Mastering Test Anxiety by Rachel Prescott https://padlet.com/rprescott5/3digvgrsilv1amng Kesi Prescott - EDG 6321: Group Counseling en-us 2023-09-16 02:38:12 UTC 2023-09-24 20:25:59 UTC hello@padlet.com 11: Legal and Ethical #2 rprescott5 https://padlet.com/rprescott5/3digvgrsilv1amng/wish/2706543365 The Texas Administrative Code provides the administrative law governing school counselors (19 Tex. Admin. Code §239.15). The Code specifically references the requirement for professional school counselors to have knowledge of and implement the guidelines set forth in the Texas Model (Texas Education Agency, 2018).

As part of the responsive services component outlined in the Texas Model (2018), group counseling is specifically discussed as a strategy to be utilized within a comprehensive counseling program. The Texas Administrative Code (19 Tex. Admin. Code §239.15) clearly describes the school counselor's legal obligation to plan, design, implement, and evaluate group counseling to meet the assessed needs of the student population.]]> 2023-09-16 02:50:15 UTC https://padlet.com/rprescott5/3digvgrsilv1amng/wish/2706543365 10: Legal and Ethical #1 rprescott5 https://padlet.com/rprescott5/3digvgrsilv1amng/wish/2706543407 At the state level, the Texas Education Code (2 TEC §33.002-33.009) outlines the requirements for a comprehensive school counseling program. When viewing these through the lens of group counseling within the school setting, four stand out and tie directly to the formation and implementation of group sessions.

§33.003 - Schools must obtain written consent for students to participate in school counseling services.

§33.004 - Parents have the right to preview the materials used in the instruction of their children during school hours.

§33.005 - School counselors must design a program that includes a responsive services component that intervenes when a student's career, educational, personal, social development are threatened.

§33.006 - Counselors consult with and coordinate with staff, parents, and community members to increase educational effectiveness and success.]]> 2023-09-16 02:50:21 UTC https://padlet.com/rprescott5/3digvgrsilv1amng/wish/2706543407 9: Therapeutic Factors rprescott5 https://padlet.com/rprescott5/3digvgrsilv1amng/wish/2706543837 The Mastering Test Anxiety group counseling sessions provide an opportunity for several of Yalom's (1995) therapeutic factors to present. 

Instillation of Hope - The role of the school counselor is to give student the hope that their test anxieties are not a lost cause. There is hope that they can overcome their anxiety and be successful test takers.

Universality - Throughout group discussions, it is important for students to realize that they are not alone. There are others who possess their same struggles. Test anxiety is not a phenomenon solely given to them to walk through in solitude.

Imparting of Information - Throughout the group sessions, it is the role of the school counselor to provide accurate information about STAAR tests, anxiety, and strategies for dealing with anxiety.

Direct Advice - The school counselor will provide specific strategies for students to employ during periods of anxiety.

Interpersonal Learning - As students share with each other week after week of their experiences in dealing with their anxiety, they provide the opportunity to learn from one another. They become active participants in the growth of fellow students.]]> 2023-09-16 02:51:24 UTC https://padlet.com/rprescott5/3digvgrsilv1amng/wish/2706543837 8: Leadership Style rprescott5 https://padlet.com/rprescott5/3digvgrsilv1amng/wish/2706543959 When reviewing Lewin's styles of leadership (Cherry, 2023), I found myself identifying with the democratic, or participative, style. I feel that this is the best style of leadership for this group for the following reasons:

  • It is my natural personality type. Relationships that require give and take are the most effective. Even in relationships that involve defined roles of authority, a democratic process involves every participant in the process and encourages their growth.
  • This leadership style promotes high quality results. Because the skills developed throughout this group session are necessary throughout life, quality results that are internalized retain great potential to continue to produce results long after the group counseling sessions end.
  • I view the professional school counselor as a guide. Effective growth occurs not when it is forced by an outside entity, but when it is discovered internally. Guiding students along their path of identifying anxieties and strategizing ways to overcome them empowers them to gain self-confidence in their ability to be successful.
]]> 2023-09-16 02:51:32 UTC https://padlet.com/rprescott5/3digvgrsilv1amng/wish/2706543959 7: Group Dynamics rprescott5 https://padlet.com/rprescott5/3digvgrsilv1amng/wish/2706544005 Maintaining the dynamics of any group can be challenging. When dealing with the dynamics of a group counseling session, the effects of those dynamics can influence the success of each student. Being intentional throughout the three stages of group dynamics can prove to be beneficial to the life and effectiveness of the group.

Stage 1: Getting Acquainted/Setting Norms/Building Trust

Within a small school district, most students know one another quite well. In this setting, acquainting the students to the professional school counselor and vice versa may be necessary. As students work through the ground rules activity during session one, norms will be established. Building trust is a task that the professional school counselor must undertake from the first day. Being in classrooms, speaking with students, attending their events, and being a positive influence in their lives from the onset goes a long way in establishing a trusting relationship. As confidentiality within the group can affect a student's willingness to share, it must be dealt with carefully. The group must acknowledge the responsibility of confidentiality. Explaining the difference between maintaining confidentiality and keeping secrets is important as many students view secrets in a negative light.

Stage 2: Working Together to Accomplish Individual and Group Goals

Each week, the group will be reminded of the ground rules and goals for each person. To monitor their progress, the school counselor will maintain communication with teachers to evaluate whether they observe positive growth in the area of test anxiety. Teachers will also be apprised of the strategies being implemented so they can determine whether students are employing them in the classroom. Each session, students will have an opportunity to share how their implementation of strategies affected their progress throughout the past week.

Stage 3: Ending the Group

Helping students to see their growth throughout the group counseling sessions builds their self-confidence. As the group ends and students begin preparing to take their STAAR assessments, the school counselor must be intentional to remind group members of their growth and express confidence in their ability to perform to the best of their ability.]]> 2023-09-16 02:51:39 UTC https://padlet.com/rprescott5/3digvgrsilv1amng/wish/2706544005 6: Ground Rules rprescott5 https://padlet.com/rprescott5/3digvgrsilv1amng/wish/2706544040 Following the template set forth by the Missouri Professional School Counselors and Counselor Educators (2015, pg. 26), students will establish ground rules together during the first session. Students will work together to describe what following each of the pre-established rules looks like and sounds like during a session.

After working through the pre-established rules, it is important to allow students to discuss any additional rules they feel are necessary to the success of the group. At the beginning of each session, the group will go over the expectations of the group. Each group will conclude with a reminder of the importance of confidentiality.]]> 2023-09-16 02:51:46 UTC https://padlet.com/rprescott5/3digvgrsilv1amng/wish/2706544040 5: Informed Consent rprescott5 https://padlet.com/rprescott5/3digvgrsilv1amng/wish/2706544078 Potential members of the Mastering Test Anxiety small group will be required to return a group counseling permission form (Lone Star State School Counselor Association, 2023). This form will be individualized to the group and will include a description. A signature line for students will be included as well.]]> 2023-09-16 02:51:53 UTC https://padlet.com/rprescott5/3digvgrsilv1amng/wish/2706544078 4: Pre-Group Screening rprescott5 https://padlet.com/rprescott5/3digvgrsilv1amng/wish/2706544109 Pre-screening of group participants will follow suggestions outlined by the Missouri Professional School Counselors and Counselor Educators (2015). The results of the needs assessment and suggestions from staff and parents will yield a list of potential names. The counselor will meet with students individually to discuss the potential of being in the Mastering Test Anxiety group. Pre-screening meetings with the students will include the following:

  • Explain the group topic.
  • Discuss the structure and expectations of the group.
  • Investigate the student's interest in group participation.

Following pre-screening meetings with students, the results will be analyzed and a final list of group participants will be selected.

]]> 2023-09-16 02:51:59 UTC https://padlet.com/rprescott5/3digvgrsilv1amng/wish/2706544109 3: Publicity rprescott5 https://padlet.com/rprescott5/3digvgrsilv1amng/wish/2706544143 Mastering Test Anxiety is designed to target third-grade students struggling with anxiety as it relates to taking the STAAR test for the first time. In order to develop the group, the input of teachers, parents, and students is required. The plan for identifying and creating groups is as follows:

  • Develop and distribute a needs assessment to faculty, staff, students, and parents at the end of the school year.
  • Ask second-grade teachers to identify potential students that would benefit from participation in the group.
  • During the summer, analyze the results of the needs assessment to identify incoming third-graders or parents who note concerns with the STAAR test.
  • At the beginning of the school year, ask third-grade teachers to observe and report students who appear to be struggling with test anxiety.
  • Advertise group session titles, descriptions, and schedules on the counselor's webpage and through the campus communication.
]]> 2023-09-16 02:52:04 UTC https://padlet.com/rprescott5/3digvgrsilv1amng/wish/2706544143 2: Mindsets and Behaviors rprescott5 https://padlet.com/rprescott5/3digvgrsilv1amng/wish/2706544173 Participation in the Mastering Test Anxiety group will provide the school counselor to assist students in developing the following mindsets and behaviors set forth by the American School Counselor Association (2021).

Mindsets
  • M 1. Belief in development of whole self, including a healthy balance of mental, social/emotional and physical well-being
    • The group focuses on bringing anxiety under control so that students can effectively demonstrate their mental capacity.
  • M 3. Positive attitude toward work and learning
    • Student discussions will provide students with avenues to identify and correct maladaptive thinking.
  • M 4. Self-confidence in ability to succeed
    • Students will build confidence throughout the six sessions as a means to overcoming test anxiety.
Behaviors
  • B-LS 7. Long- and short-term academic,
    career and social/emotional goals
    • The skills developed with enable them to better control their anxiety to perform in high-stakes scenarios.
  • B-SMS 5. Perseverance to achieve long and short-term goals
    • Students will develop skills that will enable them to build confidence to test throughout their educational career.
  • B-SMS 6. Ability to identify and overcome
    barriers 
    • Students will identify and restructure their maladaptive thinking that prevents them from effectively testing.
  • B-SMS 7. Effective coping skills
    • Students will develop and practice skills to cope with their test anxiety.
  • B-SS 3. Positive relationships with adults to
    support success
    • The group gives the school counselor an opportunity to build rapport with students that enable future cooperation.
  • B-SS 6. Effective collaboration and
    cooperation skills
    • Working in a group with other students allows individuals to relate to classmates and encourage one another in their growth.
]]> 2023-09-16 02:52:10 UTC https://padlet.com/rprescott5/3digvgrsilv1amng/wish/2706544173 1: Description rprescott5 https://padlet.com/rprescott5/3digvgrsilv1amng/wish/2706544213 Mastering Test Anxiety is a small group session targeting third grade students struggling with test anxiety as it relates to taking the STAAR test for the first time. ]]> 2023-09-16 02:52:17 UTC https://padlet.com/rprescott5/3digvgrsilv1amng/wish/2706544213 12: References rprescott5 https://padlet.com/rprescott5/3digvgrsilv1amng/wish/2706544266 American School Counselor Association. (2021). ASCA student standards; Mindsets and behaviors for student success. https://www.schoolcounselor.org/getmedia/7428a787-a452-4abb-afec-d78ec77870cd/Mindsets-Behaviors.pdf

Cherry, K. (2023, June 27). How to lead: 6 leadership styles and frameworks. VeryWell Mind. https://www.verywellmind.com/leadership-styles-2795312

Lone Star State School Counseling Association. (2023). Sample group counseling permission form. https://www.lonestarstateschoolcounselor.org/tscess/artifacts

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. https://www.missouricareereducation.org/doc/smallgroup/SmallGroupCounseling.pdf

School Counselors and Counseling Programs, 2. Texas Education Code § 33.002- 33.009.​

Standards Required for the School Counselor Certificate, 19. Texas Administrative Code §239.15.

Texas Education Agency. (2018). The Texas model for comprehensive school counseling programs (5th ed.). Texas Counseling Association. https://tea.texas.gov/sites/default/files/Pub_2018_Texas-Model_5th-Edition.pdf

Yalom, I.D. (1995). The theory and practice of group psychotherapy (4th ed.). New York: Basic Books.]]> 2023-09-16 02:52:24 UTC https://padlet.com/rprescott5/3digvgrsilv1amng/wish/2706544266