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Stress Busters!

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on 17 November 2013

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Transcript of Stress Busters!

Stress Busters!
Stress management pre-test (in lesson 1) at the beginning of the first session.

Stress management post-test (in lesson 4) at the end of the last session.

If a student decides to leave this group before session 4, they will be given the evaluation survey during the last session they wish to leave.

The answers from their surveys will be compared to see
if the students have a better understanding of how to recognize stress
if they feel less stress at home and in school, and how to relieve stress
what was helpful for them and what
was not helpful



Lesson 3: Stress Reducers
Resources/materials: Pencil and “What makes me feel stress” worksheet

ASCA National Standards: Details included in research paper

NYS Learning Standard: Details included in paper

Introduction: School Counselor reviews what was discussed during Lesson 1. Then ask students to share any events that made them feel stress or calm and discuss (10 minutes).

Activity: Hand out “What makes me feel stress?” worksheet. Each student takes 10 minutes to complete their worksheet.

Group Discussion: Each student shares one of their top 5’s. Discuss how different situations make people stress. Explain how stress can be different for everyone. For example, if one student is a 5 when doing homework, another student may be a 1. (20 minutes)

Evaluation Method/Assessment: Each student will be re-evaluated and given the stress management post-test at the end of lesson 4.

References:

Do2learn. (2013). What are stress triggers?. Retrieved from http://www.do2learn.com/activities/SocialSkills/Stress/StressTriggers.html

By: Nicole Cornacchia
Introduction
Rationale
Group work is one of the eight common core areas essential for counseling” (Brigman & Goodman, 2008).

A group setting will allow me to reach many students at once and help the students to see that their peers are experiencing the same feelings.

This group will meet The National Standards for School Counseling Programs, ASCA National Model, and the New York State Learning Standards which are all used by school counselors to develop their curriculum (New York State Education Department, 2009).

“The transition from elementary to middle school may be especially challenging because it often involves significant school and perusal change” (Akos, 2002, p. 339).

Stress management at the middle school level is particularly important due to physical, changes, emotional changes, and the beginning of puberty.

“Both boys and girls show a significant increase in psychological distress across the transition to middle school” (Chung, Elias, & Schneider, 1998; Crockett et al., 1989 as cited in Akos, 2002, p. 340).

Windle and Windle (1996), “found a significant effect of school-related stress on all three variables (adjustment, performance, and behavior) (Windle & Windle, 1996 as cited in Kaplan, Liu & Kaplan, 2005).

Middle school a time of transition due to the environmental differences between elementary school and middle school (Akos, 2002).



Group Planning
This group is designed for 7th grade students who are having trouble transitioning to middle school academically or socially.

• Provide supervisor with a detailed outline of my group

• Facilitator: School Counselor

• Recruiting Methods:
Mail letters home to parents and students (Appendix A, 7th grade only) explaining to them that I will be organizing a group for students feeling stress due to any factor.
Parents will be asked to return a form either allowing their child to participate in the group or denying permission for their child to be in the group.
Advertise group by posting a flyer in the school (Appendix B).
Individual meetings with students to see are interested in my group and if they will feel comfortable in the group setting.

• Target population: 5-8 females and males enrolled in grade 7 who have been identified as having trouble transiting to a new school.

• Group sessions: 4, 40-minute sessions over the course of an 8-week period. Group will meet in the Conference Room in the Guidance Office.





Goals and Objectives
“Children feel stress long before they grow up” (Sharma, 2013, p. 1).

A counseling group for adolescents is a “place to express conflicting feelings, to explore self-doubts, and to come to the realization that they share these concerns with their peers” (Corey, 2008, p. 7).

“Allows adolescents to openly questions their values and to modify those that need to be changed” (Corey, 2008, p. 7).

Person-centered theoretical perspective: the importance of self-awareness, commitment to phenomenological approach, actualization, or growth, and tendency, belief that humans are free and self-determining beings, and concern and respect for the subjective experience of each person (Corey, 2008,).

Using the person-centered approach will help each student become aware of stress and their skills and abilities (positive and negative) which will assist them in managing stress.
• Students will be able to identify what stress is

• Students will be able to identify the difference between stress and calm

• Understand that sources of stress can be different for different people

• Learn that stress is a normal part of everyone’s life.

• Understand that there are sources of stress they do have some control over.

• Describe sources of daily stress and identify ways to manage stress.

• Students will learn skills to manage stress

• Students will be able to identify at least three ways to manage stress

• Students will learn how to set goals in order to reduce stress

• Students will learn if their stress level has reduced since the beginning of the group

A Stress Management group for students transitioning to Middle School
Lesson 1: What is Stress?
Resources/materials: Pencil and Pre-test

ASCA National Standards: Details included in paper

NYS Learning Standard: Details included in paper

Introduction: School Counselor introduces herself. Then, all of the students will do an Icebreaker by saying their name and something that, they believe, stresses them out (5 minutes).

Activity: Students will be given 5 minutes to complete a Stress Management Pre-test. Once everyone is done, they will be collected for review.

Group Discussion: I will define stress and talk about how it affects our lives (15 minutes). Each student will receive two sheets of papers; one titled “What is stress?” and one titled “What is clam?” Students will have 5 minutes to complete both worksheet and we will discuss the difference between them (10 minutes). Each student will be asked to take notice of events that occur in the next week. They should think about if the event made them feel stressed or calm.

Evaluation Method/Assessment: Students will be given a pre-test at the beginning of this session. They will be given this same pre-test again at the end of Lesson 4. The answers from their surveys will be compared to see if the students are able to manage stress and how they can reduce their stress. I also want to see what was helpful for them and what was not helpful.

References:
http://www.anniefox.com/educators/lesson_plan2.html

Lesson 2
Lesson 2: What makes me feel stress?
Resources/materials: Pencil and “Stress Reducers” handout

ASCA National Standards: Details included in research paper

NYS Learning Standard: Details included in paper

Introduction: School Counselor reviewing what was discussed during lesson 2. Ask students if they were able to identify what made them feel stressed this past week. Allow two students to tell their story (10 minutes).
Activity: Students will share their thoughts and ideas about how to relieve stress.

Group Discussion: I will encourage participants to share their suggestions, providing feedback for all students. I will ask students to give examples of strategies they have used to deal with stress that they have experienced in the past. I will also ask for examples of activities they can do on an ongoing basis to help them be prepared to effectively handle stress-inducing situations as they arise. I will use a whiteboard to record student contributions, categorizing ideas under major stress management technique headings. I will add my ideas as needed to facilitate student discussion and participation I will categorize the lists by relaxation techniques, physical activity, nutrition, sleep and rest, and communication (20 minutes).I will then hand out an overview of Stress Reducers and answer any questions students may have (10 minutes).

Evaluation Method/Assessment: Each student will be re-evaluated and given the stress management post-test at the end of lesson 4.

References:
http://cf.ltkcdn.net/stress/files/918-Lesson-Plan---Ways-to-Manage-Stress.pdf.

Lesson 4: Goal Setting and Review
Resources/materials: Pencil, paper, SMART Goal Setting Worksheet, My Goals Worksheet, and Stress Management Post-test

ASCA National Standards: Details included in research paper

NYS Learning Standard: Details included in paper

Introduction: School Counselor reviews what was discussed during lesson 1, 2, and 3. I will then ask students if they used any of the stress reducers within the last week. Allow two students to tell their story (10 minutes).

Activity: Discuss goal setting and how to set a goal using the SMART Goal Setting worksheet and the My Goals worksheet.

Group Discussion: I will start by defining what a SMART Goal is. Students will be able to ask questions and give examples of a SMART goal that can help them to relieve stress. Then, we will discuss how to use the stress reducers to achieve these goals (20 minutes). Students will then complete their “Stress Management Post-test”. I will thank all of them for being a part of my group and encourage them to meet with me to discuss their achieved goals (10 minutes).

Evaluation Method/Assessment: Students will be evaluated on using the
Stress Management Pre and Post test. Student’s results will be compared
to see if their stress has decreased over the past month. Students will
also be asked if this group was helpful to them and why.

Evaluation
* Appendix D
* Appendix E
* Appendix F
* Appendix G
Akos, P. (2002). Student perceptions of the transition from elementary school to middle school. ASCA Professional School Counseling. 5(5), 339-345.

ASCA, (2008). The ASCA National Model A Framework for School Counseling Programs. American School Counselor Association. Retrieved September 16, 2009 from http://www.schoolcounselor.org/files/Natl%20Model%20Exec%20Summary_final.pdf

Baker, Stanley B, & Gerler, Edwin R (2008). School Counseling for the Twenty-First Century. Upper Saddle River, New Jersey: Pearson Education, Inc.

Brigman, G., & Goodman, B. E. (2008). Group counseling for school counselors: a practical guide. Portland, ME: J. Weston Walch.

Corey, G. (2008). Theory and practice of group counseling (7th ed). Belmont, California: Brooks/Cole.

Kaplan, D. S., Liu, R. X., & Kaplan, H. B. (2005). School related stress in early adolescence and academic performance three years later: The conditional influence of self-expectations. School Psychology of Education, 8, 3-7. doi: 10.1007/s11218-004-3129-5

New York State Education Department, (2009). Learning standards for career development and 0ccupational studies at three levels. New York State Learning Standards.

Sharma, B. (2013). Effect of stress on the academic achievement of students in relation to socio-economic status and sex [Abstract]. Golden Research Thoughts, 3(3), 1-3.

References
* Appendix E
* Appendix F
* Appendix G
*** Before viewing my presentation, please download the Appendices document so you can follow along.
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