Stress Management Small Group

Running Head: STRESS MANAGEMENT SMALL GROUP 1
Stress Management Small Group

Kate W. Sullivan
George Mason University
STRESS MANAGEMENT SMALL GROUP 2
Table of Contents
Memo 1 to Teachers......................................................................................................... 3
Memo 2 to Teachers......................................................................................................... 4
Parental Consent Form...................................................................................................... 5
Small Group Action Plan................................................................................................... 6
Attendance..................................................................................................................... 7
Lesson 1: Introduction....................................................................................................... 7
Pre Test...................................................................................................................... 8
Lesson 2: How Stress Affects Us.......................................................................................... 9
How Stress Affects Us Padlet......................................................................................... 10
How Stress Affects Me Worksheet................................................................................... 11
Lesson 3: Our Bodys Reactions to Stress.............................................................................12
Lesson 4: Coping with Stress............................................................................................ 12
Lesson 5: Closing, Kahoot, and Post Test.............................................................................14
Post Test................................................................................................................... 15
Small Group Results Report.............................................................................................. 17
Attachments................................................................................................................. 18
MindUp Core Practice..................................................................................................
Stress Google Slide Deck...............................................................................................
Responding to Stress Survey...........................................................................................
STRESS MANAGEMENT SMALL GROUP
Memo 1 to Teachers
To: Teachers of 8 graders, Mr. McBride
th
From: Kate Sullivan and Erin Gagen

Date: February 2, 2017
Re: Counseling Group
CONFIDENTIAL
This spring Kate Sullivan, our counseling intern, will run a counseling group for the following
8th grade girls:
(Participant 1s Name)
The group will focus on stress management and upcoming transition to high school.
We will meet on Wednesdays according to the schedule below. The students have been instructed
to make up the work they miss. Prior to coming to group, the students are to report to class so
that they will be marked present and to pick up assignments. Please send the student promptly
to group.
We both sincerely appreciate the opportunity to work with these kids in the group setting.
Please save this information for you records, but since it is confidential, please keep it in a secure
place.
Girls Group Schedule
February 22 1st Period
March 1 2nd Period
March 8 NO GROUP/ WRITING SOL
March 15 3rd Period
March 22 5th Period
March 29 6th Period

April 5 4th Period/ Lunch
Memo 2 to Teachers
To: 8th Grade Team Leaders, Mr. McBride, Mrs. Gagen
From: Kate Sullivan
Date: February 22, 2017
Re: Counseling Group
CONFIDENTIAL
We have added a participant to the group, (Participant 7s Name).
Additionally, our schedule has shifted slightly:
February 22 1st Period
March 1 2nd Period
March 8 3rd Period
March 15 5th Period
March 22 NO GROUP/SOL TESTING
March 29 6th Period
April 5 4th Period/ Lunch
All the group participants have hall passes dated for each group. They also know that they are to
report to their class first, present the pass, and then come to group.
Thank you,
Kate Sullivan
Parental Consent Form

Kenmore Middle School
Counseling Department
200 S. Carlin Springs Road
Arlington, VA, 22204
8th Grade Girls High School Transition Group
Parental Consent Form
Dear Parent/Guardians,
Your eighth grade student, _____________________, is invited to participate in a six (6) week
girls group which will focus on study and coping skills surrounding their upcoming transition to
high school.
Kate Sullivan, Erin Gagens counseling intern, will be running this group on Wednesdays
beginning February 22, 2017, during different periods. This means that your student will miss a
different class each Wednesday over the six weeks.
Should you have any questions regarding this small group or your students participation, please
do not hesitate to contact Erin Gagen at erin.gagen@apsva.us, or by phone at (703) 228 - 6797,
or Kate Sullivan at katherine.sullivan2@apsva.us.
Sincerely,
Kate W. Sullivan
Counseling Intern
______________________________________________________________________________
Please complete and return this section to Ms. Sullivan or Ms. Gagen in the Student Services
office if your student may participate in the small group.
I, _______________________, give my consent for my student, _________________________,

to participate in Ms. Sullivans 8th Grade Girls High School Transition Group.
_________________________________ _______________
Signature Date
Small Group Action Plan

School
Name Kenmore Middle School
Group
Name 8th Grade High School Transition Group
Following completion of 6 weekly sessions, student-participants will increase their confidence in their coping
skills, ability to balance school, extracurricular, and personal demands, and self-care as it relates to their transition
Goal to high school.
8th grade girls 1) who have sought the support of the school counselor to help with stress management, or 2)
Target whose parents have requested counseling services for the student related to her stress level and/or stress
Group management.
Data to Identify Students: Referrals from school counselor
Outline of
School Group Proce Perce Outco Project
Counsel ASCA Domain, Standard and Student Sessions to Resource ss ption me Start/Proj
or(s) Competency be Delivered s Needed Data Data Data ect End
Kate Mindsets: 1. In Paper, Seve Pre Attend Februar
W. 1. Belief in development of whole self, troduc pens, n (7) test ance y - April
Sulliva including a healthy balance of mental, tion colored eight 2017
n social/emotional, and physical well- (Intro pencils, h Post
being ductio magazin grad test
2. Self-confidence in ability to succeed n; es, e
5. Belief in using abilities to their Purpo scissors, fema
fullest to achieve high-quality result se of glue le
and outcomes. group; stude
Behavior: Self-Management Skills group Second nts.
6. Demonstrate ability to overcome rules); Step
barriers to learning Pretest Grade 8
7. Demonstrate effective coping skills 2. curricul
when faced with a problem Identif um
8. Demonstrate the ability to balance ying Lesson
school, home, and community activities how 9
10. Demonstrate ability to manage stress Emotio
transitions and ability to adapt to affects n
changing situations and responsibilities us Manage
3. How ment:
we Coping
handle with
stress; Stress
Avoidin
g vs.
Coping
4.
Challenge
s
5. Coping
& Self-
Care
6.
Closing;
Post Test
Attendance
Attendance
2016-17 Parent Request

Participant Grade for Services 2/22 3/1 3/8 3/15 3/29 4/5 Attendance Rate
Participant 1 8 No P P P A P P 83.33%
Participant 2 8 Yes P A A P A A 33.33%
Participant 3 8 Yes P P P P P P 100.00%
Participant 5 8 Yes P P P A A A 50.00%
Lesson 1: Introduction
Learning Objective(s):
1. Students will discuss the purpose of the small group and compose the group rules.
GROUP RULES COMPOSED 2/22/17

1. Maintain confidentiality.
2. Work to maintain a supportive atmosphere (i.e. no teasing or using humor to
otherwise put someone down).
3. If someone breaks either rule, address the issue in group.
4. Practice active listening (added 3/8/17)
2. The students will introduce him or herself to the group through About Me Box.
2. Students will complete pre-test.
Materials:
Small recycled cardboard boxes; old magazines, scissors, colored pencils, decorative
paper, Mod Podge glue
Pre-test
Pre Test
Name: ___________________ Date: ___________

Pretest
Please answer the following questions by circling one answer.
1. I feel stressed out.
1 Never 2 Rarely 3 Sometimes 4 Usually 5 Always
2. When I feel stressed, I feel confident in my ability to cope with the stress.
3. When I feel stressed, I try to avoid or ignore the issue by distracting myself.
4. I have a social network (friends, parents, teachers, counselors) I can depend on to help me
during stressful times.
1 Strongly Disagree 2 Disagree 3 Neutral 4 Agree 5 Strongly Agree
5. I am confident in my ability to balance my personal life, school, and my extracurricular

activities.
6. I practice self-care.
1 Never 2 Rarely 3 Sometimes 4 Pretty Often 5 Regularly
7. Self-care helps me cope when I am feeling stressed out.

10
8. How do you think your stress level in high school will compare to what youre experiencing now
in 8th grade?
1 Much less 2 Maybe a little less 3 Same Amount 4 Moderately more 5 Way more
9. I am confident in my ability to succeed in high school academically.
10. I am confident in my ability to succeed in high school socially.
11. What would you like to see our small group focus on? Check all that apply. If what youd like to
work on isnt listed, you can write it in on in the bottom row.
( ) Academic Stressors ( ) Social Stressors ( ) Concerns about HS
( ) Concerns about MS ( ) Mindfulness ( ) Stress Management
( ) Coping Strategies ( ) Identifying Social Supports ( )
12. Anything Mrs. Sullivan missed that youd like to add?

_________________________________________________________________________
_________________________________________________________________________
Lesson 2: How Stress Affects Us

1. Students will discuss how stress affects them.
ASCA Mindsets/Behaviors:
Mindsets:
1. Belief in development of whole self, including a healthy balance of mental, social/emotional,
and physical well-being
Behavior: Self-Management Skills
6. Demonstrate ability to overcome barriers to learning
8. Demonstrate the ability to balance school, home, and community activities
Materials:
Student Ipads
Padlet: https://padlet.com/kwashbu3/ImpactsofStress
How Stress Affects Me worksheet
11
Colored pencils
Agenda:
1. Students will collaborate on Impacts of Stress Padlet, discussing how stress affects them
(emotionally, physically, socially, academically, at home, etc.).
2. Students will individually complete the How Stress Affects Me worksheet, creatively
depicting the impact of stress on them as individuals.
3. Those who feel comfortable can share their worksheet with the group, or differences they
noticed between how they are impacted versus how others are impacted.
12
How Stress Affects Us Padlet
How Stress Affects Me Worksheet

How Stress Affects Me
13
14
Lesson 3: Our Bodys Reactions to Stress

1. Students will practice centered breathing exercise.
2. Students will learn about our bodys neurological and biological responses to stress.
3. Students will learn about good versus bad stress.
ASCA Mindsets/ Behaviors:

Mindsets:
2. Self-confidence in ability to succeed
5. Belief in using abilities to their fullest to achieve high-quality result and outcomes.
7. Demonstrate effective coping skills when faced with a problem
Materials:
MindUp Chime
Stress Google Slide Deck
Responding to Stress Survey
Agenda:
1. Review group rules.
2. Centered breathing MindUp Exercise
3. Discuss previous weeks Padlet on Reactions to Stress
4. Psychoeducational Stress Google slide deck (Attachment 1)
Homework:
1. Students will complete the Responding to Stress Survey individually.
References:
Committee for Children. (2008). Lesson 9: Emotion management: Coping with stress. In
Second Step: Student Success Through Prevention. (pp. 179 - 197).
The MindUp curriculum: Brain-focused strategies for learning and living, Grades 3-5. (2011).
Focused Awareness: The Core Practice, p. 42 - 47.
Lesson 4: Coping with Stress

1. Students will identify the ways they handle stress as individuals.
2. Student will be able to distinguish between coping and avoiding stress as a reaction to
stress.
3. Students will learn about different ways to handle stress, including mindfulness,
reframing, and perspective taking.
15
4. Students will learn about black and white vs. grey thinking.

Mindsets:
Materials:
Student Ipads
Handling Stress Padlet: https://padlet.com/kwashbu3/handlingstress
Agenda:
1. Centered breathing MindUp exercise.
2. Students will review Responding to Stress Survey and categorize each response as
avoiding or coping behavior.
3. Students will learn about different strategies for coping with stress, including:
1. Coping and Avoiding
2. Mindfulness and Centered-Breathing
3. Perspective Taking
4. Cognitive Reframing
1. Black and white vs. grey thinking activity
Black and White vs. Grey Thinking Activity:

Students get out a piece of paper and something to write with.
Instructions: The counselor will read a pair of opposite words, and students will
individually write down a SINGLE WORD that accurately describes the middle ground
between the pair the counselor read.
Example: if the pair was an A grade and a E grade, an accurate middle ground thats
a single word would be C grade.
Pairs for counselor to read:
1. Black and White
2. Large and Small
3. Up and Down
4. Left and Right
5. Fast and Slow
6. Easy and Hard
7. Young and Old
8. Loud and Quiet
16
9. Good and Bad

10. Near and Far
11. Pass and Fail
12. Happy and Sad
13. Clean and Dirty
14. Shy and Outgoing
15. Calm and Anxious
The group can then share out their answers.
Process activity: was it difficult to do? What is the purpose of the exercise? Are you
more likely to use the grey language? Why or why not?
References:
Beretsky, S. (2009). Cognitive distortion: How does black-and-white thinking hurt us? Psych
Central. Retrieved from https://psychcentral.com/blog/archives/2009/05/18/cognitive-
distortion-how-does-black-and-white-thinking-hurt-us/
Committee for Children. (2008). Lesson 9: Emotion management: Coping with stress. In
Second Step: Student Success Through Prevention. (pp. 179 - 197).
The MindUp curriculum: Brain-focused strategies for learning and living, Grades 3-5. (2011).
Focused Awareness: The Core Practice, p. 42 - 47.
Lesson 5: Closing, Kahoot, and Post Test

Mindsets:
8. Demonstrate the ability to balance school, home, and community activities
10. Demonstrate ability to manage transitions and ability to adapt to changing situations and
responsibilities
Materials:
Stress: Reacting, Managing, and Reframing during a Bear Chase Kahoot
Student Ipads
Post-Test
Agenda:
17
1. Students will participate in Kahoot which will check for understanding of stress
reactions, stress management, and cognitive reframing techniques covered in the Stress
Google slide deck
2. Students will participate in a group discussion about the small group including content,
process, and experience.
3. Students will independently complete the Post Test.
Post Test
Name: ___________________ Date: ___________

Post Test
Please answer the following questions by circling one answer.
1. I feel stressed out.
2. Following this small group, my stress level has _________.
1 Significantly 2 3 Stayed the 4 5 Significantly Increased

Decreased Decreased Same Increased
3. When I feel stressed, I feel confident in my ability to cope with the stress.
4. Following this small group, I feel _________ confident in my ability to cope with stress.
1 Significantly Less 2 Less 3 Neutral 4 More 5 Significantly More
5. Following this small group, I am ________ confident in my ability to balance my

personal life, school, and my extracurricular activities.
18
6. I am _______ likely to practice self-care following this small group.
7. If a similar small group was available to me as a ninth grader, I would be interested in

participating.
8. How could Mrs. Sullivan improve this small group if she were to run it again?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
9. Anything Mrs. Sullivan missed that youd like to add?

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Small Group Results Report
School Name Kenmore Middle School

Group Name 8th Grade High School Transition Group
Following completion of six (6) weekly sessions, student-participants will report a maintenance or reduction of stress level, as well
Goal confidence in their coping skills and self-care.
8th grade girls 1) who have sought the support of the school counselor to help with stress management, or 2) whose parents have req
Target Group for the student related to her stress level and/or stress management.
Data to
Identify
Students: Referrals from school counselor.
ASCA Domain &
School Standard (Mindsets Outline of Group Resources Process Perception
Counselor(s) & Behaviors) Sessions Delivered Needed Data Data Outcome Data
19
Kate W. Mindsets: 1. Introducti Paper, pens, Seven Pre test 5 of the 7 participants Based
Sullivan 1. Belief in on colored (7) attended at least five effect
development of (Introduction; pencils, eighth Post test of the six small Outco
whole self, Purpose of magazines, grade group meetings. may c
including a healthy group; group scissors, glue female Padlet simila
balance of mental, rules); Pretest students. Notable results from during
social/emotional, 2. How stress Second Step small group post test transit
and physical well- affects us Kahoot
Grade 8 taken by five (5)
being 3. Our bodys curriculum student-participants: 9th gr
2. Self-confidence reaction to Lesson 9 Group consid
in ability to succeed stress Emotion Discussion 4 of 5 reported stress manag
5. Belief in using 4. Responding to Management: reduction following feedba
abilities to their stress: Coping with group. Data.
fullest to achieve Avoiding vs. Stress
high-quality result Coping 5 of 5 student-
and outcomes. 5. Responding to Padlet participants reported
Behavior: Self- stress: increased confidence
Management Reframing, in their ability to
Skills Black and Kahoot
cope with stress.
6. Demonstrate White vs. Grey
ability to overcome Thinking Student Ipads 4 of 5 reported an
barriers to learning 6. Closing, increased likelihood
7. Demonstrate Kahoot, Post Test Google Slide of participating in
effective coping Deck, self-care.
skills when faced Projector,
with a problem Internet 5 of 5 indicated an
8. Demonstrate the connection interest in
ability to balance participating in a
school, home, and small group focused
community on stress
activities management in high
10. Demonstrate school.
ability to manage
transitions and
ability to adapt to
changing situations
and responsibilities
Attachments
MindUp Core Practice
Stress Google Slide Deck

Stress Management Small Group

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Running Head: STRESS MANAGEMENT SMALL GROUP 1

Stress Management Small Group

From: Kate Sullivan and Erin Gagen

Girls Group Schedule

February 22 1st Period

March 1 2nd Period

March 8 NO GROUP/ WRITING SOL

March 15 3rd Period

March 22 5th Period

March 29 6th Period

April 5 4th Period/ Lunch

We have added a participant to the group, (Participant 7s Name).

Additionally, our schedule has shifted slightly:

February 22 1st Period

March 1 2nd Period

March 8 3rd Period

March 15 5th Period

March 22 NO GROUP/SOL TESTING

March 29 6th Period

April 5 4th Period/ Lunch

Parental Consent Form

200 S. Carlin Springs Road

Arlington, VA, 22204

8th Grade Girls High School Transition Group

Parental Consent Form

Kenmore Middle School

I, _______________________, give my consent for my student, _________________________,

Small Group Action Plan

2016-17 Parent Request

Participant 2 8 Yes P A A P A A 33.33%

Participant 3 8 Yes P P P P P P 100.00%

Participant 4 8 Yes P P P P P P 100.00%

Participant 5 8 Yes P P P A A A 50.00%

Participant 6 8 Yes P P P P P P 100.00%

Participant 7 8 Yes P P P P P P 100.00%

GROUP RULES COMPOSED 2/22/17

Kenmore Middle School

Please answer the following questions by circling one answer.

1. I feel stressed out.

1 Never 2 Rarely 3 Sometimes 4 Usually 5 Always

1 Never 2 Rarely 3 Sometimes 4 Usually 5 Always

1 Never 2 Rarely 3 Sometimes 4 Usually 5 Always

1 Strongly Disagree 2 Disagree 3 Neutral 4 Agree 5 Strongly Agree

5. I am confident in my ability to balance my personal life, school, and my extracurricular

1 Strongly Disagree 2 Disagree 3 Neutral 4 Agree 5 Strongly Agree

1 Never 2 Rarely 3 Sometimes 4 Pretty Often 5 Regularly

7. Self-care helps me cope when I am feeling stressed out.

1 Strongly Disagree 2 Disagree 3 Neutral 4 Agree 5 Strongly Agree

9. I am confident in my ability to succeed in high school academically.

1 Strongly Disagree 2 Disagree 3 Neutral 4 Agree 5 Strongly Agree

10. I am confident in my ability to succeed in high school socially.

1 Strongly Disagree 2 Disagree 3 Neutral 4 Agree 5 Strongly Agree

( ) Academic Stressors ( ) Social Stressors ( ) Concerns about HS

( ) Concerns about MS ( ) Mindfulness ( ) Stress Management

( ) Coping Strategies ( ) Identifying Social Supports ( )

12. Anything Mrs. Sullivan missed that youd like to add?

Lesson 2: How Stress Affects Us

How Stress Affects Us Padlet

How Stress Affects Me Worksheet

Lesson 3: Our Bodys Reactions to Stress

ASCA Mindsets/ Behaviors:

Lesson 4: Coping with Stress

ASCA Mindsets/ Behaviors:

I, _, give my consent for my student, ___,