counselor1stop€¦ · web viewnewsletter layout table; hannah kinsey . ed 577 . group procedures....

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Group Type/Defense

It is not doubt that stress and anxiety are increasingly becoming a problem in our youth. With the increase in standardized testing and other life factors, youth are becoming more anxious about every aspect of life. When students are faced with such high pressures and demands it generates into deliberating psychological, physiological, and behavioral responses. It has been reported that nearly 70% of elementary school students have everyday worries and anxiety and 5% of elementary school children exhibit signs of extreme worry and anxiety (Bostick & Anderson 2009). The stress and anxiety that students face is a major concern when it begins to affect every day normal functioning in a person’s life.

Children face many pressures inside of school and outside of school; such as testing, environmental dangers, media exposures, family issues or school problems. Within the school standardized testing has shown an increase of stress and anxiety among students (Cheek, Bradley, Reynolds & Coy 2002). Not only does it cause the students to rush through the test in order to escape the unpleasant experiences, but it also leads to an “Invisible disability” of achievement stress that can extend throughout a student’s academic career (Cheek etc al. 2002). Teaching students how to deal with testing anxiety early in their educational career is critical to help them be successful throughout the rest of their lives.

Children also face many pressures and demands outside of school within their home life or other environmental issues that their community may be facing. Stress can be both positive and negative. However; excessive stress can be quite harmful to a child and research has shown that negative effects of stress on children under the age of 10 are far more profound and longer lasting (Kusz 2009). When children are unable to learn how to deal with their stress it leads to behavioral problems, low academic scoring, poor self-esteem, difficulty concentrating, fatigued, restlessness and

much more (Cheek etc al. 2002). The good news is there is a way to help students deal with the stressors that they may face through relaxation management techniques. Relaxation techniques help to effectively combat stress and includes deep breathing, mediation, rhythmic exercise or yoga. Helping children understand the signs of stress at an early age and how to deal with it will further help them succeed in their future endeavors.

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Third and fourth grade is a crucial time in a student’s life because course work tends to become more challenging, expectations tend to rise, and the introduction of standardizing testing begin to appear more. Implementing a small group for students in these grades is a critical component to helping them succeed academically and physically. Groups are critical in addressing problems that interfere with student’s ability to learn, to succeed and to participate in the learning process (Bostick & Anderson 2009). Forming a group to help students learn relaxation management techniques will allow students to learn from one another in ways that help them understand that they are not alone in their problems. It will allow the students to utilize each other and work together as a support system that is built on trust. This group will consist of about six-eight students because research has shown that groups of this size produce, greater client freedom of expression, interaction, understanding of others, cohesiveness, satisfaction, content coverage, and feeling of accomplishment (Bostick & Anderson 2009). Acquiring these skills will help the student cope with stressful situation inside the school environment and also outside the school environment. Helping them understand what triggers their body when they become stress will allow them to utilize these skills to not only be successful academically but as an individual.

Group Format/ElementsLength/DurationThe group will be five weeks long and begin after the Fall bench mark of ISTEP to prepare students for the Spring bench mark of ISTEP.

First four sessions will be held on Wednesday’s during specials period in the counselor’s office. The last session will be a classroom lesson with the group of students teaching their fellow peers the new technique learned in session to help them all learn how this technique will benefit them during ISTEP testing.

InterventionThere is evidence-based research that suggests how incorporating art and music techniques with relaxation techniques provides additional support for students dealing with stress and anxiety and an element of fun (Cheek, Bradley, Reynolds, Coy 2002). Following ISTEP in the Fall the school counselor will identify 6-8 students’ boys and girls in the 3rd and 4th grade who do not meet the 70% passing rate or who exhibit extreme feelings of anxiety and stress. The students will be selected based on a pre-screening from ISTEP and an informal interview by the school counselor.

Overall Goals: #1 Help students learn healthy relaxation and stress management techniques that they will be able to utilize during testing and throughout the rest of their life.

#2 Help students learn to understand how to support one another through trust and cohesiveness of group time.

Objectives:

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Indiana School Counseling Competencies for Students: Competency 1: Students will acquire and further develop the knowledge, attitudes and interpersonal skills to help them understand and respect self and others. Competency 2: Students develop personal management and collaborative skills needed to become successful learners, responsible citizens, and productive workers. Competency 3: Students will understand personal safety skills.

ASCA Mindsets/Behaviors:Mindset Standards: M1. Belief in development of whole self, including a healthy balance of mental,

social/emotional and physical well-beingM2. Self confidence in ability to succeedM3. Positive attitude toward work and learning. M6. Positive attitude toward working and learning. Behavior Standards: Learning Strategies B-LS 2. Demonstrate creativity B-LS 4. Apply self-motivation and self-direction to learning Self-Management SkillsB-SMS 5. Demonstrate perseverance to achieve long- and short-term goals B-SMS 6. Demonstrate ability to overcome barriers to learningB-SMS 7. Demonstrate effective coping skills when faced with a problem Social SkillsB-SS 2. Create positive and supportive relationships with other studentsB-SS 3. Create relationships with adults and support successB-SS 6. Use effective collaboration and cooperation skills

Potential Benefits Learning Healthy ways to manage stress

Group cohesiveness which allows members to be drawn to the group to accomplish a given goal or task or feeling connected to one another due to emotional support of the group.

Sense of belongingness: Many students may feel very alone in their situations and group cohesion and trust make it much easier for students to feel safe.

Vicarious learning and modeling: Group members will not just learn from direct experience but also from observation. Students will be able to learn effective ways to communicate and resolve conflict that may arise.

Students will be able to become more aware of what triggers their anxieties and effectively deal with this level of anxiety through the stress-management techniques.

Support: Groups make it possible for people to explore the unknown. The presence of support within a group allows members to maintain a more positive outlook about the group’s involvement.

Potential Difficulties of Population Maturities levels may be different.

Trouble getting students to open up about their anxiety.

Conflict between the different grade levels.

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Frustration or outbursts.

Interpersonal Conflicts.

Set backs

Group Leadership Roles Establish a safe and trusting environment for students to feel welcomed.

Individual and cultural differences are valued and respected among the group.

Clear boundaries and rules about appropriate conduct are established.

Conflict is acknowledged and worked through.

Make sure everyone participates but, do not push someone to talk before they are ready.

The group is efficient

Continuity and follow-up session to session are an integral part of the experience.

Developing a healthy culture within the group.

Be empathetic towards each member’s experiences and show compassion.

Provide clear understanding of what confidentiality is and why it is essential to group work.

Outline of Group Sessions: Session #1: Introduction and Guidelines (45 minutes)

Session #2: Stop, Drop and Roll Technique (45 minutes)

Session #3: Cool, calm and collected (45 minutes)

Session #4: Just breathe (45 minutes)

Session #5: Classroom Lesson on teaching stop, drop, and roll technique to peers. (30 minutes)

Stop, Drop and Roll Lesson Plan #1

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Small Group Counseling Title/Theme: Relaxation Technique

Session Title: Introduction & Guidelines Session # 1

Grade Level: Third and Fourth Estimated time: 45 mins

Small Group Counseling Session Objective:

SWBAT (Students will be able to…)

Indiana School Counseling Competencies for Students:

Competency 1: Students will acquire and further develop the knowledge, attitudes and interpersonal skills to help them understand and respect self and others.

Competency 2: Students develop personal management and collaborative skills needed to become successful learners, responsible citizens, and productive workers.

Competency 3: Students will understand personal safety skills.

ASCA Mindsets/Behaviors:Mindset Standards:M3: Positive attitude toward work and learning.Behavior Standards:Learning StrategiesB-LS 2. Demonstrate creativityB-LS 4. Apply self-motivation and self-direction to learningSelf-Management SkillsB-SMS 5. Demonstrate perseverance to achieve long- and short-term goalsB-SMS 6. Demonstrate ability to overcome barriers to learningSocial SkillsB-SS 2. Create positive and supportive relationships with other studentsB-SS 6. Use effective collaboration and cooperation skills

Materials/Supplies Needed (include activity sheets and/ or supporting resources)

- Pens- Pencils- Paper divided into 5 by 4 grid (x7)- Poster board (for group guidelines/parking lot) (x2)- Markers- Sticky notes- Journals X6

Assessment Strategy (How will you show outcomes of your group counseling intervention? What data are you collecting?)

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I will show the outcome of the group by administering a pre/posttest to the group. During our first session together at the end, I will give a little extra time for students to fill out the test. Providing students with a pre/post tell will provide data that shows the effectiveness of my group and how the students level of stress and anxiety has decreased from the beginning session to the end. It will provide data that indicates how students have learned healthy and appropriate ways to deal with their stress-levels. Attendance will also be looked at throughout our time as a group and when collecting the final post-test and data. In order for the interventions to be fully affective students will need to attend every session each week.

Preparation:

- Prepare each bingo sheet of 4 by 5 grid- Write title for group guidelines on poster board- Write title “Parking Lot” on poster board.

Essential Question: What is the purpose of this group? What are the group rules? How will this group help me with my stress and anxiety?

Engagement Question/Hook/Icebreaker:

People Bingo

Great for new groups. Make a 5 by 4 grid on a piece of card and duplicate for

everyone in your group. Supply pens or pencils. Each box contains one of the

statements below. Encourage the group to mix, talk to everyone to try and complete

their card. If one of the items listed on the bingo card relates to the person, they are

talking with, have them sign their name in that box. End the activity after 10 minutes and review some of the interesting facts the group has discovered about each other. You can add your own statements appropriate for your group.

Some example items are listed below:

Has brown eyes

Has made the longest journey

Has eaten the weirdest food

Plays Tennis

Is wearing blue

Speaks a foreign language

Knows what a muntjak is (it's a small deer)

Plays a musical instrument

Has 2 or more pets

Has been to the most foreign countries

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Hates broccoli

Has 2 or more siblings

Name begins with an 'S'

Loves Chinese food

Loves to ski

Knows what a quark is (A quark is a tiny theoretical particle that makes up protons and neutrons in the atomic nucleus. So there!)

Loves soccer

Likes to get up early

Someone who’s favorite TV show is CSI

Someone over 6ft tall

Procedures

School Counselor Procedures/Steps

1. Welcome students to the group. “Today we are going to talk about working with groups and how small group counseling guidelines help groups work together towards a common goal.” Introduce what group guidelines are and some examples. Allow students to add additional guidelines suitable for the specific group. Avoid making the guidelines cumbersome. Have student volunteer to write group agreements on the poster board.

2. Being explain confidenality. When discussing this relate it to outside-the-group talk versus inside-the-group talk. The members may talk with someone outside the group about something they may have said, but they cannot talk about who the members of the group are, or what others shared. Acknowledge student

Student Involvement (anticipated/expected)

1. Students listen and respond/ask clarifying questions.

2. Students complete informed consent document.

3. Student develop a list of experiences/guidelines with the group. Possible student comments might be:

- We treat others as we would like to be treated.

- Everyone gets a turn- No put downs- Listen when others are speaking- Respect each other’s differences- Be honest- What happens in the group stays in the

group4. Students discuss groups they have been a part of and how they have impacted their lives.

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suggestions as examples of how confidentiality can be maintained. Gain informed consent from students.

3. Introduce ice breaker activity4. Reflection question: What did you notice

about one another when doing the activity? Was there anything similar you noticed about other members of the group? What are some differences that could arise in group? What groups have you been a part of in your life?

5. Explain to the group that each one of the members has something in common whether it be a single physical feature or something internal. Remind them that we are all here for the same reason, and while there may be differences we can all remember that we are all here for a common goal together.

6. Begin moving into the discussing the purpose of the group which is to help them learn a new relaxation technique to help them with testing. Ask what the students would like to learn or achieve in the next few weeks together, using the “Parking lot” technique to elicit answers. With “Parking lot,” place blank sticky notes within easy reach of the students. They, in turn will write their responses on the notes, which they “park on a chart paper or on the board.

7. Read the sticky note messages from the students.

8. Save the sticky notes for review as the group progresses through the next few weeks.

9. “We have talked about other groups that you have belonged to or that you belong to now. What are your opinions about being invited to participate in this group?

10. Invite students to share their feelings but don’t allow those with negative views to put down others. Don’t push students to share before they are ready to.

Closure/Summary: Review the small group counseling guidelines with the students. Provide each student with a journal explaining to them how journaling is an effective way deal with stress and anxiety and a great way to talk through their experiences of the group. Provide the students will the pre-test and allow time for each student to fill out the form. Once students are done give students time and date for next session.

Group assignment: Provide each student with their own journal. Encourage them to write about their

5. Students put their ideas about what they would like to learn or achieve on sticky notes, which are then placed on the board or chart paper.

6. A few students may be unhappy about being in the group. Others may look forward to the group but don’t want to show their enthusiasm. Some students may express outright hostility toward the group. Still others may be excited to be in the group and express their interest.

Closure/summary: Students review the small group counseling guidelines and note the date and time of the next session. Students take a journal home with them.

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experience of the group so far and what they hope to gain from this experience. Encourage them to talk about fears that they may have about being in this group. Remind them that this is only for them to see and not for the whole group to decrease any anxiety they may be feeling.

Follow-Up Activities

- Check in with each student and ask them how their journaling session went. - Allow them to ask any follow-up questions they may have about the group.



Session Title: “Stop Drop and Roll” Session # 2

Grade Level: Third and Fourth Estimated time: 45

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SWBAT (Students will be able to…)





ASCA Mindsets/Behaviors:Mindset Standards:

- M. 3. Sense of belongingness in school environment

Behavior Standards: Self-Management Skills:

- B-SMS 6. Demonstrate ability to overcome barriers to learning. - B-SMS 7. Demonstrate effective coping skills when faced with a problem.

Social Skills: - B-SS. 2. Demonstrate positive and supportive relationships with other students.


- Coloring Pages - Markers - Pencils - Color Pencils - Classical Music - Index cards


Attendances will be taken at the beginning of the session to ensure that everyone is accounted for.

Preparation: Print color pages and make sure to have a speaker to play classical music.

Essential Question: How do our bodies feel physically and mentally when we begin to feel stress or anxious? What situations cause us to feel the most stressed?


I Know Who You Are

1. Give each person two pieces of paper, and a pen or pencil.2. Have each participant write their name and three facts about themselves on one paper – the facts must be

true but should be obscure and probably not known by the other group members.3. Direct the participants to number the other paper with one number for each person present.4. The leader collects the papers and reads out the facts on each sheet, keeping track of the names that

match the facts read.5. The participants write their guesses next to the numbers on their sheets.6. Once everyone has completed their sheet of numbers and name guesses, read out the answers and see

who had the most correct to determine a winner.

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Procedures


1. Welcome students to the group. “Today we are going to talk about how our bodies feel physically and mentally when we begin to feel stress or anxiety and learn some techniques of what we can do when we begin to feel those pressures in our bodies”

2. Go over group guidelines and ask the group if they would like to add anything else.

3. Go over confidenality. Remind the group that what is said in group stays in group, but there is no guarantee since this is a group that things will be confidential so be mindful of what others discuss in group. Gain informed consent from students.

4. Introduce ice breaker activity5. Reflection questions: What did we learn

from this activity? Why is it important to get to know each other in a group?

6. Reflect the importance of understanding each member and their different backgrounds and how it is important to understand one another to create a safe and trusting environment.

7. Move towards the activity 8. Provide each student with a coloring sheet

and markers and color pencils. Allow students to get comfortable in their seats and prompt them to start coloring and play classical music softly in the background.

9. While students color asks them to describe how their body feels physically when they start to feel stressed.

10. Allow time for some silence. Then ask students How they bodies feel mentally when feeling stressed.

11. Allow time for more silence while the students color and discuss.

12. After this begin to explain the “stop, drop and roll” fire procedure and how this can be implemented into helping them stay calm during test.

13. Remind them of the symptoms that they described early of how their body feels during times and stress and explain that when they feel these symptoms they should “stop” whatever they are doing and put anything down that they are holding.

14. Prompt the students to practice “stop” 15. Next model to the students “drop” students

will drop their pencils and place their hands on the desk, then drop their head forward.

16. Prompt the students to practice along with you.



2. Students complete informed consent by presenting thumbs up.

3. Students listen and go over group guidelines together.


- Everyone gets a turn - No put downs - Listen when others are speaking- Respect each other’s differences - Be honest - What happens in the group stays in the

group

4. Students participate in the ice breaker activity and write three facts about themselves for other members to guess.

5. Student participate in reflection questions.

6. Student participate and practice relaxation technique of “stop, drop and role”


Closure/summary: Students review what was learned today in group and be reminded of what they are wanting to achieve and learn from being in a group. Students will journey their experience of group in their personal journeys before the next session.

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17. Finally, model “roll” which is when you roll the head while taking three deep breaths.

18. Prompt the students to try along with you. 19. Allow some time for discussion and asked

them how their bodies felt after doing this technique.

20. Ask them to explain what situations during test cause them the most stress and how they could use this technique in many other life situations as well.

21. Ask them why practicing relaxing techniques are beneficial for them.

22. After discussion allow students to continue coloring and practicing the new relaxation technique while classical music plays in the background.

23. Before closing remind group of the parking lot and their goals of what they are wanting to accomplish in this group.

Closure/Summary: Begin summarizing what the students have learned today such as how important is it to know other members of the group. When to utilize the relaxation technique of “stop, drop and roll” and why this skill is so important for students to maintain a healthy lifestyle.

Group assignment: Have students journal about their experiences today and to reflect on the new relaxation technique that they learn and explains ways that this technique will help them manage their stressors. Prompt students to start practicing their new technique when they begin to feel anxiety symptoms.


- Check in with each student and ask how their journaling is going - Ask students how their new techniques are going.



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Session Title: Cool Calm and Collected Session # 3

Grade Level: Third and Fourth Estimated time: 45 mins






ASCA Mindsets/Behaviors:

Mindset Standards M1. Belief in development of whole self, including a healthy balance of mental, social/emotional and

physical well-being. M2. Self-confidence in the ability to succeedM6. Positive attitude toward working and learning.

Behavior Standards Learning Strategies B-LS 2. Demonstrate CreativitySelf-Management Skills B-SMS 7. Demonstrate effective coping skills when faced with a problem Social Skills B-SS 2. Create positive and supportive relationships with other students.


- Paper - Paint - Markers - Color Pencils - Paint Brushes - Water cups


- Attendance will be taken to make sure each student of the group is accounted for.

Preparation: Make sure cups are filled with water for paint brushes.

Essential Question: What do we look like when we are calm? What do we look like when we are successful?


Human Knot

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Divide your group into teams of 6-8. Each team forms a small circle. Ask them to

extend their right hand across the circle and hold the left hand of the other team

member opposite them. Then extend their left hand across the circle and hold the

right hand of another group member. The task is to unravel the spider's web of

interlocking arms without letting go of anyone's hands. Give them a five-minute time limit to complete the task.

Procedures


1. Welcome students to the group. “Today we are going to talk about how our bodies look when we are calm and when we are successful. We will continue practicing our relaxation technique from last week as well”



4. Introduce Ice Breaker Activity 5. Reflection question: Why is it so important

to work together as a team? 6. Move into the activity and explain to the

students the Test anxiety exposure hierarchy.

7. Remind the students of the relaxation technique that we used last week in session and how it helps us remain calm and focused.

8. Ask a member if they would like to demonstrate the technique of stop drop and roll to remind other members.

9. Once the students have recalled the technique explain to them that you are going to read aloud statements from the hierarchy and students will yell out “fire” when they start to feel anxiety and the group together will practice the “stop drop and roll technique”

10. Go through the whole hierarchy so students are aware of how their body feels and when to do the technique.

11. After this exercise students will use art materials and paint or draw themselves as







group

4. Students participate in the ice breaker activity

5. Student participate in reflection questions about teamwork.


7. Students draw themselves being calm and successful.


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calm and successful during a test. 12. Make sure to send these drawings home to

their parents so they can assist their child with the relaxation technique.

13. Once everyone is done making themselves leave time for discussion.

14. Ask them questions about their drawings such as “why you decided to draw this?” Have each student explain their drawing to one another.

Closure/Summary: Why is it important for our bodies to remain calm during test? Allow time for students to share anything on their minds before the session ends.

Group assignment: Be sure to write in your journals why it is important to remain calm and collected during test. Remind them to continue practicing the relaxation technique when they begin to feel symptoms of anxiety.

Closure/summary: Students review what was learned today in group and why it is important to remain calm during test. Students will journal their process of the group before next session and practice working on their relaxation techniques.


- Check in with students to see how their journaling is going - Ask them if they have any further questions - See how their relaxation technique is going

Stop, Drop and Roll Lesson Plan #4Small Group Counseling Title/Theme: Relaxation Technique

Session Title: Just Breathe Session # 4

Grade Level: Third and Fourth Estimated time: 45 minutes

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ASCA Mindsets/Behaviors:Mindset: M1. Belief in development of whole self, including a healthy balance of mental, social/emotional and

physical well-being M2. Self-confidence in ability to succeed M3. Sense of belongingness in school environment M6. Positive attitude toward work and learning Behavior Standards Self-Management Skills B-SMS 1. Demonstrate ability to assume responsibility Social Skills B-SS 2. Creative positive and supportive relationships with other students B-SS 3. Create relationships with adults that support success


- Multicolored polymer beads - Glow in the dark polymer beads - Clear balloons - Sorting bowls - Water - Water bottle


Attendance will be taken to make sure everyone is accounted for in the session. At the very end of the session students will be given a post-test to measure the groups effectiveness over the last four weeks together. The pre/posttest will then be compared to one another and attendance of students will also be accounted for as well.

Preparation: Make sure bowls are sorted on the table for the beads.

Essential Question: How are you all going to incorporation this technique into your daily lives and during tests? Why is it important for our overall health to stop and breathe for a second?


The Human Chair Invite everyone to stand in a circle shoulder to shoulder. Each person then turns to

the right to face the back of the person in front of them. Ask them to place them

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hands on the shoulder of the person in front. On the count of three they slowly

begin to sit down on the lap of the person behind. As long as everyone is helping the

person in front of him or her to sit, then everyone should be supporting the weight

of everyone else. Of course, should someone slip, the game becomes 'human

dominoes.' ☺It might take a couple of attempts to complete the

challenge.

Procedures


1. . Welcome students to the group. “Today is our last session together, but we have been working so hard together these last few week that I know you will all do great on your test next week. Today we are going to make some fun stress balls for you all to take with you, and also practice our technique couple more times because I know how amazing you all will do using it in real-life situations”



4. Introduce Ice Breaker Activity5. Reflection question; What did this activity

teach you all. Why is it important even after group is over to support each other outside of group?

6. Move into the activity of making stress balls.

7. Provide each student will a balloon and they will fill each balloon with water and some beads.

8. During the activity play some classical music in the background and prompt students to practice the technique every so often.

9. After the activity allow time for students to share any thoughts of feelings that they may feel about group endings.

10. Reassure them that they are always welcomed to stop by and that I will be checking up on how they are doing every


. 1. Students listen and respond/ask clarifying questions.





group 4. Students participate in the ice breaker activity

5. Student participate in reflection questions about supporting each other.


7. Students create stress balls while listening to music and practicing the technique.

6. A few students may be upset about group ending. Some may be happy about group ending.

Closure/summary: Students review what was learned today in group and how this group has helped them over the last few weeks. Students were given post-test to complete at the end of the session.

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now and then. 11. Encourage them to utilize the techniques

and the skills we have learned in group together.

12. Remind them why it is important to stop and take a second to breathe because it allows us to be fully aware that our bodies need to relax.

13. Provide them with post-test before they leave session.

Closure/Summary: What has this group taught you about yourself? And about others?

Group assignment: Have students write in their journal and encourage them to continue to do this even after group. Have them do this technique during testing over the next few weeks.

Students were encouraging to continue journaling on their free time. Students should continue practicing the technique during testing in the next few weeks.


- Follow up with students during testing week to see how they are doing and how their technique is helping them during their testing.

- Ask students if they have an questions or concerns.

Stop, Drop & Roll Evaluations Pre______ Post______

Student Name:_____________________________________ Date:_________________

Please Circle a number for each statement that is most true about you.

1. You are preparing for a test that will be administered in one week. Not anxious at all Slightly anxious Moderately anxious Very anxious Extremely anxious

0 1 2 3 4

2. You are in class working on skills for the test. It is a week before the test. Not anxious at all Slightly anxious Moderately anxious Very anxious Extremely anxious

0 1 2 3 4

3. You are taking the test and read a few more questions that are confusing. Not anxious at all Slightly anxious Moderately anxious Very anxious Extremely anxious

0 1 2 3 4

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4. It is the night before the test. You are thinking about the test you will take in the morning. Not anxious at all Slightly anxious Moderately anxious Very anxious Extremely anxious

0 1 2 3 4

5. You start the test and read the first question. You do not know the answer immediately. Not anxious at all Slightly anxious Moderately anxious Very anxious Extremely anxious

0 1 2 3 4

6. You are taking the test, and it is time for lunch. Not anxious at all Slightly anxious Moderately anxious Very anxious Extremely anxious

0 1 2 3 4

7. You turn in the test. Not anxious at all Slightly anxious Moderately anxious Very anxious Extremely anxious

0 1 2 3 4

8. You are sitting in a classroom waiting for the test to being, and they hand you your test. Not anxious at all Slightly anxious Moderately anxious Very anxious Extremely anxious

0 1 2 3 4

9. It is Monday morning before the test. You are studying and planning your schedule for tomorrow. Not anxious at all Slightly anxious Moderately anxious Very anxious Extremely anxious

0 1 2 3 4

10. You start the test and read the first question. You do not know the answer immediately. Not anxious at all Slightly anxious Moderately anxious Very anxious Extremely anxious

0 1 2 3 4

SStop, Drop and Roll a small group that focuses on relaxation techniques to help students

learn a new coping skill that will help with test anxiety.

When do we meet: Meet once a week for 5

weeks leading up to ISTEP in the Spring.

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Parent Consent Form (Back of Flyer)Dear Parent or Guardian,

When do we meet: Meet once a week for 5

weeks leading up to ISTEP in the Spring.

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Today are youth being face with many stressors that sometimes are hard to overcome. A goal at the counseling department at Pleasant Grove Elementary School strive is to help students overcome these barriers of stress that they may face and help them reach their full potential at any transition in their life. In order for our goal to continue being a reality we offer small counseling groups throughout the school year. We would like to take this moment and invite your child _________________, to participate in a small group to help them build relationships, relaxation management techniques, confidence, and how to support others. Stop, drop and roll is a relaxation technique that is data-driven and teaches students to understand when their bodies are feeling anxious and what to appropriately do to help them stop the feelings of being stressed. Our hopes are that each student will leave this group having a better understanding of how their body feels when they are stressed and also how to utilize these skills not only during test-taking but in every aspect of life.

The group will meet weekly on Wednesday’s for four sessions, for 45 minutes during the school day and one final session that will be a classroom lesson. Meeting times will rotate so your student is not missing the same class repeatedly. Students are expected to attend each session to gain the full benefits of what this small group has to offer. Students will be expected to make up any missed work and will be fully supported by their teachers in this process. A schedule of meeting times will be sent home with your student once consent is given.

We hope to build trust with each student individually and also as a whole group. In order to ensure this, trust all information will be confidential unless there is an ethical responsibility to break that confidentiality.

If you have any further questions, please do not hesitate to reach out at Pleasant Grove Elementary School on Monday-Friday between the hours of 9AM and 4PM at 845-998-9384. If you are unable to reach me at those hours, please leave a message with your name and number and I will return your call as soon as possible.

Thank you,

Hannah Kinsey

School Counselor

Please sign below and return by August 10th, 2018

I give permission for my student, ____________________________ to participate in the “Stop, Drop, and Roll” Group.

I DO NOT give permission for my student, _________________________ to participate in the “Stop, Drop & Roll” Group.

____________________________ _______________________________ ______________________________

Parent/Guardian Name Parent/Guardian Signature Date

Pre-Screening Questions to Ask

1. What are you hoping to gain from the group experience?

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2. What other group/counseling/therapeutic experiences you have participated in?

3. What was helpful in previous groups, and what was most difficult for you?

4. How is it for you to speak in front of others?

5. How often do you feel stressed?

6. What situations cause you the most stressed?

7. What else about you that would be relevant to this group experience might be helpful for me to know?

Reference PageBostick, D., & Anderson, R. (2009). Evaluating a Small-Group Counseling Program—A Model for Program

Planning and Improvement in the Elementary Setting. Professional School Counseling, 12(6), 428-433.

Retrieved from http://www.jstor.org/stable/42732764

http://www.jstor.org/stable/42732764

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Cheek, J., Bradley, L., Reynolds, J., & Coy, D. (2002). An Intervention for Helping Elementary Students

Reduce Test Anxiety. Professional School Counseling, 6(2), 162-164. Retrieved from


Kottler, J. A., & Englar-Carlson, M. (2015). Learning group leadership: An experiential approach. Thousand

Oaks, CA: SAGE.

Kusz, M. (2009). Stress in Elementary School Children (Unpublished doctoral dissertation). Northern Michigan

University.


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