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The name of the group will be Stress Less, Test Best. This is a group designed to help junior high students in grades 6th-8th, ages 12-14, manage and overcome test anxiety and stress. As students navigate the increasing academic demands of junior high, many experience heightened levels of stress and anxiety, particularly around test-taking. This group will focus on equipping students with practical strategies to reduce anxiety, build confidence, and develop healthier study habits. Through interactive sessions, students will learn how to identify the sources of their stress, practice relaxation techniques, and approach exams with a positive mindset. The goal of “Stress Less, Test Best” is to empower students to perform at their best academically while maintaining their overall well-being.

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Upon Completing the "Stress Less, Test Best" group, participants will demonstrate mastery of the following ASCA Mindsets and Behaviors:

Mindsets:

M.2. Self-Confidence in the ability to succeed. Participants will develop greater self-confidence in their test-taking abilities by learning effective stress management and coping strategies, helping them feel more capable and prepared for academic success.

M.6. Positive attitude towards work and learning. By reducing test anxiety and learning to cope with stress, participants will foster a more positive attitude towards tests and learning, which will support their overall academic performance and attitude towards schoolwork.

Behaviors:

Learning Strategies:

B-LS 4: Apply self-motivation and self-direction to learning. Students will develop the ability to self-direct their study habits, manage time effectively, and take initiative to apply learned coping strategies in academic settings.

Self-Management Skills:

B-SMS 7: Demonstrate effective coping skills when faced with a problem. Participants will be able to identify and apply various stress management techniques, improving their ability to handle test-related anxiety.

B-SMS 10: Demonstrate ability to manage transitions and ability to adapt to changing situations and responsibilities. Students will improve their resilience in adapting to test environments and other stressful situations in academic life, building skills to manage transitions between schoolwork, test prep, and testing situations.

(American School Counselor Association, 2021)

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The following will be done to publicize the group:

Teacher Referrals: Teachers who observe students struggling with test anxiety will be encouraged to refer them to the group. This will be done through staff meetings and email communications, providing teachers with information about the group’s objectives and the referral process.

Student Invitations: Once teachers have referred students, I will send invitations to the selected students, inviting them to join the group. The invitation will highlight the benefits of participation and provide details about the group’s schedule and expectations.

Flyers and Announcements: Flyers will be placed in common areas like the school bulletin board and counselor’s office. Announcements may also be made during homeroom, targeting students who might self-refer based on their interest in managing test anxiety.

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Assessing Participant Willingness and Interest:

This will be done through individual interviews. The interviews will allow the school counselor to explore each student's:

level of test anxiety

willingness to engage in group discussions and activities

motivation to learn and apply stress management techniques

comfort with working in a small group setting

ability to commit to attending the group regularly

Screening Process:

Screening Method: Each participant will be screened individually to allow for a private, open conversation about their personal experiences with test anxiety. This also provides an opportunity to ensure confidentiality and build rapport before the group begins.

Screening Tool: A short pre-group assessment survey will be administered during the interview. This survey will ask about students' experiences with test anxiety, their typical coping strategies, and what they hope to gain from the group.

Choosing/Informing Participants:

Six participants will be selected based on the interviews and pre-assessment

A parent/guardian will be sent home to inform them about the group, its purpose, and the anticipated outcomes.

(Missouri Professional School Counselors and Counselor Educators, 2015)

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In my district, Waxahachie ISD, parental consent is always required for students to participate in counseling or group activities. This aligns with legal and ethical standards to ensure that parents or guardians are fully aware of the nature of the group, its purpose, and any potential risks or benefits involved.

In addition to parental consent, student assent will be required. Student assent involves explaining the group's purpose and expectations to the students in a way that is understandable to them. This ensures that students willingly participate and feel empowered to make decisions about their involvement.

For the "Stress Less, Test Best" group, I will provide parents with detailed consent forms outlining the goals, activities, and expectations of the group, as well as addressing confidentiality and how it will be encouraged. I will also conduct individual discussions with the students to ensure they understand the process and are willing to participate.

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To establish the group rules for the "Stress Less, Test Best" group, I will use the Association for Specialists in Group Work (ASGW) Best Practice Guidelines (2007), which provides a framework to build a safe, and productive group counseling environment.

Predetermined Rules by the Counselor:

1. Confidentiality: Group members must agree to keep all shared information within the group. This includes a discussion about the limits of confidentiality where any disclosure of harm to self or others must be reported.

2. Respectful Communication: Members must listen actively and speak with kindness, ensuring that all opinions and feelings are acknowledged and respected.

3. Punctuality and Consistency: Members are expected to attend each session on time and consistently.

4. No Disruptions: Cell phones and other distractions are to be put away during the session to maintain focus and a productive environment.

5. Participation: Members are encouraged to participate actively but can "pass" if they do not feel comfortable sharing at a particular moment.

Group-Determined Rules:

To promote group ownership and foster collaboration, I will have the group create additional rules together. These are examples:

1. Speaking Order: The group can decide if they prefer to raise hands, take turns, or use another method to ensure everyone has a chance to speak.

2. Supportive Feedback: Group members can decide how they would like to provide and receive feedback, creating a system that feels safe.

3. Group Rituals: Members can suggest rituals, such as how to start or close each session.

Use of the ASGW Guidelines:

The ASGW Best Practice Guidelines (2007) emphasize creating a safe and ethical group environment, promoting informed consent, managing group dynamics effectively, and maintaining clear boundaries. These guidelines help ensure that:

Group Process is Monitored: I will actively monitor interactions to ensure group members feel safe and supported, intervening if any behavior violates the rules.

Inclusive Practices: Everyone's voice will be valued, and we will work to encourage diversity of thought and experience.

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Stage 1: Building Relationships and Trust

I will focus on building trust and establishing a supportive environment. My primary goals are to develop rapport with the group members, foster trust, and clearly establish group norms and expectations by:

1. Building Trust and Relationships:

Beginning with icebreakers and team-building activities that encourage members to share non-threatening, personal information and bond with one another.

Model openness, authenticity, and non-judgment to set the tone for the group, encouraging members to follow suit.

2. Establishing Group Norms:

Collaboratively set group norms including ground rules like active listening, respect, and participation.

Highlight that the group is a closed counseling group promoting stability and trust.

3. Addressing Limits of Confidentiality:

Make it clear that while confidentiality is expected, it cannot be guaranteed.

Discuss the ethical and legal limits of confidentiality.

Stage 2: Cohesive Work and Progress

The focus is on maintaining cohesion and productivity as the group progresses toward the learning outcomes of reducing test anxiety and developing coping strategies.

1. Maintaining Cohesion:

There will be consistent structure.

Members will be encouraged to provide supportive feedback to each other and celebrate progress.

2. Ensuring Productive Work:

There will be clear objectives tied to the group's Student Learning Outcomes.

I will use a mix of individual reflection, pair sharing, and group discussion activities that encourage deep thinking and skill building.

If any member seems to be disengaged or struggling, I will gently prompt them to share their thoughts or invite them to participate in less intimidating ways.

3. Checking on Progress:

I will conduct informal check-ins with group members at the beginning and end of each session.

I will use simple self-assessment tools to gauge their anxiety levels at various points throughout the process.

Stage 3: Group Closure

As we approach the end of the group, it is essential to ensure a meaningful and supportive closure process.

1. Planning for Group Closure:

I will dedicate the final session to group closure, allowing members to reflect on their journey.

Members will be encouraged to discuss their feelings about the group ending.

We will review the coping skills and strategies learned, ensuring that each member leaves with concrete tools to manage their test anxiety.

2. Reinforcing Confidentiality:

I will reiterate the importance of continuing to respect the confidentiality of what was shared.

A follow-up plan will be offered to remind members that they can reach out for support if they feel overwhelmed.

3. Follow-up Plan:

I will create an open-door policy, letting members know that I am available for support after the group ends.

I will consider scheduling a reunion session a few weeks after the group ends.

(Missouri Professional School Counselors and Counselor Educators, 2015)

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I feel that the Participative Leadership (Democratic) style would be most effective. This approach encourages group participation and values input from all members, fostering a sense of shared responsibility and ownership over the group's progress (Cherry, 2023). For junior high students (ages 12-14), who are at a stage of developing independence and self-identity, this style creates a supportive environment where they feel empowered to express their thoughts and take active roles in problem-solving.

Additionally, this leadership style would work best with this specific population because it encourages collaboration and reduces the hierarchical dynamic, which might otherwise increase stress or anxiety. By allowing students to contribute to discussions and share their coping strategies, they can learn from one another and build a sense of community. This not only helps them feel more in control of their stress and test anxiety but also aligns with the group's goals of fostering personal growth and resilience.

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1. Universality: One of the most powerful aspects of group counseling is the realization that participants are not alone in their struggles. As junior high students share their experiences of test anxiety, they may recognize that others in the group face similar challenges. This shared experience can reduce feelings of isolation and foster a sense of belonging.

2. Instillation of Hope: Seeing others successfully manage their anxiety and improve their test-taking abilities can inspire hope in students. As participants observe progress in their peers, they may begin to believe that change is possible for them too. I can enhance this by highlighting small wins and improvements during each session.

3. Imparting Information: Everyone will likely share various coping strategies, study habits, and stress management techniques. This exchange of information provides practical tools that students can apply outside of the group.

4. Altruism: Group members may experience personal growth by helping others in the group. For instance, a student who has found a specific strategy helpful for managing stress might share it with others, fostering a sense of contribution and reinforcing their self-esteem.

5. Cohesiveness: As the group progresses, students may form close bonds with each other, leading to a sense of group unity. This cohesion can be especially important for students dealing with anxiety, as it provides a safe and supportive environment where they feel understood and accepted.

6. Interpersonal Learning: Through interactions with peers, students may gain insights into how their behavior impacts others and how they are perceived in social contexts. Group members can provide feedback to each other, allowing for self-reflection and growth in social and emotional skills.

7. Catharsis: The opportunity to express pent-up emotions in a supportive space may provide relief for students who have been silently struggling with anxiety. Verbalizing fears about testing can lead to emotional release and a decrease in anxiety.

8. Development of Socializing Techniques: Students will likely practice and develop important social skills within the group, such as active listening, expressing empathy, and giving and receiving feedback. These skills can contribute to improved peer relationships and emotional regulation, further reducing test-related anxiety.

(Yalom, 1995)

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Informed Consent for Minors in Group Counseling

Legal/Ethical Requirement:

Under Texas Education Code (TEC) §33.005 and ASCA Ethical Standards, obtaining informed consent from parents or guardians and student assent is required before a minor can participate in group counseling.

How it Supports Counselors:

This requirement ensures transparency with both parents and students, protecting their rights and providing clear information about the group's purpose, procedures, and expectations. Adhering to this legal standard is essential for maintaining ethical integrity and ensuring that all parties are fully informed before participation begins.

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Confidentiality in Group Counseling

Legal/Ethical Requirement:

According to the American School Counselor Association (ASCA) and Association for Specialists in Group Work (ASGW), confidentiality must be emphasized in group counseling. However, counselors are ethically obligated to inform group members that confidentiality cannot be guaranteed when working with minors or groups.

How it Supports Counselors:

This requirement ensures that counselors explain the importance of confidentiality while managing realistic expectations. It reinforces trust within the group and helps students understand their rights and the limitations of confidentiality. As a counselor, this knowledge aids in promoting a safe environment while adhering to ethical standards.

(American School Counselor Association, 2016)

(Association for Specialists in Group Work, 2021)

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References

19 Tex. Admin. Code §33.005

American School Counselor Association. (2016). ASCA ethical standards for school counselors. https://www.schoolcounselor.org/getmedia/764178fc-c4b7-45d2-a4bc-bd4e101ab15e/EthicalStandards.pdf

American School Counselor Association. (2021). The ASCA mindsets & behaviors for student success: K-12 college-and career readiness for every student (pp. 1–6). https://www.schoolcounselor.org/getmedia/7428a787-a452-4abb-afec-d78ec77870cd/Mindsets-Behaviors.pdf

‌Association for Specialists in Group Work. (2021). ASGW Guiding Principles for Group Work. https://asgw.org/wp-content/uploads/2021/07/ASGW-Guiding-Principles-May-2021.pdf

Cherry, K. (2023, June 27). 6 Leadership Styles and Frameworks. Verywell Mind. https://www.verywellmind.com/leadership-styles-2795312#toc-participative-leadership-democratic

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.

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