Description:

Strive and Thrive is a six-week structured small group designed to help high school students develop effective stress management skills. The group is targeted at students who experience high levels of school-related stress due to academic pressure, extracurricular activities, or personal obligations. Through guided discussions, interactive activities, and peer support, participants will explore different coping strategies, enhance their self-awareness, and develop resilience.

The group will meet once a week for 45 - 60 minutes in a designated counseling space. Each session will focus on a key theme such as time management, self-care, cognitive reframing, and relaxation techniques. The group will be confidential, with clear guidelines on ethical considerations, and members will be encouraged to build a supportive environment.

Mindsets:

1. M1: Belief in the development of the whole self, including a healthy balance of mental, social/emotional, and physical well-being.

2. M2: Self-confidence in the ability to succeed.

3. M6: Positive attitude toward work and learning.

   
   

Behaviors:

• Self-Management Skills:

  • B-SMS 7: Demonstrate effective coping skills when faced with a problem.

  • B-SMS 10: Demonstrate ability to manage transitions and adapt to change.

    
    

• Social Skills:

  • B-SS 2: Create positive and supportive relationships with other students.

  • B-SS 9: Demonstrate social maturity and behaviors appropriate to the situation and environment.

For Students:

• Morning announcements featuring short messages about the group’s purpose and benefits.

• Posters and flyers in high-traffic areas like hallways, the cafeteria, and the counseling office.

• Personal invitations from counselors to students who might benefit.

  
  

For Parents:

• School website & newsletter will provide an overview of the group and its benefits.

• Email communication with an attached parent consent form.

• Optional parent information session via Zoom or in-person for questions.

  
  

For Teachers & Administrators:

• Faculty meeting presentations to explain how the group supports student well-being.

• Handouts placed in teacher workrooms with referral information.

• Email reminders to teachers to refer students.

  
  

For School Counselors:

• Referral form system for students who need stress management support.

• One-on-one conversations with students who may be a good fit.

  
  

This ensures a multifaceted approach to promoting awareness while maintaining student privacy.

Before joining, students will participate in a 10-minute private interview with a school counselor. This interview will assess:

1. Current stress levels (measured through a self-assessment questionnaire).

2. Coping strategies already in use and their effectiveness.

3. Readiness for a group setting (openness to discussion, participation willingness).

   
   

Selection Criteria:

• Students experiencing high academic stress but who are motivated to improve.

• Must be able to attend consistently for the full 6 weeks.

• Open to engaging in activities and discussions.

  
  

Screening Format:

• Conducted individually to ensure privacy.

• Uses a brief stress questionnaire and discussion of goals.

• Parental Consent: Parents will receive an informed consent form explaining the group’s goals, confidentiality guidelines, and expectations.

• Student Assent: Students must sign a participation agreement acknowledging their voluntary involvement.

  
  

Key Elements Covered:

• Confidentiality: Members are expected to respect each other’s privacy, but confidentiality cannot be guaranteed in a group setting.

• Limits to Confidentiality: Counselors must report if a student is at risk of harming themselves or others.

1. Confidentiality is expected, but not guaranteed.

2. Respect others by listening without interrupting.

3. Attendance is mandatory to build trust and group cohesion.

4. No judgment—this is a safe space for honest discussion.

   
   

Group-Determined Rules:

• Additional expectations will be developed in the first session to promote ownership.

• Icebreakers and team-building activities.

• Establishing trust and group norms.

• Discussing confidentiality expectations.

  
  

Stage 2 – Storming & Norming (Week 3-5)

• Addressing potential conflicts and encouraging participation.

• Checking in weekly to assess progress.

• Reinforcing stress management techniques.

  
  

Stage 3 – Closing (Week 6)

• Reviewing key takeaways.

• Providing a follow-up plan for continued stress management.

• Reinforcing confidentiality expectations post-group.

• Facilitative: Encourages members to share their experiences and problem-solve together.

• Supportive: Creates a nonjudgmental environment for open discussion.

  
  

This approach allows members to develop independence while feeling emotionally safe.

1. Universality

One of the most powerful aspects of group counseling is the realization that others are experiencing similar struggles. Many students feel isolated in their stress, believing they are the only ones overwhelmed by academic pressures, extracurricular commitments, and personal expectations. When they hear others share similar concerns, it normalizes their experiences, reducing feelings of loneliness and shame.

2. Imparting Information

Each session will provide students with practical stress management techniques, such as breathing exercises, mindfulness, and cognitive reframing. In addition to the counselor's guidance, students will also share what has worked for them, allowing for peer-to-peer learning. The group setting creates a space where members can exchange knowledge and coping strategies, making learning more impactful.

3. Group Cohesion

Creating a sense of belonging is a key goal of the group. When members feel connected and accepted, they are more likely to engage, share openly, and support one another. Group cohesion helps build trust, making the sessions more meaningful. This will be fostered through consistent participation, team-building exercises, and a supportive atmosphere where all voices are valued.

4. Instillation of Hope

Seeing others successfully apply coping skills and make progress encourages group members to believe that change is possible. Some students may start the group feeling hopeless about managing their stress, but as they witness their peers develop healthier habits, set boundaries, and shift their mindsets, they begin to see that they, too, can overcome their challenges.

5. Altruism

By offering support, encouragement, and advice to peers, group members experience the fulfillment that comes from helping others. This not only strengthens their connection to the group but also boosts their own sense of self-worth and competence.

The Strive and Thrive group will intentionally structure discussions and activities to highlight these factors, ensuring a transformative and supportive group experience.

Confidentiality is one of the most critical ethical considerations in group counseling. In an individual counseling setting, confidentiality is clear-cut: the counselor must keep everything discussed private unless there is a legal or ethical reason to disclose information (e.g., harm to self or others). However, in group counseling, confidentiality becomes more complex because it depends not only on the counselor but also on the group members themselves.

Confidentiality Expectations for Strive and Thrive

At the beginning of the group, students will be informed that:

1. Everything shared in the group should remain private—members are expected to respect each other's experiences and not share personal details outside of the group.

2. However, confidentiality cannot be guaranteed because the counselor cannot control what members choose to disclose outside the group.

3. Limits to confidentiality exist: If a student expresses thoughts of self-harm, harm to others, abuse, or neglect, the counselor is legally and ethically required to report this information to the appropriate authorities.

   
   

Ethical & Legal Foundations

• ASCA Ethical Standards (A.6.d): Counselors must discuss the nature, purposes, confidentiality expectations, and limits of confidentiality with students in a developmentally appropriate manner.

• Texas Education Code (TEC § 33.005): School counselors must act in the best interest of students and follow all legal reporting obligations.

• FERPA (Family Educational Rights and Privacy Act): Student records, including counseling notes, are protected under privacy laws, meaning that disclosure of confidential information is limited to necessary parties.

  
  

Application to the Group

To reinforce confidentiality expectations, members will:

• Sign a confidentiality agreement at the beginning of the group.

• Engage in a confidentiality discussion during the first session, including hypothetical scenarios about when confidentiality might need to be broken.

• Be reminded each session that respecting confidentiality fosters trust and safety in the group.

  
  

By maintaining clear and consistent guidelines on confidentiality, the group will create a safe space for open and honest discussions while ensuring compliance with legal and ethical standards.

Informed consent is an ethical and legal requirement that ensures students and their parents/guardians fully understand the nature, risks, and expectations of participation before joining the group. It involves providing clear, written, and verbal explanations of the group’s purpose, confidentiality policies, participation expectations, and potential risks.

Informed Consent Process for Strive and Thrive

For this group, informed consent will be obtained through two key steps:

1. Parental Consent: Because students are minors, parents or legal guardians must sign an informed consent form before their child can participate. This form will outline:

   • The purpose and structure of the group.

   • Potential benefits and risks.

   • Confidentiality guidelines and exceptions.

   • The voluntary nature of participation (students can withdraw at any time).

   • Contact information for the counselor in case of concerns.

     
     

2. Student Assent: Even though parental consent is required, students should also agree to participate willingly. A student assent form will explain:

   • The goals of the group in a student-friendly manner.

   • Their right to participate voluntarily or opt out.

   • The importance of respecting confidentiality within the group.

     
     

Why is Informed Consent Important?

• Ethically required under ASCA and ACA standards to respect students' autonomy.

• Legally required for minors to ensure parental awareness and approval.

• Protects both the counselor and the students, as all parties understand the expectations.

  
  

Legal & Ethical Foundations

• ASCA Ethical Standards (A.2.c): School counselors must inform both students and guardians about the purpose, risks, and benefits of counseling.

• Texas Administrative Code (TAC § 681.41): Licensed counselors must obtain written informed consent before engaging in counseling services with minors.

  
  

Application to the Group

• A parental consent form will be sent home, along with an informational letter about the group.

• A student assent discussion will take place in the pre-group interview to ensure each student understands and agrees to participate.

• All documents will be kept on file to ensure compliance with legal and ethical guidelines.

  
  

By ensuring that both parents and students are fully informed, the group will maintain ethical integrity while respecting student rights and privacy.

Gysbers, N. C., & Henderson, P. (2018). Developing & managing your school guidance & counseling program (5th ed.). American Counseling Association.

Mcleod, S. (2018). Stress management. Simply Psychology. https://www.simplypsychology.org/stress-management.html

Shepard, J., & Brew, L. (2019). Group counseling: Strategies and skills (9th ed.). Cengage Learning.

Yalom, I. D., & Leszcz, M. (2020). The theory and practice of group psychotherapy (6th ed.). Basic Books.