Running head: SCHOOL BASED TEST ANXIETY GROUP

Test Anxiety Group Proposal: (PARTS) Peek performance Activities to Reduce Test Stressors

COUN 503: Group Proposal Paper

Noel L. Furman M.S., CCC/SLP

The University of Scranton

COUN 503: TEST ANXIETY GROUP 1

Abstract

This paper proposes a test anxiety group in the elementary setting for students in 3rd

grade. With the constant political pressure for students to be academically successful in school

and for professional school counselors to show they are contributing to student success, group

work within the schools offers a viable method to achieve both goals (Steen, Bowman & Smith,

2007, pp.254). The group is part of a school wide muititiered system of support services

addressing academic test performance for all students. Students who show that they are not

benefiting from the whole school delivery approach will be selected for this test anxiety group

based on a needs assessment. In addition to being needs based, this group proposal will offer an

evidence based, valid and reliable program. It incorporates ample opportunities for data

collection for assessing program effectiveness. This program outline includes: introduction,

selection process, marketing, rationale for program, goals and objectives, week by week program

outline, considerations and conclusion. The appendix includes: homework journal, activities,

ground rules template, and ASCA mindsets and behaviors.

Keywords: test anxiety, data, activities

COUN 503: TEST ANXIETY GROUP 2

Introduction

Is there a long line outside the nurses office at the same time that tests are being

administered in the classroom? Are those same students being sent home on most test days with

headaches or stomachaches? Are teachers at their wits end, because they do not know how to

academically support the students who work hard, do their homework and hand in quality

assignments, yet fail test after test? Are both students and teachers feeling the pressures of high

stakes testing? If yes to any of those questions, then test anxiety may be a problem in your

school. The effects of anxiety are significant and can impede everyday functioning, impact on

developmental trajectories and interfere with education attainment (Stallard, 2010, pp.24).

Anxiety can be such a serious problem that it not only causes children to rush through testing in

order to escape the unpleasant physical experiences, but also it may actually create an invisible

disability of achievement stress that can extend throughout a students academic career (Cheek,

Bradley, Reynolds & Coy 2002, pp.163).

Test anxiety is not an indicator of skill or ability level but may present that way if not

addressed. Prolonged test anxiety levels may mask a students true abilities and negatively affect

them across personal/social, academic, and career development. Test anxious children entertain

negative beliefs about their problem solving ability even though they are quite capable of solving

problems and generating solutions (Yeo, Goh & Liem, 2015, pp.3). High-test anxiety levels

have been known to have the negative affects of compromised cognition, self-doubt, increased

self-depreciating thoughts, and difficulty with task completion and concentration. (Rose, Miller

& Martinez, 2009). When test anxiety affects student test scores, it not only impacts students on

an individual level, but also negatively impacts the overall performance data for a school.
COUN 503: TEST ANXIETY GROUP 3

Given the past research linking anxiety to academic performance, it is important to target

anxiety in the school setting (Rose, Miller & Martinez, 2009, pp.347). It is for this reason that

the PARTS: Peek performance Activities to Reduce Test Stressors program has been developed

for 3rd grade students.

Data Driven: Group Member Selection Process

These 3rd graders will be part of a school wide muititiered system of support of services

promoting personal/social, academic and career success for all students. Students who show that

they are not benefiting from the whole school delivery approach will be selected for this test

anxiety group based on a needs assessment. This grade level was selected based on research

suggesting that test anxiety has an onset around age 7 and that text anxiety prevention programs

may be most effective in students in grade 4 or below (Yeo, Goh & Liem, 2015). There is

limited amount of research regarding the success of test anxiety interventions in children under 7

years of age (Stallard, 2010). Another reason for targeting 3rd grade students is that it is the grade

when students are first introduced to standardized assessments. Third graders face many new

challenges and stressors, it is a time when the demands on students increases as they struggle to

gain competence and confidence. Gender was also a consideration in-group member selection.

There is research to suggest that test anxiety is greater in females than males. Females

report, higher levels of test anxiety scores than male students from elementary school through

high school and college (Zeidner, 1998, pp.262). A test anxiety group for girls only may be

considered if the majority of potential group members are female. For example if there are 8

possible participants and 7 of them are female, it may be more appropriate for interventions for

the one male student to take place during individual sessions instead. This is a consideration that

must take place when selecting group participants.

COUN 503: TEST ANXIETY GROUP 4

Group participants will be selected based on a combination of achievement, attendance

and behavioral data as well as from student results on anxiety assessments. The selection

process will consider the following: the number of nurse visits on test days, notable absenteeism

on test days, Child Find notes, individual school counseling notes, and discrepancy of

performance between academic tasks and test scores. These data elements are all possible

indicators of test or performance anxiety. These factors are relevant because research has shown

that one half of students with an emotional disorder such as anxiety missed more days of school

as compared to those without emotional disorders (Stallard, 2010). A U.S study reported that

test-anxious students may drop out of school earlier due to their anxieties experienced in testing

situations and they may be more likely to be truant from school (Lowe, 2014, pp.405).

Considering that there are other factors that may be causing the above listed observations,

anxiety tests or scales will also be used in the selection process.

Some available anxiety scales or tests that can be used with students include: Beck

Anxiety Inventory for Youth (BYI), Multidimensional Anxiety Scale for Children (MASC),

Revised Childrens Manifest Anxiety Scale (RCMaS-2), Self-Report for Childhood Anxiety

Related Emotional Disorders (SCARED), Social Anxiety Scale Child Adolescent version

(LSAS-CA), Social Phobia Anxiety Inventory for Children (SPAIC-C), The Spence Childrens

Anxiety Scale, Behavioral Assessment System for Children, Second Addition (BASC 2), and the

Child Behavior Checklist (Thompson, Robertson, Curtis & Frick, 2013). The Test Anxiety

Measure for Adolescent (TAMA) is another anxiety test but is one that is used for students in

grades 6-12. If needed that assessment could be used as a follow up longitudinal study of the

group participants once they reach the higher-grade levels (Lowe, 2014).
COUN 503: TEST ANXIETY GROUP 5

Even when students meet the criteria, it is important to screen them to make sure that

they will benefit from a group experience. How students impact the other group members is also

a consideration. Students with severe psychological issues may not benefit from the group and

may even prevent other students from benefiting. These are students who exhibit frequent

somatic complaints, poor attendance, poor academic performance, hostility and irritability,

hyperactivity, tearfulness, sensitivity, and persistent isolation from other students (Thompson,

Robertson, Curtis & Frick, 2013, pp.223). Once the students have been selected it is time to

market the program to the parents of the students.

Marketing

When promoting the program, it is important to note that school counselors do not

provide therapy, they provide counseling. The goal of this group is not to diagnose anxiety

disorders or to provide long-term therapy. This small group-counseling proposal is aimed at

helping students overcome academic performance challenges. In the case of these students, their

performance concerns, anxious behaviors and self- perceptions are impeding their achievement

and success. This goal-focused program will give the students tools to overcome those

challenges. The program name for this group is PARTS: Peek performance Activities to Reduce

Test Stressors. In addition to the acronym, the word parts also refers to the different parts of

us that can feel anxious. The students will learn tools to help the parts of them that become

anxious before or during tests. But, before this can all begin, and students can participate,

consent must be received.

An introductory letter will be sent to the students parents for consent. This letter will

indicate that their student has been invited to participate in the PARTS group program and that it

will help them develop the peek performance skills needed for test taking success. The families
COUN 503: TEST ANXIETY GROUP 6

will have a clear understanding that the group will address anxious feelings that may be

interfering with test performance. They will be informed that self-calming, positive self-talk,

and test taking strategies will be incorporated into the program. A general outline and overview

for each program week will accompany the letter, and the parents will be encouraged to be part

of the group process. A brief overview of how the program was developed will also be part of

the parent letter.

Data Driven Program Design: Rationale

A thorough review of test anxiety and its many manifestations was taken into

consideration during the development of this program. This was done to ensure that the program

design addresses all anxiety components in the most effective way possible. Test anxiety may be

defined as: a negative affective state that occurs in evaluative situations such as a class test or an

examination. It is experienced by test anxious students as tension, worry and over-stimulation of

the central nervous system (Yeo, Goh & Liem, 2015, pp.2). The physical symptoms of anxiety

include but are not limited to the following: tachycardia (increased heart rate), perspiration

(sweating), dyspnea (shortness of breath), nervousness, butterflies, muscle tightness, feeling hot

and dizziness (Yeo, Goh & Liem, 2015).

When a student is experiencing test anxiety, it may be hard for them to concentrate and

recall academic material. They may have difficulty with behavioral inhibition, heightened

physical responses, negative emotionality, difficulty regulating emotions, increased sympathetic

arousal, and increased cortisol levels. They may have difficulty with self-calming as compared

to students who are not experiencing test anxiety (Thompson, Robertson, Curtis & Frick, 2013).

When assessing test anxiety some scales measure the following areas: cognitive interferences,

physiological hyper arousal, social concerns, task irrelevant behavior and worry behavior, (Lowe
COUN 503: TEST ANXIETY GROUP 7

407) Some of the social considerations associated with test anxiety include: worry about what the

test may be about, fear of rejection and failure, worry about isolation and being the only one who

does poorly on the test or being the only one with test anxiety, fear about the loss of self control

and drawing blanks during the tests (Erford, 2004). The PARTS program considered all of the

factors related to anxiety when designing the session plans. In addition to using information

about the nature of anxiety the PARTS program referenced some pre-published programs that

have been used with students for test anxiety.

Data Driven Program Design: What worked in the past?

There are several published guidance curriculum anxiety programs such as FRIENDS,

Coping Cat, Cool Teens, Camp Cope-a-Lot, and the Brave Program (Thompson, Robertson,

Curtis & Frick, 2013). These evidence-based, pre-published programs were used in the

development of this PARTS group proposal. The FRIEND program is a program that

incorporates the ASCA national model, for that reason the program was referenced frequently in

the creation of this group proposal/small group program (Rose, Miller & Martinez, 2009). All of

those programs incorporate a cognitive behavioral approach in their interventions. Schools often

use group cognitive behavioral therapy (GCBT) because it is evidence based and is a more

efficient treatment modality than individual counseling (Thompson, Robertson, Curtis & Frick,

2013, pp.227). It is known that the GCBT approach is effective in schools because, research

shows that children who experience a decrease in anxiety also demonstrated improvement in

their school performance and social development (Thompson, Robertson, Curtis & Frick, 2013).

GCBT for students with test anxiety starts with parent and student education regarding

the basics of GCBT and the benefits that it offers. GCBT helps students understand how to

identify feelings of stress in the body and shows them that there is a link between feelings,
COUN 503: TEST ANXIETY GROUP 8

thoughts and behaviors. In this type of model students are encouraged to come up with new

ways of relating to their anxiety. They are shown how to problem-solve and come up with

individualized strategies that work for them. Relaxing the body may also be a part of this.

GCBT helps students understand and use their inner dialogue. Self-talk is monitored and

evaluated. With GCBT, students are taught strategies for improving inner messages when they

are in anxiety situations, and are allowed to practice these skills in situations both real and

imagined (Stallard, 2010).

The PARTS program was designed to be student friendly and easy to understand.

Learning plans incorporate activities that are not only developmentally appropriate but are

enjoyable for the students as well. Students are guided to practice daily and participate in self-

monitoring and practice. The homework journal activities help the students practice previous

lessons and prepare for new material. Participants who demonstrate commitment to the program

by completing their homework will be rewarded with a tangible prize. This practice is consistent

with the discipline and delayed gratification needed for studying and preparing for tests (Yeo,

Goh & Liem, 2015).

Data Driven Program Design: Goals and Objectives

The goals and objectives for this program are evidence based, and promote academic,

career and social skills for the students in the program. This program was designed to easily

align with the mission, beliefs and vision statements of the schools and counseling programs

where this is being used. This group proposal strongly integrates the student skills listed in the

ASCA Mindsets and Behaviors. It also includes a platform to allow parents and teachers to be

involved in the learning process. The Long Term Objective (LTO) for the program is as follows:

Students who have participated in an 8 week test anxiety program, will demonstrate
COUN 503: TEST ANXIETY GROUP 9

improvement in one of the following areas: reduced test anxiety as evidenced by decreased

number of nurse visits, decreased absenteeism, increased test grades, improved scores on test

anxiety measures and subjective anxiety measures. It is possible for Individualized LTOs to be

given to each student so that they specifically outline a specific measurable data component. For

example: after the completion of this program, Sallys number of nurse visits before tests will

have decreased from an average of 5 per month to 1 or less. The program will use Short Term

Objectives for each session/week. They are presented here along with a brief overview of the

session for each week.

Short Term Objective for Week #1: By the end of this session, group members will be

able to collectively explain an overview of the rules, expectations, goals, homework assignments

and limits of group confidentiality, they will acknowledge that everyone experiences anxiety at

times and will verbally agree to complete the first week of the homework journal.

During the first session the students will be introduced to the purpose of the group and a

general outline of all sessions will be provided to them in paper form. The limits of

confidentiality will be explained to them along with the rules and expectations of the group. The

students will also be provided with a paper copy of the homework journal calendar (see

Appendix). To introduce the concept the universality of anxiety, the students will participate in a

dyad activity (see Appendix Dyad Activity: I am not alone). In this activity they will identify

things that make people anxious. Stories from the school curriculum will be used to identify

characters (both fictitious and real) that have been in anxiety provoking situations. Homework

will be to identify one piece of evidence each day of anxiety in his or her own lives, their

academics or story characters. They will do this by finishing the following sentence starter for

each day on their Homework Journal Calendar: When I used my detective eyes, I noticed
COUN 503: TEST ANXIETY GROUP 10

someone who was anxious about____. The rationale for this is that school groups can benefit

from the concept of universality without mentioning names of people. This shows students that

others struggle with similar challenges too (Steen, Bowman & Smith, 2007).

Short Term Objective for Week #2: By the end of this session, the students will

demonstrate and understanding of the universality of anxiety by sharing evidence from their

homework journals, the students will create a graphic representation of anxiety, and identify the

parts of their body where anxiety is felt. They will begin to answer the question: If I could give

anxiety a gift of kindness, what would it want?

During the session, time will be spent on voluntary sharing of homework journals. The

concept of universality will be reviewed. The students will then participate in the expressive arts

activity (see Appendix Activity: What does anxiety look like?). The students will investigate

their drawings through voluntary sharing. They will be asked the question: If that drawling was

inside your body, where would it be? A group discussion will follow and the question plus the

idea of identifying anxiety in the body will be introduced. Students will be introduced to their

homework journal calendar activity for the week which will be to record where they felt anxiety

in their body that day and to name an imaginary gift of kindness that they could give to it.

(Example: a hug, a joke, an A+, a smile, $100.00, a ticket to the movies, anything fun, exciting or

kind).

Short Term Objective for Week #3: By the end of this weeks session students will be

able to identify the common body locations for anxiety (neck, chest, back, shoulders), they will

be able to describe two strategies for reducing anxiety in the body.

During this session the students will begin by sharing their homework with the group.

This will be followed by a discussion about how we can be kind to our bodies when they are
COUN 503: TEST ANXIETY GROUP 11

anxious. The students will participate in a dance activity (see Apendix: Robot and Doll dance)

where they will be taught how to stiffen and relax. After the activity the students will be

introduced to a more formal somatic relaxation technique where they are asked to tighten certain

muscle groups hold and then relax. Progressive muscle relaxation is a successful GCBT

technique for anxiety reduction (Thompson, Robertson, Curtis & Frick, 2013). The students will

also be introduced to a breathing technique that will be called desk dancing. Desk dancing

is an adaptive version of deep breathing or balloon breathing which helps students learn how

to reset their central nervous system so that they can feel calmer in their bodies (Yeo, Goh &

Liem, 2015). The activity was modified in this program for easy practice during the school day.

In this activity the students will be taught deep breathing techniques when they are sitting at their

desks. The students are asked to sit close enough to the edge of the desk to lightly touch it when

their bellies on inhale. The touch of their bellies on the desk gives them tactile feedback. For

homework the students will be given a desk dancing challenge in their homework journal. They

will be asked to start to practice that type of breathing 2X during each school day with increasing

breaths as the school week progresses. They will also be asked to bring; a song, saying, quote or

a picture with them to the next session. It is to be a representation of something that helps them

feel calm and joyful. Incorporating music is a stress reduction technique that is historically a

popular self-management strategy for many children and adolescents (Cheek, Bradley, Reynolds

& Coy, 2002). The students are to be reminded that music with illicit content is not allowed.

Short Term Objective for Week #4: By the end of this weeks session the group

participants will have completed a mid-point perception survey, the students will be able to

explain what self talk is, and be able to determine the difference between red anxiety
COUN 503: TEST ANXIETY GROUP 12

provoking self-statements and green anxiety calming thoughts. Collectively the group will

come up with at least 10 examples of green self-talk statements.

The session will begin with a group practice of somatic relaxation techniques and a

voluntary review of homework journals. The students will be told about what self-talk is and

how it can change anxiety in our bodies too. The students will be asked to share the song,

saying, quote or a picture that they brought in. The group will identify some green thoughts that

go with what they brought in to share. For this weeks homework journal the students will write

down a new, green self-talk statement for each day and think it 5 times during that day. The red

and green self-talk activity is also used in the ASCA approved FRIEND program and has been

included in this program for that reason (Rose, Miller & Martinez, 2009).

Short Term Objective for Week #5: By the end of this session the group participants will

be able to explain and practice the stop, drop and roll technique that can be utilized when stuck

on a test question (Cheek, Bradley, Reynolds & Coy, 2002). The students will also participate in

a practice test and discuss the strategies that helped them during the practice. The rationale for

this is that it is that practice either imaginary or real live is part of GCBT (Stallard, 2010).

First, the students will be introduced to the stop, drop and roll technique. (See Appendix:

Stop, drop and roll). The students will be given an opportunity to practice together. After the

stop drop and roll practice the group will review and discuss all of the strategies that they had

learned so far in the group sessions. The students will then be administered a multiple-choice

test with a mix of below level easy questions and above level hard questions. The students will

be told that really hard questions were put on the test on purpose so that they can practice their

techniques. Introducing the test that way may be slightly anxiety provoking, but it is done in a

therapeutic way that provides an opportunity to practice their anxiety reduction skills in a
COUN 503: TEST ANXIETY GROUP 13

simulated and save environment. This will help with classroom carryover. The students are

encouraged to try the techniques that have been used in the group so far. This test is not to be

graded but is to be used as practice. At the end of the session, the students will have a discussion

about which techniques worked for them during the test. On the homework journal calendar they

will indicate what techniques they tried during the week and use a Likert Scale to show how

much they feel it helped. (1=not at all, 2= somewhat, 3= it helped, 4= it helped a lot, 5= it was

extremely helpful).

Short Term Objective for Week #6: By the end of this session the group participants will

be able to list the different types of assessments (multiple choice, time-limited, popquiz, essay

test, oral, math problem solving) and be able to provide at least two test taking strategies for each

type of test, the students will also describe a Victory moment of when they were successful at

something that was important to them.

The session will begin with an overview of last weeks homework. The participants will

be asked to share and discuss their homework experience. A discussion will take place outlining

the different types of tests and some test taking strategies for each one. The students will then be

asked to describe a moment when they felt really good or when they did something that they

were proud of. They will be asked to pay attention to the body feelings and the thoughts that go

with the moment. The students will be told that imagining that you are successful helps you

perform at your peek level. On their homework journals for this week, the students will be asked

to record a victory moment from each day.

Short Term Objective for Week #7: By the end of this session the group participants will

be able to list good study habits, good eating habits and sleep practices that can be used to
COUN 503: TEST ANXIETY GROUP 14

prepare for tests, they will complete a peek performance map activity (see Appendix: Performace

Map).

The performance map activity will help the students create a tangible review the barriers

to peek performance and the tools that they have developed to help them help them overcome

their challenges. Another practice test will be given to the students during this weeks session

followed be a discussion about the strategies that they tried. Homework will be to state what

they had practiced each day.

Short Term Objective for Week #8: The student will participate in the same assessments

and surveys that were administered at group #1 (this will be used for data comparison.), the

students will state attention and intention for continuing to be peek performers on tests and will

identify carryover strategies.

In this session, a large part of the time will be spent on the assessments and preparing for

carryover. A small party will take place at the end of the session. The music for the party can be

some of the songs that the students shared in earlier sessions. The peek performance maps will be

proudly displayed for the students to view. The students will be congratulated for their

participation in the program and will be given a certificate of completion.

Group Factors and Logistics

The eight-week program design was used for several reasons. First, 8 weeks is the

approximate length of most school semesters. This allows the PARTS program to fit nicely

within one school semester. The benefit of a semester long program is that it works nicely with

school districts that rotate schedules each semester. This time schedule also provides the

opportunity to provide a summary of group progress to the parents at the same time that quarterly

report cards are given. By starting the program right after report cards are given, parents may be
COUN 503: TEST ANXIETY GROUP 15

more inclined to give consent for the program in the hope for grade improvements. The ASCA

approved FRIEND program also follows a 8 week program. That program suggests 60 minute

long sessions. The PARTS program is flexible with the lengths of sessions due to the varying

school schedules, but 60 minutes is the most desirable session time if feasible for your districts

schedules. The number of consents received determines the size of the group.

The PARTS program is designed for 3rd grade students. The size of the group needs to be

proportionate to the developmental level of the participants. Because 3rd graders are starting to

mature and develop confidence in groups, it is recommended that the group size say within 4-12

students. There are many factors that go the group size for a program and it is understood that

the number of members at any given time is an approximation. Group size is often dependent on

the number of students who have need and the number of parent consents that are received. It is

best practice to send out more consent forms than you are willing to have participants in the

group. Group location will also have to be appropriate for the size of the group plus allowed

space for the integrated movement activities. With any group, ground rules must be established.

Students can develop a strong respect for ground rules if they are included in the process

for setting them. This encourages them to think about what is needed for the group to be

successful. They can be guided to offer what is needed to solve controversial issues and create a

welcoming environment. One of the biggest considerations for ground rules is confidentiality.

Students need to understand the limits of confidentiality in a group setting. As a collective group

the students may want to set the ground rules for confidentiality so that they know what is

acceptable and what is not. A useful ground rule template was found on

http://www.missouricareereducation.org/doc/smallgroup/SmallGroupCounseling.pdf and is

included in the appendix. This can be a useful tool for setting up ground rules and expectations.
COUN 503: TEST ANXIETY GROUP 16

With strong ground rules in place the foundation is set for a successful PARTS program

experience. Besides ground rules and program dynamics, carryover is also an area of concern.

Once students exit the program they should be monitored to see if they are carrying over

their skills to the classroom. At the conclusion of the program, students are primed for carryover

because they have practiced their skills through their homework journaling. The rationale behind

giving homework is so the students can practice the learned skills in a variety of environments

(Yeo, Goh & Liem, 2015). The practice tests that were held during the session were also used to

help carryover. Should follow up evidence support that a particular student is not maintaining

their progress after the program, the counselor may suggest a computerized CBT practice

program. There are well-researched computerized cognitive behavioral interventions that may be

great tools for helping students who may be struggling with carryover. These programs can also

be used for students who may not meet the screening criteria for PARTS or for students who

meet the criteria but may not be selected as participants because of other factors (Thompson,

Robertson, Curtis & Frick, 2013). At this time, GCBT programs are the most researched and

evidence based, however there are other approaches to anxiety that may be considered in the

development of an intervention program.

A different approach from GCBT could be based on Kelly McGonigal, PH.Ds recently

published The Upside of Stress: why stress is good for you, and how to get good at it. Her book

reviews several scientific studies suggesting that people can use mindsets to change their

perceptions about anxiety. When people perceive stress as a positive they can use mindsets to

help their performance instead of hinder it. Supportive rationale for this comes from a classic

study by Yerkes and Dodson (1908), and more recently by Alpert and Haber (1960), these

researchers showed that some test anxiety actually enhances or facilitates test performance
COUN 503: TEST ANXIETY GROUP 17

(Sena, Whitaker, Lowe, & Lee, 2007). This approach was not used in the PARTS program

because the designer did not want to confuse the participants with this seemingly mixed

message. Although the PARTS program does not used this approach it is important to be aware

of other interventions that may be used to help these students.

Considerations

When running a small group program like PARTS there are many considerations that

need to be taken. It is important to consider that sources of anxiety may take place outside the

school walls. Family has a big influence. Children with anxious parents are up to seven times

more likely to develop anxiety (Thompson, Robertson, Curtis & Frick, 2013, pp.224). Good

communication with families is important so that you are able to respect family and cultural

values. Communication with families is also helpful for feedback and carryover. One final

consideration to consider is that some previous studies on the effectiveness of GCBT showed

that the most significant change on anxiety measures to take place 2 months after the completion

of the program. This suggests that some students needed both the time to internalize the skills

they learned and also the opportunity to practice them ( Yeo, Goh & Liem, 2015, pp. 13). It is

recommended that the participants of the PARTS program be assessed both at the end of the

program and after the 2 month time frame. This will give a more comprehensive understanding

to the full effect of the program.

Conclusion

The PARTS program is designed to make a considerable difference in students comfort

levels with test taking, but it should be noted that this program alone is not enough. The skills
COUN 503: TEST ANXIETY GROUP 18

from this program need to be reinforced by the stakeholders in our students lives. The facilitator

of the program needs to work with teachers, nurses and families to promote skill carryover.

Teachers can be shown how to present tests to their classes in a positive way that limits the

anxiety response. Nurses may be shown some of the calming techniques so that they can help the

students return to class faster. Families may be given a list of encouraging phrases to use with

their children as well as a list of study prep tools. With everyone working together, The PARTS

program will have every chance of being a success.

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Helping Elementary Students Reduce Test Anxiety. Professional School Counseling.

COUN 503: TEST ANXIETY GROUP 19

Erford, B. T. (2004). Professional school counseling: A handbook of theories, programs &

practices. Austin, TX: CAPS Press.

Lowe, P. A. (2014). The Test Anxiety Measure for Adolescents (TAMA): Examination of the

Reliability and Validity of the Scores of a New Multidimensional Measure of Test

Anxiety for Middle and High School Students. Journal of Psychoeducational

Assessment, 32(5), 404-416. doi:10.1177/0734282913520595

McGonigal, K. (n.d.). The upside of stress: Why stress is good for you, and how to get good at it.

Mindsets & Behaviors | American School Counselor Association (ASCA). (n.d.). Retrieved May

04, 2016, from http://schoolcounselor.org/school-counselors-members/about-

asca/mindsets-behaviors

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School Counseling, 12(6), 400-407. doi:10.5330/psc.n.2010-12.400

Sena, J. D., Lowe, P. A., & Lee, S. W. (2007). Significant Predictors of Test Anxiety Among

Students With and Without Learning Disabilities. Journal of Learning Disabilities,

40(4), 360-376. doi:10.1177/00222194070400040601

Stallard, P. (2010). Mental health prevention in UK classrooms: The FRIENDS anxiety

prevention programme. Emotional and Behavioural Difficulties, 15(1), 23-35.

doi:10.1080/13632750903512381

Steen, S., Bauman, S., & Smith, J. (2007). Professional School Counselors and the Practice of

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11.72

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Appendix

HOMEWORK JOURNAL CALANDAR

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ASSIGNMEN MONDAY TUESDAY WEDNESDA THURSDA FRIDAY

T Y Y
Week #1 I noticed I noticed I noticed someone I noticed I noticed
Know that you are someone who someone who who was anxious someone who someone who
alone.! Everyone is was anxious was anxious about was anxious was anxious
anxious sometimes. about about about about
Be a detective and
finish the sentence.
Week #2 Where? Where? Where? Where? Where?
Where did you feel
anxious in your
body? What? What? What? What? What?
What is a gift that
you could give to
that anxiety?
Week #3 Can you do 10 Can you do 12 Can you do 14 Can you do 16 BIG
Desk dancing breaths 2 times breaths 2 times breaths 2 times breaths 2 times CHALLENGE
breath challenge! today? today? today? today? :
Can you do 20
breaths 2
times today?
Week#4 My GREEN My GREEN My GREEN self My GREEN self My GREEN
What was your self talk self talk talk statement for talk statement self talk
GREEN self-talk statement for statement for today was for today was statement for
statement of the today was today was today was
day? Did you say it to Did you say it to
Did you say it Did you say it yourself 5 x today? yourself 5 x Did you say it
to yourself 5 x to yourself 5 x today? to yourself 5 x
today? today? today?
Week #5 What did you What did you What did you What did you What did you
What did you try? try? try? try? try? try?
How much did it
help?
(1=not at all, 2=
somewhat, 3= it
helped, 4= it helped
a lot, 5= it was How much did How much did How much did it How much did
extremely helpful). it help? it help? How much did it help? it help?
help?
Week #6 What was your What was your What was your What was your What was
Record a Victory Victory Victory Victory Moment Victory Moment your Victory
Moment Moment today? Moment today? today? Moment
today? today?

Week #7 What did you What did you What did you do What did you do What did you
How did you do today to do today to today to practice? today to do today to
practice each day. practice? practice? practice? practice?

ACTIVITY: I Am Not Alone

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This is a dyad activity where students would pair up in groups of 2. Each dyad member chooses

a leader and a speaker. The roles would switch for the second half of the activity and no one

person would be asked to do something that another person wouldnt be asked to do as well. The

leaders job is to follow a script of two speaking parts: the request: Tell me something that

makes people anxious and the gratitude: thank you. The leader is not to speak anything other

than the two scripted parts. They must use those words specifically. The leader is to give the

request, wait for a response from the speaker, and then give the gratitude. The speakers job is to

fulfill the request by stating something that either makes them anxious or something that could

make someone else anxious. This process happens over and over again with the same pattern of:

script-response-gratitude for a period of 2 minutes. At the end of the two minutes, a timer is set

again as the leader and speaker switch roles.

ACTIVITY: What does anxiety look like?

Make sure that everyone has drawling materials. Ask the participants to draw a picture of what

anxiety looks like. Explain that it is ok if it doesnt have a recognizable shape. Have the

participants consider the following questions: What does it look like? What color is it? Is it

smooth bumpy, or sharp? Is it long or short? Is it fast or slow? Is there just one of them or are

there many? Give the group 5 minutes to complete their drawling. Because this is an early

group activity, the leader should participate in this activity too. After identifying what anxiety

looks have a discussion about what kind of gifts it might like to have.

ACTIVITY: Robot and Doll Dance

Christophersen and Mortweet (2001) had students move or dance as robots (stiff tight,

constrained ) and then as ragdolls (loose, relaxed) to demonstrate the contrast between feeling

tense and relaxed (Thompson, Robertson, Curtis & Frick, 2013, pp.229).
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ACTIVITY: Stop Drop and Roll

This activity is taken from an article titled: An intervention for helping Elementary Students

Reduce Test Anxiety by authors James R. Cheek, Loretta J. Bradley, and JoLynne Reynolds. In

the intervention that they used, children are taught that when they first notice stress they can

stop. That means that they stop what they are doing. They can actually put down their

pencils and place their hands on the table while concentrating on the coolness of the surface

(Cheek, Bradley, Reynolds & Coy, 2002, pp.163). The next step is drop. In this step the

participants lower their heads and look at the floor. This is followed by roll which means that

they move their head side to side to relax their neck muscles.

ACTIVITY: Performance Map

Students will have prepared a picture that symbolizes success to them. That picture will be

labeled as TREASURE and placed at the end of a big piece of paper labeled PERFORMANCE

MAP. The beginning of the map will have a box marked TEST. Between the two points there

will be 6 Challenges. For each challenge the participants will list tools that will help them

overcome each challenge leading up to the treasure.

The Challenges: (The student makes up the 6th on his or her own)

Fear of the unknown (what is the test about?)

Fear of failure (what if I dont pass?)
Fear of rejection (will my family/friends still love me if I fail?)
Fear of isolation (What if I am the only one who fails?)
Fear of loss of self-control (What if I am so scared during the test that I cant think?)
Table 45.1 (Erford, 2004, pp.513)

Participant Guidelines/Ground Rules for Our Group

The following ground rules are suggestions to help generate additional group ground rules. Group
members will delete and/or add items. It is anticipated that the ground rules will be slightly different for
COUN 503: TEST ANXIETY GROUP 24

each topic group. The Looks Like and Sounds Like columns are included in order to allow group
members to express in their own words what each rule means.

DOCUMENT 8:

Note: Commonly understood ground rules provide group members and the PSC with parameters for
monitoring participation. Ground rules are most effective when they are posted and reviewed at the
beginning of each session. Referencing ground rules helps maintain their importance. Encouraging group
members to monitor participation creates a sense of ownership and facilitates group members mutual
responsibility for the effectiveness of the group.

Looks Sounds
Like Like

1. All group members understand and respect confidentiality.

a. Professional School Counselor

b. Group members

2. One person speaks at a time.

3. Everyone has an opportunity to participate and share.

4. Use only respectful words and responses

5. All group members will treat each other with respect.

6. Make every effort to be on time

7. All group members are encouraged to actively participate

8. Group members have the right to pass on an issue

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9. Group members will be encouraged to have an open mind and

accept where other group members are in their development.

10. Group members will have the opportunity to develop other

guidelines.

11.

12.

http://www.missouricareereducation.org/doc/smallgroup/SmallGroupCounseling.pdf
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http://schoolcounselor.org/school-counselors-members/about-asca/mindsets-behaviors