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This group counseling plan was created for students in 4th through 6th grades who struggle with severe test anxiety.  The purpose of this group is to teach those suffering from such anxiety techniques needed in order to identify the triggers of worry, stress, and anxiety, develop coping mechanisms, and change mindsets.

Students were chosen to participate in the Worry Smashers group counseling sessions through teacher survey, observation, and tests/grades data analysis. The students chosen suffer not just from mild anxiety but from chronic and debilitating test anxiety, and teachers are concerned that they may not pass the STAAR tests even though each student has proven their abilities in the classroom and during the nine-week grading periods.

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Advertising for the small group counseling plan addressing 'Worry Smashers: Chronic Test Anxiety' is somewhat different than other group plans because data is being used to select members of the group. For all topics, teachers are given access to a google form titled, 'Teacher Survey of Student Group Counseling Needs' and will be required to fill out this form once every nine weeks during faculty meetings.  They may, however, submit the form as often as issues arise in which they believe group counseling would be of help.  The purpose of this form is to guide the counselor in addressing current issues via small group counseling plans.  As issues are submitted and a 'topic of the six weeks' is chosen, flyers will be placed around the school and students will be given the opportunity to sign up to participate in the small group counseling sessions being offered.  Teachers and administrators will also receive an email with information about the topic in order to encourage student participation.  As far as test anxiety is concerned, students may sign up for small group counseling, but the participants of the small group counseling plan addressing chronic test anxiety will be determined by the teachers and the counselor after analyzing tests and nine weeks grades data.  General test anxiety (or nervousness) is addressed in the classroom via the large group guidance program.  All small group counseling topics and general overview will be placed on the counselor's website for parent viewing.

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After selecting members of the group, a letter will be sent home to parents/guardians explaining the purpose, implementation, expectations, and desired results of the group sessions.  A consent form, which must be signed and returned, will also be included in the letter.  During the pre-group individual interviews, selectees will sign a 'student assent to participate' form to be kept on file.  Groups will consist of no more than six members.

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SCHOOL GROUP COUNSELING INFORMED CONSENT

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Students identified by teacher survey, teacher observation, and teacher/counselor data meetings will be called in to meet with the counselor individually.  Upon explaining the purpose, implementation, expectations, and desired results of the group plan to the student, an agreement to participate and parental informed consent will be acquired before the program start date.  Students who express the desire to participate but have not been identified by the teachers and counselor will be put in a group (after being assessed by the counselor) that will also focus on test anxiety but sessions will be less intensive and last fewer weeks.

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Ethical requirements outlined in the ASCA School Counselor Professional Standards & Competencies and those specifically related to the "Worry Smashers' small group counseling plan are as follows:

B-PF 3. Apply legal and ethical principles of the school counseling profession
b. Adhere to the legal responsibilities of the role of the school counselor including the unique legal and ethical principles of working with minor students in a school setting
c. Adhere to the ethical and statutory limits of confidentiality

Additionally, the ACA Code of Ethics state the responsibility of the school counselor is to secure/provide:
A.2. Informed Consent in the Counseling Relationship:
a. Clients have the freedom to choose whether to enter into or remain in a counseling relationship and need adequate information about the counseling process and the counselor.
Counselors have an obligation to review in writing and verbally with clients the rights and responsibilities of both counselors and clients.
A.7. Roles and Relationships at Individual, Group, Institutional, and Societal Levels:
a. When appropriate, counselors advocate at individual, group, institutional, and societal levels to address potential barriers and obstacles (worry - test anxiety) that inhibit access and/or the growth and development of clients.
A.9. Group Work:
a. Screening: Counselors screen prospective group
counseling/therapy participants. To the extent possible, counselors select members whose needs and goals are
compatible with the goals of the group, who will not impede the group process, and whose well-being will not be jeopardized by the group experience.
B.1. Respecting Client Rights:
c. Counselors protect the confidential information (test grades) of prospective and current clients. Counselors disclose information only with appropriate consent or with sound legal or ethical justification.

These above requirements are just a few of many that could be applied and relevant to the 'Worry Smashers' small group counseling plan.

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Sec. 33.005. (b) (2) of the Education Code states that the counselor shall design a comprehensive school counseling program to include "a responsive services component to intervene on behalf of any student whose immediate personal concerns or problems put the student's continued educational, career, personal, or social development at risk", and this is directly related to the small group counseling plan addressing 'worry'.  Also related is Sec. 33.006. (b) (3) in that the school counselor should "consult with school staff, parents, and other community members  to help them increase the effectiveness of student education and promote student success."  In meeting with the 4th grade teachers to identify those suffering with chronic test anxiety and seeking parent permission for students to participate, the counselor is fulfilling this directive with the "Worry Smashers" program.  The fact that the screening process itself seeks assistance from teachers to "interpret standardized test results and other assessment data that help a student make educational plans [goals]" satisfies Sec. 33.006. (b) (5).

Also, the Texas Administrative Code Rule 239.15 (c) (3) states that the school counselor must "counsel individuals and small groups using appropriate counseling theories and techniques in response to students' needs".  This and other requirements accomplished in the "Worry Smashers' program are outlined in The Texas Model for Comprehensive School Counseling Programs.

In addition to the requirements above, ASCA outlines School Counselor Professional Standards & Competencies and those specifically related to the "Worry Smashers' small group counseling plan and are as follows:

B-PF 1. Apply developmental, learning, counseling and education theories
B-SS 1. Design and implement instruction aligned to ASCA in large-group, classroom, small-group, and individual settings
B-SS 3. Provide short-term counseling in small-group and individual settings
B-SS 6. Collaborate with families, teachers, administrators, other school staff and education stakeholders for student achievement and success
B-PA 2. Identify gaps in achievement, attendance, discipline, opportunity and resources

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(a) School Counselor Certificate Standards. The knowledge and skills identified in this section must be used by an educator preparation program in the development of curricula and coursework and by the State Board for Educator Certification as the basis for developing the examination required to obtain the School Counselor Certificate. The standards also serve as the foundation for the professional growth plan and continuing professional education activities required by §239.25 of this title (relating to Requirements to Renew the Standard School Counselor Certificate). (b) Standard I. Learner-Centered Knowledge: The certified school counselor has a broad knowledge base. The certified school counselor must know and understand: (1) the history and philosophy of counseling; (2) counseling and consultation theories and practices; (3) career development theories and practices; (4) the roles and responsibilities of a comprehensive school counseling program that emphasizes college and career readiness and postsecondary options for all students, including college admissions, college financial aid resources, application procedures, and workforce and career opportunities; (5) assessment principles and procedures, including the appropriate use of tests, test interpretation, and test results; (6) changing societal trends, including demographic, economic, and technological tendencies, and their relevance to school counseling; (7) environmental, social, and cultural factors that affect learners' development and the relevance of those factors to educational, career, personal, and social development, along with comprehensive school counseling programs; (8) learners' developmental characteristics and needs and their relevance to educational and career choices; (9) legal and ethical standards, practices, and issues and the importance of commitment to and implementation of ethical principles; (10) the characteristics and educational needs of special populations; (11) techniques and behavioral interventions to assist teachers with classroom management; (12) the integration of a school counseling program, the Texas College and Career Readiness Standards, and academic curricula; (13) the roles and responsibilities of a comprehensive school counseling program that is responsive to all students; (14) counseling-related research techniques and practices; (15) developing and teaching best practices on leadership skills; (16) how cultural factors and group membership impact individual students; (17) the comprehensive school counseling program model; (18) how to utilize various forms of technology and how inappropriate use could be professionally and personally harmful; and (19) an understanding of systems, including family dynamics and school environments. (c) Standard II. Learner-Centered Skills: The certified school counselor applies the knowledge base to promote the educational, personal, social, and career development of the learner as outlined in The Texas Model for Comprehensive School Counseling Programs. The certified school counselor must: (1) develop processes and procedures for planning, designing, implementing, and evaluating The Texas Model for Comprehensive School Counseling Programs; (2) provide a proactive, comprehensive, developmental school counseling program based on the needs of students, as set forth in The Texas Model for Comprehensive School Counseling Programs; (3) counsel individuals and small groups using appropriate counseling theories and techniques in response to students' needs; (4) consult with parents/guardians, teachers, administrators, and other individuals as appropriate to enhance his or her work with students; (5) coordinate resources, referrals, and follow-up procedures for students within the school and community; (6) demonstrate proficiency in teaching small and large groups by actively engaging students in the learning process; (7) participate in the selection, use, and interpretation of assessments and assessment results; (8) use multiple sets of information and data to make decisions about students, programs, and services; (9) use counseling-related research techniques and evidence-based practices to address student needs; (10) advocate for a comprehensive school counseling program that is responsive to all students; (11) facilitate learners' ability to achieve their potential by helping them set and attain challenging educational, career, personal, and social goals based on various types of information; (12) maintain proficiency in counseling and campus-related technology; and (13) use varied sources of information, resources, and practices to counsel students about postsecondary opportunities and college and career readiness. (d) Standard III. Learner-Centered Process: The certified school counselor participates in the development, monitoring, revision, and evaluation of a campus based on The Texas Model for Comprehensive School Counseling Programs that promotes learners' knowledge, skills, motivation, and personal growth. The certified school counselor must: (1) collaborate with others in the school and community to implement a guidance curriculum that promotes learners' development in all domains, including cognitive, social, and emotional areas; (2) facilitate learners' ability to achieve their potential by helping them set and attain challenging educational, career, personal, and social goals based on various types of information; (3) use both preventive and intervening strategies to address the concerns of learners and to help them clarify problems and situations, set goals, explore options, and implement change; (4) implement effective referral procedures to facilitate the use of special programs and services; (5) act as a consultant to help learners achieve success inside and outside of school; (6) advocate for a comprehensive school counseling program and recognize the required time commitment to fully apply the program implementation cycle; (7) create a program mission, goal, and services in alignment with the school mission and campus improvement plan; (8) create and disseminate literature or newsletters to all stakeholders that describe the comprehensive school counseling program and reduce negative stigmas associated with receiving counseling services in a school-based program; (9) establish an advisory council or board with membership of all stakeholders (student, parent, teacher, administrator, community member, other personnel, and support specialists); (10) increase public relations and awareness through community outreach, such as fundraising, grant writing, donations, volunteerism, local businesses, and use of public or guest speakers; (11) provide school-wide professional development and parent workshops throughout the school year; (12) support participation in fair-share responsibilities versus non-counseling related duties; (13) know district, state, and federal initiatives that are to be reflected in a comprehensive school counseling program; and (14) develop practices to promote learners' knowledge about college and career readiness processes necessary to pursue postsecondary opportunities. (e) Standard IV. Learner-Centered Equity and Excellence for All Learners: The certified school counselor promotes academic success for all learners by acknowledging, respecting, and responding to diversity while building on similarities that bond all people. The certified school counselor must: (1) understand learner differences, including those related to cultural background, gender, race, ethnicity, socio-economic levels, academic ability, and learning styles, and know ways to create and maintain a positive school environment that is responsive to all learners; (2) advocate for a school environment in which diversity is acknowledged and respected, resulting in positive interactions across all cultures, genders, ethnicities, and learning styles; (3) facilitate learning and achievement for all students to ensure services that cover an array of exceptionalities, including special populations, by promoting a cooperative, inclusive, purposeful learning environment; (4) take a positive, strength-based approach that builds on commonalities versus differences in all learners; (5) understand how environment and behavior may impact or influence individual learners; (6) ensure equitable access to programs and services for all students; (7) understand how family values, group membership, and culture intersect; (8) acknowledge learners' gifts, strengths, and extracurricular talents when considering programs and services; (9) increase students' awareness and include their voices regarding educational and individualized plans; and (10) ensure equitable access and exposure to postsecondary opportunities and college and career readiness information and resources for students and parents/guardians. (f) Standard V. Learner-Centered Communications: The certified school counselor, an advocate for all students and the school, demonstrates effective professional and interpersonal communication skills. The certified school counselor must: (1) demonstrate effective communication through oral, written, and nonverbal expression; (2) use knowledge of group dynamics and productive group interaction; (3) support responsive interventions by effectively communicating with parents/guardians, teachers, administrators, and community members; (4) facilitate learners' access to community resources; (5) develop and implement strategies for effective internal and external communications; (6) facilitate parent/guardian involvement in their children's education; (7) develop partnerships with parents/guardians, businesses, and other groups in the community to facilitate learning; (8) work effectively as a team member to promote positive change for individuals, groups, and the school community; (9) take a positive, strength-based approach that verbalizes commonalities versus differences in all learners; (10) effectively communicate his or her role and responsibility and counselor identity to all stakeholders to reduce confusion about the duties of a school counselor; (11) adhere to best practices connected to ethical and legal considerations around appropriate use of technology and email, documentation, record keeping, privileged communication, and informed consent process; and (12) facilitate access to and use of school and community information and resources related to postsecondary opportunities and college and career readiness by learners, parents/guardians, teachers, administrators, and community members. (g) Standard VI. Learner-Centered Professional Development: The certified school counselor continues professional development, demonstrating a commitment to learn, to improve the profession, and to model professional ethics and personal integrity. The certified school counselor must: (1) use reflection, self-assessment, and interactions with colleagues to promote personal professional development; (2) use counseling-related research techniques and practices as well as technology and other resources to facilitate continued professional growth; (3) strive toward the highest level of professionalism by adhering to and modeling professional, ethical, and legal standards; (4) apply research-based practice to improve the school guidance and counseling program; (5) engage in ongoing professional development to improve the school guidance and counseling program; and (6) engage in continued professional development experiences to learn and apply concepts, skills, and practices related to increasing college and career readiness and promoting postsecondary opportunities and preparation for all learners.

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(a) School Counselor Certificate Standards. The knowledge and skills identified in this section must be used by an educator preparation program in the development of curricula and coursework and by the State Board for Educator Certification as the basis for developing the examination required to obtain the School Counselor Certificate.

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The Worry Smashers is a homogeneous group in that participants have similar issues and characteristics concerning test anxiety.  The group is structured in nature and will focus on identifying triggers and physical symptoms of stress and anxiety, and developing coping skills and positive mindsets concerning, specifically, test anxiety.

Stage 1 - The objective is to create an environment of trust, safety, and connection. After a quick pre-survey, participants will begin by creating a crest/shield with personal characteristics for the purpose of introducing oneself.  The group will then collaborate and, with help from the counselor, establish rules and norms other than those listed on the student assent form.  The counselor will be sure to explain the expectations for group confidentiality in order to promote a safe environment. Other stage 1 activities such as "Roll & Respond" will be played to promote sharing and belonging and to get better acquainted.

Stage 2 -  The counselor will quickly and continually review the rules and limits of confidentiality at the beginning of each session for the purpose of reiterating trust and safety.  Many activities and games will take place throughout sessions two through five which will require the group to collaborate in order to accomplish group and individual goals.   One example is when the group will be instructed to work together on identifying the physical effects of worry.  These and other such activities will be accomplished via group effort with the goal of continuing to build trust, cohesiveness, productivity, and participation.  The counselor will check in with students individually between sessions during a visit in the counseling center.

Stage 3 -   In the closing session, group members will reflect on individual and group feelings toward test anxiety.  They will recall specific methods and skills gained in order to prepare for tests, and ways of changing negative mindsets.  They will also identify those who will support them with an encouraging word or voice of reason when facing their fears.  Finally, in a symbolic effort to rid themselves of worry, the group will 'smash' (and crumple) their 'worry monsters.'

The counselor will call group members in individually before the next major test to recap information learned and offer support and encouragement.  A follow up meeting will be held with 4th grade teachers to analyze pre and post session test data to determine the success of the program.

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The following Mindset standards will be developed and met through participation in this group:
M3. Positive attitude toward work and learning
M4. Self-confidence in ability to succeed
M5. Belief in using abilities to their fullest to achieve high-quality results and outcomes

The following Behavior standards will be developed and met through participation in this group:
B-SMS 6. Ability to identify and overcome barriers
B-SMS 7. Effective coping skills

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In addressing the topic of Anxiety, and specifically, Test Anxiety, several of Yalom's Curative Factors would apply.

Instillation of Hope - It is the goal of the counselor to give participants the knowledge, methods, and techniques throughout the group sessions to instill faith that he/she will be successful in conquering fears.

Universality - it is absolutely important for anyone dealing with an issue(s) to know and understand that they are not alone.  One can feel comforted and even empowered knowing that there are others who have dealt with the same or similar problem and have found ways of coping.

Direct Advice - As group sessions progress, members will have opportunities to experiment with learned strategies and might also develop coping methods on their own.  Sharing what they have discovered works in combatting anxiety during group sessions is another way of learning to handle this problem.

In time, other factors could possibly develop and become present in group sessions. For example, in the above explanation of Direct Advice, Altruism could present itself in that the one sharing suggestions on what he/she has found to work in lessening worry might develop a feeling of usefulness and focus more on helping others which could lead to a lesser focus on oneself.

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This form helps to guide the counselor in the creation of small group counseling plans in response to issues that are currently affecting students according to teachers.

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The following rules will be included on the student assent to participate form which must be signed prior to the group start date:
1. Respect yourself, the counselor and other group members
2. Maintain confidentiality
3. Share if you want and only what you want

Additional rules will be discussed and added during the first session.  The attached form will be used as a guide in our discussion. All rules will be written on a large poster board that everyone will sign in agreement and will be displayed for the duration of group sessions.

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American Counseling Association (2014). 2014 ACA code of ethics. Retreived from https://www.counseling.org/resources/aca-code-of-ethics.pdf

American School Counselor Association (2021). ASCA
Student Standards; Mindsets and Behaviors for Student Success. Alexandria, VA: Author.

American School Counselor Association (2019). ASCA School
Counselor Professional Standards & Competencies. Alexandria, VA: Author.

Cherry, K. (2021, August 11). What are prominent leadership styles and frameworks you should know? Verywell Mind. Retrieved April 20, 2022, from https://www.verywellmind.com/leadership-styles-2795312

Missouri Professional School Counselors and Counselor Educators. (2015). Professional school counselor small group counseling guide: A professional school counselor’s guide to planning, implementing, and evaluating school-based counseling groups. Retrieved from http://www.missouricareereducation.org/doc/smallgroup/SmallGroupCounseling.pdf

Yalom ID. (1995). The theory and practice of group psychotherapy (4th ed.). Basic Books.

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One of the main objectives of the counselor in addressing worry is to help group members understand he/she is not alone in the way that they feel and in their experiences with test anxiety.  For this reason, a participatory leadership style will best benefit the 'Worry Smashers'.  Most activities in the various group sessions require participation and sharing, and it is the counselor's job to offer guidance to the group while allowing input from group members. This "tends to make followers feel like they are an important part of the team" and in turn, "helps foster commitment to the goals of the group" as stated by Kendra Cherry (2021).  She also notes that "group members feel engaged in the process and are more motivated and creative", and all of these attributes of the participative leadership style would benefit the 'Worry Smashers' small group plan.