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Testing with Minds. My group topic will be focusing on students who struggle with testing anxiety. The students will know how to recognize testing anxiety, utilize calming techniques and prevention techniques. The group will be meeting by grade levels on designated day during their lunch times to prevent from missing any academic content.

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Upon completing this group, my group will master the following mindsets and behaviors,

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-SMS 7. Effective coping skills

B-SMS 6. Ability to identify and overcome barriers

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I plan on implementing my group's publicity by emailing the teachers to discuss what calming strategies we practiced and how we can positively self affirm in ways to improve our moods. As a counselor, I could also implement an after school professional development to share what strategies work for the students and how they could utilize the skills in their classrooms. The information from the professional development will be put into an easy read flyer and placed in the teachers boxes as a visual for their classroom. I plan on engaging parents, because I would anticipate the students would like to practice their calming techniques at home. I could create a infographic to send home with families sharing out our topics and how to practice techniques we learned.

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I plan on sending an email to teachers in grades 3-5 and sending flyers home to these parents offering testing anxiety sessions. The students that are referred to me have either a teacher or parent concern about testing anxiety. The students will be given a google form survey individually as a  pre-screener based on their grade level. The students will see questions that discuss the meaning of anxiety, calming techniques, and how to cope or manage emotions. Once all sessions are completed the students will receive the same google form survey with hopes they have gained knowledge in my testing anxiety objectives.

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My school policy states that, “A parent or guardian must provide consent for ongoing individual and small-group counseling.” (nisd, 2023)

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I will use this resource as a guide to allow students to observe and be held accountable for appropriate behavior in our group sessions.  The guidelines also provide what it should sound like and look like to differentiate learning styles, but also allow the students to have a voice.  Some rules that are pre-determined would be to always show respect to each other, always use listening ears and be considerate of others feelings during a time we are sharing out.

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Stage 1 - I plan on creating a trusting group environment by showing compassion and empathy towards each other, but by also reminding my group to respect each other. It is also important to emphasize that confidentiality is important to trust each other and keep a safe environment. Since the students will be signing a contract prior to joining the group, this will help emphasize the importance of our confidentiality policy with each other.
Stage 2-I plan on working with each group weekly and allowing them to discuss how they are feeling. I expect collaboration about how they have used or practiced the calming techniques and discuss how they are working for each other. Each week we will have a check in about how they are coping with their testing anxiety.
Stage 3- During the end of our group session, the students will be given a post assessment. The post assessment will ask how they feel about the objectives taught and how they feel about using calming techniques. I will always reiterate that they are always welcome to reach out to me and I will always provide any support they need.

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I would be the participative leader (democratic) because I would expect and appreciate my group members to share their feelings, techniques and how something works for them. I would like to create this type of leadership because I want to value everyone's opinion, while offering my guidance and support as well. I think this type of leadership works best with students so they feel comfortable speaking about their feelings and understand that everyone in their group is feeling a similar way.

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During my session, I could potentially see the use of developing socializing skills because as a group we will be discussing strategies to use when we feel anxious about taking a test or during a test. As a group facilitator, I could also potentially see the use of direct advice because I will be providing techniques to use and practice.

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ASCA School Counselor Professional Standards & Competencies:

B-SS 6. Collaborate with families, teachers, administrators, other school staff and education stakeholders for student achievement and success

This is important because it allows the counselor to provide guidance for the students, family and teachers to ensure that the students are successful in the classroom. The counselor is able to meet the demand from all aspects and allows the students to engage in sessions to have a positive outcome towards their academics.

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Texas education code:

Sec. 33.005.

(2)  a responsive services component to intervene on behalf of any student whose immediate personal concerns or problems put the student's continued educational, career, personal, or social development at risk;

(3)  an individual planning system to guide a student as the student plans, monitors, and manages the student's own educational, career, personal, and social development; and

The Texas Education Code states that counselors should be responsive in ways to ensure that students are successful in their academics. Counselors should also plan to create sessions based on the needs of the campus or the needs of the students.

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

Association.org

ASCA Professional Competency B: School Counseling Program Delivery, Student group Facilitation (SS.6)

Tex. Educ. Code § 37.005 (2) (3)

Yalom, I. D. (1980). Existential Psychotherapy. Basic Books.