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This group will focus on test-taking strategies and coping skills for test-taking anxiety.  Students 9th-12th grade who suffer from test-taking anxiety or classify themselves as “bad test-takers” will identify ways to self-calm prior to and during a testing session.  They will also learn strategies to make them more effective test-takers and build their confidence while taking tests.
The purpose of this group is to give students test-taking tips and strategies along with coping tools to use before and during a test in order to calm themselves in the case of test-taking anxiety. This will provide students resources to use during their EOCs and/or college-readiness exams.

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Upon completion of this group, students will master the following mindsets and behaviors for student success:

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 3. Time-management, organizational and study skills

B-SMS 6. Ability to identify and overcome barriers

B-SMS 7. Effective coping skills
(American School Counseling Association, 2021)

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Multiple means of communication will be used in order to publicize the Test Tacklers group. Visual methods will include flyers and posters placed strategically around the hallways, cafeteria and other high-traffic areas of the high school. The flyers will contain a brief description of the group, contact information for Mrs. Paul and a QR code that will take them to a google form to complete if they are interested in getting more information. This information will also be placed on the MHS Counseling Facebook page and the MHS campus Facebook page in hopes that parents will bring it up with their students to discuss at home. Publicity will also occur through the daily announcements done by the administrators. An email will be sent to teachers containing a description of the group and a link to a google form that allows them to refer students who might benefit from participation in the group.

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Students who complete the google form after scanning the QR code, contact Mrs. Paul directly, or are referred by their parents or teachers will participate in the screening process.  Screening will occur in two phases.  The first phase will be done in small groups of 8-10 students where the following information will be shared:
Group description, purpose, goals, meeting days and times, and how the student can benefit and benefit others by participating.
The second phase will happen individually for those that are still interested following the informational session.  In phase two, the small group counseling process and format will be be explained.  This will include the specifics regarding how to be a good contributing member but also one who listens.  The requirement for confidentiality will also be communicated at this time.  During these individual meetings, Mrs. Paul will ask the students to explain back to her what their understanding of the purpose of the group is and the expectations. The students will also be given opportunity ask any questions or get clarification during this meeting.  The students will express their interest or lack of interest in participating following this meeting.

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In MISD, counseling services are considered part of the educational services provided to students.  However, because of the group setting, a description of the group, procedures and expectations will be sent home along with a consent to participate form that will have to be signed by the students' parent/guardian and the student themselves. This will only be sent home to those who elect to participate following the selection process.

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At the time the students return their signed consent forms, ground rules will be discussed.  The rules that will be used as the framework for all group-decided guidelines are:
1. Respect self and others.
2. What is shared in the group cannot be shared outside the group.
3. Participate by speaking, listening or both.

During the first session, the group will determine what exactly the three rules look like or sound like and will create guidelines to fall under each of the three major rules.

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Establishing trust, cooperation and mutual respect is important in any group setting, but it is especially important in group counseling.  Intentional planning and actions need to occur in order to facilitate such attitudes in the group.
Stage 1: Building Relationships and Establishing Trust
Being that the group will consist of 8-10 students in the same grade, there is a good chance the group members will know each other.  They may be familiar with who their leader is, but maybe have not had a lot of interactions with that person.  It will be important that the leader share his/her own experiences with test-taking anxiety or struggles with test-taking in the past or even in current situations.  Having the students piggy back off of what the leader shares will allow the students to see that they have commonalities and will be able to better relate to one another.  The rule of confidentiality will be reiterated and clarified.  Since there will be some element of strategies and coping skills discussed during the sessions, it will need to be clarified as to what can be shared outside of the group and what can't.
Stage 2: Maintaining Cohesiveness & Productivity
Reminding the students of the group guidelines and the overall end goal of the group will be part of every session for the Test Tacklers.  There will be ongoing opportunities to learn new strategies and gain confidence in test-taking.  Students will be encouraged to share their victories and cheer one another on as those occur.
Stage 3: Closure
As the group comes to a close, the students will be encouraged to continue to share successes with one another and the leader regarding comfort level with a testing situation or a rise in test scores. They will be reminded that the confidentiality rule of the group does not end just because the group sessions end. Prior to a major testing day, like an EOC, the leader will send notes or emails of encouragement and remind students what they have learned.

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In order for members of the group to know that they have a say in establishing the guidelines for the group, it would be important that the leader display more of a participative leadership style. The students seeing the leader as one who shares along side them but has a little more experience and insight will help them to feel comfortable and build confidence in the group atmosphere.

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Through the sessions of the Test Tacklers group, there are several of Yalom's Therapeutic Factors that could be at play.  The first that seems very likely is Universality.  The leader would work to help all students in the group see that the feelings or concerns that they have regarding test-taking are experienced to some degree by all members of the group, including the leader.
Other likely factors that would present themselves through the group counseling sessions would be Direct Advice and Interpersonal Learning. The students will receive guidance that includes specific strategies and coping skills. However, through discussion, they will also be able to learn from each other as to ways to stay calm during a test.

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Texas Education Code § 33.005 and .006 clearly outline what a comprehensive school counseling program should include and what the general duties of a school counselor are. Within both sections, it is written that the school counselor provide support to help students develop academically, emotionally, socially and in their career development. It is also expected that counselors step in to assist students in situations where there are roadblocks in reaching their potential in any of those areas. Small group counseling is one of the tools counselors can use in order to help overcome some of those barriers.

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EDUCATION CODE CHAPTER 33. SERVICE PROGRAMS AND EXTRACURRICULAR ACTIVITIES

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According to Section A.7.a of the American Counseling Association Code of Ethics, the counselor should serve in the role of advocate for their clients. In the school counselor situation, this would be his/her students. The counselor is to identify and confront issues that cause barriers in areas of development. This can be done on individual or group levels. Group counseling situations allow for the counselor to promote growth in areas where multiple students have concerns.

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Selected stories from Freaking Out: Real-life Stories About Anxiety

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Selected stories from Freaking Out: Real-life Stories About Anxiety

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Our group will use selected stories from Wells' book in order to help identify our own feelings of anxiousness and discover how others coped with similar feelings.

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

American School Counselor Association (2021). ASCA student standards: Mindsets and behaviors for student success. Alexandria, VA: Author.

Cherry, K. (2021, August 11). Leadership styles and frameworks you should know. VeryWellMind. https://www.verywellmind.com/leadership-styles-2795312

Missouri Professional School Counselors and Counselor Educators. (2015). Professional school counselor small group counseling guide: A professional school counselor’s guide to planning, implementing, and evaluating school-based counseling groups. http://www.missouricareereducation.org/doc/smallgroup/SmallGroupCounseling.pdf

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

2 Tex. Educ. Code § 33