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The population targeted with this group is students ages 8-10 years old who struggle with testing anxiety.

Stage 1: Group members will get acquainted with each other as well as the group leader. Activities such as ice breakers will be included into stage one. This stage will help foster the beginning of relationships and bonds. During this stage, the beginning layer of trust will be the foundation to grow on.

Stage 2: The working together stage. In this stage group members will deepen their relationship by sharing vulnerable aspects of their struggles. This stage also includes, activities will help strengthen trust and relationships. Lastly this state incorporates skills to practice and discuss with other group members.

Stage 3: This stage is the conclusion. Group members will assess knowledge gained as well as the techniques learned  over the course of the group meetings. To follow up with group members a survey will be given to give a check in on how they are doing and handling testing anxiety. Follow ups will include teachers and administration.

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Fear Fighters is a group that will focus on testing anxiety. Testing anxiety can cause many different emotions, which is why we will focus on mindfulness, coping strategies, and how to stay calm when fear gets the best of us. Fear Fighters is deigned to serve students ages 8-10 years old.

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The following Mindset Standards will be in affect for Fear Fighters.

M1. Belief in development of whole self, including a healthy balance or mental, social, /emotional and physical well-being.

M4. Self confidence in ability to succeed.

M5. Belief in using abilities to their fullest to achieve high-quality results and outcomes.

The following Behavior Standards will be in affect for ear Fighters

B-SMS-6 Ability to identify and overcome barriers.
B-SMS-7 Effective coping skills

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To properly advertise for this group, different steps will take place. The plan is to have all grade level teachers assign an online testing anxiety survey. Teachers will have up to two weeks to implements this survey. Teachers will receive weekly e-mailed reminders. The data from this survey will convey information on which students are at risk or encounter testing anxiety. Teacher input is also considered amongst results. Fear Fighter flyers will be hung up in the hallways to share the group in a positive way.

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My plan to inform participants include telling students as a group in a meeting. During this conversation, I will give an informative letter to take home. I plan to assess participants readiness, willingness, and interest when meeting with the students to discus further details on this group. At the end of this initial informative meeting, I will give out a paper questionnaire to determine if participants are ready for participation. This time will also allow for any questions or concerns regarding this group!

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The following group rules will be determined prior to the first meeting.
1. Confidentiality
2.  Personal vulnerability and comfort zone in relation to sharing
3. Be Respectful, Be Responsible, Be Safe the Shallowater way

Rules to be determined by the group will be discussed in our first meeting and will be agreed upon as a group as a whole.

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This informed consent will be given to each participant to gain consent from both the legal guardian/parent as well as the student participating.

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Fear Fighters will benefit from a participative leadership style. This will ensure that group members can allow input, feel engaged, and make informed decisions based on their needs. This leadership style will best serve the students in this group due to the participants feeling welcomed and important. With different coping skills, mindfulness activities, and testing skills, members will need to determine which techniques they want to incorporate into their plan.

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The ACA Code of ethics can play a major role in counseling. According to the ACA section A.9. titled Group Work, counselors are ethically responsible for screening participants and selecting members who enhance the group. Through group counseling it is imperative that during this state all requirements are being take seriously and that candidates are meeting group requirements.

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The Texas Administration Code under standard I (16) as well as section II (6) states that counselors must know how cultural factors in a group setting can affect individuals as well as being proficient in teaching groups by engaging students. In group counseling, its important to understand how participating in a group can affect an individual. While its also important to create content for your group that is engaging for students while they learn.

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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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American Counseling Association. (2014). ACA code of ethics. https://www.counseling.org/resources/aca-code-of-ethics.pdf

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. Retrieved from https://dese.mo.gov/sites/default/files/guid-respon-serv-small-group-counseling-guide-2015.pdf

·       Ehmke, R. (2022, August 31). Tips for beating test anxiety. Child Mind Institute.
https://childmind.org/article/tips-for-beating-test-anxiety/

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

19 Tex. Admin. Code §239.15

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In this group, many factors in relations to Yalom's Therapeutic Factors can be identified. First we could see universality amongst the group. With all members of the group dealing with anxiety, this will allow students to recognize that they are not alone. By sharing how testing anxiety affects them, this too shows what they have in common. Another factor that may be present is direct advice. In each session group members will be learning skills and techniques to incorporate to help with testing anxiety. Lastly, Interpersonal learning may be present. This results from gaining feedback from others and practicing new ways of learning. When trying new breathing techniques or coping skills, students will discuss what has helped them and how they incorporated this. Each technique and skill is can be unique to an individual, if we work as a team, we can find which is most beneficial.

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When athletes are called upon to perform in high-pressure situations many of them describe having peaked senses that they use to their advantage. They're able to quiet their minds, zone out the audience, and make the catch. Kids with test anxiety have the opposite reaction.

"Anxiety also has the potential to shut you down," explains neuropsychologist Ken Schuster, PsyD. "When kids are having test anxiety they can't think clearly, they can't judge things the way they could if they weren't anxious. All of your other abilities get clouded up by anxiety."

There are a number of different reasons why some kids might be more susceptible to anxiety. Test anxiety often goes hand-in-hand with learning issues. Children who have ADHD or a learning disability are often already feeling anxious about schoo l, and when it's time to take a test that sense can be heightened. "If I have ADHD and I am prone to inattention, if I start feeling anxious on top of that I'm going to have a lot more difficulty," notes Dr. Schuster.

Likewise, when a student has a limited amount of time to take a test and knows that he processes things slowly, he's probably going to start feeling anxious.

Kids worried that they won't do well, for whatever reason, are prone to more anxiety. Kids with an anxious temperament who worry about making mistakes or performing in general-from singing in music class to going up to bat at baseball-tend to feel more test anxiety. Kids who believe that they won't do as well in a particular subject-like girls influenced by the stereotype that boys are better at math -may also be more prone to test anxiety in that subject.

The common denominator is that if you think you aren't going to do well, you're going to feel more anxious going in. "What I have seen when I work with kids who have test anxiety is they tend to say, 'I'm so stupid,' " says Matt Cruger, PhD, a clinical psychologist at the Child Mind Institute. "That can't be a helpful mindset to have when taking tests. In a more general way I'm really trying to rehabilitate kids' sense of themselves as competent learners."

Learning strategies to bolster your confidence going into the test is a good approach. Often that starts with changing how you study. Dr. Cruger says that 90% of the students he works with don't have an effective model of studying. "What they end up doing most often is rely on their memory of what they heard in class, or review their notes by reading them over," he says. He helps them try other more active methods that give them more mastery over the material.

- Know the test format. "Imagine if you took the SAT but you never did any SAT prep. That could happen to a kid all the time," says Dr. Cruger. "They studied the content but they didn't know what the format was going to be, so they don't feel like they are prepared." So kids should try to find out what format the test will be. Multiple choice? True or false? Essay? A combination? Just knowing the format will help them feel more prepared and take away the shock they might feel when they are handed the test. And if it is possible to take some practice tests, do it.

- Reorganize the material. Try to think about what the main ideas are in what the class has been studying. Outline the big events and issues, and think about the themes that unite them. This is a more active style of studying that helps kids think about what they have been learning in a different way from how it was presented, which will give them a richer understanding of it. And the better you understand something, the harder it will be to stump you.

- Think about possible questions. Predicting and answering questions ahead of time helps kids gain more mastery over the material and feel more confident. But try to think flexibly. "We like our tests to require people to solve the problem, but often not in the way we taught them the problem," warns Dr. Cruger. So if you know you will have some essay questions to answer, try to predict what the topics might be and practice writing your answer ahead of time. If you know there will be some word problems, think about how the things you've learned in class might be turned into a word problem. Look at the word problems that already came up on homework assignments.

Even after having done all you can to prepare, it's still good to be armed with some strategies for getting through the test and putting the brakes on any anxiety you might start feeling in the moment.

- Have a plan: Dr. Schuster says that kids who learn and use basic test-taking strategies tend to feel more confident. For example he recommends:

Don't spend too much time on any one question.

If it's a multiple choice test, read each answer and then cross out the ones you know aren't right to help yourself narrow it down.

Pick an answer and stick with it-we all have the tendency to second-guess ourselves and it can lead to wasted time and wrong answers.

- Break things up: When you start to feel panicked, look for a way to change the focus. For example, Dr. Cruger says that if he sees a question that really throws him off during a test-the kind of question that makes him think, "Is this written in English?!"-he will sometimes turn to the last page and answer the last question first. "Somehow breaking up the routine seems to be helpful for getting things done," he says. "Other people have told me they do this, too."

- Practice calming techniques: Sometimes kids like to bring things like worry stones into tests that they can use almost like a stress ball. Practicing deep breathing and using mindfulness techniques can also be effective.

- Accept when you don't know something. Sometimes the best way to manage your anxiety is to accept that you don't know the answer to a question and move on. If you feel like the test was unfair and didn't give you a chance to show your knowledge, you can advocate with the teacher later.

- Accommodations Some kids who really struggle with test anxiety may also be eligible for accommodations during test time. For example, some kids might need to get up and take a break during a test if they are really starting to panic and need to calm themselves down. Sometimes kids get more time because they aren't working at an optimal speed because they're experiencing low grade panic throughout the test. Kids may even be eligible for a modified version of the test.

Sometimes it can be hard to convince kids to start using new study or test-taking strategies. "You always need to sort of sell kids on the idea of trying something different," warns Dr. Cruger. This can be frustrating for parents and teachers, who only want to help, but Dr. Cruger points out that "Kids are being asked to learn lots and lots of stuff from very well intentioned adults all the time."

If they don't understand the rationale behind a new study method, they probably aren't going to adopt it, so parents and professionals working with kids should be explicit about how a new technique might be helpful.

But when kids start feeling like they've studied well and they know the material and they have strategies to fall back on if they need them, their attitudes going into a test will transform. And having the right attitude is important. "I think the best test-taking mindset is something along the lines of 'I'm a monster, I'm going to kill this test. There's no way I can be fooled or do badly,' " says Dr. Cruger.

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Tips for Beating Test Anxiety - Child Mind Institute

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Learn test anxiety tips for children. Child Mind Institute teaches study strategies and coping skills that reduce anxiety and improve performance.