·      grades,

·      abscesses,

·      low academic performance,

·      and/or showing a lack of interest for academics.

The group is centered around providing students with coping skills, building a supportive community in a safe place, and teaching resilience so that they can be successful.

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

M 3. Positive attitude toward work and learning

M 4. Self-confidence in ability to succeed

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

Behavior

B-LS 1. Critical thinking skills to make informed decisions

B-LS 2. Creative approach to learning, tasks and problem solving

B-LS 7. Long- and short-term academic, career and social/emotional goals

B-SMS 1. Responsibility for self and actions

B-SMS 7. Effective coping skills

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

B-SMS 10. Ability to manage transitions and adapt to change

• E-mails: Send detailed information to parents about the group and instructions for the screening process.

• Newsletters: Schools weekly newsletter will have an attached link for more information.

• Flyers: Hard copies sent home with students and available at parent-teacher meetings.

• Website Postings: Updates and important information posted on the school’s website.

• Frequency: Weekly newsletters, weekly e-mails, and event-specific flyers.

  
  

Students

• School Assembly: In a whole chool setting or during class, present information to ensure all potential participants are aware of the group.

• Daily Announcements: Key information announced during morning announcements or posted on the school’s digital board like Schoology or GoogleClassroom.

• Flyers: Placed in common areas such as hallways and bulletin boards.

• Frequency: Daily announcements, event-specific flyers, and regular website updates.

  
  

Staff

• E-mails: Direct communication for important updates and reminders.

• Faculty Meetings: Information presented and discussed during monthly or scheduled faculty meetings.

• Breakrooms/Workrooms: Flyers and information posted in breakrooms and workrooms.

• Faculty Mailboxes: Hard copies of important documents and forms.

• Frequency: Weekly e-mails and as needed for specific announcements.

• Information Session: A brief introductory meeting for students and parents to explain the group’s objectives, structure, and benefits.

• Flyers: Distribute flyers in classrooms and common areas with details about the group and the screening process.

• E-mails: Send detailed information to parents about the group and instructions for the screening process.

• Announcements: Make announcements during school assembly or class time to ensure all potential participants are aware of the group.

  
  

Assessing Readiness, Willingness, and Interest:

Criteria:

• Readiness: Student's ability to acknowledge their anxiety challenges and their openness to discussing them.

• Willingness: Student’s enthusiasm about participating in the group and commitment to attending sessions.

• Interest: Student’s expressed interest in learning coping strategies and participating in group activities.

Method:

• Individual Interviews: Conduct one-on-one interviews with each student that has shown interest to gauge their readiness, willingness, and interest.

• Parent/Guardian Input: Gather feedback from parents/guardians about their child's readiness and interest in participating.

• Teacher Referrals: Request teachers to provide input on students who may benefit from the group based on their observations.

  
  

Screening Process

Method:

• Initial Screening: Group orientation with parent and student to provide an overview of the group’s goals and activities.

• Individual Screening: Conduct screening interviews individually to ensure confidentiality and to better understand each student’s specific needs.

• Group Screening: Optional initial group session for orientation and general information, followed by individual assessments to finalize selection.

  
  

Selection of Group Members

Criteria:

• Aptness: Based on screening results, students who demonstrate a high level of readiness, willingness, and interest will be selected.

• Group Dynamics: Consider diversity in the group to foster a supportive environment and ensure a balanced group dynamic.

• Parental Consent: Obtain final parental consent before finalizing group membership.

  
  

• Setting Expectations: At the first group session, review rules. This ensures all participants are aware of and agree to the norms of the group.

• Fostering Inclusivity: Encourage group members to contribute additional rules to foster a sense of ownership and accountability among participants.

• Maintaining Structure: Regularly refer to the guidelines throughout the sessions to address any issues and maintain a structured and supportive environment.

Rules Set by Facilitator:

1. Confidentiality: What is shared in the group stays in the group to ensure a safe and trusting environment.

2. Respect: Listen actively, avoid interrupting, and respect others' viewpoints.

3. Participation: Everyone is encouraged to participate, but sharing is always optional.

4. Punctuality: Arrive on time for each session to ensure we start and end as scheduled.

Building Relationships and Trust

• Initial Icebreakers: Begin with a icebreaker activity to help members get to know each other and build comfort within the group.

• Active Listening: Demonstrate genuine interest in each participant's experiences and feelings to foster trust and mutual respect.

• Consistency: Be consistent and transparent in interactions, maintaining a reliable and supportive presence.

Establishing Group Norms

• Discussion: Establish nonnegotiable rules/and procedures. Facilitate a group discussion to collaboratively create norms that reflect the values and expectations of the members.

• Guided Activity: Use structured activities to help identify and agree on norms, such as role-playing scenarios that highlight key behaviors.

• Written Agreement: Document agreed-upon norms and have members sign to acknowledge their commitment to them. Have members take home for parent/guardians to sign.

Addressing Confidentiality

• Clear Explanation: Clearly explain confidentiality and place emphasis on the its importance.

• Written Guidelines: Provide written guidelines on confidentiality and ensure each member understands and agrees to them.

• Open Discussion: Encourage questions and address concerns about confidentiality openly to ensure all members are comfortable with the expectations.

Stage 2: Unison and Productivity

Unison

• Regular Check-Ins: Incorporate regular check-ins to assess the group’s mood and dynamics. This can be done as simple warm-up activities at the beginning of class. Use simple activities or questions to gauge how members are feeling.

• Feedback Sessions: Schedule feedback sessions in-between or at the end of sessions where members can voice their thoughts on personal progress and any concerns.

• Encouragement: Recognize and celebrate progress and achievements to motivate members and reinforce positive behaviors.

Monitoring Progress

• Individual Check-Ins: Schedule check-ins with members, parents, and teachers to discuss their progress and address any concerns.

• Group Reflection: At the end of each session, hold a brief reflection period where members can discuss what they’ve learned and how they feel about their progress. They will set a goal for themselves to work on by the next group session.

• Adjustments: Be flexible and willing to adjust the group’s activities or focus based on feedback and progress assessments.

Stage 3: Group Closure

Planning for Closure

• Final Reflection: Host a final session dedicated to reflecting on the group experience, discussing what members have learned, and celebrating their progress. Discuss feelings about the ending of the group.

• Feedback Collection: Collect feedback on the group experience to understand what worked well and what could be improved in the future.

• Future Planning: Provide information and resources for continued support beyond the group, such as counseling services or self-help strategies.

Addressing Feelings about Ending

• Validation: Acknowledge the emotional impact of ending the group and validate members’ feelings of both accomplishment and potential loss.

• Follow-Up: Plan for follow-up sessions or resources to provide continued support after the group ends.

Reinforcing Confidentiality

• Final Reminder: Remind members that confidentiality must continue even after the group ends, emphasizing that their commitment to maintaining privacy is crucial. Provide a written reminder of confidentiality expectations and encourage members to keep in touch if they need further support.

Why Participative Leadership Works Best for This Group

• Increased Engagement: Middle school students with anxiety often benefit from feeling involved and valued. Participative leadership ensures that they are actively engaged in the process, which can enhance their motivation and commitment.

• Enhanced Creativity and Quality: According to Lewin’s study, while productivity might be slightly lower, the quality of contributions from a participative group is generally higher. This is particularly beneficial for a group focused on personal growth and coping strategies.

• Sense of Ownership: Allowing students to contribute to the decision-making process helps them feel like they have a say in their success. This will contribute to boosting their confidence and commitment to individual goals.

• Supportive Environment: By actively participating and valuing student input, the counselor helps create a supportive and inclusive atmosphere that is essential for students managing anxiety.

Association for Specialists in Group Work. (2024, April 18). Resources. Association for Specialists in Group Work - Our Passion Is Group Work. https://asgw.org/resources/#tab-guidinggroupworkdocuments

EDUCATION CODE CHAPTER 33. SERVICE PROGRAMS AND EXTRACURRICULAR ACTIVITIES. (n.d.). https://statutes.capitol.texas.gov/Docs/ED/htm/ED.33.htm#33.000

Missouri Department of Elementary and Secondary Education. (2015). Missouri Comprehensive Guidance & Counseling Programs: Linking school success to life success. In Missouri Comprehensive Guidance and Counseling Program—Responsive Services Small Group Counseling Module (pp. 6–8).

MSEd, K. C. (2023, June 27). How to Lead: 6 Leadership Styles and Frameworks. Verywell Mind. https://www.verywellmind.com/leadership-styles-2795312

Yalom’s Curative Factors of group Treatment (4th ed.). (1995). Basic Books.

Instillation of Hope: Students begin to feel hopeful about overcoming their anxiety and are motivated to actively participate in the group.

Universality: Students feel less alone in their struggles and gain comfort from knowing others share similar challenges.

Altruism: Students experience a sense of fulfillment and increased self-worth by contributing to the group’s well-being.

Interpersonal Learning: Students gain insights into their own behaviors and improve their social skills through interactions with peers.

Catharsis: Students experience relief and emotional release, reducing their anxiety and stress levels.

How This Requirement Supports Counseling:

• Trust Building: Ensures that students feel safe sharing personal information, knowing their privacy is protected.

• Legal Protection: Helps prevent legal repercussions by clearly defining the boundaries of confidentiality.

• Ethical Practice: Aligns with the ethical standards of the American Counseling Association (ACA) and the American School Counselor Association (ASCA), ensuring that counselors uphold professional integrity.

How This Requirement Supports Counseling:

• Transparency: Ensures that participants are fully aware of what to expect, fostering an environment of trust and respect.

• Autonomy: Respects the autonomy of participants by allowing them to make informed decisions about their participation.

• Ethical Practice: Aligns with the ethical standards of ACA and ASCA, promoting professionalism and integrity in the counseling process.