Through lessons on stress management, coping skills, and balance, students develop resilience, confidence, and organizational habits that align directly with ASCA’s Mindsets & Behaviors. These competencies foster lifelong learning and adaptability as students transition into high school.

• the purpose of the group (managing stress, building confidence, and balancing responsibilities),

• the confidentiality expectations,

• and what participation looks like (six 30–45 minute sessions during school hours).

• This meeting will help students feel comfortable and understand that the group is a safe, supportive space for freshmen transitioning to high school.

The counselor will use a short referral and self-assessment form to gather information about the student’s stress levels, coping habits, and goals.
During the interview, the counselor will look for:

• Willingness to participate and share in a group setting

• Motivation to learn coping skills and time management strategies

• Emotional readiness (no immediate crises or needs beyond the group’s scope).

• This step ensures that each member is a good fit for the group’s developmental focus.

Students will be screened individually to allow for privacy and comfort.
One-on-one meetings help the counselor assess emotional safety, observe communication style, and answer personal questions.
This individualized approach also supports ethical best practices and aligns with an emphasis on confidentiality and trust.

Screening helps ensure that:

• Selected students can benefit most from learning stress management and coping strategies,

• The group includes students who are emotionally ready and respectful of others,

• And the mix of members allows for a supportive and balanced group dynamic.

• The counselor will select about 6–8 freshmen who demonstrate both need and willingness to engage consistently.

Therefore, parental consent will be required before a student joins the F.P.F. – Fresh Perspective Freshmen group, and student assent will also be requested to ensure voluntary participation. This aligns with both ASCA Ethical Standards (A.2.b) and GISD policy emphasizing parental notification and transparency for all counseling activities.

• The counselor will send home a Parent Consent Form outlining:

  • The purpose and goals of the group (stress management, resilience, and coping skills).

  • The confidential nature of sessions and its limitations (e.g., mandatory reporting for harm to self or others).

  • The schedule and duration (six weekly sessions, 30–45 minutes each).

  • Assurance that participation is voluntary and students may withdraw at any time.

• Students will complete a short Assent Form confirming they understand the group purpose, expectations, and confidentiality.

These forms ensure compliance with district expectations of parental involvement and ethical standards for minors.

• Respect everyone’s thoughts and privacy.

• Listen without judgment or interruption.

• Keep discussions confidential.

• Participate actively and honestly.

• Use encouraging, positive language.

These expectations align with ASCA Mindset M2 — fostering “a sense of acceptance, respect, support, and inclusion for self and others in the school environment”

Additional rules will be discussed, agreed upon, and established by the students at the time of the first meeting, before signing their consent form.

• We will open the first session with ice-breaker activities to build comfort and connection.

• Group norms and rules (respect, confidentiality, participation) will be reviewed and agreed upon as a team.

• We will clearly explain the limits of confidentiality—that safety concerns (harm to self/others, abuse) must be reported but all other sharing should stay private.

• Warm, consistent communication and small wins early on will establish trust among members.

Stage 2 – Working / Cohesion and Progress

• Each week, the group follows the same structure: brief check-in, short skill lesson, discussion, reflection.

• Students will stay cohesively engaged by using interactive stress-management and coping-skills activities tied to the learning outcomes (encouraging confidence, balance, organization, etc.).

• Progress checks are built into each session—through exit slips, quick reflections, or verbal feedback—to monitor growth and adjust support.

• We will encourage empathy (counselor will lead by example) and celebrate small improvements to sustain motivation and teamwork.

Stage 3 – Closing / Transition and Follow-Up

• In the final session, students will reflect on what they’ve learned, share takeaways, and complete a short post-survey.

• The counselor will discuss continuing confidentiality even after the group ends.

• A brief closure activity (e.g., “one word to describe my growth”) helps normalize endings and reinforce confidence in using new skills independently.

• Follow-up check-ins or teacher feedback will ensure students continue applying their coping and organization strategies after the group concludes.

This leadership style will likely encourage participation and help 9th graders gain confidence when their voices are valued. The democratic approach lets them help shape discussions and activities, increasing engagement. This style will also support developmental needs. Adolescents are learning autonomy; this style balances guidance with freedom, empowering them to take ownership of growth, while also promoting collaboration. It models respect, empathy, and inclusion—core ASCA behaviors (B-SS 2, B-SS 6, B-SS 7).

Freshmen quickly realize they are not alone in feeling overwhelmed or anxious about high school transitions.
This shared experience reduces isolation and builds group cohesion early on.

Instillation of Hope

As students hear peers describe their growth in coping or time management, they gain confidence that change is possible for them too.
The counselor models optimism, reinforcing self-efficacy and the belief that stress can be managed with practice.

Development of Socializing Techniques

Weekly discussions and reflection exercises give students safe practice in communication, empathy, and active listening—skills tied directly to ASCA standards (B-SS 1, B-SS 2, B-SS 6).

Altruism

Students are encouraged to support one another—offering encouragement, sharing strategies, and celebrating small victories.
This reinforces self-worth and empathy, helping them feel capable of positively impacting others.

Catharsis

Students have structured opportunities to express emotions related to stress or pressure in a safe, confidential setting, which promotes emotional release and relief.

Counselors are legally and ethically obligated to maintain student confidentiality except in cases of:

• Harm to self or others

• Suspected abuse or neglect

• Court or legal mandates

Application in F.P.F.:

• Confidentiality is explained clearly during the first session and in the consent form.

• Students and parents understand the counselor’s “duty to warn and protect” while maintaining privacy for all other discussions.

• Aligns with Texas Education Code §33.006 (counselor responsibilities) and ASCA Ethical Standards A.2.b regarding confidentiality and its limits.

Requirement:

Counselors must obtain informed consent from parents/guardians and assent from students before group participation.
They must also ensure equitable access and culturally sensitive practice for all students.

Application in F.P.F.:

• Both parent and student sign the F.P.F. Participant Consent & Assent Form before joining.

• Counselor clearly explains the group purpose, confidentiality, and voluntary nature.

• Group selection ensures diversity and inclusion across backgrounds and needs.

• Aligns with ASCA Ethical Standards A.2.a (Informed Consent) and A.3.b (Equity and Access).

American School Counselor Association. (2022). ASCA ethical standards for school counselors.
Alexandria, VA: Author. https://www.schoolcounselor.org/About-ASCA/Ethical-Standards

Gatesville Independent School District. (2025). GISD student code of conduct 2025–2026. Gatesville, TX: Author.

Texas Education Code, §33.006. (2024). Responsibilities of school counselors. Texas State Legislature. https://statutes.capitol.texas.gov/Docs/ED/htm/ED.33.htm

University of Chicago Consortium on School Research. (2012). Teaching adolescents to become learners: The role of noncognitive factors in shaping school performance. Chicago, IL: University of Chicago.