The main rules/guidelines are confidentiality, respect, and participation.

M 2. Sense of acceptance, respect, support and inclusion for self and others in the school environment.

B-SMS 6. Ability to identify and overcome barriers

B-SMS 7. Effective coping skills

Stage 1: Getting acquainted with one another through ice breakers. Building trust within the group. Early discussions would focus on the anxious feelings students have.

Stage 2: In this stage, group members will work on personal goals related to managing their anxiety. In this stage preteens should start to bond with one another. The may start to offer support and encouragement. The teaching in this stage is focused on practical tools to manage anxiety.

Stage 3: In this stage the group would reflect on how far they have come. They could share improvements they have seen in their anxiety and coping skills they have learned and use. The leader would help the group acknowledge each others' accomplishments. The leader would help group members prepare for future growth and ways to maintain the knowledge they have acquired and help members with a graceful goodbye; acknowledging how goodbyes can be tough. An activity like a "memory box" could help manage these feelings and give them something to take home to look back on their growth and accomplishment.

The facilitative leadership style would provide the empathy and connection and model the behavior. The authoritative leadership style would create clear boundaries and guide with flexibility.

Universality - members would learn they are not alone in their struggles, as they would see and help other students struggle with the same feelings.

Instillation of Hope - seeing other group members recognize and manage their anxiety could inspire hope within the group.

Altruism - as group members offer empathy and advice to others, they may feel a greater sense of purpose.

Catharsis - group members may feel a sense of release as they express pent-up feelings. They may laugh together, cry together and express relief after opening able to open up to one another.

Development of Socializing Techniques - the group members will practice communication skills such as listening without interrupting and offering support. The leader can coach the students to use "I" statements to express feelings.

The Texas Administrative Code outlines the requirements for a certified professional school counselor.

Standard II of Rule 239.25 states that certified school counselors must counsel individuals and small groups using appropriate counseling theories and techniques. in response to students' needs as outlined in The Texas Model for Comprehensive School Counseling Programs.

Education Code

Title II Public Education

Section 33.004 - 33.005

These sections state that school counselors in Texas must collaborate with faculty, staff, parents, students, and the community to plan, implement, and evaluate a comprehensive counseling program that follows the Texas Model for Comprehensive School Counseling Programs. The program must include a guidance curriculum to help students reach their educational and career goals, responsive services to address immediate student concerns, an individual planning system for managing personal and academic development, and system support for teachers and parents.

1. Group Member Screening (A.9.a)

2. Informed Consent (A.9.b)

3. Protecting Confidentiality (B.2.c)

4. Group Leadership and Training (F.6.d)

5. Cultural Sensitivity and Diversity (A.2.C, E.5.b)

6. Managing Group Dynamics (A.9.c)

7. Termination and Aftercare (A.9.d, C.7.a)