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Test Anxiety Group Proposal: (PARTS) Peek performance Activities to Reduce Test Stressors
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,
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,
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
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
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,
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
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
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,
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
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
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
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
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
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
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,
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
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
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
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
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
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
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
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
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
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
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
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
Conclusion
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
References
Cheek, J. R., Bradley, L. J., Reynolds, J., & Coy, D. (2002, December 1). An Intervention for
Lowe, P. A. (2014). The Test Anxiety Measure for Adolescents (TAMA): Examination of the
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
asca/mindsets-behaviors
http://www.missouricareereducation.org/
Rose, H., Miller, L., & Martinez, Y. (2009). "FRIENDS for Life": The Results of a Resilience-
Sena, J. D., Lowe, P. A., & Lee, S. W. (2007). Significant Predictors of Test Anxiety Among
doi:10.1080/13632750903512381
Steen, S., Bauman, S., & Smith, J. (2007). Professional School Counselors and the Practice of
11.72
Thompson, E. H., Robertson, P., Curtis, R., & Frick, M. (2013). Students with Anxiety:
222-234. doi:10.5330/psc.n.2013-16.222
Yeo, L. S., Goh, V. G., & Liem, G. A. (2015). School-Based Intervention for Test Anxiety. Child
& Youth Care Forum Child Youth Care Forum, 45(1), 1-17. doi:10.1007/s10566-
015-9314-1
Zeidner, M. (1998). Test anxiety: The state of the art. New York: Plenum Press.
Appendix
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?
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
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.
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).
COUN 503: TEST ANXIETY GROUP 23
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.
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
The Challenges: (The student makes up the 6th on his or her own)
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
b. Group members
11.
12.
http://www.missouricareereducation.org/doc/smallgroup/SmallGroupCounseling.pdf
COUN 503: TEST ANXIETY GROUP 26
http://schoolcounselor.org/school-counselors-members/about-asca/mindsets-behaviors