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Maximum Minutes is a stress management small group meeting designed for university students aged 18-23 to help reduce daily stress. Participants will engage in discussions and activities aimed at understanding and managing stress through connection, learning coping skills, and setting boundaries.

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Students who participate in Maximum Minutes will achieve the following skills that will allow each individual to manage life and academic stress.

Mindset Standards:

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

M 5. Belief in using abilities to their fullest to achieve high quality results and outcome.

Behavior Standards:

B-LS 3. Time management, organizational, and study skills.

B-SMS 6. Ability to identify and overcome barriers.

B-SMS 7. Effective coping skills.

B-SMS 8. Balance of school, home, and community activities.

B-SS 1. Effective oral and written communication skills and listening skills.

B- SS 3. Positive relationships with adults to support success.

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Maximum Minutes will be disseminated through flyers around the university. The flyers will be hung in common areas such as the library, classroom hallways, student lounge, the cafeteria, the sports complex and gym. This method is being used to reach all students throughout the campus. Students who are interested will be required to complete a needs assessment using their school email. Students who meet the criteria from the needs assessment will receive an email with further information. Reminders will be sent out to students prior to the first session. Students who attend and participate in the full 6-week program will be rewarded a coupon to use at the University Café.

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University students who wish to participate in the small group program as indicated in the flyer will be required to scan the QR code and complete the Perceived Stress Scale (PSS-10) assessment to evaluate their risk level.  The assessment is available online for access and completion by individual students using their school email accounts. If the students' results are identified as high risk, they will be contacted via email to ask additional questions and agree to participate.

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Once students have been selected to participate in Maximum Minutes, an informed consent will be distributed and explained to them. Although these students are adults and can provide consent, it is essential that they comprehend what to expect in group sessions and what is required of them. This includes confidentiality and their limitations.

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Guidelines and ground rules will be explained to all participants prior to the session beginning. Certain rules will be non-negotiable, while other rules may be open to discussion and agreement among students. As the session continue, some of the group-determined rules can be adjusted and added as needed.

Pre-determined rules:

Confidentiality

Be respectful

Participation – listening and engaging

No phones

Attendance

Group-determined rules:

Sharing – Students will only share what they are comfortable with.

Conflict Resolution – How the group will work through disagreements.

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Stage 1: To begin the first session, I will share a little bit about myself to ease any tension or hesitations. I will explain the rules and confidentiality and encourage anyone to add to this if everyone agrees to it. I will then ask everyone to introduce themselves and conduct an ice-breaker activity. The goal for this session is to create trust and a safe space within the group.

Stage 2: During this stage it’s important to recognize if a group is connecting with one another and the counselor. Activities will be conducted to facilitate interaction and communication among all participants. This part of the program is to focus on goals and work together to reach them. I will check in with everyone at the end of every session to determine any progress or changes for improvement.

Stage 3: The closing stage can be particularly sensitive for many individuals, as it may evoke feelings of abandonment and loneliness. The final session will provide encouragement and positive affirmation for all participants, aiming to ensure their success and effective utilization of the skills they have acquired. Students will be reminded of the rules and confidentiality and encouraged to maintain contact with one another for support. I will also provide them with my work email and number to reach out for any additional support throughout the school term.

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The leadership style that I will use for Maximum Minutes is Participative Leadership. This type of leadership will allow all members to engage and contribute to the group that will set forth motivation and creativity (Cherry, 2023). Though this leadership will allow for students to have some control, I will make the final decisions and offer guidance towards different topics that we transition to.

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Many of Yalom’s Therapeutic Factors may potentially be seen in this group such as the following:

Installation of Hope – As the group comes together and work through stress, they will be able to grow their self-esteem and find hope that treatment will work.

Universality – Each member will feel a sense of belonging and know they are not alone in their struggles.

Development of Socializing Techniques – Member will engage with one another through activities and communication to improve interpersonal skills.

Catharsis – Each session will focus on different skills and techniques to help manage stress. It is hopeful and expected that students will be able to express themselves wholeheartedly as trust continues to build.

Existential Factors, Direct Advice, and Interpersonal Learning – Students will be able to give and receive feedback to other members in the group, and take responsibility for their own selves.

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The American Counseling Association Code of Ethics, B.4.a – Group Work, counselors must clearly explain the importance of confidentiality and its limitations. It’s important to conduct group counseling as you would for individual and any other counseling treatment. Another important code to adhere is C.2.f – Continuing Education, counseling has an obligation to maintain current information regarding the counseling field. This includes current practices and acceptance of new ones especially for diverse cultures (American Counseling Assocation, 2014). Discussing confidentiality with my group will build trust and encourage others to be willing participants. By continuing my education, I will be able to keep up with current trends that will allow me to better understand individuals.

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According to the Texas Administrative Code section c, standard II – learner centered skills - 9, counselors use counseling-related research techniques and evidence-based practices to address student needs (19 Tex. Admin. Code §239.15). This code is important to my role while conducting group sessions because it requires in depth research to determine what techniques will work. It will also allow me to assess each student and accommodate their needs.

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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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American Counseling Association. (2014). 2014 ACA code of ethics. https://www.counseling.org/docs/default-source/default-document-library/ethics/2014-aca-code-of-ethics.pdf?sfvrsn=55ab73d0_1

Cherry, M. (2023). How to lead: 6 leadership styles and frameworks. Verywell Mind. https://www.verywellmind.com/leadership-styles-2795312

Perceived stress scale (PSS-10). (n.d).  Novo Psych. https://novopsych.com.au/wp-content/uploads/2023/02/pss-10.pdf

Standards Required for School Counselor Certificate, 19 Tex. Admin. Code §239.15