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The group name for these students is the Super Warriors. The Super Warriors name originated from our mascot. They have gained the super part of their name by working hard despite of any challenges they have along the way such as being economically disadvantaged. Super Warriors are 3rd grade students aging between 8-9 years old, and it is their first year taking the STAAR test. These Super Warriors are striving to score Meets or Masters on their Math and Reading STAAR test. Throughout the year these students have scored approaches on practice exams. The school counselor has given a survey and identified the Super Warriors to potentially be suffering from testing anxiety.

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M 1. Belief in development of whole self, including a healthy balance of mental, social/emotional and physical well-being

M 2. Sense of acceptance, respect, support and inclusion for self and others in the school environment

M 3. Positive attitude toward work and learning

M 4. Self-confidence in ability to succeed

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

B-LS 2. Creative approach to learning, tasks and problem solving

B-SMS 1. Responsibility for self and actions

B-SMS 5. Perseverance to achieve longand short-term goals

B-SMS 6. Ability to identify and overcome barriers

B-SMS 7. Effective coping skills

(American School Counselor Association, 2021)

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Parents
-A written notice will be sent out via email to inform parents about the Super Warrior Group. Attached will be a consent they can sign and return electronically if their child is allowed to participate.

Students
-Individual check in will be conducted to follow up for consents, and answer any questions students may have.

Teachers/Administrators
-I will send Outlook invites so the time is blocked off in their calendars. I will send on our Superstar Group me app, send thru school emails, post on teacher weekly, and announce at Thursday meetings so all staff personnel is aware of Super Warrior group.

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Any student that is a minor is required to have a parent or guardian sign the electronic consent that is sent via email. This consent is stored in the students file for documentation purposes. Students will also be required to sign a consent before every session to ensure students are all in with all requirements we talked about in 1 on 1 conversation.

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I will utilize this participants guideline for setting ground rules for our group. I will go over every rule and model to students what it "looks like" and "sounds like". I will also allow students to model to each other what these rules "look like" and "sound like" to one another. These rules will set a positive tone in the Super Warriors group.
Rules that will be predetermined by the school counselor will be :
-One person speaks at a time.
-All group members understand and respect confidentiality.

Rules that can be predetermined as a group will be students can hold each other accountable to following all of the rules, and remind one another when a rule is broken. (Group Counseling Guide, 2015)

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Stage 1-
*How do you plan to build relationships and trust between group members and yourself?
-As the School Counselor it is very important to earn the trust of your students. If your students do not trust you they will not open up to you, or in the Super Warrior group. I plan to build relationships by being showing empathy and understanding the students. Giving the students space and time to open up and not forcing students to share, but to pass if they need to. As the sessions move forward and students gain trust they will be more willing to participate.

*How will group norms be established?
-Group norms will be established by going over the rules at the beginning of each session and reminding students of the contract that they signed. Also students will be responsible to hold each other accountable when they are not following the rules. They will kindly remind each other of the contract they signed.

How will you address limits of confidentially within the group and establish that confidentiality cannot be guaranteed, even though it is an expectation (i.e., limits to confidentiality, Are other kids responsible for keeping my secrets?, etc.)?
The school counselor will go over that keeping everything in the group is very important and we should not breach information, because we are all sharing information that we want to stay in the Super Warrior group. Information we share may be personal or sensitive and we should respect one another. I will explain that unfortunately sometimes there is a risk that information may leak outside of the group. As a group leader I will support if this happens and may lead to consequences such as removal of the Warrior group.

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Stage 2-
*How do you plan to keep your members working cohesively and productively as you progress through each session towards your learning outcomes?
-The learning outcome is for students to better manage their testing anxiety using breathing techniques, positive talk, and planning. I plan to work productively so that all group members utilize all 30 minutes in the session to make sure goals and learning out comes are met. I will be including interactive activities such as turning and talking to partners during activities, breathing videos, and use of negative vs positive talk.

*How will you check in with group members to gauge progress throughout the group?

At the beginning of the group students will be given a pre-assessment to see students knowledge of testing anxiety. At the end of the 8 sessions students will be given a post- assessment and see if students SMART goals were met. Students should have made progress if they were active participants in the group. School counselor will then have an individual check- in with student and go over progress student has made over the 8 sessions.

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Stage 3-

What is your plan for group closure?
Since group counseling can be a safe haven for many students it may bring many emotions when coming to the last session, so in my opinion it is important to make it memorable. My plan for group closure is to reflect and summarize as a group and individually. Then end with our Idea North Mission Warrior chant.

Will you monitor/explore how group members are feeling about the group ending?
Yes, while students are reflecting on how they feel and what they learning I will document how students are feeling. If I hear any concerns from students I will follow up with them individually to see if we can better assist the individual.

This stage can be difficult in that you must close the group successfully with members leaving confident in what they learned without the feeling of abandonment. (This is why a follow up plan is so important!) Include how you will reinforce that confidentiality must continue as the group ends.
- Just because the group ends doesn't mean the group stops using what we learned our goal is to apply everything students learned about testing anxiety and carry it on until they take the STAAR test hoping to score Meets or Master's. Because Super Warrior Magic will still be used it is important to continue to keep confidential what was learned in Super Warrior group.

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In this group I plan to use Participative Leadership. The reason I chose this leadership, because it is effective when working in groups.  Participative leadership allows all group members to participate and allow their input. "Group members feel engaged in the process and are more motivated and creative." (Cherry, 2021)

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Yalom has many therapeutic factors the first factor that I can see in my group is Universality, because many students may think that they may be the only one to experience testing anxiety when in fact they are not alone in their problem. Imparting of the problem many students may not think they have a problem until we dissect testing anxiety and learn how to manage it that they realize that all along they suffered from a real problem. Interpersonal learning in the group setting students will receive feedback from one another and relate with one another on testing anxiety. (Yalom, I. D., 1995)

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In the Texas Education Code it states that a written consent must be obtained from the parent or guardian specifying the type of activity that the student will be participating in. This would include group counseling.(2 TEC § 33.003)

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EDUCATION CODE CHAPTER 33. SERVICE PROGRAMS AND EXTRACURRICULAR ACTIVITIES

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EDUCATION CODE TITLE 2. PUBLIC EDUCATION SUBTITLE F. CURRICULUM, PROGRAMS, AND SERVICES CHAPTER 33. SERVICE PROGRAMS AND EXTRACURRICULAR ACTIVITIES SUBCHAPTER A. SCHOOL COUNSELORS AND COUNSELING PROGRAMS Sec. 33.002. CERTIFIED SCHOOL COUNSELOR. (a) From funds appropriated for the purpose or other funds that may be used for the purpose, the commissioner shall distribute funds for programs under this subchapter.

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The Texas Administrative Code summarizes the School Counselors services that are provided to the students based on the students needs and school counseling program. Using the Texas model school counselors must provide counseling to individuals and small group using appropriate counseling techniques.  (19 TAC § 239.15)

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(a) School Counselor Certificate Standards. The knowledge and skills identified in this section must be used by an educator preparation program in the development of curricula and coursework and by the State Board for Educator Certification as the basis for developing the examination required to obtain the School Counselor Certificate. The standards also serve as the foundation for the professional growth plan and continuing professional education activities required by §239.25 of this title (relating to Requirements to Renew the Standard School Counselor Certificate). (b) Standard I. Learner-Centered Knowledge: The certified school counselor has a broad knowledge base. The certified school counselor must know and understand: (1) the history and philosophy of counseling; (2) counseling and consultation theories and practices; (3) career development theories and practices; (4) the roles and responsibilities of a comprehensive school counseling program that emphasizes college and career readiness and postsecondary options for all students, including college admissions, college financial aid resources, application procedures, and workforce and career opportunities; (5) assessment principles and procedures, including the appropriate use of tests, test interpretation, and test results; (6) changing societal trends, including demographic, economic, and technological tendencies, and their relevance to school counseling; (7) environmental, social, and cultural factors that affect learners' development and the relevance of those factors to educational, career, personal, and social development, along with comprehensive school counseling programs; (8) learners' developmental characteristics and needs and their relevance to educational and career choices; (9) legal and ethical standards, practices, and issues and the importance of commitment to and implementation of ethical principles; (10) the characteristics and educational needs of special populations; (11) techniques and behavioral interventions to assist teachers with classroom management; (12) the integration of a school counseling program, the Texas College and Career Readiness Standards, and academic curricula; (13) the roles and responsibilities of a comprehensive school counseling program that is responsive to all students; (14) counseling-related research techniques and practices; (15) developing and teaching best practices on leadership skills; (16) how cultural factors and group membership impact individual students; (17) the comprehensive school counseling program model; (18) how to utilize various forms of technology and how inappropriate use could be professionally and personally harmful; and (19) an understanding of systems, including family dynamics and school environments. (c) Standard II. Learner-Centered Skills: The certified school counselor applies the knowledge base to promote the educational, personal, social, and career development of the learner as outlined in The Texas Model for Comprehensive School Counseling Programs. The certified school counselor must: (1) develop processes and procedures for planning, designing, implementing, and evaluating The Texas Model for Comprehensive School Counseling Programs; (2) provide a proactive, comprehensive, developmental school counseling program based on the needs of students, as set forth in The Texas Model for Comprehensive School Counseling Programs; (3) counsel individuals and small groups using appropriate counseling theories and techniques in response to students' needs; (4) consult with parents/guardians, teachers, administrators, and other individuals as appropriate to enhance his or her work with students; (5) coordinate resources, referrals, and follow-up procedures for students within the school and community; (6) demonstrate proficiency in teaching small and large groups by actively engaging students in the learning process; (7) participate in the selection, use, and interpretation of assessments and assessment results; (8) use multiple sets of information and data to make decisions about students, programs, and services; (9) use counseling-related research techniques and evidence-based practices to address student needs; (10) advocate for a comprehensive school counseling program that is responsive to all students; (11) facilitate learners' ability to achieve their potential by helping them set and attain challenging educational, career, personal, and social goals based on various types of information; (12) maintain proficiency in counseling and campus-related technology; and (13) use varied sources of information, resources, and practices to counsel students about postsecondary opportunities and college and career readiness. (d) Standard III. Learner-Centered Process: The certified school counselor participates in the development, monitoring, revision, and evaluation of a campus based on The Texas Model for Comprehensive School Counseling Programs that promotes learners' knowledge, skills, motivation, and personal growth. The certified school counselor must: (1) collaborate with others in the school and community to implement a guidance curriculum that promotes learners' development in all domains, including cognitive, social, and emotional areas; (2) facilitate learners' ability to achieve their potential by helping them set and attain challenging educational, career, personal, and social goals based on various types of information; (3) use both preventive and intervening strategies to address the concerns of learners and to help them clarify problems and situations, set goals, explore options, and implement change; (4) implement effective referral procedures to facilitate the use of special programs and services; (5) act as a consultant to help learners achieve success inside and outside of school; (6) advocate for a comprehensive school counseling program and recognize the required time commitment to fully apply the program implementation cycle; (7) create a program mission, goal, and services in alignment with the school mission and campus improvement plan; (8) create and disseminate literature or newsletters to all stakeholders that describe the comprehensive school counseling program and reduce negative stigmas associated with receiving counseling services in a school-based program; (9) establish an advisory council or board with membership of all stakeholders (student, parent, teacher, administrator, community member, other personnel, and support specialists); (10) increase public relations and awareness through community outreach, such as fundraising, grant writing, donations, volunteerism, local businesses, and use of public or guest speakers; (11) provide school-wide professional development and parent workshops throughout the school year; (12) support participation in fair-share responsibilities versus non-counseling related duties; (13) know district, state, and federal initiatives that are to be reflected in a comprehensive school counseling program; and (14) develop practices to promote learners' knowledge about college and career readiness processes necessary to pursue postsecondary opportunities. (e) Standard IV. Learner-Centered Equity and Excellence for All Learners: The certified school counselor promotes academic success for all learners by acknowledging, respecting, and responding to diversity while building on similarities that bond all people. The certified school counselor must: (1) understand learner differences, including those related to cultural background, gender, race, ethnicity, socio-economic levels, academic ability, and learning styles, and know ways to create and maintain a positive school environment that is responsive to all learners; (2) advocate for a school environment in which diversity is acknowledged and respected, resulting in positive interactions across all cultures, genders, ethnicities, and learning styles; (3) facilitate learning and achievement for all students to ensure services that cover an array of exceptionalities, including special populations, by promoting a cooperative, inclusive, purposeful learning environment; (4) take a positive, strength-based approach that builds on commonalities versus differences in all learners; (5) understand how environment and behavior may impact or influence individual learners; (6) ensure equitable access to programs and services for all students; (7) understand how family values, group membership, and culture intersect; (8) acknowledge learners' gifts, strengths, and extracurricular talents when considering programs and services; (9) increase students' awareness and include their voices regarding educational and individualized plans; and (10) ensure equitable access and exposure to postsecondary opportunities and college and career readiness information and resources for students and parents/guardians. (f) Standard V. Learner-Centered Communications: The certified school counselor, an advocate for all students and the school, demonstrates effective professional and interpersonal communication skills. The certified school counselor must: (1) demonstrate effective communication through oral, written, and nonverbal expression; (2) use knowledge of group dynamics and productive group interaction; (3) support responsive interventions by effectively communicating with parents/guardians, teachers, administrators, and community members; (4) facilitate learners' access to community resources; (5) develop and implement strategies for effective internal and external communications; (6) facilitate parent/guardian involvement in their children's education; (7) develop partnerships with parents/guardians, businesses, and other groups in the community to facilitate learning; (8) work effectively as a team member to promote positive change for individuals, groups, and the school community; (9) take a positive, strength-based approach that verbalizes commonalities versus differences in all learners; (10) effectively communicate his or her role and responsibility and counselor identity to all stakeholders to reduce confusion about the duties of a school counselor; (11) adhere to best practices connected to ethical and legal considerations around appropriate use of technology and email, documentation, record keeping, privileged communication, and informed consent process; and (12) facilitate access to and use of school and community information and resources related to postsecondary opportunities and college and career readiness by learners, parents/guardians, teachers, administrators, and community members. (g) Standard VI. Learner-Centered Professional Development: The certified school counselor continues professional development, demonstrating a commitment to learn, to improve the profession, and to model professional ethics and personal integrity. The certified school counselor must: (1) use reflection, self-assessment, and interactions with colleagues to promote personal professional development; (2) use counseling-related research techniques and practices as well as technology and other resources to facilitate continued professional growth; (3) strive toward the highest level of professionalism by adhering to and modeling professional, ethical, and legal standards; (4) apply research-based practice to improve the school guidance and counseling program; (5) engage in ongoing professional development to improve the school guidance and counseling program; and (6) engage in continued professional development experiences to learn and apply concepts, skills, and practices related to increasing college and career readiness and promoting postsecondary opportunities and preparation for all learners.

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(a) School Counselor Certificate Standards. The knowledge and skills identified in this section must be used by an educator preparation program in the development of curricula and coursework and by the State Board for Educator Certification as the basis for developing the examination required to obtain the School Counselor Certificate.

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The ASCA Professional Standards & Competencies help school counselors maintain and better school counseling programs. School counselors can implement many standards and competencies to group counseling to ensure student success. (American School Counselor Association, 2019)

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Pre-group Interview & Screening (Slide 4)

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Pre-group Interview & Screening (Slide 4)

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The method to inform students is I will meet with 3rd grade students that are economically disadvantaged and scored approaches on test individually in my office. Each student will be notified about the goals, date, time, where the sessions will take place. I will also take the time to explain because they have chosen to participate they will have to share information related to testing anxiety. Due to students sharing personal stories this group is strictly confidential and may not be talked about outside the Super Warriors group. All students in this group are expected to respect and value one another.

Students will be informed of the positives that will come out of the Super Warrior Group such as: Meeting new friends, having a positive outcome when test taking, and doing better academically.

The student will be given the chance to answer any last questions and agree or decline to participate and rate their interest in the group from 1-10.

Once the counselor has screened all possible candidates the counselor will finalize all groups that will be participating. (Group Counseling Guide, 2015)

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American Counseling Association. (2014). 2014 ACA code of ethics. https://www.counseling.org/knowledge-center

American School Counselor Association. (2019). ASCA school counselor professional standards and competencies. https://www.schoolcounselor.org/getmedia/a8d59c2c-51de-4ec3-a565-a3235f3b93c3/SC-Competencies.pdf

Cherry, K. (2022, October 22). How to lead: 6 leadership styles and frameworks. Verywell Mind. https://www.verywellmind.com/leadership-styles-2795312

Group Counseling Guide 2015. Group Counseling Guide 2015 | Missouri Department of Elementary and Secondary Education. (2015, May). https://dese.mo.gov/media/pdf/guid-respon-serv-small-group-counseling-guide-2 015_0

Student Assessment, 19. Tex. Admin. Code § 239.15

School Counselors and Counseling Programs, 2 Tex. Edu. Code § 33.002-33.007

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