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This group is designed for high school students experiencing significant anxiety related to testing situations. The group will focus on helping students identify their anxiety triggers, learn relaxation and cognitive-behavioral techniques to manage anxiety, and develop effective test-taking strategies. The group will meet once a week for six sessions, using a combination of psychoeducation, mindfulness exercises, and peer support to address the emotional and behavioral aspects of testing anxiety" (American School Counselor Association [ASCA], 2019).

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Mindsets:

M 2 – Self-confidence in the ability to succeed.

M 6 – Positive attitude toward work and learning.

Behaviors:

B-SMS 5 – Demonstrate perseverance to achieve long- and short-term goals.

B-SMS 7 – Demonstrate effective coping skills when faced with a problem.

B-LS 4 – Apply self-motivation and self-direction to learning (ASCA, 2019).

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Dissemination Strategies:

For Students: Announcements during homeroom, flyers posted in hallways, classroom information sessions, and posts on the school’s online platform.

For Parents: Information sent through the school's parent portal, newsletters, and parent-teacher conferences.

For Teachers and Counselors: Information provided during staff meetings, in faculty mailboxes, and via emails.

For Administrators: Include details in weekly administrative meetings and school board updates.

Explanation:

These dissemination strategies aim to ensure that all stakeholders are informed about the group, its purpose, and how to enroll. By utilizing multiple communication channels, the information will reach a broad audience effectively (ASCA, 2019).

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Informing Participants:

Students will be informed about the group via flyers, morning announcements, and emails to their school accounts. An introductory session will also be conducted to provide more information (ASCA, 2019).

Assessing Readiness:

A brief pre-group survey will assess participants' level of anxiety, willingness to participate, and their specific goals for joining the group. Individual interviews with interested students will follow to determine their readiness and fit for the group (Corey et al., 2018).

Screening Process:

Screening will be conducted individually to provide a safe space for students to express their concerns and ask questions. This will also help in building initial rapport and trust (Corey et al., 2018).

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Informed Consent Process:

We will follow the school’s policy on informed consent. Consent forms will be sent to parents/guardians of all participants, and student assent will be sought to ensure they understand the group’s purpose and agree to participate voluntarily (American Counseling Association [ACA], 2014).

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Ground Rules and Guidelines:

Ground rules will include confidentiality (within legal limits), respect for all members, active listening, no judgmental language, and equal opportunity for all to participate (Yalom & Leszcz, 2005).

Utilization Plan:

These rules will be discussed during the first session, allowing members to suggest additional rules or modifications to encourage ownership and adherence. Emphasis will be placed on the importance of confidentiality, though it cannot be guaranteed (Yalom & Leszcz, 2005).

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Stage 1: Building Trust and Relationships:

In the initial sessions, icebreaker activities and trust-building exercises will help members become comfortable with one another. I will establish group norms by explaining the importance of confidentiality, respect, and supportive behavior (Corey et al., 2018).

Stage 2: Maintaining Cohesion and Productivity:

To maintain cohesion, I will facilitate activities that encourage collaboration and sharing of experiences, such as role-playing and group discussions. Progress will be monitored through weekly reflections and feedback forms to ensure alignment with the group's objectives (Yalom & Leszcz, 2005).

Stage 3: Group Closure:

During the final session, I will facilitate a reflective activity where members can share their learnings and feelings about the group ending. We will discuss strategies to continue applying what they have learned outside of the group, and I will reinforce the importance of maintaining confidentiality even after the group concludes (Corey et al., 2018).

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Potential Leadership Style:

I will use a democratic and facilitative leadership style to promote active participation, encourage sharing, and build trust among members (Gladding, 2016).

Justification:

This approach is well-suited for high school students, as it helps create a supportive environment where members feel heard, valued, and motivated to engage actively in their own growth (Gladding, 2016).

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Therapeutic Factors to Observe:

Instillation of Hope: Students may gain hope by hearing from peers who have successfully managed their anxiety, encouraging them to believe they can do the same (Yalom & Leszcz, 2005).

Universality: Members will likely feel less isolated by recognizing that others share similar struggles with testing anxiety (Yalom & Leszcz, 2005).

Imparting Information: Members will learn new techniques for managing anxiety and effective test-taking strategies through group discussions and activities (Yalom & Leszcz, 2005).

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Requirement:

Confidentiality: Adhering to the ASCA Ethical Standards, counselors must maintain confidentiality regarding student disclosures in the group, except in cases where there is a risk of harm (ASCA, 2016).

Explanation:

This requirement ensures a safe space for students to share openly, knowing that their privacy is protected, which is essential for building trust and encouraging honest communication (ASCA, 2016).

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Requirement:

Informed Consent: According to state law and district policy, informed consent from parents and assent from students must be obtained before participation in group counseling sessions (ACA, 2014).

Explanation:

Obtaining consent and assent ensures that all parties are fully informed about the group’s purpose, potential risks, and benefits, thereby safeguarding the rights and well-being of all participants (ACA, 2014).

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Reference List:

American Counseling Association. (2014). ACA code of ethics. Author.

American School Counselor Association. (2016). ASCA ethical standards for school counselors. Author.

American School Counselor Association. (2019). ASCA mindsets and behaviors for student success: K-12 college- and career-readiness standards for every student. Author.

Corey, G., Corey, M. S., Corey, C., & Corey, M. C. (2018). Groups: Process and practice (10th ed.). Cengage Learning.

Gladding, S. T. (2016). Groups: A counseling specialty (7th ed.). Pearson.

Yalom, I. D., & Leszcz, M. (2005). The theory and practice of group psychotherapy (5th ed.). Basic Books.