The Fearless Test Takers by Victoria Meddaugh https://padlet.com/vmeddaugh1/xb4y8f96nbaxchd2 Department of Curriculum & Instruction; Angelo State University; EDG 6321: Group Counseling; Dr. Julie Hargraves; September 17, 2023 en-us 2023-09-11 22:10:01 UTC 2023-09-23 20:09:13 UTC hello@padlet.com https://padlet.net/icons/png/270f.png The Fearless Test Takers vmeddaugh1 https://padlet.com/vmeddaugh1/xb4y8f96nbaxchd2/wish/2698202702 “The Fearless Test Takers” would provide seventh and eighth-grade students with strategies to alleviate test anxiety, as identified in the needs assessment, to develop effective study habits, and to cope with test anxiety during exams. ]]> 2023-09-11 22:20:25 UTC https://padlet.com/vmeddaugh1/xb4y8f96nbaxchd2/wish/2698202702 ASCA Mindsets and Behaviors vmeddaugh1 https://padlet.com/vmeddaugh1/xb4y8f96nbaxchd2/wish/2698214772 "The Fearless Test Takers" aligns with several ASCA (American School Counselor Association) Mindsets and Behaviors (2021), including:
M 1: Belief in development of the whole self, including a healthy balance of mental, social/emotional, and physical well-being.
M 3: Positive attitude toward work and learning
M 4: Self-confidence in the 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-LS 4: Self-motivation and self-direction for learning
B-LS 7: Long- and short-term academic,
career and social/emotional goals
B-SMS 1: Responsibility for self and actions
B-SMS 3: Independent work
B-SMS 6: Ability to identify and overcome
barriers
B-SMS 7: Effective coping skills
B-SS 2: Positive, respectful, and supportive relations with students who are similar to and different from them ]]> 2023-09-11 22:41:43 UTC https://padlet.com/vmeddaugh1/xb4y8f96nbaxchd2/wish/2698214772 Publicity vmeddaugh1 https://padlet.com/vmeddaugh1/xb4y8f96nbaxchd2/wish/2698360825 Administrators: 
  • I will inform the administration at an administration meeting detailing all permanent information and present the data from the needs assessment on why this would greatly benefit quite a few of our students. 
Counselors:
  • Direct Referrals: I will collaborate with other school counselors to identify students who may benefit from the group and make direct referrals. 
Teachers: 
  • Faculty Meetings: I will present the information about the group during a Wednesday faculty meeting so that teachers can start to think about who they know would be a good fit for this small group. 
  • Email: I will email all teachers information about the group, including its goals. The email will include a Google Form where teachers can nominate students who could benefit from this group.  
Students: 
  • Flyers: I will post eye-catching flyers in the the 7th and 8th grade hallways, high-traffic areas, and the library to capture students' attention and provide details about the group and sign-up. 
  • Personal Invitations: After carefully considering direct referrals, teacher's input, and student inquiries, I will personally invite students who may benefit from the group by pulling them in and having a discussion with them. 
Parents: 
  • Newsletter: Information about the group will be featured in the weekly newsletter sent to parents every Sunday, outlining the objectives and benefits. 
  • Letter: I will send home a letter to the parents detailing more specific information if their child is chosen to be a part of the small group counseling sessions and will require consent from both the parents and the child. 
]]> 2023-09-12 00:57:56 UTC https://padlet.com/vmeddaugh1/xb4y8f96nbaxchd2/wish/2698360825 Pre-Group Interview/Screening vmeddaugh1 https://padlet.com/vmeddaugh1/xb4y8f96nbaxchd2/wish/2698391492 After I have gathered a list of student referrals, I will call each student down to discuss their interest in participation in "The Fearless Test Takers" group. I will start by introducing the purpose and objectives of the group, emphasizing how it can help students manage test anxiety, develop effective student habits, and perform better academically. I will also inquire about their experiences with test anxiety and whether they believe the group could be beneficial for them. This conversation will help gauge their readiness and willingness to engage in group discussions and activities. I will outline the commitment required for the group, including the number of sessions, session duration,  any additional homework or activities, confidentiality, and group member expectations. I will also encourage students to ask any questions or express any concerns. How they respond will be a good indication of their willingness to join. After asking the student about his or her interests and commitment, I will inquire about what their goals for growth are. After I have met with all students, I will consider all interested students, group dynamics, and any situations that may impact the group. After selecting ten students, I will hold a quick meeting with all students, present the opportunity, and send them home with a consent letter if they are still interested. ]]> 2023-09-12 01:17:39 UTC https://padlet.com/vmeddaugh1/xb4y8f96nbaxchd2/wish/2698391492 Informed Consent vmeddaugh1 https://padlet.com/vmeddaugh1/xb4y8f96nbaxchd2/wish/2698403056 My middle school requires consent from both the guardians and the child to participate in small-group counseling. Once 10 participants are selected, they will be sent home with this letter indicating the purpose and session details. The guardians will also receive an email with this letter attached to ensure that all guardians are informed. ]]> 2023-09-12 01:24:09 UTC https://padlet.com/vmeddaugh1/xb4y8f96nbaxchd2/wish/2698403056 Ground Rules vmeddaugh1 https://padlet.com/vmeddaugh1/xb4y8f96nbaxchd2/wish/2700836064 I will use the following resource provided by the Missouri Comprehensive Guidance and Counseling Program -Responsive Services (2015) as the foundational framework to structure the group's expectations. This serves as a valuable starting point for the group's code of conduct. In addition, I will include the following rules to further enhance the effectiveness of this group, including:
  •  Active Listening 
  • Judgment free-zone 
  • Respect for group time 
  • Support for each other
However, during the first session, participants will have the opportunity to contribute to the creation of additional rules. That way, if the students also collaborate, we can ensure that the rules not only align with their needs and expectations but that the ground rules will foster a positive, respectful, and productive atmosphere. 
]]> 2023-09-13 00:42:26 UTC https://padlet.com/vmeddaugh1/xb4y8f96nbaxchd2/wish/2700836064 Three Stages of Group Dynamics vmeddaugh1 https://padlet.com/vmeddaugh1/xb4y8f96nbaxchd2/wish/2700873021 Stage 1: Building Relationships and Trust
  • I will include icebreakers and team-building activities to create a comfortable atmosphere and allow members to get to know each other. I will continue to incorporate these activities in all sessions. Additionally, in the first session, we will discuss the importance of confidentiality while acknowledging its limitations within a group setting. I will also get verbal agreements from all participants that they will keep each other's information confidential, as well. Furthermore, we will collectively establish ground rules and expectations regarding behavior and participation. They will also contribute their own ground rules to help make them feel more supported. I will also actively work on fostering an atmosphere of trust by demonstrating empathy, active listening, and validation of each member's experiences, ensuring that everyone feels safe and supported.
Stage 2: Working Cohesively and Productively 
  • I will conduct regular check-ins with group members to monitor their progress, address any challenges or concerns, and make necessary adjustments. We will stay goal-oriented by focusing on the group's learning objectives and emphasizing both individual and group goals to keep motivation high. During sessions, I will actively facilitate discussions, ensuring that all members have the opportunity to participate and that our discussions remain on-topic and productive. I will also ensure that all participants have the opportunity to speak without monopolizing the entire time. In the event of conflicts, I will address them promptly and constructively, fostering open communication and teaching conflict resolution skills.
Stage 3: Group Closure and Maintaining Confidentiality 
  • The final session will be dedicated to reflecting on our individual and group accomplishments. We will discuss plans for applying the skills and strategies learned in triggering moments and identify sources of support for maintaining progress. In addition, it's to be expected that some members may feel sad or anxious about the group ending, so I will make sure to ask group members how they feel about the group ending and provide support and encouragement, as they transition out of the group. Furthermore, I will reiterate the need for confidentiality, emphasizing that it must continue even after the group ends. To facilitate ongoing support, I will hold a follow-up session 4-6 weeks later to check in on their progress. Lastly, I will reemphasize that we can still seek support from one another, even after the group has ended, but it is crucial to maintain confidentiality as a sign of respect and trust for one another's experiences and privacy. 
]]> 2023-09-13 01:06:47 UTC https://padlet.com/vmeddaugh1/xb4y8f96nbaxchd2/wish/2700873021 Leadership Style vmeddaugh1 https://padlet.com/vmeddaugh1/xb4y8f96nbaxchd2/wish/2702666143 I believe that a participative leadership style, also known as democratic leadership, would be most effective when working with 7th and 8th grade students dealing with test anxiety (Cherry, 2023). Participative leaders offer guidance while actively involving group members in the decision-making process. Given the diverse needs and experiences of the students in this group, it's essential to create an environment where their voices are heard. By allowing students to have a say in group decisions, they are more likely to feel engaged and motivated to actively participate in the group sessions, which is crucial when addressing issues like test anxiety. Lastly, Democratic leaders make group members feel valued and part of the team. This fosters a sense of commitment to the goals of the group, which is vital for a successful small-group counseling program. ]]> 2023-09-13 19:09:55 UTC https://padlet.com/vmeddaugh1/xb4y8f96nbaxchd2/wish/2702666143 Therapeutic Factors vmeddaugh1 https://padlet.com/vmeddaugh1/xb4y8f96nbaxchd2/wish/2702843917 I anticipate several of Yalom's (1995) therapeutic factors playing a vital role in this small group, including:
  • Instillation of Hope: Students would hopefully hold the belief that this small group can help effectively manage their test anxiety and achieve an improved mindset in stressful situations with the desire to instill hope for success.
  • Universality: The group discussions and interactions will highlight that test anxiety is a common challenge among students. They will realize they are not alone in their struggles, which will provide a sense of relief.
  • Direct Advice: The participants will have the opportunity to share effective strategies and advice for managing test anxiety. The hope is that the students can also contribute to the group discussions by helping one another.
]]> 2023-09-13 22:26:57 UTC https://padlet.com/vmeddaugh1/xb4y8f96nbaxchd2/wish/2702843917 Legal Requirement vmeddaugh1 https://padlet.com/vmeddaugh1/xb4y8f96nbaxchd2/wish/2704926922 According to Title 19 of the Texas Administrative Code §239.15 (2017), Section II outlines the legal responsibility of coordinating resources, referrals, and follow-up procedures with students. As I am not only providing resources for students to cope with testing anxiety, after the end of the sessions, I will hold follow-up sessions with those participants to assess their progress and provide additional support as needed. ]]> 2023-09-14 23:36:26 UTC https://padlet.com/vmeddaugh1/xb4y8f96nbaxchd2/wish/2704926922 Ethical Requirement vmeddaugh1 https://padlet.com/vmeddaugh1/xb4y8f96nbaxchd2/wish/2704936817 According to the ethical standards for school counselors put forth by the American School Counselor Association (2022), school counselors should offer group counseling services that are culturally responsive and relevant to the needs of individual students, schools, and communities. These services should be based on student data, a referral process, and/or other relevant data. When it comes to addressing testing anxiety, a prevalent need at my school, I can ensure that every student receives tailored support in the small group environment, which supports their unique experiences and challenges. ]]> 2023-09-14 23:47:54 UTC https://padlet.com/vmeddaugh1/xb4y8f96nbaxchd2/wish/2704936817 References vmeddaugh1 https://padlet.com/vmeddaugh1/xb4y8f96nbaxchd2/wish/2704940715 American School Counselor Association. (2022). ASCA ethical standards for school counselors. https://www.schoolcounselor.org/getmedia/44f30280-ffe8-4b41-9ad8-f15909c3d164/EthicalStandards.pdf

America 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#toc-transformational-leadership

Missouri Comprehensive Guidance and Counseling Program - Responsive Servies. (2015). Professional school counselor small group counseling guide. 

19 Tex. Admin. Code §239.15 (2017)

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