Stress Less Program-Becton High School

Running head: STRESS LESS PROGRAM 1
Stress Less Program: Reducing Student Anxiety at Henry P. Becton Regional High School
Corinne Abbate, Meghan Butler, Theresa Cannone, Jonathan Feria, Lauren Hudon, Lauren
Johnson, and Johanna Lutz
Montclair State University

STRESS LESS PROGRAM 2
Table of Contents
Overview of Program/Intervention......4
ASCA Mindsets and Behavior Standards7
CACREP Standards.7
NJ Core Curriculum Standards............7
Rationale for Program/Intervention.8
Engaging Stakeholders.....9
Description of Program/Intervention.....11
Mindfulness Component11
Parental Component...14
Art Therapy Component............14
Peer Mentoring Component...15
Detailed Implementation of Program/Intervention....18
Mindfulness Sessions.18
Parent and Adolescent Sessions.21
Art Therapy Sessions.24
Proposed Timeline.27
Assessment.29
Instruments.30
Student Interest Survey..30
Pretest and Posttest....................................31
Personal Reflection33
Mentor Survey...33
References..35
Appendices
Appendix A: 5 Senses........40
Appendix B: Grounding Techniques.41
Appendix C: Ground, Center, Shield.........42
Appendix D: Safe Place Guided Imagery..43
Appendix E: Self Care Log........45
Appendix F: My Anxiety Project Sample..........46
Appendix G: Peer Mentor Training Slides47
Appendix H: Student Interest Survey....55
Appendix I: Pre-Test......57
Appendix J: Post-Test....59
Appendix K: Daily Exit Ticket..61
Appendix L: Mentor Survey..62

Stress Less Program
Overview of Program/ Intervention
Henry P. Becton Regional High School provides educational services to students in the
neighboring towns of East Rutherford and Carlstadt, New Jersey. East Rutherford and Carlstadt
share many demographics. Their median household income is in the mid to high $60,000 range.
East Rutherford has a population of 9,021 with a population density of 2,431 people per mile,
while Carlstadt has a population of 6,177 with a population density of 1,545 people per mile.
Education and employment are two areas in which the boroughs differ slightly. In East
Rutherford, nearly 70% of the population has graduated or attained some college education.
Furthermore, 66% of East Rutherford citizens are employed in Blue Collar professions and
34% are employed in white collar professions. In Carlstadt, only 50% of the population has
completed some college or earned a degree. In this town, 82% of people are employed in blue
collar professions, and 18% in white collar professions (NJ Community Information, n.d.).
According to the NJ School Performance Report (2014), Becton Regional High Schools
total enrollment for the 2014-2015 school year was 489 students; 12% of students have identified
disabilities, 33.5% have economic disadvantages, and 2.3% are English Language Learners
(ELL). In Becton Regional High School, 50% of students identify as White, 33% Hispanic,
9.8% Asian, and 7.5% Black.
After careful inspection of the schools website, a few observations have been made.
First, the school appears to be current and forward thinking in regards to technology. The
website is visually appealing and provides a wealth of information. Numerous pictures of
students and staff cycle through the home page. The school also administers a Twitter page,
which contains school updates, announcements, links to educational and inspirational articles,
and spotlights students, teachers, and activities regularly. According to the website, the
counseling department functions with four staff members, three counselors, and one
administrative assistant. Jonna Calvanico, who is assisting the Becton Schools II team, serves all
tenth grade students, and students with the last names beginning with L-Z in grades eleven and
twelve. Particularly impressive on the school counseling page is the College Information sub-
page. Often, the abundance of college information is overwhelming for parents and students.
Bectons College Information subpage is concise but provides the most pertinent information.
This is imperative because based on demographics, the majority of students may be first
generation college attendees. One could conclude that Bectons school counseling department is
college and career focused by viewing the policies and applications for an internship program in
addition to an opportunity for students to take college courses at Bergen Community College
(Henry P. Becton Regional High School, n.d.).
Initial contact with Jonna yielded some interesting perspectives on Becton Regional High
School and the needs of their students. Jonna highlighted the high school staffs commitment to
students as one of the schools greatest strengths. More specifically, she noted the close-knit
relationship among the team of counselors in the Counseling Department. Despite being
understaffed, she reports a shared desire to provide as many services as possible to students.
Jonna emphasized the role the staff plays in the success of its students. She also endorsed the
schools college and career readiness academic programs, which include a variety of Advanced
Placement courses, Virtual High School classes, a growing internship program, and a strong
partnership with Bergen Community College, which offers Dual Enrollment. Jonna
approximated that nearly all Becton students enroll in postsecondary education; 35% attended
two-year colleges and 55% attended four-year universities (J. Calvanico, personal
communication, February 8, 2017).
Anxiety, depression, and use of drugs and alcohol are the biggest issues Becton students
face, according to Jonna. She hopes to develop a program that addresses student anxiety, as she
sees this issue as a gap in their counseling services. The Becton Schools II team has
acknowledged Jonnas area of need and has put together a program to address secondary
students anxieties that includes interventions to close the identified gaps.

ASCA Mindsets & Behavior Standards
Category 1: Mindset Standards

M1. Belief in development of whole self, including a healthy balance of mental,
social/emotional, and physical well-being
M3. Sense of belonging in the school environment
Category 2: Behavior Standards
Learning Strategies
o B-LS 2. Demonstrate creativity
o B-LS 4. Apply self-motivation and self-direction to learning
Self-Management Skills
o B-SMS 2. Demonstrate self-discipline and self-control
o B-SMS 7. Demonstrate effective coping skills when faced with a problem
o B-SMS 10. Demonstrate ability to manage transitions and ability to adapt to
changing situations and responsibilities
Social Skills
o B-SS 2. Create positive and supportive relationships with other students
o B-SS 3. Create relationships with adults that support success
o B-SS 4. Demonstrate advocacy skills and the ability to assert self, when necessary
CACREP Standards
G: School Counseling
1. Foundations
o b. Models of school counseling programs
2. Contextual Dimensions
o a. School counselor roles as leaders, advocates, and systems change agents in P-
12 schools
o g. Characteristics, risk factors, and warning signs of students at risk for mental
health and behavioral disorders
3. Practice
o a. Development of school counseling program mission statements and objectives
o b. Design and evaluation of school counseling programs
o c. Core curriculum design, lesson plan development, classroom management
strategies, and differentiated instructional strategies
o f. Techniques of personal/social counseling in school settings
o h. Skills to critically examine the connections between social, familial, emotional,
and behavior problems and academic achievement
o o. Use of data to advocate for programs and students
New Jersey Core Curriculum Standards
Comprehensive Health and Physical Education

o 2.1.8.E.4 Compare and contrast stress management strategies that are used to
address various types of stress-induced situations.
o 2.1.12.E.4 Develop a personal stress management plan to improve/maintain

wellness.
Rationale for Program/Intervention
There is currently a stress and anxiety crisis in our schools here in the United States.
According to an American School Counseling Association (ASCA) School Counseling Journal
article by McCormac (2016), anxiety is the most common mental health challenge facing
children, teens, and adults. According to a NIMH prevalence study, 25.1% of 13 to 18 year olds
will experience some type of anxiety over their lifetime. Without social/emotional education and
early intervention, youth often develop unhealthy coping strategies and behaviors to deal with
anxiety, and these unhealthy behaviors often persist into adulthood (McCormac, 2016).
Aside from the academic-related negative outcomes that often coincide with anxiety,
there are significant health risks to those whose anxiety reaches high levels consistently. For
example, Krupnick and Wade (1993) created a list of negative health outcomes that are often
seen in individuals who experience high levels of anxiety. The list included physical symptoms
under several categories including cardiovascular, respiratory, gastrointestinal, musculoskeletal,
neurologic, and psychological. Some specific symptoms include: restlessness or feeling on edge,
becoming easily fatigued, being irritable, having difficulty concentrating, being physically tense,
and not being able to fall asleep or stay asleep through the night (Nathan, Gorman and Salkind,
2000). Despite these distinct physiological responses, Krupnick and Wade (1993) also noted that
many behaviorists believe that anxiety is a learned response and therefore can be unlearned, or
well managed by various coping strategies.
At Becton High School, an approximated seven out of ten students are experiencing some
form of anxiety, and this poses an extreme need for some form of counseling intervention that
addresses this anxiety epidemic (J. Calvanico, personal communication, March 31, 2017). The
student assistance counselor (SAC) at Becton High School indicated that while the number of
severe cases of anxiety are somewhat lower than the seven out of ten estimation, an appropriate
counseling intervention/program is needed to prevent the existing cases from progressing to a
more severe level.
Most interventions for individuals who are experiencing anxiety do not occur until the
anxiety reaches a level where normal functioning is no longer possible, which is why we want
to deliver a program for students as a preventative measure. In our proposed program, several
stress reduction and mindfulness activities will be implemented. Practicing stress reduction
strategies can help students rebuild or avoid damage to their bodies, relationships and school
performance. It can also help the body's physiological response to high anxiety as mentioned
above. Most school counselors agree that helping students develop these skills is more realistic
than attempting to make them completely anxiety free. Today, many counselors have adopted
the phrase stress smart, which requires teaching students mindfulness techniques to help
combat future stress and anxiety (McCormac, 2016).
The two research based counseling approaches shown to be effective in teaching positive
ways to cope with anxious behavior are cognitive behavioral therapy and mindfulness based
stress reduction (McCormac, 2016). Mindfulness helps students accept and acknowledge their
anxiety rather than see anxiety as the enemy. There is also some evidence that motivational
interviewing can help reduce anxiety and in some cases cognitive rigidity and perfectionism.
Engaging Stakeholders
Since anxiety is identified as being an internalizing behavior, it can remain hidden or
undetected for a long time (McCormac, 2016). By collaborating with different stakeholders such
as parents, nurses, teachers, administrators and community mental health providers, the
probability of identifying students with high levels of stress and anxiety can be maximized.
Once identified, stakeholders can provide students with a supportive environment for them to
practice new ways of coping with anxiety and stress (McCormac, 2016). Additionally, school
nurses are key stakeholders who are able to recognize signs initial of anxiety, marked by frequent
visits to the nurse's office without any signs of physical illness, but rather, anxiety (McCormac,
2016).
Teachers are other key stakeholders that can serve as models for students to recognize
that being stress smart carries into adulthood. Administrators can also help reduce student
anxiety by being conscious in placing too many demands on already overstressed students.
According to the Adolescent Sleep Working Group (2014), a lack of adequate sleep makes
students anxiety worse, which defends the need for administrators to create a less demanding
school calendar.
Parents are also key stakeholders in this intervention. They have a vested interest in their
childrens health and development. Many studies on adolescent anxiety cite that parental
relationships and the wellbeing of the family as key factors in teenage socio-emotional
development and risk of anxiety (Harper & Cooley, 2007; Harper, Russell, Cooley, & Cupples,
2007; Yap, Ryan, Kelly, Jorm, 2013). By involving parents, we can open our treatment beyond
just the students, which would be reactionary, to a more protective and proactive approach that
aims to improve family functioning. Parental and family relationships are risk factors for
anxiety, making them essential stakeholders. However, as Mendlowitz, Manassias, Bradley, and
Miezitis (1999) explained, when parents are involved in an anxiety intervention with their
children, the results are more effective and longer lasting.

Description of Program/Intervention
Anxiety in children and adolescents can have consequences with long lasting effects.
Shu, Petit, and Erath (2016) identified loneliness, depression, peer victimization, poor
academic and occupational achievement, and avoidance of social activities as behaviors that are
typically correlated with anxiety in adolescents (p. 89). With a growing number of students
reporting anxiety issues, one could assume that it is likely they are also experiencing one or more
of these behaviors. Thus, it is important that we attempt to reduce student anxiety by teaching
them coping strategies, providing them with psychoeducational activities, and giving them the
chance to practice newly learned social and emotional skills.
Mindfulness Component
As high school students are met with pressures to perform well academically, choose
what they want to do and where they want to go after high school, and maintain relationships,
anxiety is a prevalent issue. Anxiety can be dealt with in a number of ways, and knowing proper
and efficient coping strategies is essential. Practicing mindfulness techniques with high school
students can teach them healthy coping strategies (Fishbein, Miller, Herman-Stahl, Williams,
Lavery, Markovitz, & Johnson, 2016; Owen & Kalavala, 2012). Mindfulness consists of
acceptance of and self-consciousness in the present moment, identifying present thoughts and
feelings in a non-judgmental manner (Brown & Ryan, 2003; Cunha & Paiva, 2012; Scott-
Hamilton & Schutte, 2016). Cunha and Paiva (2012) believe that due to the frequency of
intrusive and dysfunctional thoughts, on one side, and the high emotional levels, on the other,
[sic] it is important to develop concentration skills with purpose and without critical judgment
(mindfulness skills), as well as promote acceptance of internal experiences, imperfections, less
successful performances, and difficult circumstances (p. 535).
In order to do this, we believe that mindfulness should be an integral part of our program.
By allowing students to focus on the present moment, it can help them to focus on the here-and-
now, as opposed to the big game they have tomorrow or the big test they have next week. There
are many different ways to use mindfulness as a strategy to cope with anxiety. By practicing
mindfulness, students will also be engaging in and learning the importance of self-care. Self-
care is essential to students physical and psychological well-being through self-love, and it can
help to cope with daily stressors (Burke, Dye, & Hughey, 2016; Collins, 2005). We plan to use
mindfulness-based stress reduction (MBSR) and mindfulness-based cognitive therapy (MBCT),
which incorporates mindfulness with cognitive therapy techniques (Lau & Grabovac, 2009) to
introduce mindfulness techniques and strategies to students. Each of the sessions dedicated to
mindfulness includes mindfulness strategies that students can use to their benefit to help them
cope with anxiety.
In general, each of the sessions allows the students to focus on themselves and their
surroundings in the given moment. They can use the time to practice and learn the coping
strategies and then further practice them at home and throughout the day. Being able to identify
what is healthy and what is not will help the students. We will discuss this with them, as well as
breathing techniques, grounding techniques, and yoga. Yoga is the practice of breathing and
postures to increase mindfulness and awareness of the mind and body (DoYogaWithMe, 2017).
Yoga and meditation can have positive effects on students psychological well-being (Anbarasu
& Chandramohan, 2015). We also incorporate a guided imagery activity to allow students to use
their senses in the present moment to magnify the positive aspects of the body-mind
connection, (Genevieve, 2015b, para. 27).
Students will be given the opportunity to keep track of their progress. Logs will be
provided to use as a guide to determine what helps them and how different mindfulness
techniques and strategies work for them. Edwards, Adams, Waldo, and Hadfield (2014)
concluded that mindfulness-based groups in the school setting work effectively to reduce
depressive symptoms and stress, as well as increase well-being. We use their study as a guide to
create the mindfulness component of our proposal, as we support that practicing mindfulness is a
healthy and beneficial way for students to cope with anxiety.
One specific set of mindfulness skills is called grounding techniques. Grounding
techniques are anxiety management skills that help individuals break out of anxiety spirals
(Healthy Place, 2010). These techniques help reorient individuals suffering from anxiety attacks,
pulling them back to the here-and-now (PEIRSAC, 2017). Grounding techniques often involve
observing and taking note of sensory details that can be physically experienced by the individual
(Counseling Today, 2012). This helps the individual pay attention to his or her environment,
rather than his or her anxious thoughts. Teaching students these skills will provide them with a
toolbox of techniques to use when they are experiencing bursts of anxiety. Grounding skills have
shown to be effective in reducing anxiety among students in a school setting (McCormac, 2016).
By introducing grounding techniques early in the mindfulness component, we can utilize
them throughout the program. Each session will also end with the teaching of one grounding
technique, so that students walk out of the classroom with a new skill they can use in their
everyday life. While many of the lessons will work on big picture coping skills, grounding
techniques can provide students with more immediate relief from anxiety. With these techniques,
students will learn how to create their own safe space in nearly any environment.
Parental Component
We chose to include parents in our intervention because home life is one of the biggest
stressors that contribute to anxiety in adolescents, and parents are often the first to detect
symptoms in their children (Yap et al., 2013). Parents and teens often have difficulty
communicating and understanding one anothers perspectives. Parents feel frustrated with their
children. Children feel frustrated with their parents. For families, it can feel like a cycle that
will never end. Including parents in this intervention is unique, but essential since studies show
that interventions that include parents have longer lasting and more effective results (Mendlowitz
et al., 1999).
The corresponding parent and adolescent sessions are based on the research of Yap et al.,
(2013) from their journal article titled, Parenting Strategies for Reducing the Risk of Adolescent
Depression and Anxiety. Disorders. Yap et al., (2013), found that the following are key to
reducing anxiety and depression in young adults; developing and fostering a good relationship
between teens and their parents, parental involvement that is supportive but not overreaching, a
gradual increase in autonomy and responsibility for the adolescent, and clear and consistent
mutually understood rules and consequences.
Art Therapy Component
Another section of our proposed program/intervention for the students at Becton High
School includes evidence-based techniques pulled directly from research on the effectiveness of
art therapy for high school students with anxiety. Kahn (1999) defines art therapy as a
psychoeducational therapeutic intervention that focuses upon art media as primary expressive
and communicative channels (p. 291). Through art, adolescents are able to explore their
personal problems and developmental potential, as well as learn to facilitate appropriate social
behavior and promote health affective development (Kahn, 1999). Art therapy has been proven
to be successful in adolescents with several school based problems including: anxiety, academic
stress and difficulties, relational issues/ peer pressure, conflicts with teachers, and career
exploration (Kahn, 1999).
With school counselors time being so limited, art therapy is an excellent modality for
reaching as many students as possible in a limited time frame. In our proposed program, there
are several specific art therapy derived activities that utilize the students creativity to help
develop their coping skills. One activity in particular is developing a mural using group art
therapy. Group art therapy is a form of creating together, which focuses on the dynamics
between participants, transference reactions among group members, and the developmental
stages of group formation (Malchiodi, 2011). This interactive art therapy is based on the theories
of Harry Stack Sullivan and Irvin Yalom, who said that when individuals come together in the
same space to create individually or collectively, participants will work more effectively toward
a common goal (Malchiodi, 2011).
Social support is also a huge factor in the curative power of group art therapy. Creating
art together capitalizes on the curative and resilience factors that come from the support of others
in the group (Malchiodi, 2011). In the case of Becton High School, where students are
experiencing very high levels of anxiety, an intervention of this type may help them recognize
that their struggle is something that is shared amongst many of their peers.
Peer Mentoring Component

Adding a peer mentoring component to this program will create program sustainability
and promote a shift in school culture that reduces overall student stress. Peer mentoring has been
proven to be an effective way to implement positive health behaviors in teens (Petosa & Smith,
2014). While cross-age mentoring may be more common (i.e. an adult mentoring an adolescent
or a high school student mentoring a middle school student), research suggests that adolescents
mentoring their peers may more accurately address the unique needs of adolescents (Petosa &
Smith, 2014). High school teens should be viewed as a powerful force and schools need to
appropriately put this power to use to benefit others in the school. Peer mentoring in schools can
strengthen the social networks within a school and promote school connectedness, which is the
single most effective aspect of the school environment in predicting healthier behaviors and
better health (Petosa & Smith, 2014, p. 351).
Since peer mentoring can be such a powerful tool, the Stress Less program will utilize a
peer mentoring model. Once the first cohort of students successfully completes the 12-week
program, students will be invited to participate in a peer mentoring training (Appendix H). Once
the first group of peer mentors has been trained, they will be randomly assigned to new
participants in the Stress Less program. This will enhance the experience of the new student
participant while still reinforcing for the mentors what they have just recently learned. The
student mentors will be more likely to continue to practice the anxiety-reduction methods learned
if they know they need to model this behavior for their mentees (Petosa & Smith, 2014). And the
mentees will be more likely to accept what is being taught in the Stress Less program if they see
that their peer mentors has accepted the methods of the program and has benefited from them
already (Petosa & Smith, 2014).

The student mentors will receive a two-day training, which will take place after school or
on a weekend. The training will be conducted using the Peer Mentor Handbook created by The
Mentoring Partnership of Southwestern Pennsylvania (2012). After the initial training, mentors
will have monthly check-in meetings with the Stress Less program advisor. During these
meetings, mentors will have the opportunity to ask questions, ask for suggestions, and learn new
techniques/strategies from the program advisor or any guest speaker that program advisor
chooses to bring in. This monthly meeting will ensure that students are being provided with
quality mentoring. Mentees will also have the opportunity to evaluate the mentoring they have
received and can, of course, bring any issues they are having to the program advisor at any time.
Detailed Implementation of Program/Intervention
Mindfulness Sessions
ASCA National Standards:
PS:A1.1 Develop positive attitudes toward self as a unique and worthy person
PS:A1.4 Understand change is a part of growth
PS:A1.5 Identify and express feelings
PS:A1.7 Recognize personal boundaries, rights and privacy needs
PS:A1.8 Understand the need for self-control and how to practice it
PS:A1.9 Demonstrate cooperative behavior in groups
PS:A1.10 Identify personal strengths and assets
PS:A2.7 Know that communication involves speaking, listening and nonverbal behavior
PS:B1.3 Identify alternative solutions to a problem
PS:B1.4 Develop effective coping skills for dealing with problems
PS:B1.5 Demonstrate when, where and how to seek help for solving problems and making
decisions
PS:B1.6 Know how to apply conflict resolution skills
NJ Core Curriculum Content Standards:

CRP3. Attend to personal health and financial well-being
Learning Objectives:
Students will learn different mindfulness strategies and techniques to help them cope with
stress
Students will learn the importance and benefits of focusing on the present moment
Students will identify healthy coping strategies and grounding techniques
Students will understand the importance of self-care
Materials needed:
Yoga mats (students may use their own)
A computer/laptop
Videos
o Calm body scan guided meditation - 30 minutes to unlock your calmness and
peaceful mind. (https://www.youtube.com/watch?v=61vdYmlKV8A)
o Gentle beginner 30 minute yoga sequence. (https://www.youtube.com/watch?
v=JqCLDw2jOq0)
Appendix A 5 Senses
Appendix B Grounding Techniques

Appendix C Ground, Center, Shield
Appendix D Safe Place Guided Imagery
Appendix E Self-Care Log
Appendix K Daily Exit Ticket
Pens/pencils
Thorough/Comprehensive description of activity and content:

1. Session 1 Introduction
a. Students complete pre-test (Appendix I)
b. Counselor discusses with group what stress is and what it looks like.
c. Counselor introduces mindfulness to group, asking what members think it is and
discussing what it is
d. Members complete 5 Senses (Appendix A) and discuss how they use their
senses to bring themselves into the present moment and when they can use the
activity
e. End with 5 minute breathing exercise and explain that you will begin each of the
remaining sessions with this exercise
i. Members sit or lay comfortably
ii. For 5 minutes, inhale through nose for a 3-count, hold for a 2-count, and
exhale through nose for a 3-count
iii. Focus only on breath going in and out
f. Counselor administers Daily Exit Ticket (Appendix K)
2. Session 2 Grounding Techniques and Positive Thoughts (and dealing with negative
thoughts)
a. 5-minute breathing exercise
b. Discuss the importance of being aware of current emotions when dealing with a
situation
c. Counselor leads group discussion about differences between thoughts, feelings,
and emotions during the stressful and non-stressful situations with members
i. Counselor asks students to speak about a stressful situation, identify
thoughts, feelings, and emotions
ii. Counselor ask students to speak about a non-stressful situation, identify
thoughts, feelings, and emotions
d. Counselor asks members what they can do in stressful situations to take
themselves away from the stressful situation and focus on their minds and bodies
in the present moment
e. Counselor discusses coping techniques, such as grounding techniques (immediate
relief) and self-care (long-term relief).
f. Counselor does Ground/Center/Shield (Appendix C) activity with members can
be given to students at the end of the session as well
g. Members discuss the experience afterwards
h. Counselor hands students Grounding Techniques (Appendix B)
i. End with a grounding technique on Grounding Techniques (Appendix B)
j. Counselor administers Daily Exit Ticket (Appendix K)
3. Session 3 - Self-Care
a. 5-minute breathing exercise
b. Counselor asks members about current thoughts, feelings, and emotions and asks
who tried any grounding techniques over the past few weeks
c. Counselor introduces self-care
i. Counselor asks members what they think it is and what they like to do for
self-care
d. Counselor reiterates how practicing self-care can help and how finding safe
place can help
e. Counselor does Safe Place Guided Imagery (Appendix D) activity with
members
f. Members discuss experience afterwards and counselor explains that they can go
to their safe place whenever they need to
g. Counselor explains Self-Care Log (Appendix E) to students and asks them to
complete and bring back to next session
h. End with grounding technique on Grounding Techniques (Appendix B)
i. Counselor administers Daily Exit Ticket (Appendix K)
4. Session 4 Body Scan

a. 5 minute breathing exercise
b. Counselor asks members about current thoughts, feelings, and emotions and asks
who tried any grounding techniques over the past few week
c. Members share what they did for self-care and how they felt while in the present
moment
d. Counselor introduces body-scan activity
e. Group members lay on mats and counselor plays 30 min body scan video
i. https://www.youtube.com/watch?v=61vdYmlKV8A
f. Group discusses thoughts and feelings afterwards
g. Counselor asks members to bring Self-Care Log (Appendix E) to the next
session
h. End with grounding technique on Grounding Techniques (Appendix B)
i. Counselor administers Daily Exit Ticket (Appendix K)
5. Session 5 Yoga
a. 5 minute breathing exercise
b. Members share what they did for self-care and how they felt while in the present
moment
c. Counselor introduces yoga and asks members if they have ever done it and what
they think it is
i. Ask members of any physical conditions you should be aware of and
instruct members to only do what is comfortable for them
d. Counselor plays 30 minute Yoga video
i. https://www.youtube.com/watch?v=JqCLDw2jOq0
e. Group discusses thoughts and feelings afterwards and recaps on program
f. End with grounding technique on Grounding Techniques (Appendix B)
g. Counselor administers post-test (Appendix J)
Adolescent and Parent Sessions

ASCA Standards
A:A3.2 Demonstrate the ability to work independently, as well as the ability to work
cooperatively with other students.
A:A3.5 Share knowledge
A:B1.5 Organize and apply academic information from a variety of sources.
PS:A2.6 Use effective communication skills
NJ Core Curriculum Content Standards
CRP2. Apply appropriate academic and technical skills.
CRP4. Communicate clearly and effectively with reason.
CRP6. Demonstrate creativity and innovation.
CRP7. Employ valid and reliable research strategies.
CRP12. Work productively in teams while using cultural global competence.
Learning Objective:
Students will be able to communicate more effectively with parents
Parents will be able to communicate more effectively with their children
Materials Needed:
Pen/Pencil
Notebook

1. Session 1 Inside the Teenage Brain - Students Only
a. The purpose of this session is for adolescents to get a better understanding of
themselves and their development, then share that information with with parents.
To create the presentation for the parents, students will have to analyze and apply
the information they learned in order to relay it in a new way. To be effective for
parents, students will have to consider their parents perspectives and identify the
most salient information.
i. Students will view PBS Frontlines documentary, Inside the Teenage
Brain. Students will identify information from the documentary that they
would like their parents to also know. Students will research further to
create a presentation for their parents. The purpose of this project is for
students and parents to have a better understanding of the developing

teenage brain.
2. Session 2 Inside the Teenage Brain II - Students and Parents

a. Psychoeducational group session. Parents will gain a better understanding of their
teens brain and the reason they act the way they do. This will provided a basis
for opening up a larger conversation between the adolescents and their parents.
i. Students will present information that they learned from Inside the
Teenage Brain, and from additional resources to parents in the group.
Parents will engage in a discussion with students regarding what they
learned or were surprised by in the presentation. The counselor will help
facilitate the conversation and interject strategies for using this
information at home.
ii. Parents are encouraged to end the session with a hug and praise their child
for their hard work on the presentation.
iii. For homework, parents and students are asked to identify one thing they
like, respect, or appreciate about the other. In addition, they should bring
with them a gift or gesture related to the one thing identified as a symbol
of acknowledgment of the others feelings and a commitment to the
process. A card or a small token would suffice, large or expensive gifts
are not recommended. The counselor will give an example to help
families identify appropriate tokens.
3. Session 3 Parental Involvement - Students and Parents

a. This session will start with the students and parents sharing their token and its
explanation, privately. It will then focus on key aspects of parent child
relationships, which include, monitoring, over-involvement/under-involvement,
autonomy of the child, and discipline. Each topic will be introduced and
explained to the parents and students. After each introduction, parents and
students will partner and have a discussion. Before the introduction of the next
topic, student/parent teams will be asked to share with the group.
i. Monitoring - The counselor will explain the importance of monitoring
your child and being both supportive and involved in their lives. Guiding
questions for discussion will include;
1. Student answers - How involved do you think your parents are in
your life?
2. Parent answers - How involved do you think you are in your
childs life?
3. Student answers - How involved are you in your parents lives?
4. Parent answers - Who are your teens friends? What do you like
about them? What are your concerns?
5. Student answers - How would you like me to be more involved?
6. Parent answers - How would you like to be more involved?
7. Student answers What do you want your parents to know about
you?
8. Parent answers What you want your child to know about you?
9. Student answers What do you want to know about your parents?

10. Parent answers What you want to know about your child?
ii. Over/Under-involvement The counselor will provide ways to identify if
you are over-involved or under-involved as a parent. Ask yourself, am I
taking over too much? Is this something they need to learn how to do? Did
I need to step in? What is the worst thing that could have happened if I
didnt step in?
1. Student and parents have a discussion on over and under
involvement.
iii. Autonomy and Discipline the counselor will inform students and parents
about autonomy and regulation in adolescents. Teenagers need to
experience a gradual increase in independence and responsibility over
time. This increase in independence and responsibility work well when
clear rules and consequences are established.
1. Students and parents are encouraged to come up with their own
lists
a. Teen lists Ways I would like more independence, what
responsibilities I would like to take on, family rules,
consequences for breaking rules, and positive consequences
for doing well.
b. Parent lists Things I would like to see you doing
independently, responsibilities I would like you to take on,
family rules, consequences for breaking the rules, and
positive consequences for doing well.
c. Together parents and students share their lists and work to
compromise on responsibilities the teen will assume, rules
that need to be followed, and consequences as a result of
breaking the rules.
Art Therapy Sessions

ASCA Standards
A:A3.2 Demonstrate the ability to work independently, as well as the ability to work
cooperatively with other students.
A:A3.5 Share knowledge
A:B1.5 Organize and apply academic information from a variety of sources.
PS:A2.6 Use effective communication skills
NJ Core Curriculum Content Standards

CRP2. Apply appropriate academic and technical skills.
CRP4. Communicate clearly and effectively with reason.
CRP6. Demonstrate creativity and innovation.
CRP7. Employ valid and reliable research strategies.
CRP12. Work productively in teams while using cultural global competence.
Learning Objectives:
Students will create a metaphorical toolbox of techniques to aid in coping with anxiety
Students will come together as a group to process their anxiety with their peers
Students will create a tangible expression of their anxiety through art in order to
recognize and come to terms with said anxiety
Materials Needed:
Large Borden & Riley Kraft Paper Roll (or any variation of paper roll)
Strathmore drawing paper (or any brand of thick stock paper)
Canvas (8 by 11) one per student
Art supplies (any variation of media)
o Colored Pencils
o Markers
o Paints (acrylic)
Assortment of paint brushes
Paint pallets if necessary
o Pastels
o Scissors (safety scissors if necessary)

1. Activity I My anxiety
This activity will allow students to create something individually that represents their
anxiety and their steps toward overcoming that anxiety. Start by providing each student
with an 8 by 11 inch canvas. If possible, show the students a sample of this project
(Appendix F) or if you have time to create your own, show them yours.
Step 1- after providing the canvas, and materials (pencil/ acrylic paints/ brushes) have
each student write in pencil on the canvas:
I am anxious because/ when ___________.
Step 2- Tell each student to paint over these words in whatever colors/ patterns/ pictures
they want. Make sure that the paint completely covers the pencil and that it does not
show through.
Step 3- Together as a group, discuss how they feel about the art now after they painted
over what they wrote. Did they become more relaxed? Did their breathing patterns
change?
Step 4- Provide each student with a selection of sharpie markers or paint pens, and after
the paint on the canvas has dried, allow them to write a motivational quote on the canvas.
2. Activity II Coping Skills toolbox
During this session, we will discuss how certain actions can be taken during times of
stress and high anxiety. The activity that will be fun for the group to create and discuss is
a coping skills toolbox. Each member will be asked to write down things under six
different domains: self-soothing, distraction, opposite action, emotional awareness,
mindfulness, and crisis plan. Each domain will include certain items or activities that can
help members to relax and reflect during times of high anxiety and stress.
Self-Soothing: comforting yourself through the five senses
Something to touch (Stuffed animal, stress, ball, etc.)
Something to hear (Music, meditation guide, etc.)
Something to see (Pictures, favorite movie, etc.)
Something to taste (Mints, tea, favorite candy, favorite food etc.)
Something to smell (Lotion, scented candles, essential oils, etc.)
Distraction: taking your mind off of the problem for a while
Puzzles
Books
Art projects
Hiking
Music
Movies
Opposite Action: doing something that is the opposite of your current feelings that
is consistent with a more positive emotion.
Affirmations and Inspirations (looking at or drawing motivational

statements or images)
Something Funny or Cheerful (movies, TV shows, books)
Emotional Awareness: tools for identifying and expressing your feelings
List or chart of emotions

Journal
Writing supplies
Drawing
Art supplies
Mindfulness: tools for centering and grounding yourself in the present moment
Meditation/ relaxation recordings

Grounding objects (rocks, paperweight, weights)
Yoga mat
Breathing exercises
Crisis Plan: contact information of supports and resources for when your coping
skills arent enough (family, friends, guidance office, hotline, etc.)
3. Activity III Group Mural
Note: This activity is more of an open and ongoing project.

1. Invite group members to participate in an ongoing group mural process. Explain
that they can paint and draw on the mural whenever they want to. The mural can
be a way to paint group concerns or interests in an ongoing manner.
2. A group theme can be decided upon ahead of time or you can simply let the
process evolve organically. Loose organic shapes can be sketched out and the
mural can be abstract to encourage all to participate.
3. It is helpful to outline and to post up a list of parameters beside the mural on a
sign to set the goals of the mural. This exercise promotes the freedom of group
expression as well as the invitation to create when inspiration strikes, or when
anxiety is high.
Proposed Timeline
Students will move through this 12-week program as a cohort. Weekly activities will
include at least one of the following aspects: mindfulness, parent communication, and art
therapy. After a successful completion of the 12-week Stress Less program, students will have
the opportunity to become a Stress Less program mentor. This means students will be paired
with students who are joining the next cohort of the Stress Less program. It is at Becton
Regional High Schools discretion to decide when the program begins and how often it runs. It
is recommended to run the program at least twice a year so that students have the opportunity to
benefit from the mentoring component as well. Table 1, below, outlines the 12 sessions.
Table 1. Weekly Program Schedule

Pre- Student recruitment and sign-ups
Program
Week 1 Mindfulness Session 1: Introduction

Conduct Pre-Test
Week 2 Parent Communication Session 1: Inside the Teenage Brain - For Students Only
Week 3 Art Therapy Session 1: My Anxiety

Administer Daily Exit Ticket
Week 4 Mindfulness Session 2: Grounding Techniques and Positive Thoughts

Week 5 Parent Communication Session 2: Inside the Teenage Brain II - For Students and
Parents
Week 6 Art Therapy Session 2: Coping Skills Toolbox

Week 7 Mindfulness Session 3: Self-Care

Week 8 Parent Communication Session 3: Parental Involvement - For Students and

Parents
Week 9 Mural Project
Week 10 Mindfulness Session 4: Body Scan

Week 11 Mural Project
Week 12 Mindfulness Session 5: Yoga

Conduct Post-Test
Post- Students now have the opportunity to become program mentors, if they so choose.
Program Mentoring training materials are also provided with this program.
It is at the discretion of the Stress Less program coordinator to decide when to

start the next program with the second cohort.
Assessment
Program Evaluation
The main goal of this program is to reduce symptoms of anxiety in students that
participate. In order to evaluate this program for the effectiveness of reaching this goal, a few
instruments have been created. These assessments exist to gain an understanding of the scope of
anxiety symptoms that are reduced, and the difference in severity at the time of the main
programs end. At the end of the programming, students will also be asked to identify which
techniques of the programming they utilized the most for improvement in anxiety symptoms.
This data can influence which techniques are highlighted in future years.
While the program is arranged to have students move through with a cohort, it is
understood that not every student will receive the same experience due to attendance.
Commitment to other programs, such as sports teams, academic priorities, and illness are just
some examples of why a student would be absent from programming. Further analyses can be
done to measure the dosage of programming that a participant receives through attendance
records. At each session, the facilitator may take attendance of who is present and can add to the
tally of sessions each participant is present. At the time of the posttest, students results can be
compared on levels of attendance (i.e. less than 10 days in attendance, 10 to 19 days in
attendance, 20 to 29 days in attendance, etc.) and their average levels of anxiety experience,
permitting the sample size is large enough.

As for the mentor training aspect of the program, these students will also be able to offer
their opinions of the effectiveness of their preparation. This can be done if the program
instructor chooses to train student mentors at the end of the regular programming. It is best to
administer this survey at the second to last mentor meeting so that concerns can be addressed to
the general group at the last meeting.
Instruments
Student Interest Survey
Primarily, students will be recruited for this group directly through meetings with
students. Since many students utilize the counseling department for issues involving stress and
anxiety, the school counselor can recommend this group to students with whom they meet. A
secondary form of recruitment will be done school-wide through the Student Interest Survey.
Surveys can be administered during courses that every student attends, such as gym or health, in
order to address every student in the school. Due to the fact that students will write their names
on the survey for follow-up purposes, the counselor administering the survey should assure the
students that their responses will be confidential within the counseling department and all
surveys will be collected and placed into a sealed envelope.
The Student Interest Survey, which takes no more than ten minutes to complete, includes
the Perceived Stress Scale (Appendix H). The Perceived Stress Scale (PSS10) includes ten items
that asks students to consider their thoughts and feelings throughout the last month. Each
response is on a 5-point Likert scale from never to fairly often. Higher scores may show that
a student has been experiencing anxiety or stress (Cohen & Williamson, 1988). While the
PSS10, the version that will be used in this survey, has not been tested on adolescents, there are
studies that have collected results for adults, many of which were focused only on undergraduate
students. Across 12 studies, the recorded Cronbach alpha of reliability ranged from .74 to .91. A
small amount of these studies found that the PSS10s criterion validity with other stress scales is
moderate at best (Lee, 2012). For this reason, the survey also includes a checklist of activities
that will be discussed during the course of the group. Students can indicate if they have ever
taken part in these activities to relieve stress, and if they would like to know more about healthy
stress-relieving activities. If they answer Yes to the final question, the counselor will arrange a
meeting with them to invite them to attend the group. Counselors can also arrange meetings with
students that have higher scores on the PSS10, at which the counselor can recommend the
student for the program.
The Student Interest Survey is meant to be used for recruitment and screening purposes
only. It was designed to be a brief survey to gain an understanding of individual students coping
abilities for anxiety without losing the attention of the student or significantly impeding on class
allotted time. After the group begins, there will be no point at which any information gained
from the survey will be brought to the group, in order to maintain confidentiality and to ensure
that no ones group membership will be affected.
Pretest and Posttest
Once the students have been screened and the group begins to meet, the students will be
required to take the Beck Anxiety Inventory (BAI). The BAI is an anxiety inventory that
measures the severity of anxiety symptoms (Dowd, 1998; Waller, 1998). The BAI is a B-level
test, meaning that it can only be administered by someone with a masters degree in a
counseling/healthcare related field. Therefore, all school counselors are qualified to administer
the BAI. For the purpose of this program, the BAI will be utilized as a pre- and posttest, in
order to assess student change in anxiety throughout the group process (Appendix I and
Appendix J).
The BAI is a 21-item test that only takes 5-10 minutes to administer and can be given
individually or in a group setting. According to the test manual, the BAI asks participants to
indicate how much you have been bothered by each symptom during the past week, including
today (as cited in Waller, 1998, para. 2). Each item is measured on a 4-point Likert scale
ranging from Not at all to Severely (I could barely stand it) (Dowd, 1998; Waller, 1998).
Responses are assigned a value from 0 (Not at all) to 3 (Severely) and summed up to yield a
total score ranging from 0 to 63. A score above 26 indicates that the test taker is in the severe
range of anxiety. After a total score is received, counselors can examine a test taker's responses
to determine whether a test taker's symptoms align with one of four aspects: subjective,
neurophysiologic, autonomic, or panic-related (Dowd, 1998; Waller, 1998). The counselor can
then assess what interventions would be best for each student based on the data received.
Most researchers claim that the BAI is psychometrically sound because the reliability and
validity of the test are above average (Dowd, 1998; Waller, 1998). In terms of the BAIs
reliability, both the internal consistency and test-retest reliability are high. Internal consistency
measures how well the items of a test measure the same idea or construct (in this case, how well
the test items measure anxiety). The reliability coefficient, which represents the internal
consistency of the BAI test, ranges from .85 to .94 (Dowd, 1998). A reliability coefficient
above .70 is considered to be respectable for research purposes. Test-retest reliability measures
the consistency and stability of a test, verifying that there isnt a significant change in the
construct being measured over multiple administrations of the test. The stability coefficient,
which represents the test-retest reliability of the BAI test, is reported at .75 (Dowd, 1998; Waller,
1998). As previously noted, a coefficient above .70 is acceptable and shows that the BAI is
reliable. While reliability measures how consistent the outcome of a test is, the validity
measures how well a test actually measures what it intends to (e.g., anxiety). Dowd (1998) and
Waller (1998) both report that the BAI has excellent content, construct, concurrent, and
discriminant validity. However, they do not provide specifics on the actual data.
Although the psychometric properties of the BAI are favorable, there are some
limitations. The biggest limitation involves the symptoms of anxiety that are covered by the BAI.
When creating the test, there was a major focus on keeping the BAI from overlapping with the
Beck Depression Inventory (BDI). By doing so, the BAI mostly focuses on bodily symptoms
(e.g., dizziness, numbness, nervousness) and does not assess important aspects of anxiety, such
as worrying and thoughts/cognitive symptoms. Therefore, the BAI may be providing a limited
evaluation of anxiety. In order to overcome this limitation, the Daily Exit Ticket has also been
included in the evaluation of the program.
Personal Reflection
After every group session with students, they will be administered the Daily Exit Ticket
(Appendix K). This is an informal assessment tool that is more for the benefit of students than
for the group leaders. Students indicate their overall well-being for the start of the session and
for the end of the session. They will also describe one message, tool, or activity covered during
the session that they will use the next time they feel stressed or anxious. This assessment tools
purpose is as a memory aid, so that students can reinforce what was learned during the group.
Mentor Survey
The Mentor Survey is a very short, one page questionnaire to be used towards the end of
the mentor training (Appendix L). This survey, which should take approximately 10 minutes to
complete, asks five questions. These questions ask the students to explain what a mentor is in
order to determine if the student grasped the training. It also asks their reasons for deciding to
become a mentor, to understand their perceptions of the program. The other three questions, how
prepared they feel, if they would recommend a student for the program, and if they have any
lingering concerns, can be used to determine if the students feel ready to become members. If
students answer with any worries or feel they are not prepared, these can be addressed during the
general mentor meeting.

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Appendix A
5 Senses
5 things I SEE
_________________
_________________4 things I
FEEL
__________________________________
_________________ _________________
_________________ _________________
_________________
3 things I HEAR
_________________
_________________ 2 things I
SMELL
_________________ _________________
_________________
1 thing I TASTE
_________________
When can I use this activity?

____________________
_______________________________________
_______________________________________
_______________________________________
Appendix B
Grounding Techniques
1. Place both feet flat on the floor and lean back into your chair. Cross your arms and tap on
each shoulder, one by one.
2. Name five things you can see. Name four things you can touch. Name three things you
can hear. Name two things you can smell. Name one thing you can taste.
3. Ask yourself: What day of the week is it? What month is it? What day of the month is it?
What year is it? What season is it? Where am I right now?
4. Write down, in detail, what is going on around you right now.
5. Trace your hands against the outline of your body.
6. Breathe in, feel your belly expand. Breathe out, feel your belly get smaller. Repeat
several times.
7. Say the alphabet backwards.
8. Splash water on your face. Notice how it feels. Dry your face with a towel. Notice how it
feels.
9. Name every animal you can think of.
10. Feel the clothes you are wearing. Notice the different texture of each article.
11. Look around you. Find the largest object in the room. Find the smallest object in the
room.
12. Try to find each letter of the alphabet, in order, around the room.
13. Place your feet flat on the floor. Stretch up for ten seconds. Stretch down (towards the
floor) for ten seconds.
14. Take small sips of your beverage, holding each sip in your mouth and acknowledging
how it feels and tastes in your mouth.
15. Stomp your feet. Notice the sound as your feet hit the ground. Notice the sensation on
your feet as they hit the ground.
Appendix C
Ground, Center, Shield
Ground:
Start by sitting comfortably in a chair. Make sure your spine is straight and your feet planted
firmly on the floor. Say in your mind, the word, ground.
Begin to visualize your feet growing roots like a tree, through the ground, all the way down to
the center of the earth. See these roots anchor themselves there, in the earths core. Feel the depth
of this connection stabilizing you. Allow any negative energy to drain down through these roots
and be burned up.
Center:
Take a moment to observe where you are in the here and now. Notice how you feel. Dont judge
it. Just notice it. Say in your mind the word, center.
See these roots pulling white light from the center of the earth, up into your heart. Pull all your
awareness into your heart, as this light forms into a growing, glowing ball. Imagine YOU are
inside the center of this ball, and you are one with it.
Shield:
See this ball of light expanding, flowing throughout your body like water, until it has filled you
completely. Say in your mind the word, shield.
Then, direct that light out from your body, through your skin. Spin this light around your body in
a clockwise motion, forming a bubble of earth-powered protection. You can play with your
shield, trying out different shapes and sizes. You can form it into an egg of light, make it
transparent, or put mirrors on it! I recommend making it porous like a web or a screen if you will
be interacting with other people.
(De Witt, 2014)

Article by Avalon De Witt.
Visit http://www.AskAvalon.com for more original content like this.
Reprint permission granted with this footer included.
Appendix D
Safe Place Guided Imagery
I believe in the imagination.

What I cannot see is infinitely more important than what I can see. Duane Michals
The following script should be read by someone or into a recording device using slow even
speech, which is almost monotone in nature. Background music will enhance the experience.
To begin this guided meditation find a comfortable position and close your eyes. Once you settle
in notice your body. How does it feel? Let your body begin to relax by releasing the areas of
tension by breathing. Take slow deep breaths and as you exhale let the tension go. Where is your
body feeling tense? Focus your attention on this area as you take another breath in. Feel this area
relaxing as you breathe out. Allow your breathing to gradually slow down.
Breathe in and out
As you do this, allow yourself to picture in your minds eye, a safe place. What is the first place
that comes to mind? What type of place does your mind choose as a safe place?
Maybe you are in a beautiful garden, or in the mountains, or in an open field or the beach.
Picture a place that feels calm, safe, and serene. A place you feel safe and protected.
Imagine the details of your surroundings. Notice the foliage and beautiful colors and hues. What
season is it? Notice the ground. Is it earthy soil, rock, or sand? Are you barefooted? What does it
feel like beneath your feet?
What smells do you notice? Is it sweet, pungent, or refreshing? Are there birds overhead? Listen
to their singing. What other sounds do you hear? Let these sounds lull you peacefully.
Notice if there is any water. Is there a pond or a waterfall or waves? Can you hear the sound of
the water? Let the water flow over your skin. Notice how it feels on your skin. Can you taste it?
Notice if there is a breeze or wind. What does it feel like on your face? Is it warm or cool? Allow
yourself to take in all the senses feeling calm, serene, and peaceful.
Breathe in and out
Now allow yourself to lie down in the safe place and feel the ground beneath your body. Notice
the gentle earth below warming you. Imagine the earth cradling you allowing you to relax even
more and feel safe during this meditation.
Feel your body resting on the ground allowing any tension to be released into the ground letting
it seep away. Can you hear the water lapping in the pond, tricking by, or splashing as it makes
waves? Imagine the water washing over you and taking away any tension left in your body.
Breathe in and out
Now look above you and notice the color of the sky. Notice the sun. Feel the warm rays of the
sun on your skin. What else do you see? Are there clouds? Are there any trees around? What kind
of leaves do they have? Notice their beautiful colors.
Breathe in and out
Now look around, notice a bench, or rock or tree stump in this place, and go sit on it. Feel the
sun warming you and further relaxing you. Breathe in the warmth and vibrancy of the sun
allowing it to fill you with a sense of calm and peace from the top of your head to the tips of your
toes. Notice as you become part of your safe place that you feel more rested, more relaxed, more
at peace.
Breathe in and out
After you have thoroughly visualized this place and you are ready to leave, allow yourself to
come back into the room and leave your safe place for now, knowing that you can return to your
safe place anytime you like.
Open your eyes but stay in a relaxed position taking a moment to reawaken completely. Continue
to breathe smoothly and rhythmically. Take a few moments to experience and enjoy your
relaxing guided meditation. Your safe place is available to you whenever you need to go there.
Developed by Steffie Genevieve, MSW, LICSW, SAP

www.envisionintegrativetherapies.com
(Genevieve, 2015)
Appendix E
Date Activity Feelings before Feelings during Feelings after

Self-Care Log
Appendix F
My Anxiety Project Sample
Step 1:
Step 2:
Finished Product:
Appendix G
Peer Mentor Training Presentation Slides

Appendix H
Student Interest Survey
Name ______________________________________________________________
Grade Level (Circle One) Freshman Sophomore Junior Senior
Think about the events of the last month. How often have the following feelings and
thoughts occurred?
In the last month, how often Never Almost Sometim Fairly Very
have you Never es Often Often
been upset because of
something that happened
unexpectedly?
...felt that you were unable
to control the important
things in your life?
...felt nervous and

stressed?
...felt confident about your
ability to handle your
personal problems?
...felt that things were
going your way?
found that you could not
cope with all the things that
you had to do?
been able to control
irritations in your life?
felt that you were on top
of things?
been angered because of
things that were outside of
your control?
have you felt difficulties
were piling up so high that
you could not overcome
them?
What do you do when you feel stressed? Check all that apply.
Activity I Do Activity I Do Activity I Do This

This This
Focused Meditation Text someone
breathing
Use Social Play a board Exercise
Media game
Yoga Write in a Go online
journal
Talk to Paint Avoid the

family problem
Talk to Watch Get a good

friends TV/play nights sleep
video
games
Are you interested in learning more about healthy stress relieving activities? _______
Yes _______ No
Appendix I
Pre Test
Below is a list of common symptoms of anxiety. Please carefully read each item in
the list. Indicate how much you have been bothered by that symptom during the
past month, including today, by writing a check () in the corresponding space in
the column next to each symptom.
Not at all Mildly- it Moderatel Severely-

didnt y- it it
bother me wasnt bothered
much pleasant me a lot
at times
Numbness or tingling
Feeling hot
Wobbliness in legs
Unable to relax
Fear of worst happening
Dizzy or lightheaded
Heart pounding/racing
Unsteady
Terrified or afraid
Nervous
Feeling of choking
Hands trembling
Shaky/ unsteady
Fear of losing control
Difficulty in breathing
Fear of dying
Scared
Indigestion
Faint/lightheaded
Face flushed
Hot/cold sweats
What are you hoping to receive from the Stress Less Program?
__________________________________
_____________________________________________________________________________________
Appendix J
Post Test
Below is a list of common symptoms of anxiety. Please carefully read each item in
the list. Indicate how much you have been bothered by that symptom during the
past month, including today, by writing a check () in the corresponding space in
the column next to each symptom.
Not at all Mildly- it Moderatel Severely-

didnt y- it it
bother me wasnt bothered
much pleasant me a lot
at times
Numbness or tingling
Feeling hot
Wobbliness in legs
Unable to relax
Fear of worst happening
Dizzy or lightheaded
Heart pounding/racing
Unsteady
Terrified or afraid
Nervous
Feeling of choking
Hands trembling
Shaky/ unsteady
Fear of losing control
Difficulty in breathing
Fear of dying
Scared
Indigestion
Faint/lightheaded
Face flushed
Hot/cold sweats
What did you find the most helpful in this program? (Choose one).
Mindfulness
Parental Involvement
Art
Mentoring
If you had to sell this program to another student, what would your sales pitch be?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Would you let us use this sales pitch in our advertising for future years of the
program? (We would not include your name or any other personal information). ___
Yes ____ No
Appendix K
Daily Exit Ticket
How Are You Doing Today?
On a scale from 1 to 10, how did you feel when you came in today?
The Worst The
Best
1 2 3 4 5 6 7 8
9 10
On a scale from 1 to 10, how do you feel now?

The Worst The
Best
1 2 3 4 5 6 7 8
9 10
What is one thing you learned today that you will use the next time you are feeling stressed,
anxious, or upset?
____________________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Appendix L
Mentor Survey
Please respond to the following questions as best you can. This is not a test, so
dont worry about any right or wrong answers!
How would you define being a peer mentor?

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Why did you choose to become a mentor for the program?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
How well prepared do you feel to be a mentor for other students in the Stress Less
program? (Choose one).
o Not at all prepared
o Slightly prepared
o Prepared
o Well prepared
o Very well prepared
Do you still have any concerns about being a mentor?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Will you recommend any students next year for the program at this time? (Choose
one).
o Yes
o No
o Unsure

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Running head: STRESS LESS PROGRAM 1

Johnson, and Johanna Lutz

Montclair State University

ASCA Mindsets and Behavior Standards7

NJ Core Curriculum Standards............7

Rationale for Program/Intervention.8

Art Therapy Component............14

Peer Mentoring Component...15

Detailed Implementation of Program/Intervention....18

Parent and Adolescent Sessions.21

Art Therapy Sessions.24

Student Interest Survey..30

Pretest and Posttest....................................31

Appendix B: Grounding Techniques.41

Appendix C: Ground, Center, Shield.........42

Appendix D: Safe Place Guided Imagery..43

Appendix E: Self Care Log........45

Appendix F: My Anxiety Project Sample..........46

Appendix G: Peer Mentor Training Slides47

Appendix H: Student Interest Survey....55

Appendix K: Daily Exit Ticket..61

Appendix L: Mentor Survey..62

Stress Less Program

Overview of Program/ Intervention

9.8% Asian, and 7.5% Black.

website is visually appealing and provides a wealth of information. Numerous pictures of

(Henry P. Becton Regional High School, n.d.).

communication, February 8, 2017).

students anxieties that includes interventions to close the identified gaps.

ASCA Mindsets & Behavior Standards

Category 1: Mindset Standards

New Jersey Core Curriculum Standards

Comprehensive Health and Physical Education

o 2.1.12.E.4 Develop a personal stress management plan to improve/maintain

Rationale for Program/Intervention

According to an American School Counseling Association (ASCA) School Counseling Journal

under several categories including cardiovascular, respiratory, gastrointestinal, musculoskeletal,

well managed by various coping strategies.

counseling intervention/program is needed to prevent the existing cases from progressing to a

more severe level.

combat future stress and anxiety (McCormac, 2016).

Since anxiety is identified as being an internalizing behavior, it can remain hidden or

children, the results are more effective and longer lasting.

chance to practice newly learned social and emotional skills.

(mindfulness skills), as well as promote acceptance of internal experiences, imperfections, less

successful performances, and difficult circumstances (p. 535).

mindfulness-based stress reduction (MBSR) and mindfulness-based cognitive therapy (MBCT),

cope with anxiety.

connection, (Genevieve, 2015b, para. 27).

healthy and beneficial way for students to cope with anxiety.

One specific set of mindfulness skills is called grounding techniques. Grounding

By introducing grounding techniques early in the mindfulness component, we can utilize

mutually understood rules and consequences.

Art Therapy Component

exploration (Kahn, 1999).

a common goal (Malchiodi, 2011).

Peer Mentoring Component

better health (Petosa & Smith, 2014, p. 351).

already (Petosa & Smith, 2014).

Detailed Implementation of Program/Intervention

NJ Core Curriculum Content Standards:

Appendix B Grounding Techniques

Thorough/Comprehensive description of activity and content: