Running head: SOMBREMESA STRESS MANAGEMENT GROUP 1

Sombremesa: A Stress Management Group for Latinx Youth

Kalie Halpin

EDUC 714

University of North Carolina at Chapel Hill

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Sombremesa: A Stress Management Counseling Group for Latinx Youth

Sombremesa is a Spanish word that directly translates to “around the table.” Its meaning

is less of a physical state and more a feeling. Sombremesa is the feeling when the plates have

been cleared but nobody leaves the table. It is a feeling of belonging, of community, and of

comfort.

Sombremesa is a psychoeducational stress management lunch group, targeting latinx high

school students at Jordan Matthews. The focus of this group is to first help students identify

stressors in their life. Next, they will learn several strategies for preventing and coping with

stress. This is ultimately a space for students to build a community of supportive peers, who can

work together to manage stress.

Literature Review and Rationale

Jordan Matthews is a rural, Title I high school in Chatham County, North Carolina. It is a

racially diverse school, with hispanic students making up the majority of the student body at 52

percent (US News, 2016). With its Title I recognition, the North Carolina Report Card shares

that 77 percent of Jordan Matthews students are economically disadvantaged. This is

significantly higher than the state average of 49 percent.

Poverty is a key influencer of stress. Some students are not sure where or when they will

get their next meal, or even where they will sleep. When these basic needs are not being met, it

leads to stress and an inability to focus on academics and other important parts of life.

Poverty is a stressor that any student may experience, and its severity should not be

diminished. However, beyond poverty, immigrant students tend to experience more stress than
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their mainstream peers (Castro-Olivo, 2010). Latinx populations may face more specific

challenges, predominantly being linked to acculturation.

Acculturative stress is defined as “​psychosocial stressors associated with being part of

two conflicting cultures and the perceived need to conform to the host culture to avoid

discrimination (Alberg & Castro-Olivo, 2014).” Not all students face stress with the actual

moving process. However, acculturation may bring up stress from multiple different domains.

These include immigration, communication and language, school and academic, peer, family,

and social and economic stressors (Cervantes & Cordova, 2011).

Language barriers lend a hand in the large gap in academic achievement between

hispanic and american students (National Center for Education Statistics, 2011). Additionally,

students who cannot communicate well with their peers will have a difficult time creating social

supports. This is unfortunate, as a strong social network can be used as a buffer against the

possible negative outcomes of stress.

Social discrimination, especially in a school where hispanic students are the minority, is

another major influence of stress. The Journal of Adolescent Research shares that students in

rural areas, in which North Carolina was specified, have a more difficult time with acculturation

than those in urban areas (Brietzke & Perreira, 2017). Further, findings showed that immigrants

who faced the most stress were those who held the tightest to their identity and culture (Mena,

Padilla, & Maldonado, 1987). This can be a Catch 22. When students work to adapt to American

culture, they experience less stress and do better in school. However, this may cause difficulties

at home if their parents are not also adapting in a similar way or at all.
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Another major stressor on students may be the current political climate. Earlier this year,

Immigration and Customs Enforcement lead raids in the triangle area, including Chatham

County. There were 25 people taken. Many of these included people who were not the original

targets, nor had any history of criminal activity. For students who have family or are themselves

undocumented, regardless of criminal background, this can bring immense stress. Additionally,

while upward socioeconomic mobility can be a buffer for students, those who are undocumented

are not at a level playing field with their native peers. In North Carolina, undocumented students

do not qualify for in-state college tuition. With rising tuition costs and no opportunity for federal

grants or loans, students without proper citizenship will have an extremely difficult time gaining

a college degree, which is something that is increasing in demand in the work world.

Acculturation stress can manifest in a multitude of negative ways. Without positive

coping methods, latino youth facing acculturation stress are at a higher risk for dropout,

substance abuse (​Kulis, Marsiglia, & Nieri, 2009), behavior problems, and depression and other

mental disorders (Castro-Olivo, 2014). ​Mental health problems have been repeatedly linked to

poor academic achievement (Albeg & Castro, 2014).

Typical buffers for stress are education, social support systems, and socioeconomic

mobility. The odds are against latinx students in all of these categories. ​The population of latinx

students in the united states continues to grow (Castro-Olivo 2010). Thus, it is increasingly more

important to create programs to support them. Because Latinx youth experience higher levels of

stress, there is a need for these students to have stronger coping skills than their mainstream

peers. ​Social emotional learning programs, when adapted to be culturally relevant, have proven

to help students grow (Merrell, 2010).

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Multicultural and Social Justice Considerations

As a white woman running a counseling group specifically for latinx students, there are

many considerations that need to be recognized. First, the group of students are identified as

latinx rather than latino/a, to ensure inclusion for all gender identities.

Second, there will be open opportunity for students to use whichever language they are

most comfortable speaking in during the group. Group instruction will be lead in english, but

students are more than welcome to ask for clarification in spanish, as well as speak their minds in

whichever language they feel most comfortable.

The curriculum leaves very little space for the leader to propose their worldview on the

students, allowing students to share and embrace their own. The leader’s duty is not to share

opinions, but rather resources. The leader will facilitate conversation to aid students in making

connections with each other based on feelings and experiences.

Finally, there will not be any questioning from adults in the screening or group about

immigration status. This is a sensitive topic for many students, and every student’s stress is valid,

regardless of citizenship.

Goals and Objectives

Objectives adopted from North Carolina Healthy Living Standards and ASCA Mindset and

Behaviors:

1 .MEH.1.1 Identify the body’s physical and psychological responses to stressful situations and

positive coping mechanisms

2.M 1. Belief in development of whole self, including a healthy balance of mental,

social/emotional and physical well-being

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Three SMART goals have been developed for the purpose of helping group members meet these

standards, and will be studied in the post-test. They are as follows:

1. Students can identify 2 or more personal stressors by the completion of the group.

2. Students can identify at least 2 strategies for calming their stressors by the completion of

the group.

3. Students can identify at least one group member that they are comfortable speaking to

regarding stress by the completion of the group.

Logistics

Sombremesa is a group that focuses on helping latinx students with stress management

and prevention. Between six and eight mixed-grade high school students will be invited to

participate in this closed group. The group will meet six times.

The recruitment process will be a combination of teacher and staff referrals, as well as the

screening questionnaire. The screening questionnaire will be given to all ninth grade students

who identify as Latinx. It asks questions in order to find a set of high-risk students who

experience stress regularly, and that struggle with identifying triggers and/or coping with it. To

ensure group cohesion, it also asks students to identify friends that they are very comfortable

with, as well as peers whom the students cannot work with. To create a diverse group of

students, the screener touches on severity, cause and manifestation of stress.

Procedures and Techniques

Cognitive behavioral therapy will be used in this group. CBT is grounded in cognitive

behavioral assumptions, which are learned, contextual, and multidimensional. Stress comes from
SOMBREMESA STRESS MANAGEMENT
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an antecedent, and leads to manifestation in many ways. Realizing these cognitions and

behaviors will help students change them. CBT has several approaches, and a combination of

them will be used. These include cognitive rehearsal, reframing, and changing negative self-talk.

The person-centered, time limited nature of this technique will be valuable in helping students

challenge their cognitions and behaviors.

Behavioral Outcomes

The post-test questionnaire will collect both perception and outcome data. There are

multiple questions asked in both the pre and post-test in order to gauge knowledge gained by

each student. Outcome data is collected in the big picture questions asking about their biggest

takeaways upon the completion of this group.

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References

Albeg, L. J., & Castro-Olivo, S. (2014). The relationship between mental health, acculturative
stress, and academic performance in a latino middle school sample.​ Contemporary
School Psychology, 18(​ 3), 178-186.
doi:​http://dx.doi.org.libproxy.lib.unc.edu/10.1007/s40688-014-0010-1

​ atino youth coming of age in a new

Brietzke, M. & Perreira, K. (2017). Stress and coping:​ L
latino destination. ​Journal of Adolescent Research, 3​ 2(4), 407-432.
doi:10.1177/0743558416637915

Castro-Olivo, S. (2010). One size does not fit all: Adapting SEL programs for use in our
multicultural world. In K. W. Merrell & B. A. Gueldner (Ed.), ​Social and emotional
learning in the classroom: Promoting mental health and academic success​ (pp. 83–102).
New York, NY: Guilford Press.

Castro-Olivo, S. M. (2014). Promoting social-emotional learning in adolescent Latino ELLs: A

study of the culturally adapted Strong Teens program. ​School Psychology Quarterly​,
29​(4), 567-577. doi:10.1037/spq0000055

Cervantes, R.C., & Dordova, D. (2011). Life experiences of of hispanic adolescents:

Developmental and language considerations in acculturation stress. ​Journal of
Community Psychology, volume 39, No. 3, 336-352. d​ oi:10.1002/jcop.20436

Cramer, K. M., & Castro-Olivo, S. (2016). Effects of a culturally adapted social-emotional

learning intervention program on students' mental health.​Contemporary School
Psychology, 20​(2), 118-129.
doi:​http://dx.doi.org.libproxy.lib.unc.edu/10.1007/s40688-015-0057-7

Edwards, M., Adams, E. M., Waldo, M., Hadfield, O. D., & Biegel, G. M. (2014). Effects of a
Mindfulness Group on Latino Adolescent Students: Examining Levels of Perceived
Stress, Mindfulness, Self-Compassion, and Psychological Symptoms. ​Journal For
Specialists In Group Work​, ​39​(2), 145-163. doi:10.1080/01933922.2014.891683

Kulis, S., Marsiglia, F. F., & Nieri, T. (2009). Perceived ethnic discrimination versus
acculturation stress: influences on substance use among Latino youth in the Southwest.
Journal Of Health & Social Behavior,​ ​50(​ 4), 443-459.
SOMBREMESA STRESS MANAGEMENT
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Mena, F. J., Padilla, A. M., & Maldonado, M. (1987). Acculturative stress and specific strategies
among immigrant and later generation college students. ​Hispanic Journal of Behavioral
Sciences, 9(2), 2​ 07-225. Doi: 10.1177/07399863870092006

Merrell, K. (2009). Linking prevention science and social and emotional learning: The oregon
resiliency project. ​Psychology in The Schools, ​47(1). Doi: ​10.1002/pits.20451

National Center for Education Statistics. (2011). ​The nation’s report card: Reading 2011​ (NCES
2012–457). Washington, DC: Institute of Education Sciences, U.S. Department of
Education. Retrieved from
http://nces.Ed.gov/nationsreportcard/pdf/main2011/2012457.pdf

The Student Body at Jordan Matthews High in Siler City, NC. (n.d.). Retrieved July 16, 2018,
from
https://www.usnews.com/education/best-high-schools/north-carolina/districts/chatham-co
unty-schools/jordan-matthews-high-14347/student-body

Williams, F. C., & Butler, S. K. (2003). Concerns of Newly Arrived Immigrant Students:
Implications for School Counselors. ​Professional School Counseling,​ ​7(​ 1), 9.
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Appendix A

Sombremesa Screening Questionnaire and Pretest

I feel stressed:
__Never __Rarely __Sometimes __Often __Very Often

My stress affects my overall health:

__Strongly Disagree __Disagree __Neutral __Agree __Strongly Agree

My stress affects my academic achievement:

__Strongly Disagree __Disagree __Neutral __Agree __Strongly Agree

What makes you feel stressed?

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
What effect does stress have on you?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
When you feel stressed, who can you go to for support?
____________________________________________________________________________
____________________________________________________________________________
When you feel stressed, how do you calm yourself down?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Are you interested in learning more about stress management?

YES NO

Are you willing to share your feelings about stress and coping with a small group of peers?
YES NO

Are there friends that you cannot be without? If so, please list:
_________________________________________________________________________

Is there anyone that you cannot work with? If so, please list:
_________________________________________________________________________
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Appendix A1

Sombremesa Screening Questionnaire and Posttest

I feel stressed:
__Never __Rarely __Sometimes __Often __Very Often

My stress affects my overall health:

__Strongly Disagree __Disagree __Neutral __Agree __Strongly Agree

My stress affects my academic achievement:

__Strongly Disagree __Disagree __Neutral __Agree __Strongly Agree

What makes you feel stressed?

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

What effect does stress have on you?

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

When you feel stressed, how do you calm down?

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

When you feel stressed, who can you go to for support?

____________________________________________________________________________
____________________________________________________________________________

Please share your biggest takeaways from Sombremesa:

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
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Appendix B

SMALL GROUP ACTION PLAN

Outcome Data Contact
(Achievement Person
, attendance,
Process and/or
Data Perception behavior data
(projected Data (Type to be
ASCA Domain and number of of collected)
Grade Mindsets & Behaviors Curriculum and Projected students surveys/asse
Level Group Topics Standard(s) Materials Start/End affected) ssments to
be used)

9-12 Stress MEH.1.1 Cup Stacking 5th 6-8 Students Attendance Kalie
management Tournament. period students describe taken
Stacking cups lunch physical
and
psychologi
cal stress

9-12 Stress MEH.1.1 Stress on Your 5th 6-8 Students Attendance Kalie
management Body. Worksheets, period students identify taken,
pens lunch stress
triggers

9-12 Stress MEH.1.1 Effects of Stress. 5th 6-8 Students Attendance Kalie
management M1 Worksheet, pens period students identify taken
lunch consequenc
es of stress

9-12 Stress MEH.1.1 Make Stress Your 5th 6-8 Students Attendance Kalie
management M.1 Friend period students perform taken
lunch cognitive
reframing

9-12 Stress MEH.1.1 Stress Catcher. 5th 6-8 Students Attendance Kalie
management M.1 Paper, yarn, period students identify taken
feathers, glue, lunch coping
markers skills

9-12 Stress MEH.1.1 Don’t boil over! 5th 6-8 Posttest Attendance Kalie
management Worksheet, pens, period students taken
chocolate, lunch
popcorn, playdoh

Appendix C
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Lesson Plan Template

School Counselor:​ Kalie Halpin ​Date:​ 2018-2019

Activity: ​Cup Stacking
Grade(s):​ 9-12
ASCA and NCGES Student Standards (Domain/Standard/Competencies):
MEH.1.1 Identify the body’s physical and psychological responses to stressful situations and
positive coping mechanisms
Learning Objective(s):
1. Encourage students to begin discussing the psychological and physical parts of stress
Materials:
Stacking cups
White board and markers
Procedure:
Students will participate in a cup-stacking tournament. The counselor will create brackets on the
board, and instill tension and competition. They will race a partner to build and break apart a
structure given by the counselor. This will continue until there is one winner. After, the group
will discuss what it felt like to play and watch this game, using CBT-related questions. What
were your thoughts before you started the game? What was it like to to not be in control of the
other person? How did these thoughts control your behavior during the game?​ ​Ask students
about a time when they have felt stressed before, and remind them that while this may have been
low-stakes, the stress response does not change.

Plan for Evaluation: How will each of the following be collected?

Process Data: Attendance will be taken at this session.
Perception Data: ​Students will explain what stress feels like to them.
Outcome Data: ​Outcome data will be collected upon completion of 6th session.
Follow Up: ​There will be no follow up for this lesson.
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Appendix D1

Lesson Plan Template

School Counselor:​ Kalie Halpin ​Date:​ 2018-2019

Activity: ​Stress On Your Body
Grade(s): ​9-12
ASCA and NCGES Student Standards (Domain/Standard/Competencies):
MEH.1.1 Identify the body’s physical and psychological responses to stressful situations and
positive coping mechanisms
Learning Objective(s):
1. ​Students will describe the effects stress can have on their physical and emotional health
Materials:
Body outline worksheet, markers
Procedure:
Students create drawings to represent how stress looks in their bodies and minds. Facilitate a
discussion for students to identify stressful situations and their effects. What are some of the
general reasons that a person may experience stress? Is it possible for a person to experience
negative effects in their body from stress without realizing it? When are you most aware of
feeling stressed or relaxed in your body? When are you least aware? How could learning good
stress management habits now be important for your future?
During the group, students identify the physical and emotional effects of stress and stress
management.
Homework: students will write down things that activate their stress throughout the week.

Plan for Evaluation: How will each of the following be collected?

Process Data: Attendance will be taken at this session.
Perception Data: ​Students will identify how the think stress manifests in the brain and body, as
well as note their personal stress triggers.
Outcome Data: ​Outcome data will be collected upon completion of 6th session.
Follow Up: ​No follow up at this time
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Appendix D2

RELAXED STRESSED

A relaxed face looks like... A stressed face looks like...

A relaxed mind feels like... A stressed mind feels like...

A relaxed heart feels like... A stressed heart feels like...

A relaxed voice sounds like... A stressed voice sounds like..

Relaxed breathing feels like.. Stressed breathing feels like...

A relaxed body looks like... A stressed body looks like...

Source: Umoja Corporation

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Appendix E1

Lesson Plan Template

School Counselor:​ Kalie Halpin ​Date:​ 2018-2019

Activity: ​Effects of Stress
Grade(s):9-12
ASCA and NCGES Student Standards (Domain/Standard/Competencies):
1 .MEH.1.1 Identify the body’s physical and psychological responses to stressful situations and
positive coping mechanisms
2.M 1. Belief in development of whole self, including a healthy balance of mental,
social/emotional and physical well-being
Learning Objective(s):
1. ​Students will learn short and long-term effects of stress
Materials:
Worksheet, pens
Procedure:
Continuing with our drawing of stressed and relaxed bodies from the previous session, students
highlight negative and positive short-term and long-term consequences of stress, using the
think-pair-share method. CBT will be incorporated by having students realize the behaviors that
are affected by cognitions. Discuss their thoughts on managing stress after completing this
activity.
Homework: Continue to note the stressors in your life. Additionally, think of a time when stress
has affected your mind or body, and be ready to share the following week.

Plan for Evaluation: How will each of the following be collected?

Process Data: Attendance will be taken at this session.
Perception Data: ​Students identify what they think the consequences of stress are in the brain
and body.
Outcome Data:​Outcome data will be collected upon completion of 6th session.
Follow Up: ​Students will discuss the process of journaling their stressors throughout the week,
and continue for another.
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Appendix E2
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Appendix F

Lesson Plan Template

School Counselor:​ Kalie Halpin ​Date:​ 2018-2019

Activity: ​Make Stress Your Friend
Grade(s):​9-12
ASCA and NCGES Student Standards (Domain/Standard/Competencies):
1 .MEH.1.1 Identify the body’s physical and psychological responses to stressful situations and
positive coping mechanisms
2.M 1. Belief in development of whole self, including a healthy balance of mental,
social/emotional and physical well-being

Learning Objective(s)
1. Students will use cognitive rehearsal to reframe their stress positively.

Materials:
Projector and laptop
Video link: ​https://www.ted.com/talks/kelly_mcgonigal_how_to_make_stress_your_friend

Procedure: ​Students will watch Kelly McGonigal’s TED talk, “Make Stress Your Friend.” For
ELL students, there will be a spanish transcription available. After watching her model cognitive
rehearsal by changing stress from a negative to a positive, the group will discuss ways in which
they can look at their own stress positively, drawing back on examples from their journaling over
the past two sessions. Homework: students will write down a list of 2 stressors, and a positive
way to look at them.

Plan for Evaluation: How will each of the following be collected?

Process Data: Attendance will be taken at this session.
Perception Data: ​Students will practice cognitive reframing.
Outcome Data:​Outcome data will be collected upon completion of 6th session.
Follow Up: ​Students use the stressors mentioned in previous journals for this week’s homework.
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Appendix G

Lesson Plan Template

School Counselor:​ Kalie Halpin ​Date:​ 2018-2019

Activity: ​Stress Catcher
Grade(s):​9-12
ASCA and NCGES Student Standards (Domain/Standard/Competencies):
MEH.1.1 Identify the body’s physical and psychological responses to stressful situations and
positive coping mechanisms
2.M 1. Belief in development of whole self, including a healthy balance of mental,
social/emotional and physical well-being
Learning Objective(s):
1. Use past experiences to inform future coping skills
2. Practice art therapy as a potential coping skill

Materials:
Paper, yarn, feathers, glue, markers
Procedure:
Cut out a circle and glue it onto a piece of cardstock. Have the students write stressful
experiences and their cognitions when stressed. On the outside of the circle, have the student
write positive cognitions and experiences. Then, have the students "catch" all of the negative
things inside the circle with twine, yarn, or another string-like material. Provide them with string
and feathers to create a stress-catcher, modeled after a dreamcatcher. This is practicing cognitive
reframing, by catching the negative ones and focusing on the positive, as well as noting negative
self-talk. Allow time for students to share and discuss after. What was it like write down the
positive and negative feelings? Was art an effective coping skill for you? Homework: when
feeling stressed this week, use something from the outside of your catcher and reflect on how it
made you feel.
Plan for Evaluation: How will each of the following be collected?
Process Data: Attendance will be taken at this session.
Perception Data: Students will
Outcome Data:​Outcome data will be collected upon completion of 6th session.
Follow Up: ​Encourage students to write down themes and experiences written in their journals
during this activity.
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Appendix H

Lesson Plan Template

School Counselor:​ Kalie Halpin ​Date:​ 2018-2019

Activity: ​Don’t Boil Over!
Grade(s):​9-12
ASCA and NCGES Student Standards (Domain/Standard/Competencies):
MEH.1.1 Identify the body’s physical and psychological responses to stressful situations and
positive coping mechanisms
Learning Objective(s):
Students can identify stress triggers as well as coping skills that work for them
Materials:
Boiling Worksheet, pens
Procedure:
Students will discuss how they have struggled or successfully coped with stress in the past week,
and what their biggest takeaways were in the group over the past 6 weeks. To close, they will fill
out the boiling water sheet. This serves as a culmination of everything they have learned in the
group and a reminder of how they can manage their stress moving forward. If students allow, this
can be given to teachers or parents to help the student when they feel stressed.
Give students each a bag of goodies. Goodies include a bag of popcorn for when they feel like
they’re going to pop, play-doh to help them cope physically, and Hershey’s hugs to remind them
that someone cares. Lastly, each student will thank someone in the group for something that they
said or did in group in the last 6 sessions.
Plan for Evaluation: How will each of the following be collected?
Process Data: Attendance will be taken at this session.
Perception Data:​Students will share what helps them cope with stress
Outcome Data: ​Outcome data will be collected in two ways. Students will fill out the posttest,
which is the same as the pretest, so the counselor can note change in cognition and behavior.
Additionally, the student will give the counselor a copy of their Boiling Pan sheet, to show
whether that student has met group objectives, and share with teachers and parents if students
allows.
Follow Up: ​Encourage students to work with their group members when they are experiencing
trouble with stress moving forward.
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Appendix H2