Running head: STRUCTURED GROUP PROGRAM
Structured Group Program
Camerie Porter
Liberty University
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Running head: STRUCTURED GROUP PROGRAM
Component #1: Needs, Goals & Objectives
Student identifies two existing data sources
“The amount of stress faced by today's youth, as well as their concomitant lack of appropriate
coping skills, have been related to social and emotional disturbance, elevated suicide rates, and
behavioral adjustment and academic achievement problems,” De Anda says (De Anda, 1998). A
document review of the student's disciplinary background and college transcript are the two
existing data points used to determine students' needs in a middle school environment. The
information contained in the study would be used to provide a better understanding of the
students and their stress levels. Students may also be sent an anonymous questionnaire to help
them understand the source of their own tension. Parents, instructors, and administrators are
often advised to refer students who need stress relief assistance. The details from the behavioral
record, undergraduate transcript, and questionnaire will be integrated to define requirements and
performance differences.
Student develops one overarching goal for the group program
The group program's overarching aim is to show stress management skills through a variety
of skill-building drills, self-awareness, and group dialogue.
Student develops two measurable objectives for session # 1
The first session will be an explanation of tension. Students can describe stress, think about
their own stress, recognize signs, and grasp physiological responses to stress in the first session.
Measurable Objective #1: Students can keep a stress journal in order to become more mindful of
their stress levels. Measurable Objective #1: Students can keep a stress journal in order to
become more mindful of their stress levels. Measurable Goal #2-Students can use the stress log
to construct a bar graph to demonstrate the source of stress during conversation.
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This will allow students to recognize the origins of their greatest stress. In addition,
students can complete a two-question pre- and post-group session questionnaire. It would be
used to find out what the students hope to bring out of the session and what they have already
come out of it.
Student develops two measurable objectives for session #2
The second session would focus on creating a tension management strategy. Students can
learn skills and methods to deal with stress in session #2 through drills and experiences.
Measurable Objective #1: Students can keep a stress journal in order to become more mindful of
their stress levels. Measurable Objective #2: After finishing the tasks and events, students can
create a bar graph to depict the influence of stress management skills. Students may be
encouraged to see how stress coping skills affect them. In addition, students can complete a two-
question pre- and post-group session questionnaire. It would be used to find out what the
students hope to bring out of the session and what they have already come out of it.
Student briefly describes the importance of data-driven, needs-based programming
The aim of schools, according to the ASCA Model handbook, is to academically and
socially train students to be contributing citizens of society (American School Counselor
Association, 2005). The value of data-driven, needs-based programming is that it shows the
effect or difference that school therapy services have on pupils. It indicates that the counselors
are paying attention to the students' needs. The importance of the proof cannot be proved without
this programming.
Component #2: Research- Supported and Standards-Based Content
Student provides step-by-step process and activities to be covered in session #1
It's vital to grasp stress before learning how to handle it. This 30-minute session would be
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structured in a psychoeducational manner. Psychoeducational groups often have a training aspect
aimed at instilling awareness and expertise in community members with the aims of prevention
and remediation. These groups provide participants with the ability to learn new skills and facts,
make links to prior experience, and personalize the information (Erford, 2010). CBT (Cognitive
Behavioral Therapy) seems to be a promising stress control strategy, according to research
(Granath, Jngvarsson, Thiele, & Lundberg, 2006). Using CBT strategies will inspire participants
to stick to putting what they've learned in group sessions into practice in their daily lives (Corey,
2013).
The pre-questionnaire and a 10-minute presentation will kick off Session #1. It is optional
for students to express something from the pre-questionnaire as they present themselves. A brief
overview of the session will take about 1-2 minutes. The 15 minutes of lecture, conversation, and
exercises will make up the bulk of the class. First, they'll talk about what they consider stress to
be. After the students have discussed their feelings about stress, a lesson on the concept and
hypotheses of stress will be delivered. There are two types of stress: positive and negative. We
must learn to cope with negative stress. It's time for the students to accept their own stress now
that they've described it. Students may be asked to provide examples of difficult circumstances
they have seen in their lives. Students will be given a stress record at this time. Students are
welcome to exchange details from their stress records once they have completed them. Students
are advised to consider and explore emotional effects in these difficult circumstances (example,
headaches). The material would then be presented in a lecture. This would have sparked a
conversation about the root of stress. There will be a lesson on what causes stress after students
have expressed their views on the causes. The students would then be asked what they think
makes them relax or ease stress. The students would then engage in a stress-relieving task. The
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final 5 minutes will be used to debrief the students and finish the post-questionnaire. This is also
the moment that the stress bar graph can be introduced (Task).
Student provides step-by-step process and activities to be covered in session #2
In the first lesson, students spoke about tension and how it affects their bodies. In the second
class, students will practice stress control strategies and drills. This 30-minute session would be
organized closely to session #1, with a psychoeducational approach. Psychoeducational groups
often have a training aspect aimed at instilling awareness and expertise in community members
with the aims of prevention and remediation. These groups provide participants with the ability
to learn new skills and facts, make links to prior experience, and personalize the information
(Erford, 2010). CBT (Cognitive Behavioral Therapy) seems to be a promising stress control
strategy, according to research (Granath, Jngvarsson, Thiele, & Lundberg, 2006). Using CBT
strategies will inspire participants to stick to putting what they've learned in group sessions into
practice in their daily lives (Corey, 2013).
The pre-questionnaire and homework will be reviewed in Session #2. The students will
discuss their bar graph momentarily. It is optional for students to express something from the
pre-questionnaire as they present themselves. A quick summary of the session will take about 1-
2 minutes. The 15-minute presentation, debate, and exercises on stress management strategies
will take up the bulk of the workshop. A presentation of the students' perspectives on stress
control will be held first, followed by a lecture. The students would explore how they alleviate
stress, close to how we finished session #1. Following the thoughts on distressing, a lecture on
various strategies will be given. Following the lesson, the students will engage in a stress-
relieving exercise. Prior to class, students would be asked to consider a stressful scenario.
Students will complete the stress record after the operation, depending on how they feel
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afterward. The students are then asked to speak about their experiences of the activity and how it
has benefited them. If that's not the case, what do they think would help them unwind? The
students would then complete the bar graph using the data from their stress diary. Finally, the
variations between the bar graphs from sessions #1 and #2 will be addressed. The final few
minutes of the session will be used to debrief the students and conclude the post-survey.
Student identifies ASCA Standards and core academic standards
Academic development
Standard A: Students will acquire the attitudes, knowledge and skills that contribute to
effective learning in school and across the life span.
A: A2 Acquire Skills for Improving Learning
A: A2.1 Apply time-management and task-management skills
A: A2.2 Demonstrate how effort and persistence positively affect learning
A: A2.3 Use communications skills to know when and how to ask for help when
needed
A: A2.4 Apply knowledge and learning styles to positively influence school
performance
A: A3 Achieve School Success
A: A3.1 Take responsibility for their actions
A: A3.3 Develop a broad range of interests and abilities
A: A3.5 Share knowledge
Standard B: Students will complete school with the academic preparation essential to
choose from a wide range of substantial post-secondary options, including college.
A: B1 Improve Learning
A: B1.1 Demonstrate the motivation to achieve individual potential
A: B1.2 Learn and apply critical-thinking skills
A: B1.3 Apply the study skills necessary for academic success at each level
A: B1.4 Seek information and support from faculty, staff, family and Peers
A: B1.7 Become a self-directed and independent learner
Personal/Social development
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Standard A: Students will acquire the knowledge, attitudes and inter- personal skills to
help them understand and respect self and others.
PS: A1 Acquire Self-knowledge
PS: A1.1 Develop positive attitudes toward self as a unique and worthy person
PS: A1.2 Identify values, attitudes and beliefs
PS: A1.3 Learn the goal-setting process
PS: A1.7 Recognize personal boundaries, rights and privacy needs
PS: A1.8 Understand the need for self-control and how to practice it
PS: A1.9 Demonstrate cooperative behavior in groups
PS: A1.10Identify personal strengths and assets
PS: A1.11 Identify and discuss changing personal and social roles
PS: A2 Acquire Interpersonal Skills
PS: A2.4 Recognize, accept and appreciate ethnic and cultural diversity
PS: A2.5 Recognize and respect differences in various family configurations
PS: A2.6 Use effective communications skills
PS: A2.7 Know that communication involves speaking, listening and nonverbal
behavior
Standard B: Students will make decisions, set goals and take necessary action to achieve
goals.
PS: B1 Self-knowledge Application
PS: B1.1 Use a decision-making and problem-solving model
PS: B1.3 Identify alternative solutions to a problem
PS: B1.4 Develop effective coping skills for dealing with problems
PS: B1.6 Know how to apply conflict resolution skills
PS: B1.9 Identify long- and short-term goals
PS: B1.10Identify alternative ways of achieving goals
PS: B1.11 Usepersistence and perseverance in acquiring knowledge and skills
PS: B1.12Develop an action plan to set and achieve realistic goals
Standard C: Students will understand safety and survival skills.
PS:C1 Acquire Personal Safety Skills
PS:C1.5 Differentiate between situations requiring peer support and situations
requiring adult professional help
PS:C1.6 Identify resource people in the school and community, and know how to
seek their help
PS:C1.7 Apply effective problem-solving and decision-making skills to make safe
and healthy choices
PS:C1.10 Learn techniques for managing stress and conflict
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Running head: STRUCTURED GROUP PROGRAM
PS:C1.11 Learn coping skills for managing life events
Student discusses the importance of supporting theoretical orientations
“Professional school counselors are activists, leaders, partners, and advisors who build
prospects for equality in access and achievement in educational opportunities by linking their
services to the goal of the school,” according to the American School Counselor ethical standard.
It is important to support theoretical orientations and strategies of school therapy prevention and
intervention because it helps school counselors to do just that.
Component #3: Ethical, Legal, and Multicultural
Student identifies ethical and legal considerations in group work
When engaging with minors in communities, it's important to obey ethical and legal rules.
Professional school counselors, according to ASCA's code of ethics, have a key responsibility to
handle children with integrity and regard as specific persons. This is a fundamental element of
transparency, and by enforcing it, clients are shielded from corrupt activities (Corey, 2013).
Confidentiality and ethnic ethical questions, for example, can emerge in this community
program. Students must feel comfortable in order to disclose personal information. Students are
reluctant to discuss personal difficult experiences as they are afraid that the other participant may
tell others. Furthermore, everyone is special and may reflect a range of cultures. One stress-
reduction approach cannot be effective for all members.
Student creates a signed consent form to be distributed to parents of students
I have attached the consent form here. I will also attach it to LiveText when I submit
assignment.
Informed Consent
https://libertyuniv-my.sharepoint.com/:w:/g/personal/cporter60_liberty_edu/
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Running head: STRUCTURED GROUP PROGRAM
EYaMGAiKg3BLmcOS-Bf7gIoBnydpiSyts6pFQBsV_bNHgg?
email=cporter60%40liberty.edu&e=BQStll
Student identifies how the group program is culturally sensitive
Counselors from all ethnic backgrounds, according to the Corey text, must analyze their
expectations, behaviors, prejudices, and perceptions about the therapy process and about
individuals from various groups (Corey, 2013). Counselors must therefore be mindful of their
own personal beliefs, ideals, to cultural issues, and be sure that this does not conflict with their
ability to communicate with people from other cultures (Corey, 2013). Using approaches that
respond to cultural nuances and identify expectations associated with their clients' cultural beliefs
are among the strategies used in the community curriculum to foster a supportive,
compassionate, and healthy learning group environment (Corey, 2013).
Student discusses the importance of carefully considering issues related to ethics
From making group options open to participant selection to group dissolution, it is crucial to
consider topics relating to ethics, legal, technical, and cultural importance in the group process
for the sake of the client. Counselors must be aware of the possibility of being influenced by
their own biases, beliefs, and prejudices. Counselors should also pursue education on individual
differences, such as inclusive education. By including these concerns in the community process,
the counselor puts an ethical responsibility on the client to cultivate openness to discrepancies if
they hope to make interventions that are compatible with their client's beliefs (Corey, 2013).
Component #4: Program Evaluation
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Running head: STRUCTURED GROUP PROGRAM
Student creates a pre-post measure for session #1
Session #1
1. Which of the following statements is true?
a. In small quantities, stress is good
b. Too much stress is harmful
c. All stress is bad
d. Only ‘1’ & ‘2’ are right
2. Stress management is about learning:
a. How to avoid the pressures of life
b. How to develop skills that would enhance our body’s adjustment when we are subjected to the
pressures of life
c. Both ‘1’ & ‘2’ are true
d. None of the above
Student creates a pre-post measure for session #2
Session #2
1. What is an appropriate response to an overload of stress?
a. Fight
b. Hold it all in
c. Deep breaths
d. There is not an appropriate response for stress
2. To manage stress, I should
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a. Exercise
b. Travel
c. Mediation
d. Shopping
e. All of the above
Student briefly describes the importance of program evaluation
An assessment is essential to determine a program's feasibility and performance. The
importance of program assessment is that it shows the program's outcome, improvements,
capabilities, and shortcomings. If the curriculum was a success, it shows the need for it. If the
curriculum was not as successful as hoped, it demonstrates the need for change. In specialized
school therapy, curriculum assessment and outcome programming also enable clinicians to
assess a student's knowledge of the community.
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References
American School Counselor Association (2005). The ASCA National Model: A Framework
for School Counseling Programs, Second Edition. Alexandria, VA: Author.
American School Counselor Association. Ethical Standards for School Counselors. American
School Counselor Association, n.d. Web. 11 June 2014.
De Anda, D. (1998). The Evaluation of a Stress Management Program for Middle School
Adolescents. Child & Adolescent Social Work Journal, 15(1), 73-85.
Corey, G., & California State University. (2013). Theory and practice of counseling and
psychotherapy. Australia: Brooks/Cole / Cengage Learning.
Erford, B. T. (2010). Group work in the schools. Boston: Pearson.
Granath, J., Ingvarsson, S., von Thiele, U., & Lundberg, U. (2006). Stress Management: A
Randomized Study of Cognitive Behavioural Therapy and Yoga. Cognitive Behaviour
Therapy, 35(1), 3-10. doi:10.1080/16506070500401292
Lyness, D’Arcy. (2013, May 14). Stress. Retrieved from
http://kidshealth.org/teen/your_mind/emotions/stress.html#
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