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How to study effectively FOR MIDDLE SCHOOL - YouTube

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How to study effectively FOR MIDDLE SCHOOL

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Stage of counseling: Working Stage

Learning Objectives: Students will verbalize how they will prepare for a test.

Mindsets and behaviors:

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

Behaviors: Self Management Skills: 7. Demonstrate appropriate coping skills when faced with a problem.

Materials:

Sorting mat and cards

Visual aids

Test prep plan

Pencil/pen

Session procedure:

Activity 1: Students will complete in or out of my control card sort together. Students will review things on the cards and decide if they can control them or not and place them on the indicated space on the sorting mat.

Discuss & Review:

*How many of these things that are out of our control do you feel like you found around test time?

*How do you feel when you focus on these things that are out of our control?

“There are lots of things in life that we can’t control. But there are things we can control too! When we focus on the things we can control, we help ourselves feel more prepared for test rather than going in to the test with a sense that we have no control over anything.” Review before the test visual and discuss things.

Activity 2: Students create a plan for test prep success. Students will identify how they will get organized the night before a test by checking boxes. Identify when they will go to sleep and wake up, when/where they will eat breakfast and draw a healthy breakfast they’d like to have, identify how they’ll get to school and when they’ll arrive, and identify 3 things they can say to themselves on test day.

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Stage of Counseling:

This is the working stage of group counseling. By the working stage, participants have learned how to involve themselves in group interactions without waiting to be invited into an interaction (Corey,2017).

Learning Objectives:

1. Students will identify the sensations, thoughts, and feelings that accompany their experiences of nervousness or anxiety during tests.

2. Students will learn how to categorize sensations, thoughts, and feelings nonjudgmentally.

3. Students will use thought diffusion to cope with anxiety in the classroom.

Mindsets and behaviors statement:

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

M.2. Self-confidence in ability to succeed.

ASCA Behavior Standards Learning Strategies 4. Apply self-motivation and self-direction to learning. Self-Management Skills 7. Demonstrate effective coping skills when faced with a problem. Social Skills 9. Demonstrate social maturity and behaviors appropriate to the situation and environment.

Materials:

1. Exploration handout

2. One large image drawn on the chalkboard or whiteboard with anxiety sensations, thoughts, and feelings listed on sticky notes (see Appendix B)

Session Procedure:

Activity One: Train of Thought (Appendix B)

1. The school counselor will explain that some anxiety or nervousness during tests or exams can be normal and can help ensure that students prepare adequately; however, sometimes the anxiety can become too intense, making it hard for students to think clearly and concentrate on a task and it can get so bad that sometimes one can feel sick.

2.The school counselor will introduce Appendix B: The school counselor will list each: sensations, thoughts, and feelings.

3. The school counselor will state that symptoms of test anxiety will be different for each person: one student might notice uncomfortable physical sensations, whereas another might notice thoughts that make it hard to concentrate.

4.The school counselor will list and describe several experiences from each category and explain how these experiences might influence test taking. For example, the school counselor might say, “Some students taking a test may think, ‘I don’t know any of the answers and I’m going to flunk this exam,’ while another student might look around the room and see students working and feel discouraged because other students are moving onto the second page while they are still working on the first page.”

5. The school counselor will ask students to think about their own experiences of taking tests and describe any related sensations, thoughts, or feelings common for them. Using the chalk-board or whiteboard, the school counselor can have students take turns placing symptom sticky notes on the board in the category where they fit best. It might be easier to go category by category (e.g., sensations, then thoughts, then feelings). To reduce confusion for students using handouts, students can write in their own symptoms.

6. Once the thoughts are listed on the board or handout, the school counselor can have students share their unique experiences and make links between group members to normalize the experience. The school counselor should mention that identifying one’s own anxiety symptoms makes it easier to recognize them if or when they occur during a classroom task.

Activity Two: Exploration Handout

1. The school counselor will explain that sensations, thoughts, and feelings caused by anxiety can make it very difficult to take tests or engage in other school tasks because they can intensify anxiety and discomfort and possibly discourage the test taker from continuing in the task.

2. The school counselor will also discuss how distracting it can be to focus on these sensations, thoughts, and feelings while taking a test.

3.The school counselor should discuss several symptoms and ask students how they may have tried to avoid or get rid of each anxiety symptom. At the end of this brief discussion, the school counselor can discuss which responses, if any, have been helpful and reinforce adaptive coping strategies (e.g., taking slow and deep breaths, repeating a positive affirmation).

4.The school counselor will introduce the idea of stepping back and observing our experiences nonjudgmentally. The counselor will start by identifying different parts of the body and by asking the students to pay attention to each part, reminding students to attend to how it feels instead of focusing on whether it feels good or bad. The school counselor will then mention that this mindful attention can be used with thoughts and our senses.

5. When the first minute has passed, the school counselor will ask students to describe the sensations they felt (e.g., carpet under feet, ticking of the clock, hardness of the chair), the thoughts they had (e.g., this is weird, when’s lunch), and the emotions they felt (e.g., happy, confused). The counselor will normalize and validate each student’s experience and reinforce that these are normal experiences, not necessarily good or bad.

6. The school counselor will now connect this observation exercise with the thought handout.

7. School Counselor will encourage the students to fill out the exploration handout.

8. The school counselor will ask students to name a specific class setting in which they might like to practice this new skill. The school counselor should remind students that this skill can be used at any time when needing to focus attention while sensations, thoughts, and feelings could distract them from completing their tasks.

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The Children of Atlanta Strong4Life has created a video that demonstrates how to utilize Deep breathing exercises to calm the body and mind in order to reset when needed.

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Children's Healthcare of Atlanta Strong4Life

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Coping Skill for Middle School and High School Kids: Taking Deep Breaths

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Test anxiety impacts students from all ethnic backgrounds and grade levels. Recent data shows that test anxiety affects an estimated 10 million children in North America. Approximately 10-20% of students have high test anxiety, and another 18% of students deal with moderate test anxiety (Sara, 2022). “High test anxiety levels can damage academic achievement, well-being, and mental health” (Putwain et al., 2023).

Based on this research, it is important to consider those psychological characteristics that may offer protection against the development of test anxiety and its negative consequences (Putwain et al., 2023). Providing early interventions for students is also imperative to combat test anxiety's effects.

Students in middle school have most likely already formed an opinion about testing based on their experiences in elementary school. Middle School counselors are tasked with helping student form their “ Academic Buoyancy.”  This is defined as “students’ ability to successfully deal with academic setbacks and challenges that are typical of the ordinary course of school life.  Higher academic buoyancy predicts lower test anxiety and vice versa (Putwain et al., 2023).

Forming a test anxiety group allows the means for students to work on strategies to overcome test anxiety and improve their academic buoyancy.

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This image will be utilized throughout the lesson to discuss how our thoughts, feelings and actions are interconnected.

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Stage of Counseling:
This lesson is in the working stage of group conseling. The Working Stage is defined by Corey & Corey (1992) as the stage that “includes an expanded discussion of the therapeutic factors operating in a group. ” (p. xix).

We will review group agreements from the first lesson and clarify any questions group members may have before moving into the lesson.

Student Learning Objectives
Student(s) will:
-Identify 1-2 Physical feelings related to test anxiety
-Identify 1-2 thoughts related to test anxiety
-Identify the sensations, thoughts, and feelings that accompany their experiences of nervousness or anxiety during tests.

Mindsets & Behaviors Statement
Mindsets: 5. Belief in using abilities to their fullest to achieve high-quality results and outcomes
Behavior: Self-Management Skills
7. Demonstrate appropriate coping skills when faced with a problem

Materials:
Fight Flight Freeze – A Guide to Anxiety for Kids video

4-page doughnut printable and rectangles (sprinkles)
Coloring/writing utensils

Procedures:

Check-In- Ice Breaker
Check-In:
Welcome students back to the group! Review group agreement from the previous week and allow students to ask questions as needed. Invite each student to share one time when they felt brave, confident, or happy during the past week. Model for students first.

Introduce Lesson

Topic/Focus:

Communicate the

Lesson Objective and Goals:
Explain:
We are working together here to learn more about dealing with worries that come up before or during tests. We discussed how test anxiety means feeling fear or pressure to do well on a test. It can make it hard to think, get started, or finish a test. But before we can learn how to deal with that, it’s important for us first to be able to recognize those feelings of worry when they happen!
Watch the video, " Fight Flight Freeze – A Guide to Anxiety for Kids."

Teach Content:
Discuss: Process Questions
What could you relate to from the story and the video? · What physical feelings or thoughts did you notice in the story or the video that might be signs of test anxiety?

Practice Content:
Activity:
On the sprinkles (rectangles), students will write signs of test anxiety. These can be the examples from the story, their own personal physical feelings, or their own thoughts that can clue them in to test anxiety. Students will then glue the sprinkles on the doughnut.
Share:
Students share what they added as they are comfortable doing so.
Debrief:
Which of these signs of test anxiety are easiest to notice? · Which ones are harder to notice? · What is it like to hear from others in the group about their own signs of test anxiety?

Summarize/Close:
Wrap-Up:
Test anxiety can feel scary, especially if we have many signs in our bodies, like racing hearts or fast breathing. But recognizing those signs is the first step to dealing with them.

Considerations: The school counselor must design the lesson to accommodate children's attitudes and developmental needs in the early stages of adolescence. Methods that require intense involvement from both the students and the counselor have been found to be most successful with middle school students (Kottman, T.,1990, p. 138).

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Fight Flight Freeze – A Guide to Anxiety for Kids

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ASCA Lesson Plan Template: Recognizing Test Anxiety

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ASCA Lesson Plan Template: Recognizing Test Anxiety

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ASCA student standards: Mindsets & Behaviors for student success. (2021). https://www.schoolcounselor.org/getmedia/7428a787-a452-4abb-afec-d78ec77870cd/Mindsets-Behaviors.pdf

Corey, M. S., & Corey, G. (1992). Groups process and Practice. Brooks/Cole Publ.

Keri, C. (2020). Test Anxiety Group Counseling curriculum: Test anxiety activities. Counselor Keri. https://shop.counselorkeri.com/products/test-anxiety-group-counseling-curriculum-test-anxiety-activities?_pos=3&_sid=7ce6caa17&_ss=r

Kottman, T. (1990). counseling middle school students: techniques that work. Elementary School Guidance & Counseling, 25(2), 138–145. http://www.jstor.org/stable/42868963

YouTube. (2019, March 25). Fight flight freeze – A guide to anxiety for kids. YouTube. https://www.youtube.com/watch?v=FfSbWc3O_5M

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This session is during the working stage of group counseling.  During the working stage of group counseling, members  have built enought trust to take risks in exploring problems that they bring with them to the group  (Corey et al., 2018).

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ASCA M 5. Belief in using abilities to their fullest to achieve high-quality results and outcomes.
ASCA B-SMS 1. Responsibility for self and actions
ASCA B-SMS 7. Effective coping skills

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- Copies of the Thoughts, Feelings, Actions Worksheet for each group member
- Pencils

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1. Students will identify a worry that they have about taking tests
2. Students will identify alternative thoughts and reframe this worry in a positive way.

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This session is the initial stage of group. It is characterized by being the orientation and exploration stage where students will be learning about group norms, exploring fears and hopes for goals to achieve and developing trust within the group (Corey et al., 2018).

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1. Students will learn what anxiety is by learning to identify the symptoms that can be experienced.
2. Students will learn a method to help release anxiety and ease the symptoms that are felt.
3. Students will connect their experiences with each other to build trust and connection with group members.

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1. Icebreaker Activity: Have each group member tell the group three things about themselves. Two of these things will be true and one will be a lie. The group will work together to guess which one is the lie.
2. The school counselor will open up the discussion by asking students how they believe their feelings and thoughts impact their actions.
3. The school counselor will then show them the YouTube video "The CBT Triangle- SEL Sketches".  This video explains the CBT Triangle and how our thoughts, feelings and actions are interconnected.
4. The school counselor will then distribute the Thoughts, Feelings, Actions worksheets.  Discuss the example given on the first page about taking a test.  The thought ("I'm going to fail") led to the feeling (worry) which led to the action of not studying.  Ask students the process question "What could have changed if you had a more positive thought?
5. The school counselor will then ask for an example of a negative thought.  They will then work together to fill out a triangle with possible feelings and actions that would result from this thought.
6. The school counselor will then ask students to identify thoughts that they have when it comes to taking tests.  They will write this thought on their own blank triangle.  They will then identify feelings and actions that result from this thought.  Encourage them to reframe negative thoughts in the future.
7. Closing Discussions/Questions:
-How do you think reframing negative thoughts about test taking will impact your actions?
-How will you use the Thoughts, Feelings, Actions triangle to help you when taking tests in the future?

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Mindsets:

M 4. Self-confidence in ability to succeed

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

Learning Strategies:

B-LS 4. Self-motivation and self-direction for learning

Self Management Skills:

B-SMS 6. Ability to identify and overcome barriers

B-SMS 7. Effective coping skills

Social Skills:

B-SS 8. Advocacy skills for self and others

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Materials for Method to Manage Test Anxiety:

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Materials for Method to Manage Test Anxiety:

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This short video will help teach the students a method to use to do what is called "grounding" to help manage their symptoms of anxiety when test-taking comes about.

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The 5-4-3-2-1 Method: A Grounding Exercise to Manage Anxiety

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Stage of Counseling: Working stage of group counseling continued.

Learning Objective: Students will utilize at least 1 calming strategy they will use during the test, if they notice feelings of fear, worry, or anxiety

ASCA Mindsets and Behaviors
Mindsets: 5 Belief in using abilities to their fullest to achieve   results
Behaviors: Self Management Skills
7. Demonstrate appropriate coping skills when faced with a problem.

Ice breaker: Pictionary
The school counselor will give students a prompt, have them draw it out, then have the rest of the students guess the picture.

Session
The school counselor will review what the students have gone over for the last couple of weeks. The school counselor will then ask the students:
1. What do you do when you have prepared for the test night before and the morning of the test, attempted to utilize the test taking strategies, but you still feel worried or anxious on test day? The school counselor will allow the students to have a discussion about ideas.

Activity 1
Students will practice calming strategies together as a group. These will be techniques they can use before or during the test to help their bodies feel calm when they notice signs of worry.

Strategies:
Controlled breathing-the school counselor will lead the students through a controlled breathing activity . The school counselor will encourage the students to inhale deeply through the nose for 5 seconds, then exhale slowly through the mouth  for 7 seconds. The school counselor can show the YouTube video "Coping Skills for Middle School and High School kids: Taking Deep Breaths" as demonstration and the students can practice along.
Grounding- the students can practice 2 grounding strategies  (1) Power hug, where the students will tap hands on opposite shoulders, squeeze, and say affirmations like "I  am prepared and ready for this test" or "I will do my very best" (2) Alphabet search, where the student will look around the room and find something that starts with each letter of the alphabet until they feel calm.
Muscle Relaxation- the students can practice wall pushups or hold a wall push, squeeze and release hands, and a full body tense and release.

Debrief:
1.Which of these strategies did you like the best?
2. Which one helped you feel the most calm?
3. Which one do you think you could use before the test to help yourself feel calm? What about during the test?

Summarize
The school counselor will remind the students that when their bodies give them signals that they are worried or anxious, they should take a moment to utilize one of the calming strategies. The school counselor will encourage the students to practice the strategies on their own to find the one that really works for them.

References:
Keri, C (2020) Test Anxiety Group Counseling curriculum: Test anxiety activities. Counselor Keri. https://drive.google.com/file/d/19phn7WpqEb6aq2ijKKXOcn9dy8i0L0fY/view

Children's Healthcare of Atlanta Strong4life. (2020, August 28). Coping Skills for Middle School and High School Kids: Taking Deep Breaths [Video file]. https://www.youtube.com/watch?v=e2j7S8dy8j0&t=11s

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Video- Thoughts, Feelings, Actions Triangle

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Video- Thoughts, Feelings, Actions Triangle

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Opening of the Session: We will discuss the purpose of the group, the rules, and the expectations.
Introductions: Beginning with the leader of the group to give an example and set the tone. Each student will give their name, an interesting fact or two about themselves, and one feeling they notice surrounding tests either before, during, or after test taking.
Discussion: Learn about a few physical symptoms that might arise during test taking and a discussion from students about what they may experience and how they may relate to each other with these experiences.
Video Activity: Play the 5-4-3-2-1 Method video
Closing Discussion Questions:
1. What is a goal that you would like to achieve by the end of this group?
2. What is one symptom you recognize as anxiety?
3. What is one technique you could use to help ease anxiety in the moment?

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In this video different strategies are presented to help students recognize how their body may handle anxiety and find ways during and before the test if they feel themselves getting anxious.

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5 Tips for Coping with Test Anxiety (for kids!)

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American School Counselor Association (2021). ASCA Student Standards; Mindsets and Behaviors for Student Success. Alexandria, VA: Author.

Corey, M. S., Corey, G., & Corey, C. (2018). Groups: Process and practice (10th ed.). Belmont, CA: Brooks/Cole.

Springer, S. I., Moss, L., & Schimmel, C. J. (2021). A School Counselor’s Guide to Small Groups: Coordination, Leadership, and Assessment. Cognella Academic Publishing.

The Partnership In Education. (2021, January 12). The 5-4-3-2-1 Method: A Grounding Exercise to Manage Anxiety. YouTube. https://www.youtube.com/watch?v=30VMIEmA114

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Corey, M. S., Corey, G., & Corey, C . (2018). Groups: Process and practice (10th ed.). Belmont, CA: Brooks/Cole.

SEL Sketches. (2020, November 22). The CBT Triangle- SEL Sketches. YouTube. https://www.youtube.com/watch?v=gd65sMGERrU&ab_channel=SELSketches

Therapist Aid. (2023). CBT for Kids: Thoughts, Feelings, & Actions. https://www.therapistaid.com/therapy-worksheet/cbt-for-kids

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This session is during the termination stage of group counseling. During the closing (termination) stage of a group, members process their experiences from the group, discuss how they will use what they learned in their everyday lives, and say good-bye (Corey et al., 2018).

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Stage of Counseling:

This is a continuation of the working stage of the group counseling where members are more committed to exploring significant problems discussed during a session. They have learned how to involve themselves in group without waiting to be invited into interaction.
(Corey, 2018)

Learning Objective:
1. Students will become aware of strategies for studying for test.
2. Students will understand how to take test
3. Students will learn concentration and memory strategy.

ASCA Mindsets and Behavior Standards
Mindsets: 5. Self- confidence in ability to succeed
Behavior:  Use of time management, organizational, and study skills
7. Demonstrate appropriate coping skills when faced with a problem.

Ice Breaker:  Jenga
Students will be given a handout with questions and the counselor will have a copy as well.

When the students pull a numbered block, they will read and answer the question on the handout that goes with the number on the block. For example, if they pull block number 4, they will read question number 4 on the handout.

Possible questions:
1. What super power do you wish you had?
2. If you could hang out with any cartoon character, who you choose and why?

Session Procedure:
Activity 1:
Purpose: Students will review organizational skills

The school counselor will ask students if they would prefer taking a surprise quiz or knowing about the quiz in advance. Have them explain their answers.

The school counselor will discuss with students how to they would plan ahead and what strategies would they use on the test to be successful.

This conversation will lead to the importance of reviewing study material several days before a test. Explain that by doing so they will be better prepared for the test, they will have time to finish assignments, read material, review notes, and get help from the teacher if needed.

Activity 2
Purpose: Students apply organizational skills to test taking and identify strategies to use when taking tests.

Strategies for test taking
The school counselor will ask students to share strategies they know for planning ahead and completing tests on time. Then ask students to indicate which strategies they have used before. Which ones were easy and which ones were difficult.
The school counselor will show the YouTube video "5 Tips for coping with test anxiety (for kids)" to review material covered over preparation strategies and how to cope when they start to feel anxious.

Discuss and Review Strategies:
1. Read directions carefully! Never assume you know exactly what to do.
2. Notice important key words such as always, never, most, least, true, false. These words can help you make an educated guess and eliminate answers.
3. Eliminate wrong answers by crossing them out so you are not distracted by them.
4. Skip hard questions and come back to it later.
5. Be mindful of time. Do your best to focus but pay attention to how much time you have left in case you need to go back to a question.
6. Speak positively to yourself. If something get hard, remind yourself that you can do this.
7. Take brain brakes if you feel yourself feeling frustrated. Take a minute to stretch, move around, then get back to the test.
8. Check your work if you finish early to review any questions you were unsure about.
9. Only focus on your own progress. Don't worry if other people finish before you.

Activity 3: Practice
The school counselor will give each student or pairs of students one activity to practice these skills.

As a group, they will discuss which strategy was easy to use and which was the hardest.

Closing activity
The school counselor can ask the students to share one positive thing they can say to themselves during the test to keep them motivated.

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Closing Discussion Questions:

1.If you found your mind wandering or getting distracted, what was it like to identify with what was going on?

2. Why might it be helpful to know what symptoms are common for you?

3. What was it like grouping the symptoms into sensations, thoughts, and feelings?

4. How do you think this exercise might help you during a test or a stressful task or event in school?

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ASCA M 5. Belief in using their abilities to their fullest to achieve high-quality results and outcomes
ASCA B-SMS 7. Effective coping skills
ASCA B-SMS 10. Ability to manage transitions and adapt to change

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References:

Additional Resources Anxiety and Depression Association of America. (2016). Test anxiety. https://www.adaa.org/living-with-anxiety/ children/test-anxiety

Corey, M. S., Corey, G., Corey, C.  (20170101). Groups: Process and Practice, 10th Edition. [[VitalSource Bookshelf version]].  Retrieved from vbk://9781337515719

Hayes, S. C., Strosahl, K. D., & Wilson, K. G. (2012). Acceptance and commitment theory: The process and practice ofmindful change (2nd ed.). Guilford Press.

Zeidner, M. (1998). Test anxiety: The state ofthe art. Plenum Press.

Springer, S. I.  (2021-08-11). A School Counselor's Guide to Small Groups,  2nd Edition. [[VitalSource Bookshelf version]].  Retrieved from vbk://832941A

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-Blank Paper
-Pencils or pens

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1. Students will be able to identify 3 things they learned from this group.
2. Students will be able to identify how they will use the strategies they learned in group in their everyday lives.

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1. Icebreaker Activity: Welcome students back to group.  Invite them to take turns sharing their rose, thorn, and bud.  The rose is something positive that happened the past week, the thorn was a challenge that they experienced in the past week, and the bud is something that they are looking forward to in the upcoming week.
2. Students will participate in the snowball activity.  During this activity students will take a blank piece of paper and write three things that they have learned from the group.  They will then crumple it up into a ball and throw it into the center of the group circle.  Once everyone has thrown in their snowball members will take turns selecting one to read to the group (Bell, 2019).
3. Closing Discussion: The school counselor will then discuss how the group has learned so many strategies to deal with test anxiety.  The school counselor will then ask members to go around and answer the question, "How will you use the strategies that you have learned in this group and apply them in the future?"
4.  The school counselor will close the group by saying, " I have seen you all come together throughout these sessions to support and help each other with your test anxiety.  As you go forward, I encourage you to continue to lean on others and to remember the things that you have learned from this group." The school counselor will remind them how to find them if they have questions or need further support in the future.

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Bell, A. (2019). 20 Free Closure Activities. Mrs. Bell The Crafty Counselor. https://mrsbellthecraftycounselor.com/2019/09/closure-activities/

Corey, M. S., Corey, G., & Corey, C . (2018). Groups: Process and practice (10th ed.). Belmont, CA: Brooks/Cole.

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Students who experience test anxiety have been shown to have correlations with  negative impacts in school such as poor academic performance due to difficulty learning in the classroom, low self esteem, and more mental health problems (Lowe, 2014).

Studies have found that students who suffer from test anxiety may have increased truancy issues, and have higher drop out rates (Lowe, 2014)

Around 33% of students suffer from test anxiety, so group counseling work focused on teaching skills to ease test anxiety is imperative.

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Putwain, D. W., Jansen in de Wal, J., & van Alphen, T. (2023). Academic Buoyancy: Overcoming Test Anxiety and Setbacks. Journal of Intelligence, 11(3), 42. https://doi.org/10.3390/jintelligence11030042

Sara. (2022, July 4). What is test anxiety (and how it affects students). Oxford Learning. https://www.oxfordlearning.com/what-is-test-anxiety/

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Lowe, P. A. (2014). The Test Anxiety Measure for Adolescents (TAMA). Journal of Psychoeducational Assessment, 32(5), 404–416. https://doi.org/10.1177/0734282913520595

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Refences:
Corey, M. S., Corey, G., & Corey, C. (2018). Groups: Process and practice (10th ed.). Belmont, CA: Brooks/Cole.

Keri, C. (2020) Test Anxiety Group Counseling curriculum: Test anxiety activities. Counselor Keri. https://drive.google.com/file/d/19phn7WpqEb6aq2ijKKXOcn9dy8i0L0fY/view

Mylemarks. (2019, December 26). 5 Tips for coping with test anxiety (for kids) [video file]. https://www.youtube.com/watch?v=sDYx9qM_ygg

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Debrief:

*Which of these things that we included in our plan do you think might be challenging for you?

*How can we help you overcome this challenge?

*Who is one person at home who can help you implement your plan?

Wrap up: “There are some things we can’t control about the test or test day. If we focus on those things that we can’t control, we might increase our fear or worry about the test. But there are also a lot of things we can control about test day! If we focus on those things instead, we can help ourselves feel more confident and prepared going into the test.” Remind students of the next meeting time and let them know you can’t wait to see them then!

References:
Keri, C. (2020) Test Anxiety Group Counseling curriculum: Test anxiety activities. Counselor Keri. https://drive.google.com/file/d/19phn7WpqEb6aq2ijKKXOcn9dy8i0L0fY/view

Youtube. (2020, October 4), https://www.youtube.com/watch?v=BXDKkZrXFMQ
How to study effectively FOR MIDDLE SCHOOL - YouTube