Edps626 - Resilienteens Group Manual

Running head: RESILIENTEENS MANUAL 1
ResilienTeens: A Stress Management Group for High School Students: The Manual
Ashley Campbell
EDPS626: Group Interventions and Processes
University of Calgary
RESILIENTEENS MANUAL 2
Table of Contents
ResilienTeens: A Stress Management Group for High School Students: The Manual…………....3
Rationale………………………………………………………………………………………......3
Theoretical Approach……………………………………………………………………………..5
Qualities of the Group Leader………………………………………………………………..…...6
Ethical Considerations…………………………………………………………………….……,,..6
Culture and Diversity………………………………………………………………………….…..7
ResilienTeens Group Set-Up………………………………………………………………………8
Size.......................................................................................................................................9
Location...............................................................................................................................9
Frequency and Duration of Group.......................................................................................9
Pre-Group Meeting..............................................................................................................9
ResilienTeens Lesson Plans...........................................................................................................11
Session 1: Welcome/What is Stress...................................................................................11
Session 2: Stress and Our Bodies......................................................................................12
Session 3: Turning our ANTs into PETs...........................................................................18
Session 4: Coping with Stress...........................................................................................19
Session 5: Stress Management in Action..........................................................................25
Session 6: Coping Kit Presentations/Farewell..................................................................25
Congratulations.............................................................................................................................26
References.....................................................................................................................................27
Appendix A: Goals Chart .............................................................................................................30
Appendix B: Screening Form........................................................................................................32
Appendix C: Informed Consent Form...........................................................................................33
Appendix D: Promotional Flyer....................................................................................................35
Appendix E: Pre-Post Evaluations................................................................................................36
Appendix F: Session 2 and 4 PowerPoint Slides..........................................................................39
Appendix G: Session 2 Stress Memes Handout............................................................................43
Appendix H : Session 2 Homework Log ......................................................................................44
Appendix I : Session 2 Body Scan Script......................................................................................45
Appendix J : Session 2 Reflection Handout..................................................................................46
Appendix K : Session 4 Coping Kit Handouts..............................................................................47
Appendix L: Session 4 Homework Log.........................................................................................50
Appendix M: Session 4 Compassion for Self and Others Script...................................................51
Appendix N: Reflection Handout..................................................................................................52
ResilienTeens: A Stress Management Group for High School Students: The Manual
Stress is a universal human experience that connects us all. Learning to effectively
manage and cope with stress is a crucial life skill, one that has been found to impact our mental
health, happiness, and subjective well-being beginning in early adolescence (Jun & Jang, 2009;
Zheng, Zhou, Liu, Yang, & Fan, 2019). Adolescence is a volatile developmental stage in which
youth are curious, constantly testing their independence, and discovering themselves and their
place in the world. The use of ineffective coping strategies, such as isolation, smoking, and
alcohol use, has been found to lead to psychopathological issues in adolescence and adulthood
(Daughters et al., 2012). With Canada’s youth suicide rate being the third highest in the
industrialized world (Canadian Mental Health Association, 2019), it is essential that we teach
adolescents about stress and coping skills to prevent or lessen the effects of stressors and
maladaptive behaviours (Baker, 2001).
Resilience, “the ability to ‘bounce back’ despite adversity or setbacks” (Frydenberg,
2017, p. 2), is directly related to stress and coping and is a central aspect of the ResilienTeens
program. Frydenberg (2017) described that resilience is achieved through having good coping
resources, as “coping can be construed as the process and resilience as the outcome” (p. 2).
Using a combination of cognitive behavioural therapy and positive psychotherapy approaches,
ResilienTeens focuses on teaching students about stress and helping them to develop positive
coping mechanisms to promote well-being and self-efficacy.
Rationale
The Canadian Mental Health Association (2019) reported that a shocking “10-20% of
Canadian youth are affected by a mental illness or disorder” (para. 5) and that suicide is second
only to accidents as one of the leading causes of death in 15-24-year-old Canadians. On a less
serious but still significant scale, excessive stress can affect adolescents’ executive functioning
and subsequent ability to learn (Cohen, 2014) and in the long-term cause chronic health
problems, such as hypertension and a weakened immune system (Bremner, 2006). Stress can
also have major impacts on the relationships that teens have with their family members, their
friends, and between parents themselves (Psychology Foundation of Canada, 2019).
ResilienTeens aims to address the precursors of these mental and physical health problems
through psychoeducation about the effects of stress and how to generate effective coping skills.
The goals of the group are to (1) increase participant knowledge about stress and its effects on
the body, (2) increase coping resources of group members, and (3) increase the self-efficacy of
participants (see Appendix A).
School is the top stressor reported by most teens (Leonard et al., 2015) making it an ideal
place to deliver a stress management program. Group therapy is just as, if not more, successful
than individual therapy and is also more cost-effective (Kottler & Englar-Carlson, 2015). The
group environment is particularly well-suited for an adolescent group, as Baker (2001) described
that:
The process of thinking about the causes of stress, learning ways to cope with stress,
finding out that peers have similar experiences, and learning coping skills appears to have
significant potential for preparing participants to use what they have learned when
confronted with life’s real sources of stress (p. 226).
When it comes to coping with stress, youth tend to look to their peers rather than the adults in
their lives for support and guidance (Zimmer-Gembreck & Skinner, 2008). Having a safe and
supportive environment where adolescents can learn from and relate to one another is a strong
way to increase connections and positive protective factors. Prevention work is key to the
success of school students and group programs are a valuable avenue to distribute information
and work on skill building. The hope is that ResilienTeens will better equip adolescents to
identify and handle stressors on their own and lessen or prevent the occurrence of mental and
physical health issues through their lives.
Theoretical Approach
Cognitive-behavioural therapy (CBT) is a well-known, highly evidenced-based technique
that can be used with children and adolescents. CBT is an action-oriented approach that involves
teaching individuals' specific skills and is ideal for short-term group work in schools (Kottler &
Englar-Carlson, 2015). The idea of using CBT as part of the ResilienTeens Stress Management
Group is to have teens identify and replace their maladaptive cognitions (beliefs, attitudes, and
perceptions) with adaptive ones, as our cognitions directly influence our emotions and
behaviours (Baker, 2001). Challenging negative automatic thoughts, introducing relaxation
techniques, and engaging in behavioural rehearsal are all benchmark activities of CBT (Beck &
Weishaar, 2018). Homework assignments are also an important aspect of CBT that encourage
individuals to continue their self-exploration between sessions. Homework provides clients
opportunities to work on self-monitoring, self-observation, and practice new skills in real-life
settings (Beck & Weishaar, 2018).
In addition to identifying and addressing negative and maladaptive behaviours and
cognitions, it is important to cultivate positive emotions and strengths among adolescents. There
is increasing evidence that positive psychotherapy (PPT) is just as effective as CBT, which has
often been viewed as the “gold standard” of therapies (Rashid & Seligman, 2018). For example,
Shoshani and Steinmetz’s (2014) longitudinal PPT school intervention demonstrated increased
levels of self-efficacy, self-esteem, and optimism and decreased levels of general distress,
anxiety, and depression in middle-school students. PPT posits that it is not enough to eliminate
problems in life, we also must work towards increasing happiness and well-being at the same
time (Rashid & Seligman, 2018). A PPT approach will inform this group program by
incorporating a positive mindset and gratitude activities into the latter half of the group that
focuses on coping skills and the rehearsal of healthy behaviours. I believe the combination of
CBT and PPT will help students excel at identifying their stress triggers and use positive coping
strategies to manage their stress levels and increase their sense of self-efficacy.
Qualities of the Group Leader
Working with adolescents requires a certain type of approach. Adolescents need
consistent, non-ambiguous rules and boundaries and a leader who is not afraid of a challenge
(Brown, 2018). Teens tend to have intense emotional reactions and enjoy the shock value
associated with expressing their self-identity through language, clothing, and mannerisms
(Brown, 2018). It is important to look beyond the acting out of adolescents and “teach, guide,
and model how to contain, manage, and appropriately express intense and uncomfortable
feelings” (Brown, 2018, p. 202) as the group leader. Horton-Parker and Brown (2002) described
that respect, genuineness, honesty, sensitivity, energy, sense of humour, willingness to admit to
mistakes, non-defensiveness, and openness to different perspectives are all useful characteristics
of someone wishing to work with youth. All in all, if you are someone who genuinely cares
about the well-being of adolescents and are dedicated to helping them thrive in their trying
developmental phase, then you will likely be a suitable person to lead this group.
Ethical Considerations
In any type of group work is important right from the beginning to inform members that
while you will do your best to protect confidentiality through secure storage of files, notes, and
disclosures, that it cannot be guaranteed that their information will be kept private. As the group
leader you must ensure that participants understand that you are ethically and legally obligated to
report situations such as a disclosure of harm to self or others, suspected child abuse or neglect,
or other illegal acts (Brown, 2018). Furthermore, though we strongly urge members to keep
personal material and disclosures confidential, there is no way to ensure that members will not
discuss information outside of the group (Brown, 2018).
Conducting groups with children and youth also brings up the issue of parental consent.
At my place of work, we require a parental consent form to engage in preventive education and
ongoing support. That said, there are circumstances when a minor does not wish to have their
parent(s) involved or are unable to receive consent. Truscott and Crook (2013) discussed the
concept of mature minors in that youth around age 14 do have the capacity to consent. Most
organizations will likely still require a signed consent form from at least one parent. It can also
get complicated if the parent(s)/guardian(s) are separated or divorced. It is essential to check
these rules with your own organization during the planning phase of your group program. As
always, if you are unsure about an ethical standard outside of your organization’s guidelines,
review the Canadian Counselling and Psychotherapy (2007) Code of Ethics or the Canadian
Psychological Association (2017) Canadian Code of Ethics for Psychologists.
Culture and Diversity
A special consideration of diversity in adolescent groups is that it is best to have
heterogeneity, as homogenous groups can be counterproductive (Brown, 2018). Typically,
adolescents are easily influenced by peers and may respond with more deviance in a room full of
members that are a lot like them. ResilienTeens will ideally be composed of male and female
adolescents ranging from the ages of 14-18 with a variety of backgrounds and interests. Brown
(2018) suggested that to reduce conflicts and build cohesion it can be helpful in the beginning to
discuss how members are similar instead of focusing on differences. As the group progresses and
youth begin to feel more comfortable with each other it will be easier to confront one other
respectfully and work on cultivating each of their unique strengths and qualities.
It is vital that group leaders always be aware that many cultural differences are not visible
and that it can be detrimental if members feel invalidated or insulted by the leader or other
members (Brown, 2018). It is essential as the group leader not to impose any of your own beliefs
and values onto group members and ensure that you are cognizant of cultural differences in the
group. For example, while stress is a universal experience, different cultures may experience
stress and coping in different ways or have behaviours that are viewed as not culturally
appropriate to display or discuss with individuals outside their family. Issues of diversity should
be openly addressed in group if members have established trust and safety or they can also be
discussed with the group leader privately. Members will be reminded that discriminatory or
abusive behaviour, including microaggressions, will not be tolerated.
ResilienTeens Group Set-Up
ResilienTeens is a six-session psychoeducational group for high school students (Grades
9 – 12) who are interested in learning about stress, coping skills, and increasing their ability to
handle stressful situations. Group members should be prepared to participate in self-reflection,
group discussions, interactive activities, and invested in completing homework assignments.
Size
This group will have a minimum of four participants and a maximum of ten. Brown
(2018) suggested that adolescent groups over ten are not manageable for one person and require
a helper or coleader to distribute handouts, give instructions, manage behaviour, etc.

Location
It is important to choose a location that will be comfortable for all participants. This
group will be run in a school classroom which has tables and chairs available for seating. This is
a large classroom with windows, whiteboards, and access to an active board for presenting
PowerPoint slides and videos. This classroom has enough open space for adolescents to break off
and complete small-group work and not feel like anyone is intruding on their space (Brown,
2018). The flex room is in the elementary wing of the school which may also increase feelings of
comfortability and privacy for high school students being out of the proximity of peers, teachers,
and general traffic.
Frequency and Duration of Group
ResilienTeens will be run once weekly for six weeks on Tuesdays after school from 3:30
– 5:00 to make it easier for students to access the program. The 90-minute time frame will leave
room for a short psychoeducational component and one or two interactive activities with
discussions. This amount of time will also account for the time availability of adolescents who
have extracurriculars and their attention spans after school. Students will be encouraged to
participate in group as much as they are comfortable and are expected to complete homework
assignments to ensure that they are continuing their progress in the week span between groups.
Pre-Group Meeting
Pre-screening for this group will involve individual meetings with potential group
members, as it is beneficial to try to reduce adolescents’ uncertainty regarding the group and
ensure that they are willing to fully participate (Brown, 2018). This one-on-one meeting gives
the leader time to thoroughly go over the rules and goals for the group, discuss the limits of
confidentiality, and ensure that participants understand the expectations. It also starts the process
of forming trust, a necessary aspect of group counselling (Kottler & Englar-Carlson, 2015). You
may not always have the luxury of picking and choosing members, but if only 1 out of 5 children
are receiving mental health services in Canada (Canadian Mental Health Association, 2019) then
I believe it is our duty to serve those that are seeking help as best we can.
Outline: Begin by introducing yourself and share something personal, such as a hobby or
what you like to do for fun. This will make the potential participant feel more comfortable and
begin building a foundation of trust. Have an informal conversation with the student to find out
more about them. Next, you can give the student a general overview of the group and begin
going over the rules of the group and responsibilities of the group members and the group leader.
It is important to discuss confidentiality and the limits of confidentiality and check the student’s
understanding of this factor. Once you have explained all the information you can ask the student
if they are still interested in being part of the ResilienTeens group. If yes, go ahead and give the
participant the screening form (see Appendix B), which gathers basic demographic data and
general interests from each member for you to keep on file. Also have them complete the pre-
group questionnaire (see Appendix E). If they are not interested in attending the group or are
unsure about their ability to participate, thank them for coming in to see you and let them know
when or if you will be running another session. Following the one-on-one meeting send the
student with the informed consent (see Appendix C) for themselves and their parent(s) to sign
and tell them that it is mandatory to have this form signed before the group begins. If the student
needs more immediate counselling services ensure that you provide them with appropriate
referrals to crisis hotlines, individual counselling with yourself or another mental health
professional, and/or the hospital if suicidality is a concern.
ResilienTeens Lesson Plans

Following are the lesson plans for Sessions 1-6 of the ResilienTeens group. Sessions 2
and 4 are covered more in-depth for the purposes of EDPS626. Refer to Appendix A for an
overview of the goals, learning objectives, and evaluations of each session.
Session 1: Welcome/What is Stress?
Learning Objectives: Participants will get to know one another and be introduced to the concept
of stress.
Outline:
1. Welcome and Introductions (10 minutes) - the group leader will introduce themselves
and something about them that no one knows, then members will take turns doing the
same.
2. Group Rules and Confidentiality (5 minutes) - rules and expectations for the group will
be gone over and confidentiality will be discussed.
3. Self-report Questionnaire (10 minutes) - group members will complete the General Self-
Efficacy Scale (Schwarzer & Jerusalem, 1995) and score it. This is a concrete way to
assess the progress at the end of the group.
4. Icebreaker Activity (10 minutes) - participants will engage in a short icebreaker game to
get to know one another better and help members feel more comfortable.
5. Lesson, Video and Discussion (20 minutes) - participants will learn the definition of
stress, watch a video of people paid to jump off a 10-metre tower, followed by a
discussion about the video and positive stress versus negative stress (Psychology
Foundation of Canada, 2019).
6. Break (10 minutes)

7. Goal Visualization Activity (5 minutes) - members will engage in a short exercise where
they visualize a goal and what their lives would look like if they achieved that goal
(Brown, 2018)
8. Homework (5 minutes) - participants will work on establishing a SMART goal for
homework that they will share with the group next week. They will also be encouraged to
start paying attention to how their body reacts to stress.
9. Check-out Activity (10 minutes) - members will engage in another icebreaker type
activity to continue to feel more comfortable with one another.
10. Reflection (5 minutes) - participants will complete a short reflection about what they
learned in the session and what they are most looking forward to in the group.
Session 2: Stress and Our Bodies
Learning Objectives: Students will learn about the purpose of stress, how it affects the body,
and learn to identify their own stress triggers.
Materials: Active board or projector with audio, PowerPoint slides (see Appendix F), pens or
pencils, blank lined paper, stress memes handout (see Appendix G), stress log handout (see
Appendix H), body scan script (see Appendix I), and reflection handout (see Appendix J).
Before beginning this session, read the Harvard Health Publishing (2018) article. Found at:
https://www.health.harvard.edu/staying-healthy/understanding-the-stress-response
Activities:
1. Check-in (10 minutes)
Script: Welcome everyone, I’m happy to see you all back here for our second meeting
together. Today, and every meeting after this, we will start with a check-in. Each of you
will get 1 minute to share any thoughts you had from last week and how you did on your
homework assignment. [Student name] why don’t you start?
Check-ins are an important component of group counselling that enable the facilitator to
assess how each group member is doing at the beginning of the session and the participants to
share thoughts and feelings that arose from last group (Kottler & Englar-Carlson, 2015).
2. Video and Lesson (10 minutes)
 Distribute lined paper to students.
Script: We’re going to start today watching a short video about how stress works and the
purpose of stress. I would like you to take notes on the information that sticks out to you.
 Watch BBC (2010) video (2:23 minutes): Managing Stress – Brainsmart – BBC. Found
at: https://youtu.be/hnpQrMqDoqE.
What do you think the purpose of stress is? Wait for one-three student responses and
commend them for answering. Like you saw in the video, we all have what we call the
fight or flight response. This is an automatic response that prepares us for danger. The
emotion part of the brain, the amygdala, sends a signal to our hypothalamus, our
command centre, that there is something wrong. The hypothalamus activates our
sympathetic nervous system which acts like a gas pedal in a car. It releases adrenaline
making our heart beat fast, our muscles and other vital organs get more blood, our
lungs open to take in more oxygen which goes to the brain to make us alert, and our
digestive system is put on hold. After the danger has passed, the parasympathetic nervous
system acts like the brake of the car and helps the body calm down or “rest and digest”
(Harvard Health Publishing, 2018). When do you think the stress response could be
damaging to our health? Wait for one-two student responses or call on someone if there
are no volunteers, thank them for their answers. If our stress response is constantly on
and we are on alert all the time, our body doesn’t have time to relax. This can lead to
heart problems, a weakened immune system, weight gain, and affect your ability to learn
(Psychology Foundation of Canada, 2019). This information isn’t meant to scare you,
stress is a regular part of our lives and can be good for us in small doses, but it is
important that we are more aware of how our bodies react so we can train ourselves to
be calmer and more confident dealing with stress.
This video and lesson teach students the purpose and biological basis of the stress
response. As said in the script, it is important for students to understand that stress is a normal
physiological response that has risks when it is not managed (Psychology Foundation of Canada,
2019).
3. Interactive Activity (20 minutes)
Script: We are going to make talking about stress fun with this next activity. You will
each get a handout to fill out individually and then you will discuss your answers in small
groups. Show students the three stress memes on PowerPoint slide 6 (see Appendix F).
This activity is called stress memes, you are going to choose which meme you relate to
the most, why you chose that image, and what it says about stress or dealing with stress.
There is also an extra question on there for you to think about. I will give you about 10
minutes to work on this in your groups and then we will come back together to share as a
large group. I will be walking around as you work on these so let me know if you have
any questions.
 Distribute stress memes handout (see Appendix G).

Let’s come back together as a big group again. Who would like to share the meme they
chose and why they related to it? Have several students share and thank them for their
responses. What do you think these memes say about stress? What does number one tell
us? Let one-two students respond. I think this one is a good example of those who are
chronically stressed, they get so used to being on alert that it is normalized. What about
meme number two? Let one-two students respond. This one demonstrates to me that other
people are recognizing the stress the person is under and they are denying or not aware
of it. Lastly, how about meme number three? Let one-two students respond. This one is
full on stress overload. Some people who get stressed get really overwhelmed, shut down,
and just can’t manage their emotions. While they are intended to be humorous, these
memes demonstrate more negative reactions to stress. The goal of this group is to
increase your positive reactions to stress and increase your confidence in being able to
handle difficult situations on your own. Did anyone have anything else they would like to
add before we take a break?
This activity presents a way for youth to relate to the topic of stress through humour and
discuss their experiences of stress with their peers (Psychology Foundation of Canada, 2019).
Students will have a short break to get a drink or snack, use the washroom, and socialize.
5. Video and Discussion (20 minutes)
Script: We’re going to watch another short video, for this one I want you to pay attention
to the reactions in your body and how you might feel if you were the one in the video.
 Watch No Comment TV (2013) video (1:52 minutes): US daredevil Wallenda crosses
Grand Canyon on tightrope – no comment. Found at: https://youtu.be/rbwmfEXu75s

I’d like to hear from everyone, so let's go around the room and each person can tell me
what they were feeling from watching that. [Student name] why don’t you start, please.
Give each student a minute to describe their reactions. Now, I want you to close your eyes
and imagine an experience that you had in the last month that made you stressed out and
think about these questions. What were some of the physical symptoms happening in your
body? Was your heart racing? Maybe you felt nauseous. What were some of the thoughts
through your mind? Were you putting yourself down? Maybe you were trying to calm
yourself. What emotions did you have in that moment? Were you scared? Excited? And
how did you react to this situation? Was it a healthy response? Or an unhealthy
response? Open your eyes. If you feel comfortable, I would like to go around the circle
again and hear from each of you. There’s no judgement about these situations, I'm sure
we have all had times when we reacted in both positive and negative ways to stress. I
know that for this exercise I was thinking about [insert an example when you have
experienced stress and how you dealt with it. A negative reaction will help students view
you as a person who is willing to admit mistakes, strengthening your bond (Kottler and
Englar-Carlson, 2015)]. Who would like to share next?
This activity and the homework assignment below are CBT-based exercises that help
students to recognize the connections between their thoughts, feelings, and actions (Beck &
Weishaar, 2018). The homework encourages group members to continue learnings from this
activity through the week and become more self-aware through identification of stress triggers.
6. Homework (5 minutes)
 Distribute stress log handout (see Appendix H).

Script: For homework this week you will be completing a stress log. Like what we
practiced today, you will record when a situation makes you feel stressed, your physical
reaction, thoughts, feelings, and your behaviour afterward. This will help you see
patterns in your reactions and discover some of your stress triggers. Questions?
7. Check-out Activity (5 minutes)
Script: Because we talked a lot about stress and our bodies today, our check-out activity
is going to be an exercise called a body scan. I want you to sit back and relax, close your
eyes if you are comfortable, and take deep, mindful breaths while I read this script.
 Read body scan script from Appendix I.
Relaxation exercises are a useful technique to train adolescents to calm their bodies
(Baker, 2001). This check-out exercise promotes relaxation and self-awareness following a
session of discussing the negative impacts of stress.
8. Reflection (5 minutes)
 Distribute reflection sheet (see Appendix J).
Script: Please take a few minutes to complete the reflection sheet on three things that you
learned this session and why those things mean something to you.
This reflection will help you as a facilitator evaluate the session and the participants make
a meaningful connection between what they have learned to their life outside the group.
Facilitator De-brief:
1. How did the students respond to the lessons today? Was there a good mixture of learning,
discussion, and fun activities?
2. Were there enough opportunities for all group members to participate today?
3. What is one strength and one thing to improve on based on your facilitation today?
Cultural Adaptations: Participants who have experienced trauma may be uncomfortable with
activities focused around body awareness. It also may not be culturally appropriate for certain
members to discuss their problems, emotions, etc., outside of the family environment. Ensure
that you are observing members reactions to these exercises and giving students the option not to
participate or speak if they are uncomfortable. For homework, have members who are not open
to working on body awareness log the situations when they are feeling stressed and how they
reacted and skip the other columns.
Session 3: Turning our ANTs into PETs (Amen, 2010)
Learning Objectives: Members will learn about negative automatic thoughts and cognitive
distortions (Beck, 1976; Burns, 2012) and practice positive thinking techniques.
Outline:
1. Check-in (10 minutes) – each member will get to share any thoughts about the previous
week and/or any reflections on their stress log homework.
2. Gratitude Activity (10 minutes) – the facilitator will lead the group through a gratitude
activity in which members create a web of gratitude on the whiteboard.
3. Lesson and Discussion (20 minutes) – the group leader will teach a short lesson on
cognitive distortions and automatic negative thoughts (ANTs) and how we can turn the
ANTs into positive empowering thoughts (PETs) (Amen, 2010). Members will discuss
their own experiences of ANTs and evaluate evidence about their thoughts.
5. Role Play Activity (20 minutes) – participants will be split into small groups and work on
an activity where members must overcome their ANTs (played by a partner) by using
PETs and talking to those thoughts.

6. Homework (5 minutes) – explain that the homework for this week is a thought log, in
which participants will practice changing their ANTs into PETs.
7. Check-out Activity (5 minutes) – participants will participate in a short activity about
positive affirmations.
8. Reflection (5 minutes) – students will complete a short reflection on what they learned
this session and their participation in their groups.
Session 4: Coping with Stress
Learning Objectives: Participants will be introduced to relaxation exercises, learn about coping
skills and self-care, and begin creating “coping kits” (Psychology Foundation of Canada, 2019).
Materials: Active board or projector with audio, PowerPoint slides (see Appendix F), pens or
pencils, pencil crayons or markers, blank lined paper, coping kit and stress first aid handouts
(see Appendix K), relaxation log handout (see Appendix L), positive affirmation script (see
Appendix M), and reflection handout (see Appendix N)
Activities:
1. Check-in (10 minutes)
Script: Hello everyone! I hope you all had a good week since I last saw you. As usual, we
will begin with a check-in. You can briefly share any thoughts from last week, and I’m
very curious to hear how you did with your thought log homework. Is there anyone who
would like to begin?
As noted earlier, check-ins are important for facilitators to assess how group members are
doing and for participants to discuss their progress.
2. Relaxation Exercise (6 minutes)

Script: Our opening exercise for today is going to be a progressive muscle relaxation.
Some of you may already be familiar with how to do this but it is important that you stay
quiet during this exercise, try to relax as best you can, and remember to breathe. I
encourage you to close your eyes if you are comfortable so you can focus better and not
worry about other people watching you.
 Watch MindfulChairYoga (2013) video (6:06 minutes): A 6-minute mindful progressive
muscle relaxation. Found at: https://youtu.be/9x3tl81NW3w
What did you guys think? Have the students give you a thumbs up or thumbs down if they
liked the exercise. It takes a bit of practice to really be focused and relaxed doing these
exercises, but they can be very beneficial to your health in the long run.
Progressive muscle relaxation is an aspect of coping skills training that has been found to
be beneficial with adolescents (Baker, 2001). Relaxation exercises are an important part of CBT
as they teach individuals to calm their bodies and minds in the face of maladaptive thoughts and
behaviours (Beck & Weishaar, 2018). This is a relatively short exercise that teens can practice on
their own to reduce stress.
3. Lesson and Discussion (20 minutes)
Script: An important part of stress management is discovering what coping skills work
for you. Who can tell me what a coping skill is? Wait for answers from one-three
students. If no one volunteers, choose a student. Commend members who answer. Coping
skills are things that we do to help ourselves calm down and feel better when we are
stressed and facing challenging situations. Everyone is unique, so certain strategies may
work great for one person but not for another. Now who can tell me the difference
between a positive and a negative coping strategy? Wait for answers from one-two
students or choose a student if there are no volunteers. Thank members for their answers.
A positive coping strategy is a healthy way to manage difficult feelings, while a negative
coping strategy can be harmful or not beneficial in the long run to our health. Let’s
brainstorm some positive coping strategies on the board. Spend 2 minutes brainstorming
positive coping strategies such as drawing, reading, deep breathing, or talking to family
or friends. Fantastic, now let’s brainstorm some negative coping strategies. Spend 2
minutes brainstorming negative coping strategies such as yelling, isolating, or using
alcohol or drugs. Well, we have great lists here. I’d like you to split into small groups
and discuss times that you have used a positive coping strategy and a negative coping
strategy when dealing with stress. Give students 6 minutes to discuss examples in small
groups. Walk around to each group to check-in but give students space to have privacy.
Ok we’re going to come back to the big group now. It sounded like you were all having
very good conversations about your past use of coping skills (if students were fooling
around and not following the task, you can say something about that instead). Would
anyone feel comfortable sharing a positive coping example? Spend 2 minutes gathering
answers from students if they choose to talk and thank them for sharing. Leave a bit of
silence for them to gather some courage. How about a time any of you used a negative
coping strategy? Spend 2 minutes gathering answers and thank them for sharing. We’re
going to move on to talk about self-care. What do you think that means? Wait for one
student response. Self-care is exactly what it sounds like, taking care of yourself so you
are healthy and well. What is the difference between self-care and coping skills? Wait for
one student response. The difference between these two is that coping skills get you
through a challenging situation temporarily, while self-care builds you up and helps you
stress less in the first place. Some of your coping skills and self-care activities might be
the same, but it is important to remember that difference. Let’s brainstorm some self-care
“no brainers.” Spend 2 minutes brainstorming on the white board. These self-care
activities may seem simple, but when you are feeling overwhelmed with stress it can be
difficult just to get enough sleep or feed and clean yourself. It is helpful to generate a
whole bunch of skills that you can use to help you get through stressful events and take
care of yourself better. We will be doing just that after our break!
Coping skills training for adolescents is a primary stress management strategy (Baker,
2001). This discussion and brainstorming session will help youth generate a large pool of coping
skills and self-care techniques to use throughout their lives to manage stress.
Students will have a short break to get a drink or snack, use the washroom, and socialize.
5. Interactive Activity (20 minutes)
 Distribute coping kit handouts (see Appendix K).
Script: We are going to do an activity about coping skills and self-care that is all about
you. The handouts I gave to you give you some ideas and tips for managing stress. The
blank handout that says “my coping kit” at the top is what we will be working on first.
This is something that you can do on your own or in small groups. I have pens, pencils,
and colouring utensils for you to write or draw pictures of your favourite coping
strategies and self-care activities. You can use anything from the lists on the board that
we generated or the handouts. Second, don’t worry about getting everything down today
because you are going to have time to work on your coping kits for homework. For our
last meeting, each of you will be doing an informal presentation of your coping kits. I
want this to be a fun activity for you all, so you can make them into a poster, a collage, a
drawing, or if you want to create a presentation you can do that too. You will get about 5
minutes each to present. So, go ahead and get started on your coping kits and brainstorm
some ideas for your presentations. You have 20 minutes to do this and I will be walking
around if you have any questions.
This activity provides students with the opportunity to express creativity through the
creation of their own coping kit and designing an informal presentation to share their kits with
the group during the last session. Cultivating adolescents’ strengths is an important aspect of
PPT and has shown to have many positive outcomes for youth (Rashid & Seligman, 2015;
Shoshani & Steinmetz, 2014).
6. Homework (5 minutes)
 Distribute the relaxation log handout (see Appendix L)
Script: For homework this week, you will be completing a relaxation log. Each day you
will find a new relaxation exercise to practice and decide if you will add it to your coping
kits. Make sure to write down how you were feeling before and after the exercise. You
will see on the handout that there are a couple suggestions of where to find different
relaxation exercises. Have fun with it! You can keep working on your coping kit
presentations if you have time, but you will also have next week to complete them. Any
questions?
Relaxation is a staple of CBT and so is important to have participants practice (Beck &
Weishaar, 2018). This homework gives students the freedom to choose their own relaxation
exercises and decide if they will add them to their repertoire of coping skills.
7. Check-out Activity (4 minutes)

Script: For our check-out activity today, we are going to keep focusing on the positive. I
want you to close your eyes, practice deep breathing and repeat what I say in your head.
 Read the compassion for self and others script (see Appendix M).
This PPT and mindfulness-based exercise aims to promote positive self-talk and self-
esteem in adolescents (Shoshani & Steinmetz, 2014).
8. Reflection (5 minutes)
 Distribute reflection handout (see Appendix N).
Script: Please take a few minutes to complete your reflection for today. Write down what
you learned from today’s session and how you think your progress towards your goal is
going. I will hang around after group for a few minutes if you have anything you want to
talk about privately with me. Thank you for another great group!
This reflection helps the group leader evaluate the session and check on the participants
progress towards their goals. It is also valuable for group members to reflect on their progress
and hold themselves accountable.
Facilitator De-brief:
1. What did you do well and what could be done differently regarding the engagement level
of participants?
2. Were you too involved or too hands off in the group activities? How could you improve?
3. Was there enough opportunity for students to de-brief and ask questions?
Cultural Adaptations: Not all individuals will be comfortable with relaxation or mindfulness-
based exercises for religious or cultural reasons. Ensure that you are sensitive to members
spirituality and give members the option to sit out of these activities. Participants can still
complete a relaxation log using activities that are appropriate for them.
Session 5: Stress Management in Action
Learning Objectives: Participants will practice problem solving and learn about resilience.
Outline:
1. Check-in (10 minutes) - members will share their favourite relaxation exercise from the
homework assignment
2. Activity and Discussion (20 minutes) - the group will listen to Stressed Out by Twenty-
One Pilots and discuss what that song says about stress management (Psychology
Foundation of Canada, 2019). Participants will also discuss other examples of stress and
problem solving portrayed in the media.
3. Stress Management Scenarios (20 minutes) - students will get into pairs and be given a
handout with several case studies for them to discuss and evaluate what they would do in
that situation (Psychology Foundation of Canada, 2019).
5. Check-out Activity (15 minutes) - members will learn about the definition of resilience
and participate in a cup stacking activity to practice problem solving in challenging
situations.
6. Homework (5 minutes) - participants will be instructed to finish their coping kit
presentations and informally write down times they positively manage stress.
7. Reflection (5 minutes) - students will complete a reflection on what they learned this
session and their participation with the class and their partner.
Session 6: Coping Kit Presentations/Farewell
Learning Objectives: Participants will share their coping kits with the group and reflect on their
progress throughout ResilienTeens.

Outline:
1. Check-in (10 minutes) - participants will share their successes from the last week of
times they positively handled stress
2. Coping Kit Presentations (45 minutes) - each member will have approximately 5 minutes
to share their coping kit with the class
4. Evaluations (10 minutes) - members will complete the General Self-Efficacy Scale
(Schwarzer & Jerusalem, 1995) and score it, as well as complete a post-group
questionnaire.
5. Check-out Activity (10 minutes) - participants will have time to share their final
reflections from the group (what they learned, how they will use the information, etc.).
6. Certificates (5 minutes) - the group leader will present each member with a completion
certificate with a personalized note and congratulate them for their hard work in the
ResilienTeens program.
Congratulations
You and your group of students have completed the ResilienTeens Stress Management
Group for High School Students. Take a moment to reflect on your experience as a group leader
and engage in one last facilitator de-brief:
1. What was the highlight of leading this group?
2. What will you improve for the next group?
3. What did you learn about yourself from facilitating this group?
It takes time and experience to be truly comfortable navigating groups (Kottler & Englar-
Carlson, 2015), and you are now one step closer to becoming a skilled group leader.
References
Amen, D. G. (2010). Change your brain, change your body: Use your brain to get and keep the
body you have always wanted. New York, NY: Three Rivers.
Baker, S. B. (2001). Coping-skills training for adolescents: Applying cognitive behavioral
principles to psychoeducational groups. Journal for Specialists in Group Work, 26(3),
219-227. doi: 10.1080/01933920108414213
BBC. (2010, July 14). Managing stress - brainsmart - BBC [Video file]. Retrieved from
https://www.youtube.com/watch?v=hnpQrMqDoqE
Beck, A. T. (1976). Cognitive therapies and emotional disorders. New York, NY: New
American Library.
Beck, A. T., & Weishaar, M. E. (2018). Cognitive therapy. In D. Wedding, & R. J. Corsini
(Eds.), Current psychotherapies (11th ed., pp. 237-272). Boston: Cengage.
Burns, D. D. (2012). Feeling good: The new mood therapy. New York, NY: New American
Library.
Bremner, J. D. (2006). Traumatic stress: effects on the brain. Dialogues in Clinical
Neuroscience, 8(4), 445–461.
Brown, N. W. (2018). Psychoeducational groups: Process and practice (4th ed.). New York,
NY: Routledge. Retrieved from https://ebookcentral-proquest-
com.ezproxy.lib.ucalgary.ca/lib/ucalgary-ebooks/reader.action?docID=668761
Canadian Counselling and Psychotherapy Association. (2007). Code of ethics. Ottawa, ON:
Author. Retrieved from http://www.ccpa-accp.ca/wp-content/uploads/2014/10/
CodeofEthics_en.pdf
Canadian Psychological Association. (2017). Canadian code of ethics for psychologists (4th
ed.). Ottawa, ON: Author. Retrieved from
https://www.cpa.ca/docs/File/Ethics/CPA_Code_2017_4thEd.pdf
Canadian Mental Health Association. (2019). Fast facts about mental illness. Retrieved from
https://cmha.ca/about-cmha/fast-facts-about-mental-illness
Cohen, R. (2014). The Neuropsychology of Attention (2nd ed.). Boston, MA: Springer.
Daughters, S., Reynolds, E., MacPherson, L., Kahler, C., Danielson, C., Zvolensky, M., &
Lejuez, C. (2009). Distress tolerance and early adolescent externalizing and internalizing
symptoms. Behaviour Research and Therapy, 47(3), 198–205.
Enns, V. & CTRI Crisis and Trauma Resource Institute Inc. (2015). Mindfulness counselling
strategies: Activating compassion and regulation. Unknown: Author.
Frydenberg, E. (2017). Coping and the challenge of resilience. London, UK: Macmillan.
Retrieved from https://ebookcentral-proquest-com.ezproxy.lib.ucalgary.ca/lib/ucalgary-
ebooks/reader.action?docID=4821973
Harvard Health Publishing. (2018, May 1). Understanding the stress response: Chronic
activation of this survival mechanism impairs health [Blog post]. Retrieved from
https://www.health.harvard.edu/staying-healthy/understanding-the-stress-response
Horton-Parker, R., & Brown, N. (2002). The unfolding life: Counseling across the lifespan.
Westport, CT: Praeger.
Jun, M. K., & Jang, J. S. (2009). A longitudinal study of the development of happiness
during childhood. Journal of the Korean Home Economics Association, 47(3), 103–118.
Kottler, J. A., & Englar-Carlson, M. (2015). Learning group leadership: An experiential
approach (3rd ed.). Thousand Oaks, CA: Sage.
MindfulChairYoga. (2013, February 7). A 6 minute mindful progressive muscle relaxation

[Video file]. Retrieved from https://www.youtube.com/watch?v=9x3tl81NW3w
No Comment TV. (2013, June 24). US daredevil Wallenda crosses Grand Canyon on tightrope
no comment [Video file]. Retrieved from https://youtu.be/rbwmfEXu75s
Psychology Foundation of Canada. (2019). Stress lessons: Tools for resiliency. A resource for
grades 9-12. North York, ON: Author.
Rashid, T., & Seligman, M. (2018). Positive psychotherapy. In D. Wedding, & R. J. Corsini
(Eds.), Current psychotherapies (11th ed., pp. 481-526). Boston: Cengage.
Schwarzer, R., & Jerusalem, M. (1995). Generalized self-efficacy scale. In J. Weinman, S.
Wright, & M. Johnston, Measures in health psychology: A user’s portfolio. Causal and
control beliefs (pp. 35-37). Windsor, UK: Nelson.
Shoshani, A., & Steinmetz, S. (2014). Positive psychology at school: A school-based
intervention to promote adolescents’ mental health and well-being. Journal of Happiness
Studies, 15, 1289-1311. DOI: 10.1007/s10902-013-9476-1
Truscott, D., & Crook, K. H. (2013). Ethics for the practice of psychology in Canada. (Revised
and expanded edition). Edmonton, AB: The University of Alberta Press.
Zheng, Y., Zongkui, Z., Liu, Q., Yang, X., & Fan, C. (2019). Perceived stress and life
satisfaction: A multiple mediation model of self-control and rumination. Journal of
Child and Family Studies, 1-7. https://doi.org/10.1007/s10826-019-01486-6
Zimmer-Gembeck, M., Skinner, E. (2008). Adolescents coping with stress: Development and
diversity. The Prevention Researcher, 15(4). Retrieved from
www.TPRonline.orgpdx.edu/sites/www.pdx.edu.psy/files/15-4-Zimmer-Gembeck-E.pdf
Appendix A: Goals Chart
Group Goals Related Objectives Session Themes to Measurement of

(max 3 per goal) Address Goals Goal and
Corresponding
Objectives
1. To increase 1. Participants will learn Sessions 1 and 2 will Success will be
knowledge about what stress is and how it address what stress is, measured by the
stress and its affects the body the biological basis of completion of
effects on the body (Psychology Foundation stress, and teach homework (formation
(Psychology of Canada, 2019). members to recognize of a goal for the
Foundation of how stress manifests group and a stress
Canada, 2019) 2. Participants will learn in their bodies. log). Participants will
to identify their own Participants will also respond to a pre-
stress triggers (Baker, engage in discussion post question about
2001). about their own stress their knowledge of
experiences and stress (pre during pre-
monitor their physical screening and post
symptoms, thoughts, after Session 6) and
and behaviours as a complete reflections
homework at the end of each
assignment. session.
2. To increase 1. Participants will learn Sessions 3 will focus Participants will
positive coping about negative on positive thinking. respond to a pre-post
resources of group automatic thoughts and Group members will question about their
members (Baker, cognitive distortions be introduced to possession of positive
2001) (Beck, 1976; Burns, gratitude, learn about coping strategies (pre
2012) and practice cognitive distortions, during pre-screening
replacing negative and practice replacing and post after Session
automatic thoughts with negative thoughts 6). Success will also
positive empowering with positive be measured by the
thoughts (Amen, 2010). thoughts as group members
homework. Session 4 engagement in the
2. Participants will be will focus on healthy activities, completion
introduced to gratitude, coping strategies. of homework
relaxation exercises, and Participants will be assignments, and a
other positive coping introduced to reflection following
strategies (Baker, 2001; relaxation exercises, each group.
Psychology Foundation discuss coping
of Canada, 2019; Rashid strategies, and begin
& Seligman, 2018). working on their
coping kits.
3. Participants will Homework will
begin creating “coping involve practicing
kits” (Psychology relaxation and
Foundation of Canada, continuing their

2019). coping kits.
3. Increase the 1. Participants will Session 5 will focus Participants will
self-efficacy of practice problem the rehearsal of complete the General
participants solving and stress problem solving and Self-Efficacy Scale
(Shoshani & management and learn resilience. Group (Schwarzer &
Steinmetz, 2014) about resilience (Baker, members will become Jerusalem, 1995)
2001; Frydenberg, more confident in during Session 1 and
2017). implementing their 6 to evaluate changes
skills using case in self-efficacy.
2. Participants will share study examples. Success will also be
and discuss their coping Homework for measured by the
kits with the group. Session 5 will completion and
involve logging their presentation of a
successful instances coping kit.
of problem
solving/stress
management and
finishing their coping
kits to share with the
group in Session 6.
Appendix B: Screening Form
My name is…
My birthday is…
My hobbies include…
I am interested in this group because…
What I hope to accomplish in this group…
Anything else I want the group leader to know…
Screening form created by Ashley Campbell

Appendix C: Informed Consent Form
Group Information: ResilienTeens is a six-session psychoeducational group aimed to

increase your teens knowledge about stress, increase their ability to handle challenging
situations, and help them create a toolkit of coping skills. This group is open to anyone in Grades
9 – 12 dealing with stress-related issues and who is committed to engaging in self-reflection,
group discussion and activities, and homework assignments (such as journaling). There is no
financial cost for this group.
Location: This group will take place at Acme School in the Flex Room (in the elementary wing) on
Tuesdays after school from 3:30pm to 4:30pm starting on [date] and ending on [date].
Confidentiality: Participants are expected to keep information shared in group confidential, i.e.
not share information with anyone outside of the group. However, this cannot be guaranteed.
The facilitator will keep all members’ files (informed consent, evaluations, and session notes)
securely protected and stored for 10 years before shredding. Please note that the group leader is
also required by law to report disclosures of harm to self or others, any suspected child abuse or
neglect, and may release information as requested by a court of law.
Member Responsibilities: Group members are encouraged to attend all sessions and participate
in the group to the best of their ability. This group is voluntary, and members can choose to
leave at any time. As discussed above, all information shared in the group is confidential and is
not to be shared with anyone outside of the group it is also encouraged not to discuss material
from the group with other members outside of group time. If problems arise or members feel
they need extra support outside of group, please talk to the group leader. Participants must be
respectful to other members and the facilitator; repetitive abusive, disrespectful, or
discriminatory language will not be tolerated.
Leader Responsibilities: The facilitator’s will protect the well-being of group members to the best
of their ability through managing the language and behavior of the group. Their role is to
educate, guide discussions and activities, and keep the group on track with their goals. The group
leader will try to check in with each individual member throughout the group process and will be
available to provide referrals for those who need additional support. Notes will also be taken at
the end of each session.
Group Leader Bio: Ashley Campbell is a current graduate student at the University of Calgary
completing a Master of Counselling degree. She has a B.A in Psychology and has worked as the
Family Resource Worker at both Acme and Linden schools for the past 3 years and previously
worked with children and youth in group-care settings. Ashley enjoys facilitating groups and is
passionate about helping youth work towards their goals and realize their potentials.
Parent/Guardian Consent
I, ___________________________, have read and understand this informed consent and give my
child, _________________________, permission to participate in the psychoeducational
group, ResilienTeens: A Stress Management Group for High School Students.
Parent/Guardian Signature: ______________________ Date: ___________________________
Phone Number: _______________________________ Email: ___________________________
Youth Consent
I, ___________________________, have read through and understand the rules and
responsibilities of being a member of the ResilienTeens group.
Youth Signature: _______________________________ Date: __________________________

For more information, contact Ashley Campbell at 403-546-4379 or ashley.campbell2@ucalgary.ca
If you are feeling unsafe, need immediate assistance, or just someone to talk to please contact one of the
following hotlines: Mental Health Help Line: call: 1-877-303-2642 (24/7) – Suicide Crisis Line: call: 1-833-
456-4566 (24/7) – KidsHelpPhone: text: CONNECT to 686868 (24/7) or call: 1-800-668-6868 (24/7) –
Calgary Connecteen: call: 403-264-8336 (24/7) or text: 587-333-2724 (evenings/weekends)
Consent form created by Ashley Campbell

Appendix D: Promotional Flyer

Appendix E: Pre-Post Evaluations
Pre-Group Questionnaire
I am knowledgeable about stress
1 2 3 4 5 6
Strongly Disagree Somewhat Somewhat Agree Strongly

Disagree Agree
Disagree Agree
I have positive coping strategies (skills to help me cope when things are difficult)
1 2 3 4 5 6

Disagree Agree
Disagree Agree
Pre-questionnaire created by Ashley Campbell

Adapted from Schwarzer, R., & Jerusalem, M. (1995). Generalized self-efficacy scale. In J. Weinman, S., Wright, &
M. Johnston, Measures in health psychology: A user’s portfolio. Causal and control beliefs (pp. 35-37).
Windsor, UK: Nelson.
Post-Group Questionnaire
I am knowledgeable about stress
1 2 3 4 5 6
Disagree Disagree Agree Agree
I have positive coping strategies (skills to help me calm down when things are difficult)
1 2 3 4 5 6
I felt supported by the facilitator
1 2 3 4 5 6
What I liked about the group:
Suggestions to improve the group:
Any other feedback:
Pre-post questionnaire created by Ashley Campbell

Appendix F: Session 2 and 4 PowerPoint Slides

Appendix G: Session 2 Stress Memes Handout
Interactive Activity: Stress Memes
Which meme do you most relate to?
What is it about that meme that made you pick it?
What is the relevance of the meme to stress and/or dealing with it?
Food for thought - How does your reaction to stress compare to some of the adults in your life?
Activity adapted from Psychology Foundation of Canada. (2019). Stress lessons: Tools for resiliency. A resource for
Grades 9-12. North York, ON: Author.
Appendix H: Session 2 Homework Log
__________________’s Stress Log

Date, Time, Physical Thoughts Feelings Behaviour (what
Stressful Event Symptoms (what were you (how were you did you do
(what was thinking about feeling during about the
happening in during this the event) situation)
your body) event)
Handout created by Ashley Campbell

Appendix I: Session 2 Body Scan Script
Used with permission from Enns, V. & CTRI Crisis and Trauma Resource Institute Inc. (2015). Mindfulness
counselling strategies: Activating compassion and regulation. Unknown: Author.
Appendix J: Session 2 Reflection Handout
Handout used with permission from Psychology Foundation of Canada. (2019). Stress lessons: Tools for resiliency.
A resource for Grades 9-12. North York, ON: Author.
Appendix K: Session 4 Coping Kit Handouts

Handouts used with permission from Psychology Foundation of Canada. (2019). Stress lessons: Tools for resiliency.
A resource for Grades 9-12. North York, ON: Author.
Appendix L: Session 4 Homework Log

Find a different relaxation exercise to practice each day this week. Examples are progressive
muscle relaxation, body scan, or guided visualization. You can find great videos on YouTube or
check out https://youth.anxietycanada.com/
__________________’s Relaxation Log

Date, Time, Type of How I Feel Before How I Feel After Add to Coping Kit
Exercise (  or )

Appendix M: Session 4 Compassion for Self and Others Script
Used with permission from Enns, V. & CTRI Crisis and Trauma Resource Institute Inc. (2015). Mindfulness
counselling strategies: Activating compassion and regulation.
Appendix N: Session 4 Reflection Handout

Week 4 Reflection
Today I learned these three things:
I have made progress towards my goal by:
I can continue my progress by:

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Running head: RESILIENTEENS MANUAL 1

EDPS626: Group Interventions and Processes

Stress is a universal human experience that connects us all. Learning to effectively

maladaptive behaviours (Baker, 2001).

Resilience, “the ability to ‘bounce back’ despite adversity or setbacks” (Frydenberg,

Using a combination of cognitive behavioural therapy and positive psychotherapy approaches,

coping mechanisms to promote well-being and self-efficacy.

friends, and between parents themselves (Psychology Foundation of Canada, 2019).

participants (see Appendix A).

confronted with life’s real sources of stress (p. 226).

physical health issues through their lives.

Cognitive-behavioural therapy (CBT) is a well-known, highly evidenced-based technique

behaviours (Baker, 2001). Challenging negative automatic thoughts, introducing relaxation

individuals to continue their self-exploration between sessions. Homework provides clients

opportunities to work on self-monitoring, self-observation, and practice new skills in real-life

settings (Beck & Weishaar, 2018).

In addition to identifying and addressing negative and maladaptive behaviours and

Qualities of the Group Leader

Working with adolescents requires a certain type of approach. Adolescents need

discuss information outside of the group (Brown, 2018).

get complicated if the parent(s)/guardian(s) are separated or divorced. It is essential to check

Psychological Association (2017) Canadian Code of Ethics for Psychologists.

Culture and Diversity

A special consideration of diversity in adolescent groups is that it is best to have

heterogeneity, as homogenous groups can be counterproductive (Brown, 2018). Typically,

abusive behaviour, including microaggressions, will not be tolerated.

ResilienTeens Group Set-Up

ResilienTeens is a six-session psychoeducational group for high school students (Grades

handle stressful situations. Group members should be prepared to participate in self-reflection,

group discussions, interactive activities, and invested in completing homework assignments.

a helper or coleader to distribute handouts, give instructions, manage behaviour, etc.

and general traffic.

Frequency and Duration of Group

professional, and/or the hospital if suicidality is a concern.

ResilienTeens Lesson Plans

overview of the goals, learning objectives, and evaluations of each session.

Session 1: Welcome/What is Stress?

be gone over and confidentiality will be discussed.

assess the progress at the end of the group.

Foundation of Canada, 2019).

6. Break (10 minutes)

8. Homework (5 minutes) - participants will work on establishing a SMART goal for

start paying attention to how their body reacts to stress.

activity to continue to feel more comfortable with one another.

Session 2: Stress and Our Bodies

and learn to identify their own stress triggers.

1. Check-in (10 minutes)

homework assignment. [Student name] why don’t you start?

2. Video and Lesson (10 minutes)

 Distribute lined paper to students.

be calmer and more confident dealing with stress.

3. Interactive Activity (20 minutes)

 Distribute stress memes handout (see Appendix G).

add before we take a break?

4. Break (10 minutes)

5. Video and Discussion (20 minutes)

 Watch No Comment TV (2013) video (1:52 minutes): US daredevil Wallenda crosses

Grand Canyon on tightrope – no comment. Found at: https://youtu.be/rbwmfEXu75s

Englar-Carlson, 2015)]. Who would like to share next?

 Distribute stress log handout (see Appendix H).

7. Check-out Activity (5 minutes)

 Read body scan script from Appendix I.

session of discussing the negative impacts of stress.