To view the special project presentation, please click here.
Introduction: During my practicum at Collegedale Church Counseling Center, I also had the opportunity to work at the Collegedale Academy schools. After meeting with my field instructor and the guidance counselor from Collegedale Academy, we formulated a stress management program for all freshman students. The therapeutic group program is called CASMP, (Collegedale Academy Stress Management Program). The program’s location is at Collegedale Academy and consists of five 30 minutes sessions.
What social issue has been addressed and why?
The social issue that was addressed was bringing awareness and psycho-education on mental health. Due to the needs assessment survey of freshman students, the majority reported a need in learning how to manage their stress. Research reports teenagers have higher levels of stress than adults and can lead to anxiety and depression. Therefore, when students learn about how to manage their stress, it increases social skills, academic performance, and builds self-esteem.
Describe the social issue in the community/agency context
Within the Collegedale community, it is known to be a tranquil and neighbor friendly community. However, everyone experiences stress one time or another. People have stress about relationships, fiances, education, health or traumatic events.
How significant was that issue? Implications? People affected?
Stress has short-term and long-term effects. The earlier children and adolescents learn about managing their mental health, the better quality of life they will have.
Who initiated the project? Sponsors?
My field instructor, Collegedale Academy guidance counselor and myself formulated CASMP.
What interventions have been designed?
The sessions for the stress management program consisted of visual aids, discussions, activities, and self-reflection by writing. The theories utilized in teaching the lessons are Cognitive Behavior Therapy and Social Learning Theory.
Mission, goals, intervention tools, theoretical perspectives, review of literature
Mission: The mission for CASMP is to provide stress awareness, psycho-education, and encourage students to apply healthy coping skills in their lives.
Goals: One goal for the students is to improve decision-making to minimize their stress. The second goal is to increase time management skills. Another goal is to the Biblical perspective on stress.
Intervention tools: Pre-test, post-test, assessments, self-care plans, handouts, and visual aids are methods of intervention.
Theoretical perspectives: Cognitive Behavior Therapy and Social Learning Theory are incorporated into the sessions.
Review of literature: Each lesson for the five sessions have literature reviews for the topic being presented.
What were some of the results achieved?
Due to COVID-19, the program was not implemented. There are no results. There are no plans to implement, due to the social distancing of the pandemic and school plans are still in the process for the upcoming school year.
Conclusions
Limitations for implementing the project (examples: time, financial resources, human resources, etc.).
A limitation that was presented was the allotted time for the group sessions. The program would have shared the time period of Bible class.
What could have been done better?
Due to COVID-19, the program was not implemented. Therefore, an evaluation was not completed.
What were some unexpected outcomes?
Due to COVID-19, the program was not implemented.
Social Work Competencies
Competency 1: Demonstrate ethical and professional behavior.
In formulating the special project, I had meetings with my field instructor, director of field education, and field liaison. I utilized evidenced-based research and information on developing the program’s curriculum. The documents and presentation professionally demonstrate oral and written skills.
Competency 2: Engage diversity and difference in practice.
Prior to the COVID-19 pandemic, I had the opportunity to introduce myself and engage in the classroom of diverse students. As the special project would have been implemented in a high school setting, I would have been engaging more with students from diverse backgrounds, socioeconomic status, color, and gender.
Competency 3: Advance human rights and social, economic, and environmental justice.
In collaborating with Collegedale Academy, the special project provides the opportunity to bring more awareness of the importance of mental health for students through stress management.
The program encourages students to manage their mental health through various skills, which are needed to grow through the impact of stressors of life.
Competency 4: Engage in practice-informed research and research-informed practice.
I gained more understanding and knowledge on how to effectively teach high school students through research. I implemented evidenced-based interventions on managing stress into the curriculum. I researched the biological, psychological, and emotional short-term and long term effects of stress in order to educate students on mental health.
Competency 5: Engage in policy practice.
In developing the stress management program, I created the policy for participation. All students must be respectful and no discrimination. All students are informed of confidentiality and the exceptions.
Competency 6: Engage with individuals, families, groups, organizations, and communities.
Prior to the COVID-19 pandemic, I engaged with the students when I introduced myself and the program. I encouraged every student to share an event that they’re looking forward to or favorite food. With the program, I would have engaged more with the students through activities and discussions.
Competency 7: Assess with individuals, families, groups, organizations, and communities.
I conducted a needs assessment with all the freshman students at Collegedale Academy by providing a questionnaire survey. With the survey results, it indicated students were having a hard time managing and coping with stressors. Therefore, the stress management program was created.
Competency 8: Intervene with individuals, families, groups, organizations, and communities.
The structure of the stress management program consists of discussions, visual aids and activities with Cognitive Behavior Therapy and the Social Learning Theory frameworks.
Competency 9: Evaluate individuals, families, groups, organizations, and communities.
Due to the development of the stress management program, I created a pre-test and post-test forms for students to complete. These tools will provide evidence of the program’s effectiveness in meeting the students needs and program objectives. In addition, I created an evaluation form for students to share their feedback.