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“The Fearless Test Takers” would provide seventh and eighth-grade students with strategies to alleviate test anxiety, as identified in the needs assessment, to develop effective study habits, and to cope with test anxiety during exams.

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"The Fearless Test Takers" aligns with several ASCA (American School Counselor Association) Mindsets and Behaviors (2021), including:
M 1: Belief in development of the whole self, including a healthy balance of mental, social/emotional, and physical well-being.
M 3: Positive attitude toward work and learning
M 4: Self-confidence in the ability to succeed
M 5: Belief in using abilities to their fullest to achieve high-quality results and outcomes
B-LS 3: Time-management, organizational
and study skills
B-LS 4: Self-motivation and self-direction for learning
B-LS 7: Long- and short-term academic,
career and social/emotional goals
B-SMS 1: Responsibility for self and actions
B-SMS 3: Independent work
B-SMS 6: Ability to identify and overcome
barriers
B-SMS 7: Effective coping skills
B-SS 2: Positive, respectful, and supportive relations with students who are similar to and different from them

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Administrators:

I will inform the administration at an administration meeting detailing all permanent information and present the data from the needs assessment on why this would greatly benefit quite a few of our students.

Counselors:

Direct Referrals: I will collaborate with other school counselors to identify students who may benefit from the group and make direct referrals.

Teachers:

Faculty Meetings: I will present the information about the group during a Wednesday faculty meeting so that teachers can start to think about who they know would be a good fit for this small group.

Email: I will email all teachers information about the group, including its goals. The email will include a Google Form where teachers can nominate students who could benefit from this group.

Students:

Flyers: I will post eye-catching flyers in the the 7th and 8th grade hallways, high-traffic areas, and the library to capture students' attention and provide details about the group and sign-up.

Personal Invitations: After carefully considering direct referrals, teacher's input, and student inquiries, I will personally invite students who may benefit from the group by pulling them in and having a discussion with them.

Parents:

Newsletter: Information about the group will be featured in the weekly newsletter sent to parents every Sunday, outlining the objectives and benefits.

Letter: I will send home a letter to the parents detailing more specific information if their child is chosen to be a part of the small group counseling sessions and will require consent from both the parents and the child.

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After I have gathered a list of student referrals, I will call each student down to discuss their interest in participation in "The Fearless Test Takers" group. I will start by introducing the purpose and objectives of the group, emphasizing how it can help students manage test anxiety, develop effective student habits, and perform better academically. I will also inquire about their experiences with test anxiety and whether they believe the group could be beneficial for them. This conversation will help gauge their readiness and willingness to engage in group discussions and activities. I will outline the commitment required for the group, including the number of sessions, session duration,  any additional homework or activities, confidentiality, and group member expectations. I will also encourage students to ask any questions or express any concerns. How they respond will be a good indication of their willingness to join. After asking the student about his or her interests and commitment, I will inquire about what their goals for growth are. After I have met with all students, I will consider all interested students, group dynamics, and any situations that may impact the group. After selecting ten students, I will hold a quick meeting with all students, present the opportunity, and send them home with a consent letter if they are still interested.

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Consent for Small Group Counseling - Test Anxiety

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My middle school requires consent from both the guardians and the child to participate in small-group counseling. Once 10 participants are selected, they will be sent home with this letter indicating the purpose and session details. The guardians will also receive an email with this letter attached to ensure that all guardians are informed.

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Consent from Small Group Counseling - Test Anxiety

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I will use the following resource provided by the Missouri Comprehensive Guidance and Counseling Program -Responsive Services (2015) as the foundational framework to structure the group's expectations. This serves as a valuable starting point for the group's code of conduct. In addition, I will include the following rules to further enhance the effectiveness of this group, including:

Active Listening

Judgment free-zone

Respect for group time

Support for each other

However, during the first session, participants will have the opportunity to contribute to the creation of additional rules. That way, if the students also collaborate, we can ensure that the rules not only align with their needs and expectations but that the ground rules will foster a positive, respectful, and productive atmosphere.

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Stage 1: Building Relationships and Trust

I will include icebreakers and team-building activities to create a comfortable atmosphere and allow members to get to know each other. I will continue to incorporate these activities in all sessions. Additionally, in the first session, we will discuss the importance of confidentiality while acknowledging its limitations within a group setting. I will also get verbal agreements from all participants that they will keep each other's information confidential, as well. Furthermore, we will collectively establish ground rules and expectations regarding behavior and participation. They will also contribute their own ground rules to help make them feel more supported. I will also actively work on fostering an atmosphere of trust by demonstrating empathy, active listening, and validation of each member's experiences, ensuring that everyone feels safe and supported.

Stage 2: Working Cohesively and Productively

I will conduct regular check-ins with group members to monitor their progress, address any challenges or concerns, and make necessary adjustments. We will stay goal-oriented by focusing on the group's learning objectives and emphasizing both individual and group goals to keep motivation high. During sessions, I will actively facilitate discussions, ensuring that all members have the opportunity to participate and that our discussions remain on-topic and productive. I will also ensure that all participants have the opportunity to speak without monopolizing the entire time. In the event of conflicts, I will address them promptly and constructively, fostering open communication and teaching conflict resolution skills.

Stage 3: Group Closure and Maintaining Confidentiality

The final session will be dedicated to reflecting on our individual and group accomplishments. We will discuss plans for applying the skills and strategies learned in triggering moments and identify sources of support for maintaining progress. In addition, it's to be expected that some members may feel sad or anxious about the group ending, so I will make sure to ask group members how they feel about the group ending and provide support and encouragement, as they transition out of the group. Furthermore, I will reiterate the need for confidentiality, emphasizing that it must continue even after the group ends. To facilitate ongoing support, I will hold a follow-up session 4-6 weeks later to check in on their progress. Lastly, I will reemphasize that we can still seek support from one another, even after the group has ended, but it is crucial to maintain confidentiality as a sign of respect and trust for one another's experiences and privacy.

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I believe that a participative leadership style, also known as democratic leadership, would be most effective when working with 7th and 8th grade students dealing with test anxiety (Cherry, 2023). Participative leaders offer guidance while actively involving group members in the decision-making process. Given the diverse needs and experiences of the students in this group, it's essential to create an environment where their voices are heard. By allowing students to have a say in group decisions, they are more likely to feel engaged and motivated to actively participate in the group sessions, which is crucial when addressing issues like test anxiety. Lastly, Democratic leaders make group members feel valued and part of the team. This fosters a sense of commitment to the goals of the group, which is vital for a successful small-group counseling program.

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I anticipate several of Yalom's (1995) therapeutic factors playing a vital role in this small group, including:

Instillation of Hope: Students would hopefully hold the belief that this small group can help effectively manage their test anxiety and achieve an improved mindset in stressful situations with the desire to instill hope for success.

Universality: The group discussions and interactions will highlight that test anxiety is a common challenge among students. They will realize they are not alone in their struggles, which will provide a sense of relief.

Direct Advice: The participants will have the opportunity to share effective strategies and advice for managing test anxiety. The hope is that the students can also contribute to the group discussions by helping one another.

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According to Title 19 of the Texas Administrative Code §239.15 (2017), Section II outlines the legal responsibility of coordinating resources, referrals, and follow-up procedures with students. As I am not only providing resources for students to cope with testing anxiety, after the end of the sessions, I will hold follow-up sessions with those participants to assess their progress and provide additional support as needed.

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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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According to the ethical standards for school counselors put forth by the American School Counselor Association (2022), school counselors should offer group counseling services that are culturally responsive and relevant to the needs of individual students, schools, and communities. These services should be based on student data, a referral process, and/or other relevant data. When it comes to addressing testing anxiety, a prevalent need at my school, I can ensure that every student receives tailored support in the small group environment, which supports their unique experiences and challenges.

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American School Counselor Association. (2022). ASCA ethical standards for school counselors. https://www.schoolcounselor.org/getmedia/44f30280-ffe8-4b41-9ad8-f15909c3d164/EthicalStandards.pdf

America School Counselor Association. (2021). ASCA student standards: mindsets and behaviors for student success. https://www.schoolcounselor.org/getmedia/7428a787-a452-4abb-afec-d78ec77870cd/Mindsets-Behaviors.pdf

Cherry, K. (2023, June 27). How to lead: 6 leadership styles and frameworks. Verywell Mind. https://www.verywellmind.com/leadership-styles-2795312#toc-transformational-leadership

Missouri Comprehensive Guidance and Counseling Program - Responsive Servies. (2015). Professional school counselor small group counseling guide.

19 Tex. Admin. Code §239.15 (2017)

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