Girls Anxiety and Stress Management Group

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Girls Anxiety and Stress Management Group
Alyx Korn, DePaul University



























Girls Anxiety and Stress Management Group
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Girls Anxiety and Stress Management Group
Table of Contents
Page
Session I: Introduction & Icebreakers 4

Session II: Triggers/What stresses me out?, Creating a Hierarchy 6

Session III: Cognitive Distortions/Irrational Beliefs & Control 7

Session IV: The Healthy Mind Platter/Mindfulness 8

Session V: Progressive Muscle Relaxation/Guided Imagery/4-7-8 Breathing 9

Session VI: Conclusion/Final Thoughts 10

Attachment A:Girls Anxiety and Stress Management Group Pre-Survey 11

Attachment B: Triggers/What stresses me out? Worksheet 12

Attachment C: Cognitive Distortions Information Sheet 13

Attachment D:Countering Anxiety Worksheet
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Attachment E: The Healthy Mind Platter 15
Attachment F: Post-Survey 16
Parent Consent Form 18
Resources 19







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Mission Statement
This group was designed to promote self-awareness and discovery of anxiety and stress
for each member through the development of relationships and group discussion.

Goals
1. Promote an increased self-awareness and understanding of group members own anxiety
and stresses
2. Identify and discuss experiences related to anxiety and stress
3. Encourage members to develop their own set of coping skills that works for them

Format
Once a week, every other week for 40 minutes





























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Session I: Introduction & Icebreakers

Introduction: Co-leaders introduce themselves and talk a little about the group. Be sure
to mention confidentiality (Why its important & when we have to break it).
Check-in using a color: Instruct group members to choose a color based on how they feel
in that moment and why they chose that color. For the first session, one of the leaders
should go first.
Summary of check-in: Have one group member volunteer to summarize how the group is
collectively feeling. For the first session, one of the leaders can summarize if members
are hesitant to volunteer.
Activity:

Skittles Game
Purpose:
To learn more about group members

Materials:
Bag of individual packs of Skittles

Description of Activity:
Leaders will bring in a bag of individual packs of Skittles to hand out to each group member.
Tell them to open the package, but not to eat any yet. Explain that we will go around the circle
and each member will pick one Skittle out of their pack. The member will share something
about themselves depending on the color they pick. Example categories can be:

Red Food you like to eat
Green Fun fact about yourself/your family
Purple Something you did last weekend
Yellow Pet Peeve
Orange Something youre good at

Group Rules
Explain that next, we need to establish some ground rules as a group. Ground rules are
important in a group so that we are all on the same page and maximize our experience here.
Leaders may give a few examples, but ultimately the group members should decided on their
ground rules.

Examples of ground rules:
- Confidentiality
- Punctuality (If late, please wait outside door until the person is finished talking)
- No interruptions
- No side conversations
- Nonjudgmental atmosphere
- Do not talk about people that are not present
- No cell phones
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- Signal before speaking
Pre-survey: Hand out pre-survey (See attachment A) and have each group member fill it out.
Discussion Questions:
How did you feel about the Skittles activity before starting? After?
Which was your favorite category and why?
Why do you think group rules can be important?
Any memorable facts you learned about another group member?

Key take-aways: Ask group members to share what they have learned today and what they will
take away from this session.
Check-out using numbers: Ask each group member to express how theyre feeling on a scale of
1-10, 10 being the best. No explanation is required for the check-out.






























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Session II: Triggers/What stresses me out?, Creating a Hierarchy

Introduction: Welcome back! Hopefully everyone is having a great week. Lets start by
checking in to see how everyone is feeling today.
Check-in using an animal: Instruct group members to choose an animal based on how
they feel in that moment and why they chose that animal.
Summary of check-in: Have one group member volunteer to summarize how the group is
collectively feeling.
Bridge Question: Are there any questions or concerns from the previous session where
we got to know each other and created a set of group rules?
Activity:

Identifying my Triggers Worksheet:
Purpose: Identify personal anxiety/stress triggers and ranking these triggers

Materials:
Worksheet (Attachment B)
Pens/Pencils

Description of Activity: Today, we are going to learn more about what stresses us out. We all
have triggers that can cause anxiety or stress, but they will be different for each person. The
point of this exercise is to have a better awareness of what triggers your anxiety and stress (hand
out Triggers/What Stresses me out? Worksheet/Attachment B).
Give students 5 minutes to complete the worksheet. When everyone is done, ask students
to circle the three triggers on their sheet that are the most stressful for them. On the back of the
worksheet, ask them to rank their top triggers, 1 being the trigger that creates the most anxiety or
stress, and 3 being least.

Discussion Questions:
Was there any importance to this worksheet? What about to ranking your top triggers?
Did anyone learn something new about themselves from this activity?
What did you gain as a result of this activity?
What did you learn about other group members triggers?

Key take-aways: Ask group members to share what they have learned today and what they will
take away from this session.
Check-out using numbers: Ask each group member to express how theyre feeling on a scale of
1-10, 10 being the best. No explanation is required for the check-out.






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Session III: Cognitive Distortions/Irrational Beliefs & Control

Introduction: Welcome back! Thanks everyone for coming today. We are going to go
around the circle and see how everyone is doing this week.
Check-in using a fruit or vegetable: Instruct group members to choose a fruit or vegetable
based on how they feel in that moment and why they chose that fruit or vegetable.
Summary of check-in: Have one group member volunteer to summarize how the group is
collectively feeling.
Bridge Question: Are there any questions/concerns from last week when we created our
stress hierarchies? Has anyone noticed new triggers in the past week?
Explanation of Activity: Cognitive distortions are irrational thoughts that can influence
our emotions. Everyone experiences cognitive distortions to some degree, but in their
more extreme forms, they can be maladaptive. Today, we are going to talk about the
different types of cognitive distortions, identify our own distortions, and try to re-frame
our distortions.
Hand out Cognitive Distortions sheet (Attachment C) and briefly go
through/explain each distortion.
Give students the Countering Anxiety worksheet (Attachment D). Brainstorm
ideas for rational counter statements as a group so that the students know how to
complete the bottom portion. Then give them a few minutes to complete the
bottom on their own.

Discussion Questions:
Which of the anxiety provoking thoughts do you have most often? Were you
aware of it prior to this activity?
How can these cognitive distortions increase anxiety?
Why are these important to know?

Key take-aways: Ask group members to share what they have learned today and what they will
take away from this session.
Check-out using numbers: Ask each group member to express how theyre feeling on a scale of
1-10, 10 being the best. No explanation is required for the check-out.










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Session IV: The Healthy Mind Platter/Mindfulness
Check-in using a song: Instruct group members to choose a song based on how they feel
in that moment and why they chose that song.
Summary of check-in: Have one group member volunteer to summarize how the group is
collectively feeling.
Bridge Question: Any questions or concerns from last weeks session?
Explanation of Activity:

Healthy Mind Platter
Before handing out The Healthy Mind Platter handout (Attachment E),
ask group members what comes to mind when they hear Healthy Mind
Platter
Hand out information sheet and briefly go over the Healthy Mind Platter
concept
Mindfulness Activity: Three Senses

Take a few slow breaths and ask yourself:
What are three things I can hear? (clock on the wall, car going by,
music in the next room, my breath)
What are three things I can see? (this table, that sign, that person
walking by)
What are three things I can feel? (the chair under me, the floor
under my feet, my phone in my pocket)

Discussion Questions:
What areas on your healthy mind platter are lacking time? Are there any areas
you feel youre completely forgetting to include?
Why do you think this concept is important to know?
How did you feel about the Three Senses activity? Can you see yourself using this
ever? When?
Key take-aways: Ask group members to share what they have learned today and what they will
take away from this session.
Check-out using numbers: Ask each group member to express how theyre feeling on a scale of
1-10, 10 being the best. No explanation is required for the check-out.










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Session V: Progressive Muscle Relaxation/Guided Imagery/4-7-8 Breathing

Check-in using a cartoon character: Instruct group members to choose a cartoon
character based on how they feel in that moment and why they chose that cartoon
character.
Summary of check-in: Have one group member volunteer to summarize how the group is
collectively feeling. For the first session, one of the leaders can summarize if members
are hesitant to volunteer.
Bridge Question: How did everyone feel about the meditation session last week? Have
you put anything into practice?
Explanation of Activity: Building on the healthy mindset and mindfulness lessons from
last week to use when you are feeling anxious, we are going to read an article about
healthy mindsets and tips to release anxiety. After the article- how did everyone feel
about reading this? Thoughts/reactions? Does anyone do any of these tips already?

Progressive Muscle Relaxation: http://www.youtube.com/watch?v=HFwCKKa--
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Guided Imagery: http://www.youtube.com/watch?v=pnJpE-mu7WQ
http://www.youtube.com/watch?v=-KGEpHLrxD0

Discussion Questions:
Which coping skill did you like best? Why? Which one did you like the least? Why?
What other ideas can you think of that could be used as a coping strategy?

Key take-aways: Ask group members to share what they have learned today and what they will
take away from this session.
Check-out using numbers: Ask each group member to express how theyre feeling on a scale of
1-10, 10 being the best. No explanation is required for the check-out.
















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Session VI: Conclusion/Final Thoughts

Check-in using an ice cream flavor: Instruct group members to choose an ice cream
flavor based on how they feel in that moment and why they chose that ice cream flavor.
Summary of check-in: Have one group member volunteer to summarize how the group is
collectively feeling.
Bridge Question: Any questions or thoughts from last weeks activity about coping skills?
Did anyone use anything we learned?
Explanation of Activity:
PIZZA PARTY!
Discussion Questions:
Most memorable thing you learned about yourself?
How are you feeling about the group ending?
How are you going to apply what you learned outside of group?
What do you feel you accomplished with this group?
Any other final reflections?

Post-survey: Hand out post-survey (See attachment) and have each group member fill it out.
Check-out using numbers: Ask each group member to express how theyre feeling on a scale of
1-10, 10 being the best. No explanation is required for the check-out.













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Attachment A
Girls Anxiety and Stress Management Group Pre-Survey

Name: _________________________________ Date: ________________

DIRECTIONS: Read through each question carefully and then select the answer that best
describes you.
Never Sometimes Often Always
1. When I begin to feel anxiety/stress- like
symptoms, I can easily calm myself down
1 2 3 4
2. I know what triggers my anxiety/stress 1 2 3 4
3. I believe that I can successfully manage my
anxiety
1 2 3 4
4. I have found a successful coping strategy to
deal with my anxiety/stress
1 2 3 4
5. I know where to seek out resources in school
to cope with my anxiety/stress
1 2 3 4
6. I am able to identify early warning signs that I
may begin to feel anxiety/stress-like symptoms
1 2 3 4
7. I feel that I am able to control my anxiety 1 2 3 4



















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Attachment B
Triggers/What stresses me out? Worksheet

Name: _________________________________ Date: ________________

DIRECTIONS: Read each trigger carefully and then select the anxiety level that best describes you. If something
triggers anxiety/stress for you and it is not on this list, please add it into the space labeled other. If the trigger
listed gives you no anxiety or stress, you may leave the question blank.



Triggers:


Rate Level of
Anxiety

(1-5, with
5 being an
extremely
high level
of anxiety)

Being in public 1 2 3 4 5
Speaking in front of people 1 2 3 4 5
Being hurt or in pain 1 2 3 4 5
Financial or money 1 2 3 4 5
Being alone 1 2 3 4 5
Tests/Quizzes 1 2 3 4 5
Appearance 1 2 3 4 5
Being criticized 1 2 3 4 5
Being sick 1 2 3 4 5
Thinking about the future 1 2 3 4 5
Family 1 2 3 4 5
Failure 1 2 3 4 5
Performing poorly at school or work 1 2 3 4 5
Interacting with peers 1 2 3 4 5
Interacting with a stranger 1 2 3 4 5
Saying something "wrong" 1 2 3 4 5
Making a mistake 1 2 3 4 5
Change 1 2 3 4 5
Other: 1 2 3 4 5
Other: 1 2 3 4 5
Other: 1 2 3 4 5

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Attachment C
Cognitive Distortions

1. All-or-nothing thinking: Thinking in absolutes such as always, never, or every.
Example: I always need to get As, or else I am a failure.

2. Disqualifying the positive: Recognizing only negative aspects of a situation while ignoring
the positive.
Example: Getting an A- on a paper, but only focusing on what you did wrong rather than
what you did to deserve an A!

3. Emotional reasoning: The assumption that emotions reflect the way things really are.
Example: I feel like a bad friend, therefore I must be a bad friend.

4. Jumping to conclusions: Interpreting the meaning of a situation with little or no evidence.
Examples: Mind Reading - He would never go out with me, he must think I am ugly.
Fortune Telling - Expectation that a situation will turn out badly without
adequate evidence.

5. Magnification/Minimization: Exaggerating or minimizing the importance of events. One
might believe their own achievements are unimportant, or that their mistakes are excessively
important.

6. Catastrophizing: Seeing only the worst possible outcomes of a situation

7. Overgeneralization: Making broad interpretations from a single/few events.
Example: I felt embarrassed during my class presentation. I must be awful at speaking
in front of people.

8. Personalization: The believe that one is responsible for events outside of their own control.
Example: My boyfriend is always unhappy. It must be because I dont make him happy
enough.

9. Should Statements: The believe that things should be a certain way.
Example: Since people know me as a happy person, I should always be happy.











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Attachment D
Countering Anxiety

Come up with rational counterstatements for each of the thoughts below as a group. Then, come
up with some of your own most common anxiety producing thoughts and rational
counterstatements.


Anxiety-Producing Thought/Belief Rational Counterstatement
I can't go to the mall with my hair like
this - everyone will notice me
Example: Even though my hair looks a little
messy, most people are going to the mall to
shopso that's what they're thinking about.
Even if they did notice, they probably won't
even care.
I can't make a mistake, or someone will
know I'm not perfect

If I don't ace this test, that must mean I'm
too dumb to be in this class









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Attachment E


Seven daily essential mental activities to optimize brain matter and create
well-being
Focus Time When we closely focus on tasks in a goal-oriented way, we take on
challenges that make deep connections in the brain.
Play Time When we allow ourselves to be spontaneous or creative, playfully enjoying
novel experiences, we help make new connections in the brain.
Connecting
Time
When we connect with other people, ideally in person, and when we take
time to appreciate our connection to the natural world around us, we
activate and reinforce the brain's relational circuitry.
Physical Time When we move our bodies, aerobically if medically possible, we strengthen
the brain in many ways.
Time In When we quietly reflect internally, focusing on sensations, images, feelings
and thoughts, we help to better integrate the brain.
Down Time When we are non-focused, without any specific goal, and let our mind
wander or simply relax, we help the brain recharge.
Sleep Time When we give the brain the rest it needs, we consolidate learning and
recover from the experiences of the day.













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Attachment F

Girls Anxiety and Stress Management Group Post-Survey

Name: _________________________________ Date: ________________

DIRECTIONS: Read through each question carefully and then select the answer that best
describes you.
Never Sometimes Often Always
1. When I begin to feel anxiety/stress- like
symptoms, I can easily calm myself down
1 2 3 4
2. I know what triggers my anxiety/stress 1 2 3 4
3. I believe that I can successfully manage my
anxiety
1 2 3 4
4. I have found a successful coping strategy to
deal with my anxiety/stress
1 2 3 4
5. I know where to seek out resources in school
to cope with my anxiety/stress
1 2 3 4
6. I am able to identify early warning signs that I
may begin to feel anxiety/stress-like symptoms
1 2 3 4
7. I feel that I am able to control my anxiety 1 2 3 4


Not
True
Somewhat
True
Mostly
True
Extremely
true
8. I learned new strategies to help me in times of
anxiety
1 2 3 4
9. Group sessions were a good use of my time 1 2 3 4
10. My group leaders were knowledgeable 1 2 3 4
11. My group leaders were effective
communicators
1 2 3 4
12. I felt comfortable in our group setting 1 2 3 4
13. I will use the skills learned in our group 1 2 3 4
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14. I feel that I am better able to manage my
anxiety/stress
1 2 3 4

15. What was your favorite part of the group?______________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_________________________________________________________________________________

16. If you could change one thing about this anxiety/stress management group, what would you change?
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________
Thank you for your feedback!
































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Consent Form
Girls Anxiety and Stress Management Group

Dear Parents/Guardian/Student,

This anxiety and stress management group offers the opportunity for students to participate in small group
counseling experiences. We will be beginning this years groups on _______. Each group will meet
_____________ for 40 minutes.

Even though the small group counseling experience will have a positive effect on your childs progress,
the immediacy of classroom requirements will take precedence over group participation. The Girls
Anxiety and Stress Management Group is designed to create support for students who are feeling anxious
or overwhelmed. There may be discussion of sensitive subjects such as personal experience with anxiety
and stress.

Please note that participation in the group is completely voluntary and confidentiality will be addressed
and respected. Please sign the form below to indicate your consent (or non-consent). Please include
comments that might be beneficial when working with your daughter. Complete and return the consent
portion to the Guidance and Counseling office no later than __________. You may contact me for more
information at the number below.

Alyx Korn, Counseling Intern
akorn@glenbrook225.org
(847) 272-6400 x2399
- - - - - - - - - - - - - - - - - - - - - cut here and return lower portion - - - - - - - - - - - - - - - - - - - - -
Consent for Participation in: Anxiety and Stress Management Group

Please Return to Ms. Korn in Student Services by: ____________________

__________________________________ _____________________________________
Student Name Student Signature* Date

*Students age eighteen and over may or may not be required to have a parent/guardian signature.

oup.


Parent/Guardian (please print) ____________________ Phone ____________ e-mail ________

__________________________________________________ __________________
Parent/Guardian Signature Date







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Resources

Corovei, A. (2013). 6 tips to release anxiety to feel calm and free. Retrieved from
http://tinybuddha.com/blog/6-tips-release-anxiety-feel-calm-free/
Siegel, D. J., M.D., & Rock, D. (2011). The healthy mind platter. Retrieved from
http://drdansiegel.com/resources/healthy_mind_platter/