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This will be the intro to the Self-Talk activity

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Worry Balloon
Sink, C. A., Edwards, C., & Eppler, C. (2012). School based group counseling. Belmont, CA: Brooks/Cole.

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Positive self-talk cannot be overused in the topic of test anxiety. Lohbeck et al. (2016) find that academic self-concept is the highest predictor of test anxiety in elementary school-aged children. Self-concept, coupled with an interest, improved test anxiety (Lohbeck et al., 2016). Teaching multiple positive affirmation strategies will allow children to find a way to foster positive thoughts and shore-up academic self-perception.

The leader will begin with the short film The Seed. After the video, the leader will facilitate a small discussion about how the seed correlates with positive self-talk. They will also focus on the thunderstorms as the negative self-talk and how they will never be free from challenges or negative feelings. Nevertheless, they will learn to foster faith in themselves to improve their negative feelings surrounding test anxiety.

Reference:

Lohbeck, A., Nitkowski, D., & Petermann, F. (2016). A Control-Value Theory Approach: Relationships Between Academic Self-Concept, Interest, and Test Anxiety in Elementary School Children. Child & Youth Care Forum, 45(6), 887–904. https://doi.org/10.1007/s10566-016-9362-1

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This will be posted in the halls, and sent home to children who are referred by their teachers.

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Stress Relief Box
Unknown. (n.d.). SG Anxiety. Retrieved October 25, 2020, from http://www.elementaryschoolcounseling.org/sg-anxiety.html

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Elementary students in 3rd-5th grades with mixed genders. Each grade will be a group as each grade will have different needs. See Characteristics to Consider section of Padlet

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In the activity, the leader will discuss different positive self-talk statements. The children will stand up when they hear one related to them and remain standing until everyone in the group is standing up. As the students stand up or stay sitting, this visual will allow the leader to visualize who understands the topic and who might need additional support.

The group will break into smaller groups, and each gets a handout of a flower. On each petal, they will write a phrase or sentence that reflects their negative self-talk. Then they will fold the petal down towards the middle of the flower. Once complete, they will then open each petal and write a positive statement that negates the other side of the petal's negative statement.

After each child is complete, they will share their flowers with other members of their group. Verbalizing their setbacks and then following up with a positive creates an altruistic environment as the other group members can understand and support one another while reflecting on themselves (Corey et al., 2018).

Once everyone has completed their review of their flowers, the leader will instruct the children to take the flower with them to use as a reflection piece to calm down and ground them before a test or other anxiety-driven activities. Malchiodi (2020) identifies grounding as an effective therapeutic intervention. It is a sensory-based experience that disrupts the stress or anxiety and allows them to cope with the here and now (Malchiodi, 2020).

References:

Corey, M. S., Corey, G., & Corey, C. (2018). Groups: Process and practice (10th ed.). Belmont, CA: Brooks/Cole.

Malchiodi, C. A. (2020). Trauma and expressive arts therapy: Brain, body, and imagination in the healing process. Guilford Press.

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M&M Game is an opening activity for children that is fun and easy. (Candice, 2013)

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When a student gets a M&M, they share something based on the color as a fun ice breaker with questions that aren't too serious. Although red will have to be changed to "Something at home." This activity should help the group open up with fun facts and a small sugar high.

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The Worry Balloon's purpose is to help the students recognize test anxiety. The leader starts by saying some things that worry or makes them anxious and blows into the balloon. The students are asked or shown what happens if the balloon gets to much air, which would be to explode. The leader uses this demonstration to show what can happen with emotional build up. This leads to a discussion on ways to release the air (stress or anxiety).

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Color by Self Talk for Test Day: Test Anxiety Affirmations

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The color by positive self-talk activity is a coloring sheet where students color corresponding numbers while repeating self-affirmations.
By fostering a less-stressful academic setting, a self-affirmation exercise prior to an assignment or test allows stereotype-threatened students to perform up to their potential. When the exercises are given at targeted times during the school year, such as the first week of classes or the week prior to a high-stakes tests  improvements, such as a better grade or higher test score, can reinforce a more positive academic identity (Borman, Grigg, Rozek, Hanselman, Dewey, 2018).

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Test Taking Strategies Posters for the Classroom

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Purposeful test taking strategies can build confidence and help students show what they know on standardized tests. When you combine best practice instruction with a few purposefully chosen test taking strategies, you will see a difference in test scores and even student attitudes toward tests.

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Anxiety can actually decrease test scores in students because their brains are working hard to calm them down instead of trying to remember what it is that they learned (Roell, 2020).  Calming test taking strategies can build confidence and help students show what they know on tests. This acronym will help students remember to relax and use test-taking strategies.  This can be printed as a poster size and displayed as a reminder for students to see.

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Use this paper craft to teach and practice positive self talk and positive thinking. Kids and young adults will choose positive affirmations and thoughts and then write them on the paper flower craft to practice and refer to, as needed. Developing strong positive thinking and self-talk skills can be an effective coping strategy for a number of challenges, including anxiety, anger, depression, and more.

An educator guide is included, with directions for teaching and following through with the lesson. Students will read a positive self talk worksheet that explains and gives examples of positive self talk. This craft also includes a list of 101 unique positive thoughts and affirmations for kids and young adults to read, practice, and choose from. Blank and several sample paper flower crafts are included.
How to Use
First, the educator will explain and introduce positive self-talk with the student worksheet. Next, students will read, practice, and select their top positive self-talk statements from the list or create their own. They will write those positive statements in the printable. Alternatively, students can use pre-made samples with positive self-talk already listed. After coloring and decorating, students will then cut out their flower craft and fold on the pedals. Let students practice their positive self-talk by opening up their flower craft. Partners and groups can spend time reading each others'. Encourage students to read each others' positive affirmations. This can be a great activity in small groups to discuss strategies and identify how positive self-talk can help.

Best of all, kids can keep their Positive Self-Talk Flower Craft for times when they need extra support. They can use it to help them start the day on a positive note or when they are feeling anxious, stressed, sad, or angry. This is also a great activity to begin the year or complete during testing time to help with confidence and self-esteem.
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Use this paper craft to teach and practice positive self talk and positive thinking. Kids and young adults will choose positive affirmations and thoughts and then write them on the paper flower craft to practice and refer to, as needed. Developing strong positive thinking and self-talk skills can be...

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Donut activity

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Donut Stress is a visual learning tool that can help students reduce their anxiety through breathing exercises. The activity correlates with the journal article titled More Evidence that Math Anxiety is Specific to Math in Young Children: The Correlates of the Math Anxiety Questionnaire for Children. Szczygiet (2020) researched the correlation between mathematical testing and the stress response level in elementary children. They stated that math-induced stress was far greater than any other subject (Szczygiet, 2020). Math is a subject that must be learned and can hinder a child’s progression later on if the foundation of mathematics is not laid correctly. Therefore, children need to be able to cope with the stress of math testing.

Using the Donut Stress activity demonstrates deep breathing and grounding to help the child learn to cope in class before the test. Positive self-talk while breathing will help to create a positive academic self-concept and reduce test anxiety. Bringing donuts at the end will be a physical reminder of the exercise and also be a fun closing to the group.

As the children eat, the group will review the previous lessons and discuss specific ideas that stood out to them that they will take with them after the end of the group. Corey et al. (2018) identify that the main task for leaders is to assist the members in reflecting on the cognitive behavior changes that have happened while in the group and allow them to understand that they are now in control to utilize these new ideas and behaviors (Corey et al., 2018).

References:

Corey, M. S., Corey, G., & Corey, C. (2018). Groups: Process and practice (10th ed.). Belmont, CA: Brooks/Cole.

Szczygieł, M. (2020). More Evidence that Math Anxiety is Specific to Math in Young Children: The Correlates of the Math Anxiety Questionnaire for Children (MAQC). International Electronic Journal of Elementary Education, 12(5), 429–438. https://doi.org/10.26822/iejee.2020562133

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Coggle Link

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"Donut" Stress

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Amazingly Simple Graphic Design Software - Canva

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Amazingly Simple Graphic Design Software - Canva

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Padlet Link

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Assessment

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Web survey powered by SurveyMonkey.com. Create your own online survey now with SurveyMonkey's expert certified FREE templates.

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Where & When:
The group will meet in the teacher/administration conference room every Thursday at 1:30pm for eight weeks. Each session will last 30-40 minuets. The group will begin on September 13, 2021.
What & Who:
The group will be a closed group with eight members. The members will include a mixture of boys and girls within the grades 3rd-5th. There will be a total of 3 groups and will be split amongst grades. These groups will run consecutively starting with 3rd grade. This will allow for greater group cohesiveness.
Details:
All participants must have a parental permission slip signed by a parent before September 1, 2021 in order to participate. A copy of the permission form has been attached to this padlet.

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Creating a stress relief box is a great follow up to the worry balloon because now that the students can recognize test anxiety, they will begin to understand test anxiety and have a resource to help them going forward. The students first create a box and decorate it in a way that makes them happy. Then, aspects of test anxiety and various counters are discussed and added to the box for the student to have when it is needed.

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American School Counselor Association. (2016). ASCA ethical standards for school counselors. Retrieved from https://www.schoolcounselor.org/asca/media/ethics/ethicalstandards2016.pdf

Bing (n.d) [Relax test taking strategies] Retrieved October 28, 2020  https://www.bing.com/search?q=relax+test+taking+strageties&cvid=6b2c4b1ffeeb48a39dae9b810bb176bc&FORM=ANAB01&DAF1=1&PC=HCTS

Borman, G. D., Grigg, J., Rozek, C. S., Hanselman, P., & Dewey, N. A. (2018). Self-Affirmation Effects Are Produced by School Context, Student Engagement With the Intervention, and Time: Lessons From a District-Wide Implementation. Psychological Science, 29(11), 1773–1784. https://doi.org/10.1177/0956797618784016

Chavasee, J. (2019, February 14). Youtube. Retrieved November 01, 2020, from https://www.youtube.com/watch?v=QeXsSatm2F4&feature=emb_logo

Candice. (2013, July 23). Get to Know Your Group with the M and M game. Retrieved October 24, 2020, from https://www.shescraftycrafty.com/2013/07/get-to-know-you-games.html?m=1

Corey, M. S., Corey, G., & Corey, C. (2018). Groups: Process and practice (10th ed.). Belmont, CA: Brooks/Cole.

Donut Stress Closing Activity:
Powers Pye, Keri. (2020). Donut stress [Photograph]. Pinterest. https://www.pinterest.com/pin/631137335284740351/

Google (n.d.) [Elementary School Pupils Boy and Girl]. Retrieved November 1, 2020 https://images.app.goo.gl/dFrk3hPwjsXSxCfL7

Lohbeck, A., Nitkowski, D., & Petermann, F. (2016). A Control-Value Theory Approach: Relationships Between Academic Self-Concept, Interest, and Test Anxiety in Elementary School Children. Child & Youth Care Forum, 45(6), 887–904. https://doi.org/10.1007/s10566-016-9362-1

Malchiodi, C. A. (2020). Trauma and expressive arts therapy: Brain, body, and imagination in the healing process. Guilford Press.

Matthews, A. (2017, August 23). The Seed. [Video]. https://youtu.be/sVPYIRF9RCQ

Positive Self-Talk Flower Craft (n.d.). https://www.teacherspayteachers.com/Product/Positive-Self-Talk-Flower-Craft-3133134?utm_source=www.thepathway2success.com&utm_campaign=25%20Ways%20to%20Integrate%20SEL

Roell, K. (2020)  5 things to do the day of the test.  Retrieved October 28, 2020. From https://www.thoughtco.com/things-to-do-the-day-of-test-3212077#:~:text=Allowing%20yourself%20to%20get%20anxious%20about%20your%20exam,just%20fine%20if%20you%20have%20prepared%20yourself.%2004

Sink, C. A., Edwards, C., & Eppler, C. (2012). School based group counseling. Belmont, CA: Brooks/Cole.

Szczygieł, M. (2020). More Evidence that Math Anxiety is Specific to Math in Young Children: The Correlates of the Math Anxiety Questionnaire for Children (MAQC). International Electronic Journal of Elementary Education, 12(5), 429–438. https://doi.org/10.26822/iejee.2020562133

Unknown. (n.d.). SG Anxiety. Retrieved October 25, 2020, from http://www.elementaryschoolcounseling.org/sg-anxiety.html

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There are two main points to think about when forming a group for small group counseling. The first is gender. Is it better to have gender-specific groups or mixed gender? Sink et al. (2012) find that the group topic might help decide if it should be gender-specific or mixed gender. Often, they find that there is less distraction in gender-specific groups. In the subject of math, Szczygiet (2020) states that girls also tend to have more math anxiety than boys in elementary (Szczygiet, 2020). Boys and girls tend to process different subjects differently, as well. Lohbeck et al. (2016) identified girls as having a higher risk of test anxiety than boys. Boys are prone to verbal intelligence, agreeableness, and more vital self-discipline (Lohbeck et al., 2016). However, all journals find that group cohesiveness, trust, and mutual belonging are far more critical than focusing on gender (Sink et al., 2012).

The second consideration is the age range. The developmental stages of elementary-age children vary greatly. Therefore, it is crucial to focus on age or grade when creating the groups as each grade will have different insights and needs. Szczygiet (2020) finds that children from grades 1-3 do not have math experiences to draw from and, therefore, do not have any pre-conceived ideas about math and their academic self-concept. Therefore, it is important to note that it is 4th grade and higher where the math anxiety is confirmed (Szczygiet, 2020).

References:

Lohbeck, A., Nitkowski, D., & Petermann, F. (2016). A Control-Value Theory Approach: Relationships Between Academic Self-Concept, Interest, and Test Anxiety in Elementary School Children. Child & Youth Care Forum, 45(6), 887–904. https://doi.org/10.1007/s10566-016-9362-1

Sink, C. A., Edwards, C., & Eppler, C. (2012). School-based group counseling. Belmont, CA: Brooks/Cole.

Szczygieł, M. (2020). More Evidence that Math Anxiety is Specific to Math in Young Children: The Correlates of the Math Anxiety Questionnaire for Children (MAQC). International Electronic Journal of Elementary Education, 12(5), 429–438. https://doi.org/10.26822/iejee.2020562133

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By completing a needs assessment with the teachers, it is crucial to screen and identify who will make the best candidates for the group. Corey et al. (2018) state as a legal consideration it is important for the counselor to give the possible group members all of the information so they can make the best-informed decision whether to join the group (Corey et al., 2018). It is also important to obtain a signed legal consent from parents for students to participate. Corey et al. (2018) also describe other legal considerations which holds the counselor responsible for working within their scope of knowledge and to use best practices while conducting the group (Corey et al., 2018).

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Make sure students information is kept confidential. In the ASCA ethical standards it states that counselors must adhere to the best privacy practices with each group member. It also states that students in small counseling groups need to be aware of confidentiality within the group (ASCA, 2016).

Do no harm or shame with test scores. The ASCA (2016) states that counselors need to create a safe environment and strive to do no harm (ASCA, 2016). This would come about by revealing poor test scores or grades within the group. This should be avoided at all costs.

Counselors need to contribute to a nondiscriminatory environment within the school and small counseling groups (ASCA, 2016). This means that all students should be able to join if the needs assessments from the teachers state that they have a need to attend. Diversity should be part of the selection process.