higher-stakes high school. As such, they face academic pressures, social issues, and the need for increased independence, all of which contribute to higher stress levels. Chill and Chat will be a forum that will allow these students to discuss these challenges and learn healthier coping strategies. The group setting will help foster a sense of belonging and support among the students, which is key for this age group.

Aligned behaviors include the development of critical thinking skills to make informed decisions (ASCA, 2021, B-LS 1), using time management and organizational skills (ASCA, 2021, B-LS 3), and setting personal goals (ASCA, 2021, B-LS 7). Students will also demonstrate perseverance and self-discipline, as they practice effective coping strategies in response to stress (ASCA, 2021, B-SMS 2, 5, 7). Finally, group activities promote social skills by fostering effective listening and communication skills, respectful and supportive peer relationships, and empathy (ASCA, 2021, B-SS 1, 2, 4). In all, the group aligns closely with ASCA's vision of helping students build healthier ways of navigating challenges.

Cherry, K. (2023, June 27). How to lead: 6 leadership styles and frameworks. Verywell Mind. https://www.verywellmind.com/leadership-styles-2795312

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.

Missouri Department of Elementary and Secondary Education: Missouri Professional School Counselors & Counselor Educators. (2015). Missouri comprehensive guidance and counseling program—Responsive Services: Small group counseling module. https://dese.mo.gov/media/pdf/guid-respon-serv-small-group-counseling-guide-2015

Morganett, R. S. (1990). Skills for living: Group counseling activities for young adolescents. Chicago: Research
Press.

2 Texas Education Code § 33.002-33.007

Yalom ID. (1995). The theory and practice of group psychotherapy (4th ed.). New York: Basic Books. 

Students will then be ASKed about their interest and commitment to the group to ensure that they understand the group's guidelines and purpose, what their goals are, and reasons why the group might be beneficial for them. After these steps are taken, counselors can PICK members who are willing to participate in the group and who will be a good fit for its purpose.

Some guidelines will be predetermined by the counselor and the "Participant Guidelines" resource. These include the following: confidentiality on the part of attendees and the counselor, taking turns, allowing all to share, being respectful, arriving on time, actively participating, having an open mind, and developing further guidelines.

The group, however, can also set guidelines. These may include how to encourage each other in the group, how to remind other attendees of norms when a member deviates, and how to signal if a member chooses not to contribute to a particular part of the group discussion.

To build relationships and trust between group members and myself, we will establish group norms and the importance of confidentiality by signing a "Confidentiality Contract." We will also build early relationships by participating in an icebreaker activity and developing group agreements.

Stage 2:

To keep members working cohesively and productively as we progress through each session toward our learning outcomes, I will use a variety of activities to interest and benefit members. These can include roleplay, journaling, discussion, and mindfulness exercises. As a group, we will give supportive feedback when peers share their thoughts and celebrate achievements. In addition, I will continually monitor the group dynamics to address conflicts right away and to ensure better cohesion. Finally, we will revisit the group norms before each session (Missouri Department of Elementary and Secondary Education, 2015).

To gauge progress throughout the group, students can take turns demonstrating coping strategies and sharing their own time-management techniques. We can also have weekly check-ins, where each student shares how they have progressed during the week, and I can provide a mid-point survey to each student (Missouri Department of Elementary and Secondary Education, 2015).

Stage 3:

During our last session, I will review the importance of confidentiality and reinforce that it must continue, even after the group ends. We will say farewell to our group, but I will remind members of what they learned to be successful and that they can always contact me if necessary. Finally, I will set a date for a post-group follow-up meeting. In this session, students can share their success stories and check in on their goals (Missouri Department of Elementary and Secondary Education, 2015).