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This group will address student stress and anxiety related to test taking. The purpose of the group is to assist students with test taking strategies and decrease stress and anxiety caused by standardized and school assessments. Test taking strategies will include reading carefully, eliminating answer choices, pacing, following directions, etc. Stress and anxiety management will include mindfulness practice, positive thinking, self-care, time management, and identifying helpful resources. (Manuszak, 2020)

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Belief in development of whole self, including a healthy balance of mental, social/emotional and physical well-being (American School Counselor Association, 2014).

Use time-management, organizational and study skills (American School Counselor Association, 2014).

Apply self-motivation and self- direction to learning (American School Counselor Association, 2014).

Demonstrate ability to overcome barriers to learning (American School Counselor Association, 2014).

Demonstrate advocacy skills and ability to assert self, when necessary (American School Counselor Association, 2014).

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Students will see information about this group in the advisory (homeroom) announcement slides. Flyers will also be posted in the school hallways.

Teachers and administrators will be informed about this group in the Monday Minutes (the weekly email communication to all staff).

Parents will receive information about this group in the Lions Share (weekly communication newsletter via email).

Counselors will post this group on the Meridian School counseling website.

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Students that express interest in the group will be talked to individually. This will allow the counselor to determine if they are a good fit for the group counseling topic and setting. Student readiness, willingness, and interest will be assessed in this conversation by simply asking the student why they want to join and how they hope to benefit from the group. The group rules and confidentiality agreement will also be explained. The counselor will use the "TAP" screening method by telling the student about the group, asking them if they can commit, and picking those that are a good fit (Missouri Professional School Counselors and Counselor Educators, 2015). Once selected, students will be emailed with details of the session dates and times, rules, and consent form.

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Meridian School requires all group members to complete an informed consent document before participating in group sessions. Parental consent will always be required with a minor and student assent will also be obtained. The completion of the form will be necessary before attending session 1. "In group work, counselors clearly explain the importance and parameters of confidentiality for the specific group" (American Counseling Association, 2014). Individual confidentiality will also be explained and followed.

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The counselor will use participative leadership when working with this group. This approach would work best with this specific population because it allows the counselor to participate along with the group members. I think this works for the group topic because it is an issue that all adults have dealt with and adult insight will be helpful. Also, the democratic nature of the leadership style will make all members feel like they are part of the team, and thus foster better commitment to the group goals (Cherry, 2020).

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The members will be informed of, receive, and sign off on the ground rules for the group. The members will review this document before the first session and it will be discussed within session 1 to lay the ground rules. Rules that are predetermined by the counselor include: 1.) confidentiality for individuals and the group, 2.) a shared respect for all group members and the purpose and goals of the group, 3.) participation and attendance for the group's success, and 4.) the knowledge that members can share as much or as little as they want, knowing that what they say is confidential within the group. The group will determine all other rules such as taking turns speaking, asking questions, check-in options, etc.

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Stage 1 - Trust and relationships will be built within the group by establishing that the group is a safe place with rules. The members will also identify the connections that they share in relating to each other. Group norms will be established by reviewing the group purpose, rules, and consent items. Members can also help set the group norms in the first meeting so they buy-in easier. Limits of confidentially within the group will be explained and the expectation of confidentiality will be stressed, although it can't be guaranteed. It will be explained that students should only share with the group what they are comfortable with sharing.
Stage 2 - Members will work cohesively and productively through common goal setting and progress tracking. Members will have an opportunity to share their progress and reflect on goals in session, where other members will provide feedback and support. The counselor will work to facilitate goal monitoring for the short and long term.
Stage 3 - This group will close with reflection on overall progress and completion of the post-test. Students will also set goals for themselves as they move out of the group sessions. The counselor will allow the members to decide preferred means for check-ins, both individually and whole group sessions. Continued confidentiality will be reinforced as the group transitions to check-ins, and students will be reminded that check-in sessions are confidential as well.

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Instillation of Hope - The group members will have faith that the group will have a positive effect on them (Yalom, 1995).

Universality - The group members will realize that others are experiencing the same issue (Yalom, 1995).

Direct Advice - The group members will be able to share their stories and give advice and suggestions about handling stress (Yalom, 1995).

Interpersonal learning - The members will relate to each through participation, feedback, and shared goals (Yalom, 1995).

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"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." (American Counseling Association, 2014)
This legal and ethical requirement support my role in the group because it draws the guidelines and rationale as to how group members are screened and how they are eventually considered in the selection process so the group can be accommodating to all and successful.

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"The primary responsibility of a school counselor is to counsel students to fully develop each student's academic, career, personal, and social abilities. In addition to a school counselor's responsibility under Subsection (a), the school counselor shall participate in planning, implementing, and evaluating a comprehensive developmental guidance program to serve all students and to address the special needs of students."
Texas Education Code, TEC § 33.006)
This legal and ethical requirement supports my role in the group because it outlines the essential role of the school counselor, which is instrumental for everything that the counselor does. The group will fall under the counselor's responsibility for making sure that student needs are being met.

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American Counseling Association. (2014). 2014 ACA code of ethics [PDF file].
https://www.counseling.org/docs/default-source/default-document-library/2014-code-of-ethics-finaladdress.pdf

American School Counselor Association (2014). Mindsets and behaviors for student success: K-12 college and career readiness standards for every student. Alexandria, VA: Author.

Cherry, K. (2020, August 03). What are prominent leadership styles and frameworks you should know? Verywell Mind. https://www.verywellmind.com/leadership-styles-2795312

Manuszak, N. (2020). Meridian School small group action plan [Unpublished manuscript]. Angelo State University.

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. https://dese.mo.gov/sites/default/files/guid-respon-serv-small-group-counseling-guide-2015.pdf

Texas Education Code, TEC § 33.002-33.009.

Yalom, I. D. (1995). The theory and practice of group psychotherapy. New York: Basic Books.