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After receiving a list of students who could benefit from small group
sessions on how to become a Worry Warrior (how to handle stress when it
arises, how to change our automatic narratives, techniques that can help
calm our anxiety, etc), I will develop and implement small group lessons
each week to minority male and female 6th grade students (during separate
sessions). I will provide small group lessons based on needs of the different
groups. Pre, mid, and post assessments will be given to determine the
effectiveness of the small groups.
Being a teacher for 15 years, I have noticed within the last few years that
many of my student's learning has been compromised due to the eternal stress
that they deal with. As I talked with my colleagues, we were all in agreeance that
the level of stress and anxiety that we were seeing in our students these days
had significantly increased from prior years. I began to notice physical symptoms,
as compared to previously just noticing emotional symptoms.Students began to
display a lack of concentration, headaches,stomach aches and they were
missing numerous days of school to anxiety symptoms.
It is alarming that the teen stress experience is so similar to that of adults.
It is even more concerning that they seem to underestimate the potential
impact that stress has on their physical and mental health, says APA CEO
and Executive Vice President Norman B. Anderson, PhD. In order to break
this cycle of stress and unhealthy behaviors as a nation, we need to provide
teens with better support and health education at school and home, at the
community level and in their interactions with health care professionals.
(http://www.apa.org/news/press/releases/2014/02/teen-stress.aspx)
At the end of our sessions, students will be able to recognize the negative
effects of prolonged stress and anxiety on the brain, nervous system, and
their body. We will learn simple, yet practical stress management techniques
and learn what to do when we first experience anxiety.Our goal is to see
progress made in academic performance as anxiety and stress will be better
managed. Learning goals include:
Learning Goal 2: 6th grade minority students will learn effective and
purposeful stress management techniques that can begin to implement as
an effort to reduce their stress and anxiety.
Objective 2:1: Students will help me research a variety of tools that they
can use to reduce stress. From those tools, they will explore 1 new method a
week and see if/how it worked.
Objective 2:2: The students and I will rate our efficient handling of stress
each week.
The students will meet weekly and discuss their weekly stresses;
academically, emotionally and physically (one student has a rare bone
disease.) Our guidance lessons will include safe/unsafe ways to handle
stress, coping mechanisms, taking care of oneself when a potentially hard
week is approaching (example: Quarter Assessments for each subject all in
one week), modifying the internal dialogue that takes place when we are
stressed, and so forth.
Pre-Assessment Plan: I will survey all of my students and see what they
identify as a main concern for 6th grade students.
I completed this survey at the beginning of the second semester. After there
was a high concern for stress and anxiety, I reached out to the parents and
teachers and asked for names of students who could benefit from weekly
small group counseling. After those name were given, an initial needs
assessment was given.
Mid-Assessment: We will rate our stress and anxiety weekly and monitor
our stress levels by graphing our results.
TExES:
Competency 001: Human Development
B. Knows and applies strategies for positive, effective communication with all
students and their families.
H. Understands the use of prevention approaches (e.g. respect for self and
others, motivation, decision making, conflict resolution) and intervention
strategies (e.g. substance abuse, critical incidents, anger management) to
address student concerns.