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GROUP PLAN: ANXIETY

A. STATEMENT OF PURPOSE
○ During my years teaching high school and my semester at my practicum site, I saw a
commonality walking through the doors: anxiety. While not all students connected their
worries, concerns, and fears to anxiety, most of the issues they presented all related
back to anxiety. At my internship site, I will be responsible for leading a career group
along with co-leading a mentorship program that extends across the entire school
district and involves elementary, middle, and high school students. I will also be able to
create my own group, and after meeting with my supervisor, I immediately knew what
type of group I want to run. I live with the over-thinking of thoughts and concerns that
don’t seem to pass through others’ minds. Now, at almost 30, I finally feel like I have the
right tools that work for me to help manage my anxiety. ​The purpose of the anxiety
group is for students to define their own anxiety and find beneficial strategies for living
with their anxiety.

B. SETTING
○ I will base the group on my internship school: Shelbyville High School in Shelbyville,
Indiana.

C. TARGET POPULATION
○ The target population of the anxiety group will be 11th grade students of all genders
and sexual orientations. The ideal group will be around 10-12 students. Narrowing down
the group to the target population of 11th grade students was chosen because in 11th
grade there is a lot of stress as they prepare for what their future will look like.
Generally, junior year is important grade-wise for colleges, and students are beginning
to feel more independent. In a perfect world, I would be able to do an anxiety group
with each grade level (one each 9-weeks), to reach as many students as possible. In my
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opinion, I like keeping grade levels together, because a 9th grader and an 11th grader
are going to be in different life stages with differing levels of maturity.

D. HOW MEMBERS WILL BE SELECTED

○ At Shelbyville High School, my supervisor sends out an online survey in August to all
students asking general questions about their needs for the school year. Some questions
are open-ended and others are a multiple choice response. One of the questions asks if
they would be interested in joining a small group that focuses on a specific topic. The
topics are listed out and students can click on one or more topic(s) to express their
interest in joining a small group. My supervisor will add the anxiety focused group to the
list for students to select from. Based on the number of 11th grade students that
respond, I may need to seek out information from staff, teachers, and other counselors
on how to proceed. In the past, if they have a lot of interested students in a single
group, they will run the same group multiple times throughout the year but with
different sets of students to make sure they are reaching as many students as they can.

E. LOGISTICS
○ Each session will be 35-40 minutes long and will take place on Fridays. A pass will be
sent for each student at the beginning of class to come down to the counseling office.
Each Friday, I will rotate the period students get called down so it won’t mess up
teacher’s schedules too frequently. There is a medium-sized room with tables that I will
arrange to create a circle for talking. The room is ideal because it has two white boards,
a computer, and a projector.

F. LEADER SKILLS
○ The leader should possess an understanding of what anxiety is and how it impacts
teens. The leader should have an understanding of strategies that teens can use to
manage their anxiety. The leaders should have an understanding of basic breathing
techniques and mindfulness techniques. The leader should be accepting of all, patient,
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calm, and kind. The leader should be able to facilitate the group in a way that creates a
safe space for students to share. No other adults will be involved.

G. PLAN FOR EACH SESSION

Quick note from the creator: You will notice throughout my sessions there are zero handouts. As
a former teacher, the last thing I wanted to do was run copies during my prep period. As a
school counselor, you don’t have a prep period to run copies, and you never know how your day
is going to go. I believe in creating lessons that don’t need many materials because if the day
doesn’t go as planned, you can still proceed with the session because everything you need is
already in the room and/or student provided. Shelbyville High School is also one-on-one, so
students have technology for me to share information and links with them.

SESSION #1
○ OBJECTIVES
■ Students will introduce themselves, understand the guidelines to our small
group, define anxiety, and begin to think about what their anxiety looks like.
○ INDIANA COUNSELING STANDARDS
■ Competency 1: Students will acquire and further develop the knowledge,
attitudes and interpersonal skills to help them understand and respect self and
others.
● Indicators 9-12, the student: 1. describes what causes emotions; 2.
describes strategies to regulate emotions; 3. displays respect for others;
4. identifies factors connected to self-efficacy; 5. demonstrates ability to
make accurate self-judgments.
■ Competency 3: Students will understand personal safety skills.
● Indicators 9-12, the student: The student: 1. applies effective coping
skills in response to modern day issues; 2. models healthy stress
management strategies; 3. sets measurable goals; 4. demonstrates a
respect for multiple perspectives; 5. applies emotional regulation skills; 6.
utilizes appropriate supportive resources.
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○ ICEBREAKER [~7 minutes]

■ Students get in groups of 2-3 people. They are prompted to find as many things
that they have in common with one another. A timer is set for two minutes.
Examples: We both have brown hair. We both have brothers. We live in
the country. We enjoy country music.
■ After 2 minutes are complete, have students count how many things they have
in common. Have one student start by sharing their name, how many things they
had in common with their person/group, and one thing they had in common that
you wouldn’t know just by looking at them. Go around so each individual can
share.
○ AGENDA
Group Guidelines [~10 minutes]
■ There will already be six guidelines written on the white board:
● All group members understand and respect confidentiality.
● One person speaks at a time so everyone has an opportunity to
participate and share.
● All group members will treat one another with respect. This will be
reflected in your words and responses.
● Group members have the right to pass on sharing out loud.
● Group members will be encouraged to have an open and accepting mind
as we all share about ourselves and experiences.
● Remember to bring your small journal to each group session.
■ As I read through the six guidelines, I will ask for examples of what that might
look like and/or sound like in a group session. This will be done briefly so I can
see that students are engaging with the guidelines and understanding the
importance.
Examples: What would it look like when we follow the second guideline:
only one person talks at a time? What would it sound like when following
guideline number three: responding with respectful words?
■ As students talk through what following the guidelines will look like and sound
like, they might even come up with new guidelines. I will give the students the
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opportunity to add to the six guidelines and write them on the board as well. I
will take a picture of the guidelines and project them at the following sessions.
What is anxiety? [~10 minutes]
■ Pass out small journal notebooks for each student. Explain that these journals
will be needed at each small group session (guideline #6). These journals are
yours to keep and will never be read by anyone in the group unless you want to
share.
Pro tip: Buy composition journals in August for less than 50 cents a piece.
Then see if your high school shop teacher has a machine that can cut the
journals in half. At Shelbyville High School, they have a machine in the
shop class that can do just that. Then each student can get a small journal
and you are being mindful of resources.
■ Students will work in groups of 2-3 creating a ​definition of anxiety​ and ​what
anxiety looks like​. Before giving them time to work, provide them with an
example of what anxiety looks like to the facilitator.
Example: Anxiety looks like running a past situation over and over again
in your mind because you didn’t like how you responded. You continue to
worry about what others thought of your reaction.
■ After 3-4 minutes, go around the room so each group can share out their
responses. Find similarities and differences amongst the students’ responses to
create discussion. Ask questions and prompt as needed.
■ Project on the screen the explanation WedMD provides for anxiety in teenagers
(​Link Here​). After going through the definition and what anxiety looks like, have
students reflect on their own definitions.
What does my anxiety look like? [~5-7 minutes]
■ Based on the discussion of what anxiety looks like and the definition, have
students begin journaling about what their anxiety looks like. When do you find
yourself worrying to the point where it affects other aspects of your life? What
types of stress trigger your anxiety? What concerns seem to constantly follow
you around? Play soft music in the background as they write.
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○ CLOSING ACTIVITY [~3 minutes]

■ For the next session, remind students that they need to bring their journals.
Remind them these journals are there own to write in about whatever. The more
they explore their feelings and thoughts surrounding stressful situations and
anxiety, the more they will get from the group. See if students have any
questions about the journal, group, the next session, etc.
■ Develop a closing mantra for each session and continue adding to it each time.
Explain that anxiety is natural - it is a reaction to stress. Everyone feels anxiety on
some level, but sometimes, our anxiety can feel like it is taking control. Just
remember that anxiety is a feeling - it not a personality trait. It does not define
you. ​Let’s repeat together the closing statement: ​Anxiety does not define me.
○ COPIES OF ALL ACTIVITIES
■ No copies made. Materials needed: white board, projector, access to the
internet, student journals, and writing materials.

SESSION #2
○ OBJECTIVES
■ Students will continue to explore and define their own anxiety, think about how
they currently cope with anxiety, and start thinking about other effective coping
strategies. Guidelines from the first session will be projected for students to
remember the procedures week to week.
○ INDIANA COUNSELING STANDARDS
■ Competency 1: Students will acquire and further develop the knowledge,
attitudes and interpersonal skills to help them understand and respect self and
others.
● Indicators 9-12, the student: 1. describes what causes emotions; 2.
describes strategies to regulate emotions; 3. displays respect for others;
4. identifies factors connected to self-efficacy; 5. demonstrates ability to
make accurate self-judgments.
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■ Competency 3: Students will understand personal safety skills.

● Indicators 9-12, the student: The student: 1. applies effective coping
skills in response to modern day issues; 2. models healthy stress
management strategies; 3. sets measurable goals; 4. demonstrates a
respect for multiple perspectives; 5. applies emotional regulation skills; 6.
utilizes appropriate supportive resources.
○ ICEBREAKER [5 minutes]
■ Each student will share their name, something good that happened in the past
week, and something they are looking forward to. Anxiety is all about balancing
our worries, concerns, and fears with positive thoughts and affirmations. The
facilitator should start off the group by sharing their own positive thoughts.
○ AGENDA
Labeling Our Reaction(s) to Stressful Situations [10-15 minutes]
■ Students will find a blank page in their journal and draw a large plus sign to dive
the page into four boxes. Label the first box thoughts, the second box feelings,
the third box physically, and the fourth box behaviors.
■ Review what anxiety is from last week: our reaction to stress. So, what brings us
stress and how does that contribute to our anxiety? Each student should think of
a time in the past where they had high anxiety. What was the stressful situation
they were reacting to? In each box, have the students list how they reacted.
What were they thinking? What were they feeling? How did they react
physically? What were their outward behaviors? There are no right or wrong
answers, only your answers to your experiences.
■ Before letting students have time to write, provide an example:
Stressful situation: Y​ ou raise your hand in class to share a response, but
even though you know the answer, your words don’t come out right. You
think your response sounded stupid and now everyone in the class thinks
you’re dumb. ​Thoughts: ​Everyone thinks I’m an idiot. I should have said
this instead. I wish I could rewind time. ​Feelings:​ Inadequate, less than,
​ hysically: ​tightening in the chest, potentially a headache later on
stupid P
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Behaviors:​ avoidance of participating in the future, being quiet around

peers, nail biting
■ After writing how their own reactions to a stressful situation in the past have the
students compare it to their writing from last week of what their personal
anxiety looks like. Go around and see if students want to share anything out.
Prompting questions: What similarities do you see in your writings from this
week to last week? What types of thoughts do you have after a stressful
situation? How do those thoughts continue to grow? How does what is going on
inside affect your outward behaviors?
Breathing Technique - Letting it Go [2-3 minutes]
■ Sometimes it can be difficult to let go of our negative thoughts. Let’s take a
moment to let go of the stressful situation and how we reacted to it.
■ Ask students to close their eyes and take a few deep breaths in and out (feel free
to count it out for them). Then have them begin tensing up their bodies starting
with their toes. Curl them in and bring tension into the heels, up the calves,
through their legs into their abdomen. Bring the tension into their hands,
squeezing their fists, and then up their arms into their shoulders. Squeeze their
face and hold everything in. You’re squeezing all of the worries, fears, concerns,
and negative thoughts. Hold it all in for a few seconds and then with one big
breath let it all go. Take a few slow breaths together before opening your eyes.
What can help us when we encounter stressful situations? [10 minutes]
■ Again, refer students to their journal. They should open it up like a book so they
have two blank pages facing them. On the left side, label it “What works for me”
and on the right side, label it “What doesn’t work for me.”
■ Explain how just like the situations that bring us stress are different, so are the
coping strategies and techniques that work for us. Just because something works
for me or one of your peers doesn’t mean it will work for you. You need to know
yourself and your anxiety. So pay attention to your thoughts, feelings, physical
reactions, and behavioral reactions in stressful situations. What will help you in
those moments? What will help you to curb your anxiety?
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■ As a group, brainstorm different strategies and techniques they have heard of

and/or have used in the past. Examples could include listening to music, going
for a run, talking to a friend, etc. After the group is done, add in others that may
not be listed by the students (example: getting enough sleep). The facilitator can
use ​this link​ and/or ​this link​ to review different coping strategies with the class.
These two resources can also be shared with the students.
■ Have the students take a picture of all the coping strategies on the board with
their phones (the facilitator should take a picture too). Throughout the next
week, their goal is to test out different strategies and fill in the chart of what
works and what doesn’t work for them.​ The goal is to test 2-3 new coping
strategies within the next week whenever stressful situations emerge.
○ CLOSING ACTIVITY [2 minutes]
■ Remind students to bring their journals for next session and to continue thinking
about strategies that work best for them. Next week we will go over the coping
thoughts and what brings us comfort in times of stress. Remind them that their
journals are their own to utilize for self-exploration.
■ Continue closing with a mantra that is added to from week to week. Last week
was ​Anxiety does not define me.​ This week add on: ​I will not let the things that I
​ epeat together: ​Anxiety does not define me. I
cannot control take control of me. R
will not let the things I cannot control take control of me.
○ COPIES OF ALL ACTIVITIES
■ No copies made. Materials needed: student journals, writing materials, white
board, use of projector if you want to project coping strategies from the shared
links
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SESSION #3
○ OBJECTIVES
■ Students will continue identifying coping strategies that work for them and learn
what works for their peers. Guidelines from the first session will be projected for
students to remember the procedures week to week.
○ INDIANA COUNSELING STANDARDS
■ Competency 1: Students will acquire and further develop the knowledge,
attitudes and interpersonal skills to help them understand and respect self and
others.
● Indicators 9-12, the student: 1. describes what causes emotions; 2.
describes strategies to regulate emotions; 3. displays respect for others;
4. identifies factors connected to self-efficacy; 5. demonstrates ability to
make accurate self-judgments.
■ Competency 3: Students will understand personal safety skills.
● Indicators 9-12, the student: The student: 1. applies effective coping
skills in response to modern day issues; 2. models healthy stress
management strategies; 3. sets measurable goals; 4. demonstrates a
respect for multiple perspectives; 5. applies emotional regulation skills; 6.
utilizes appropriate supportive resources.
○ ICEBREAKER [5-7 minutes]
■ Each student will go around and share one positive thing that happened in the
past week AND one thing that brings you comfort in times of stress. Students
should explain why that thing or activity brings them comfort. The facilitator
should begin by sharing first (example: I would share that my dogs bring me
comfort because I know they are always there to cuddle. Hot yoga brings me
comfort because it clears my mind of whatever negativity I brought to class with
me).
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○ AGENDA
What coping strategies work for me? [10 minutes]
■ Project the list of coping strategies that were on the board last session using the
project. Instruct students to get out their notebooks from last week and open to
the page about what works for them and what doesn’t. Give 2-3 minutes for
students to review their chart and continue filling it out. Maybe the ice breaker
gave them ideas for new coping strategies as well.
■ Go around and have students share 2-3 strategies that work for them and 1-2
strategies that don’t work for them. Each student should explain why they
believe the strategies for work them. The facilitator could go first with examples
to make the students feel comfortable.
■ Depending on if the facilitator showed the two online resources last week, you
could refer to the two links again so students can grow their lists (​online
resource one​ and ​online resource two​).
Balancing Negative and Positive Thoughts [10 minutes]
■ Remind students that when confront stressful situations, we have the power to
frame the narrative. Just like our current mantra states: ​Anxiety does not define
me. I will not let the things I can’t control take control of me. L​ ike when we
answer a question wrong in front of all of our peers and feel stupid, we cannot
let that situation take over our thoughts, feelings, physical body, and outward
behaviors.
■ Students should flip to a blank page in their journal. Have them briefly write
down something that is causing them stress and/or something they responded
to lately in a negative way (1-2 sentences). Example: Go around and have each
student share what they wrote down.
■ On the reverse side of that page, reframe the negative/stressful situation.
Rewrite it to make it positive and/or write down how you could react to the
same situation more positively next time.
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■ Before sharing, have students color the positive side of their paper. Pass out
colorful fine tipped markers so they can trace their positive words, draw fun
pictures, etc. Then go around and share how they can be more positive.
■ Remind them that managing our anxiety is all a balancing act. What coping
strategies work best? How can we be more positive in stressful situations? How
can we reframe our negative/concerning thoughts in a more positive way?
Stretch for Relaxation [3 minutes]
■ Before closing with the mantra, move the desks to the side to create more space
on the floor. Have students find a space to sit down. Demonstrate child’s pose
and have students follow suit (here is a ​link​ you can use if you’ve never done the
pose before). Instruct students to close their eyes and breath slowly in through
their nose and out through their mouths for the next full minute. One full minute
of stretching, silence, and breathing. Ask students to share out how they felt
during the full minute of silence.
■ If yoga and stretching is something they are interested in trying, share out this
YouTube video link​ that is just 15-minutes long and focuses on calming yoga
poses that they can do at home.
○ CLOSING ACTIVITY [4 minutes]
■ Remind students to bring their journals for next session and to reframe the
negatives into positives. Continue to add to the list of coping strategies that work
and don’t work. Next week, come to the final session with words that provide
meaning to you. It could be song lyrics, a poem, a quote from a movie, etc.
Remind them that their journals are their own to utilize for self-exploration.
■ Continue closing with a mantra that is added to from week to week. This week
add on: ​I am capable of being positive in stressful situations. ​Repeat together:
Anxiety does not define me. I will not let the things I cannot control take control
of me. I am capable of being positive in stressful situations.
○ COPIES OF ALL ACTIVITIES
■ No copies made. Materials needed: student journals, writing utensils, projector,
markers/coloring tools
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SESSION #4
○ OBJECTIVES
■ Students will leave with multiple tools to deal with their anxiety. Students will
create a personal mantra. Guidelines from the first session will be projected for
students to remember the procedures week to week.
○ INDIANA COUNSELING STANDARDS
■ Competency 1: Students will acquire and further develop the knowledge,
attitudes and interpersonal skills to help them understand and respect self and
others.
● Indicators 9-12, the student: 1. describes what causes emotions; 2.
describes strategies to regulate emotions; 3. displays respect for others;
4. identifies factors connected to self-efficacy; 5. demonstrates ability to
make accurate self-judgments.
■ Competency 3: Students will understand personal safety skills.
● Indicators 9-12, the student: The student: 1. applies effective coping
skills in response to modern day issues; 2. models healthy stress
management strategies; 3. sets measurable goals; 4. demonstrates a
respect for multiple perspectives; 5. applies emotional regulation skills; 6.
utilizes appropriate supportive resources.
○ ICEBREAKER [3 minutes]
■ Begin the final session with “I am ______ because…” statements. Example: I am
brave because I decided to join this group to seek out help. Each student writes
down their statement in their journals before going around to share out.
○ AGENDA
Creating a Personal Mantra [15 minutes]
■ Go around the group to share out what meaningful words they brought with
them. What makes those words meaningful to them? It could be a lyric from a
song, a quote from a celebrity, a saying your dad always says, etc.
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■ Prompt students to open up to a blank page in their journals. Repeat the mantra
that we have been adding to at each session: ​Anxiety does not define me. I will
not let the things I cannot control take control of me. I am capable of being
positive in stressful situations.
■ Give students time to create their own mantras. It could include bits of the one
we have been adding to, it could include parts of the meaningful words they
brought to class, or it could be something completely different. Have markers
and coloring utensils available for students to write it out in their journals and
decorate it.
■ Once everyone is done, go around and share everyone’s personal mantras they
are going to take away with them.
4-7-8 Breathing Technique [4 minutes]
■ Share one last breathing technique with students that is called the 4-7-8
breathing technique.
■ Close your eyes Exhale completely through your mouth, making a whoosh sound.
Close your mouth and inhale quietly through your nose to a mental count of
four. Hold your breath for a count of seven. Exhale completely through your
mouth, making a whoosh sound to a count of eight. This is one breath. Now
inhale again and repeat the cycle three more times for a total of four breaths.
■ Ask students to share how they felt during the breathing technique.
Review of Sessions [5 minutes]
■ Prompt students to flip through their journals starting with the first page. If
students have written in them throughout the four sessions, then hopefully they
can see the progress they have made in the past month. Remind them of
defining their own anxiety, thinking of how they react to stressful situations,
coping strategies they can employ, and how they can reframe the negative into a
more positive way.
■ Start a discussion on what they have learned throughout the group. What is one
thing you will take away from this group? Go around and have everyone share.
○ CLOSING ACTIVITY [8 minutes]
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■ Get feedback from students about the group. For more details, see letter H Final
Closing Activity in the group plan.
○ COPIES OF ALL ACTIVITIES
■ No copies made. Materials needed: student journals, writing utensils, coloring
tools
H. Final Closing Activity
○ Students will provide feedback via Google Form (Shelbyville is a Google school). The
following questions will be asked in the google form and will be apart of the final closing
activity:
■ What made you want to join the group and talk about anxiety?
■ What did you enjoy about the group? Feel free to list more than one.
■ What aspects about the group could be improved? Feel free to list more than
one.
■ What did you learn from the group?
■ Would you recommend the group to a friend? Why or why not?
■ Would you be interested in attending a follow-up group session in two months?
I. Any Forms
○ Permission “forms” will be sent via email to parents in more of a notification form.
Below is a template that could be utilized:
■ Your student, ​Jim Smith,​ has elected to participate in a small group where
students discuss how they react to stress, how to manage the anxiety that comes
with stress, and how to employ positive strategies for improvement. The group
will meet in the counseling office once a week on Fridays four times. Your
student will miss a different class each Friday, but it will be excused and the
teacher will be notified. If you have any questions about the group, I am more
than happy to talk them through. If you would not like your student to
participate, please let me know by ​fill-in-the-date.​
○ Here is a list of the links I referenced throughout the lesson plans:
■ Link to WebMD Anxiety Explanation
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■ Link to Tips from the Anxiety and Depression Association of America

■ Link to Strategies for Dealing with Anxiety
■ Link to Yoga Video for Stress Relief and Anxiety
■ Link to Child's Pose for Stretching