Mindset Standards:

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

·       M2: Sense of acceptance, respect, support and inclusion for self and others in the school environment

·       M4: Self-confidence in ability to succeed

Behavior Standards

·       B-SMS 6: Ability to identify and overcome barriers.

·       B-SMS 7: Effective coping skills.

·       B-SS 1. Effective oral and written communication skills and listening skills.

·       B-SS 2. Positive, respectful and supportive relationships with students who are similar to and different from them.

·       B-SS 8. Advocacy skills for self and others and ability to assert self, when necessary

·       Flyers with including and group description, date and time of group, location of group, and brief description of who the group is being developed for will be given to teachers. Flyers will also include information about how to contact me to refer a student if needed.

·       Emails will be sent staff wide.

·       Parents/Guardians will be sent corresponding information.

If the student does meet criteria, they will be invited to complete an interview covering why they are interested in the group and what they expect out of the group. In this interview, they will also be given a chance to self-describe their anxiety.

Primarily I expect the group to:

·       Maintain confidentiality

·       Be respectful to other members

I would introduce myself and have the members introduce themselves to each other. At this stage, I would focus on group exercises that encourage the growth of group rapport and possibly, towards the end of the stage, introduce an exercise that would begin to explore their anxiety. At this point of the group, I would have more structured conversations, while still leaving room for the members to have discussions. I will stress to members that this is a psychoeducational therapy group, and it is important that everyone agrees to be confidential. Meaning they do not share what they talk about in group outside of the group. If something comes up in the group that represents a danger or self or others, then that would need to be reported to the appropriate authorities.

Stage 2:

I would keep members engaged by accepting their responses in group. In more advanced sessions, I would begin implementing exposure exercises while being mindful that they are benefitting from the exercise and their anxiety is at a level that is not overwhelming. To gage progress throughout the group, members will keep weekly journals to track their anxiety as well verbal check ins at the end of sessions.

Stage 3:

At the end of the group, I plan to be straight forward in asking how members feel about the group ending. I would want an open discussion about the group ending and explain the entire process. I’d stress to them the progress they’ve made, what they’ve accomplished, that everything they discussed is important and needs to stay confidential past the ending of group. I would also stress to them that I am always available for follow-up.

·       Universality

·       Imparting of information

·       Development of socializing techniques

·       Imitative behavior

I will deliver informed consent forms to guardians before the start of group and continue communication with gradians as appropriate within the limits of confidentiality throughout group.

A.1) a. Have a primary obligation to the students, who are to be treated with dignity and respect as unique individuals.

A.2) a. Promote awareness of school counselors’ ethical standards and legal mandates regarding confidentiality and the appropriate rationale and procedures for disclosure of student data and information to school staff.

A.2) d. Are aware that even though attempts are made to obtain informed consent, it is not always possible. When needed, school counselors make decisions on students’ behalf that promote students’ welfare.