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Teacher and student surveys will be distributed to teachers to be completed during the 8th Period LEAD class. Teachers will be given a deadline to return surveys, and once surveys have been returned, Ms. Siler will compile the data in order to select 25 students who demonstrate the highest struggle with testing anxiety based on the combination of self report and teacher report. Students who express interest in the group to Ms. Siler personally will be interviewed using questions based upon the student survey to determine if this group would be beneficial to them. Students who have expressed interest, but do not appear to have qualities that would enable them to contribute to a positive group climate will be offered the option of meeting with Ms. Siler privately to address their testing anxiety.

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According to the Texas Education Code, “The board of trustees of each school district shall adopt guidelines to ensure that written consent is obtained from the parent, legal guardian, or person entitled to enroll the student under Section 25.001(j) for the student to participate in those activities for which the district requires parental consent” (2 TEC § 33.003). The attached informed consent will be sent home at the first group meeting. Should I be unable to obtain the signed consent form, I will confirm that consent was obtained upon student enrollment at the beginning of the year.

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As a PSC it is my responsibility to understand the the three stages of group counseling and to manage those stages in order to ensure the effectiveness of the sessions.

Stage 1: I feel that if I expect students to be open and vulnerable with me, then I must establish an environment where they feel safe. From the first meeting I will discuss rules and confidentiality with members. I will explain what confidentiality means and why it is so important. On that same note, I will make sure that members understand that despite confidentiality being one of our rules, we have no way to ensure that all members will abide by it. Therefore, it is important to recognize the difference between what is appropriate to be shared in a group setting, and what would be more appropriate to share in a private session. I will use examples in order to better illustrate the difference. I will also use the first session to share a little about myself with the students and invite them to share a little about themselves so that we can all begin to get to know and trust each other.

Stage 2: I will make time at each sessions for members to briefly share their progress and/or setbacks. It is important for students to be able to see their progress in order to value the group and the help that is being provided. It's also important for members to praise one another on their progress, and encourage them in their setbacks. Knowing that they are a valued member of the group will help them to work productively as a cohesive group.

Stage 3: During the final session I will encourage group members to share what they have liked the most about the group and how they will use what they've gained from it as they move forward. I will let members know that even though we won't be meeting as a group anymore, they are encouraged to keep in touch with one another and provide encouragement and support to each other outside of the group meetings. I will also let them know that we will have a follow up meeting in 4 weeks to check in on their progress and continued growth.

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At the initial meeting we will go over the rules. After explaining the non-negotiable rules, we will then decide as a group what additional rules maybe needed. The non-negotiable rules for this group will be as follows:

1. Respect confidentiality.

2. Respect other's feelings.

3. One person speaks at a time.

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I believe that students will experience several of Yalom's Therapeutic Factors in this group.

Instillation of Hope: It is my hope that these sessions will give students hope. Once they realize that there are strategies that they have the power to employ, they should be able to see that their situation is not hopeless. As they begin to see their own progress and triumphs their hope should grow.

Universality: Students will recognize that testing anxiety is something that many people cope with. They will be able to identify commonalities between themselves and other members which will help them to see that they are not alone in their struggles.

Altruism: I expect that as students support each other they will recognize the significance of the difference you can make in someone else's outlook on their own situation.

Direct Advice: Students will receive direct advice through the content of each session, as well as through feedback from other group members.

Interpersonal Learning: Although each student is different, the goal is that they will value the differences in each other and learn from those differences.

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In order to publicize this group, flyers will be placed around the school instructing students to contact Ms. Siler if interested in attending. Surveys will be placed in teacher's boxes along with e-mails sent to teachers to explain the group's purpose and instructions for completing and returning surveys. Based on information gathered from teacher and student surveys, students will be selected to receive individual invitations along with the group flyer to participate in the group.

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This series of closed small group counseling sessions will enable students to discuss their feelings about taking exams and explore what thoughts, feelings, and behaviors before, during, and after testing that lead to worsening anxiety. They will also be taught test taking strategies, organizational skills, and healthy study habits. Students will range in age from 11-14 years of age. Groups will consist of 5 students of the same grade level.

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American School Counselor Association. (2022). ASCA Ethical standards for school counselors. www.schoolcounselor.org. https://www.schoolcounselor.org/About-School-Counseling/Ethical-Responsibilities/ASCA-Ethical-Standards-for-School-Counselors-(1)

19 Tex. Admin. Code §239.15

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I believe that a participative/democratic leadership style will work best with this group. Students need to feel some ownership in the group in order to be fully invested, which means that allowing them to discuss, give input, and fully participate underneath the guidance of a leader is the best option. An authoritarian leadership style may result in compliance, but it would diminish student's willingness to be vulnerable and forthcoming when exploring their feelings about anxiety. A delegative leadership style would not provide enough structure which would create an environment that would not feel as safe for participants, and would result in much less productivity.

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Section A.2.f of the ASCA Ethical Standards for School Counselors states that we are to "keep information confidential unless legal requirements demand confidential information be revealed or a breach is required to prevent serious and foreseeable harm to the student or others. Serious and foreseeable harm is different for each minor in schools and is determined by a student’s developmental and chronological age, the setting, parental/guardian rights and the nature of the harm. School counselors consult with appropriate professionals when in doubt as to the validity of an exception" (American School Counselor Association, 2022). This requirement supports me in my role as a school counselor because it lays down guidelines for when it is required to break confidentiality. The last sentence reminds me that there will be times when I am unsure if an exception is necessary, and it is important for me to understand that in these cases I need to consult another professional for advice.

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Upon completion of these group sessions students will have mastered the following ASCA Mindsets and Behaviors:

M 3. Positive attitude toward work and learning

M 4. Self-confidence in ability to succeed

B-LS 3. Time-management, organizational and study skills

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

B-SMS 3. Independent work

B-SMS 5. Perseverance to achieve long and short-term goals

B-SMS 7. Effective coping skills

B-SS 2. Positive, respectful and supportive relationships with students who are similar to and different from them

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Standard II of the Texas Administrative Code states that the school counselor must "demonstrate proficiency in teaching small and large groups by actively engaging students in the learning process" (19 Tex. Admin. Code §239.15). This supports me as a school counselor because it reinforces the importance of keeping students engaged. This ties back to the second stage of group dynamics. Students must stay engaged in order to be productive, and they must be productive in order to reap personal benefits and progress from the group.