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The group Tackling Test Anxiety Together.  is created specifically for elementary students in grades 3-5 who are experiencing anxiety or worries before testing, particularly when in preparation for state standardized tests. According to Cheek et.al., (2002) students that participate in decreasing anxiety groups show performance improvement when test taking. The group will be meeting weekly over the course of 6-8 weeks. This group will provide a supportive space where students can learn and practice strategies to manage their anxiety. The group will be an open group and will allow students to join as needed.  The main focus will be on building confidence, developing coping mechanisms, and enhancing test-taking skills.

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For a group focused on reducing test anxiety, the following mindsets and behaviors are important in order to have positive outcomes.

Mindset Standards:

M 2. Self-confidence in ability to succeed.

Students will be able to build coping strategies and managing test anxiety. Students will develop self-confidence in their academic abilities. Group activities such as positive self-talk and avoiding negative thoughts will help students adjust their mindset towards success and reduce self-doubt when taking tests.

M 5. Belief in using abilities to their fullest to achieve high-quality results and outcomes.

This mindset will be reinforced by guiding students identify their strengths and abilities, particularly through lessons on test-taking skills and stress management. This group will equip them with necessary strategies to do their best during testing.

Behavior Standards:

B-LS 4. Apply self-motivation and self-direction to learning.

Students will be learn how to be focused to apply effective study habits and test preparation. The group will help them set personal goals for improvement, applying self-motivation to decrease avoidance behaviors and test anxiety.

B-SMS 7. Self Management Skills

Demonstrate effective coping skills when faced with a problem.

Students will manage the anxiety they experience during tests, ensuring they can apply techniques learned under pressure.

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Informing others about counseling groups proceeds a variety of publicity strategies that will include students, parents, teachers, administrators and counselors.

Students: Holding classroom presentations, posting school wide posters will be an effective way to let them know that this group will be available to them. Also, creating flyers and informing this group via morning announcements will be an appropriate way to inform students.

Teachers: The best ways to inform teachers about small group include: Presenting this group at Staff Meetings or Professional Development Sessions providing a brief outline of the group and its purpose. The use of referral forms will be an effective way to have teachers identify students that would benefit from this group. Lastly, using emails to promote and inform teachers about specific information about small group.

Administrators: One one that would be effective to inform administrators about groups is to have a meeting and proposing the small group and giving detailed information about the purpose of the groups as well as procedures that will take place in order to create and execute the group.

Parents: Informing parents about small groups being created is crucial. They are the ones that hold an important part of students' participation. The use of flyer, emails and specific school-teacher communication platforms such as Remind or Parent Square are very effectives methods for communication. Also letters and informed consent forms that are easy to understand highlighting he goals of the group are highly important to be able to have student participation.

Counselors: Organizing collaborative planning meetings with school counselors its beneficial to discuss how the group can support their current counseling programs. Also, including group information on school counselors newsletters will be an effective idea to inform other school counselors about the groups that will be offered.

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Screening and Willingness to participate 

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Screening and Willingness to participate 

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By using clear communication, informal interviews, and a simple screening process, students will feel comfortable and understood. This will ensure they are motivated to participate and benefit from the group sessions. Methods to achieve this include:

One-on-One Interviews with Counselor After students express interest or are referred, holding brief informal interviews with each student will be good to assess their understanding of the group’s purpose and their willingness to participate. It is important to ask specific questions to students such as how do you feel before taking a test?” or “what would help you feel more calm during a test?” are key information to know to be able to know who would benefit or needs this resource the most.

Screening for willingness to participate:

After interviewing students, a self reflection question worksheet can be used to have students think about their commitment and willingness to benefit form the group. Example questions: Asking scaling questions such as in scale of 1-5 how much do you want to be a part of this group? or how do you think this group can help you?

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Obtaining informed consent is crucial to be able to run any type of group in most cases. After having all participants selected and screened, obtaining parent consent is needed. Informed consent guidelines for my school district, the Leander ISD align with ethical standards set by the American School Counselor Association (ASCA). Leander ISD emphasizes transparency and communication when it comes to obtaining consent for counseling services, especially in the elementary context. Parents or guardians are required to be informed about the nature and goals of the counseling sessions, ensuring they have an understanding of what the counseling' purpose is and the potential benefits for their students.

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In order to have a cohesive and effective group, there are ground rules that need to be explained and understood. The following are crucial rules that need to be implemented in this group:

Confidentiality

It is important that what is shared or expressed in the group stays in the group. This is crucial to creating a safe and trusting environment.

Respect for Others

Every student must treat each other with respect. This means listening when others are talking, not interrupting, and being kind in their comments.

Participation

Students will be encouraged to share, but are not forced to speak if they are not comfortable. This helps reduce pressure on students that are shy or may feel uncomfortable.

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1st Stage Forming Stage: the primary focus of this stage is to build relationships and trust between the group members and the counselor. For the elementary test anxiety group, this is an important stage because children may feel hesitant or nervous about sharing their feelings.

Building rapport will be the focus of this group stage. Also, setting ground rules is another crucial part of this stage as it lays the ground for the success of the group.

2nd Stage Working Stage: This stage involves maintaining cohesion of the group as students work towards learning outcomes, such as managing test anxiety. At this stage, I will focus on keeping the group productive and engaged.

3rd Stage Closing Stage: The final stage of this group is crucial to make sure there is a smooth group closure, as this can often be an emotional time for students. It is important to gradually prepare students for the end of the group by discussing it in the final few meeting. Reflection of what has been learned will take place as well as the opportunity for students to express their take aways. Another important part for this stage is to reiterate the important of post group confidentiality which is important for student's continue well being.

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The research based most effective learnership style for my elementary age group would be a democratic leadership. This style focuses on engaging the participants in the decision-making process, allowing students to have a voice on the direction of sessions. This style also focuses on having shared responsibility and values the opinions and contributions of every participant, which can be highly effective in building ownership and a sense of community among elementary students.

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For this particular counseling group that its focus is on test anxiety, some of Yalom’s Therapeutic Factors involves making sure that each factor is adjusted or be each element to be age-appropriate and available for students participating.

Installation of hope: the focus of this factor is the use positive reinforcement and share stories of students who have been successful managing test anxiety.

Universality: This factor communicates to students that they aren't alone with test anxiety struggles and worries. Encourage students to share their feelings about test anxiety in a safe space.

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Ethical Requirement: The ASCA Code of Ethics emphasizes the importance of maintaining ethical standards in group counseling, including managing group dynamics effectively. Counselors must ensure that all group activities are conducted in a manner that respects each member’s dignity and confidentiality.

Rationale: Since the focus of this group is on test anxiety, there has to be respectful and inclusivity environment where all students feel valued and safe. This involves guiding group interactions in a way that will prevents any form of bullying or discrimination, addressing any issues that may arise is crucial for the effectiveness and safety of the group.

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Texas Senate Bill 11 (SB 11), mandates that school districts must develop and implement plans for crisis intervention and safety procedures. This includes having protocols in place for managing situations where students might be at risk of self-harm or harm to others.

Rationale: In the context of this group focused on test anxiety, we must be prepared to identify and be proactive to identify any signs of significant distress or risk among students. This includes knowing the school's emergency procedures, having a plan for involving appropriate support staff if needed prioritizing students well being and safety.

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

Texas Legislature. (2019). Senate Bill 11: Relating to school safety and mental health services. https://capitol.texas.gov/tlodocs/86R/billtext/html/SB00011F.htm

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