing Research, 4(1), 233339361773201. https://doi.org/10.1177/2333393617732017

Rusu, A. S., & Davis, R. (2022). Interdisciplinary approach of Yalom’s group therapy factors: A theoretical model for including animal presence in social work education and practice. Frontiers in Veterinary Science, 9, 1024355. https://doi.org/10.3389/fvets.2022.1024355

Shahid, A., Wilkinson, K., Marcu, S., & Shapiro, C. M. (2011). Perceived Stress Questionnaire (PSQ). STOP, THAT and One Hundred Other Sleep Scales, 273–274. https://doi.org/10.1007/978-1-4419-9893-4_64