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(Missouri Professional School Counselors and Counselors Educators, 2015)

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(Missouri Professional School Counselors and Counselors Educators, 2015)

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The following group expectations will be discussed, posted in the group meeting area, and reviewed at the beginning of each meeting (Missouri Comprehensive Guidance and Counseling Programs, 2015).

Group Expectations:
1) Be respectful of the confidentiality of all members of the group. "What we say here stays here!"
2) Do not interrupt the speaker
3) Only share respectful and helpful suggestions or comments
4) Member participation is encouraged
5) Be open and accepting of suggestions. Give a new idea a try!

(Missouri Comprehensive Guidance and Counseling Program, 2015, page 26)

The counselor will have the students sign a group poster in agreement to follow all expectations from the first day and even upon the conclusion of the sessions.

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This group consists of two small groups of fourth grade students. Each group will consist of five STAAR-aged 8- and 9-year-old students who have had at least one year of high-stakes state academic testing. The psycho-educational group's purpose is to give students information about what stress and anxiety are and the symptoms. Students will be taught self-calming strategies to help the students work through stressful test-taking situations.

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The High Stakes Stressers will be a group of STAAR-aged 8- and 9-year-old students who have had at least one year of high-stakes state academic testing. The group's purpose is to give students information about what stress and anxiety are and their symptoms. I will then provide strategies to help them work through stressful test-taking situations.

Students will be taught about anxiety and its effects on the body, test-taking tips, study skills, and calming strategies.

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Title 19 of the Texas Administrative Code Chapter 239 states as part of the school comprehensive program counselors must legally provide small services to students based on their needs either individually or in small groups (19 Tex. Admin. Code § 239.15.c.3).

Title 19 of the Texas Administrative Code Chapter 239 also requires that parents, teachers, and other stakeholders must be consulted as needed to provide the best services to students (19 Tex. Admin. Code § 239.15.c.3).

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The Lewin leadership style for this small group will be a Participative Leader (Cherry, 2022).   This is a democratic style of leading a small group.  According to Cherry (2022) though the groups are not typically as productive, the contribution to the group is better quality (Cherry, 2022).

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Yalom identified universality as one curative factor when providing group therapy.  All students within this group are experiencing the same struggles with academic anxiety and stress.  They should find comfort in the understanding they are not alone in this problem.

Another curative factor will be direct advice.  I will provide the students with various techniques to help decrease their anxiety levels.  I will encourage the students to choose a few of the strategies to use in times of high anxiety during the school day.

As the sessions continue, the students will hopefully improve interpersonal or social skills by sharing experiences and valuing other group member's opinions. Though the stressors and symptoms of anxiety may differ in each group member, the overall goal is to become better at identifying potential stressful situations and techniques for handling the stress.

(Yalom, 1995)

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The informed consent agreement will be discussed during the initial parent phone call invitation to the group. The counselor will include two copies of the attached consent agreement along with the invitation to join the small group.  One copy is to be signed and returned.  The other copy is for the parents to keep.

(Missouri Professional School Counselors and Counselor Educators, 2015)

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Publicity to parents-  Each student's parents will be contacted to discuss the small group formation and formally invite his/her child to participate. A formal invitation will then be sent home with each previously identified student for parental approval.

Publicity to teachers- An email will be sent to each fourth-grade teacher explaining the group and eligibility criteria. A Google form will be attached for teachers to submit names of students they feel would benefit from the small group.

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American School Counselor Association (2021). ASCA Student Standards; Mindsets and behaviors for student success. Alexandria, VA:

Author.

Cherry, K. (2022). How to lead: 6 Leadership styles and frameworks. Verywell Mind. https://www.verywellmind.com/leadership-styles-2795312

Missouri Professional School Counselors and Counselors Educators. (2015, May). Missouri Comprehensive guidance and counseling program:
responsive services, professional school counselor small group counseling guide.
https://dese.mo.gov/media/pdf/guid-respon-serv-small-group-counseling-guide-2015_0

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

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During the first meeting the norms and expectations will be shared and discussed.  The students will share examples of what each expectation "looks like" and "sounds like".  We will then discuss what confidentiality means.  Since the counselor will be working with a group of second graders the term "privacy" will be along with confidentiality.

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The counselor will use a list of student names provided by the fourth-grade level teachers to schedule one-on-one conferences with each student. The classroom teacher will also complete a student anxiety rating form prior to the interview with the student (Missouri Comprehensive Guidance and Counseling Program, 2015).

During the meeting, the counselor will go over the purpose of the group and group objectives. The counselor will then invite the student to join the small group.  **Students with self-identified or teacher-perceived test anxiety will be considered as candidates.

Additional students will be invited based on a nine-week failure report and current progress report.

3-5 students will be chosen to participate every nine weeks.

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The counselor will mantain the role of of a participative leader throughout the six week sessions.  The counselor will provide suggestions to the group for further discussion.  The counselor will provide positive feedback to group members suggestions to encourage additional participation.

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Mindset Behavior- 1. Belief in development of whole self, including a healthy balance of mental, social/emotional and physical wellbeing (American School Counselor Association, 2021).

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According to ethical standards outlined in the ASCA Ethical Standard framework, school counselors must maintain confidentiality during group sessions (ASCA, 2022, B.4.a).  The importance and guidelines must also be clearly explained to all participants.

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At the conclusion of the small group sessions we will celebrate both large and small successes.  The counselor will explain that all students do not progress at the same rate in learning so even if all goals were not met small accomplishments are still measured a success. The counselor will explain that the small group sessions are ending but will transition into individual check-in meetings.

The counselor must emphasize that confidentiality must continue after the sessions end.

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Behavior standard-Social Skills: 9. Social maturity and behaviors appropriate to the situation and environment (American School Counselor Association, 2021).