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First-Generation College Attendees (FGCA). This will be a group comprised of high school sophomores and juniors (age 15-17) that will meet to discuss college admission requirements, financial aid, cultural boundaries, etc.

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M 5. Belief in using abilities to their fullest to achieve high-quality results and outcomes

M 6. Understanding that postsecondary education and lifelong learning are necessary for long-term success

B-LS 1. Critical thinking skills to make informed decisions

B-LS 3. Time-management, organizational and study skills

B-LS 7. Long- and short-term academic, career and social/emotional goals

B-LS 9. Decision-making informed by gathering evidence, getting others’ perspectives and recognizing personal bias

B-SMS 3. Independent work

B-SMS 5. Perseverance to achieve long and short-term goals

B-SS 2. Positive, respectful and supportive relationships with students who are similar to and different from them

(American School Counselor Association, 2021).

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Information will first be discussed with administration during a leadership meeting and this group will seek to be approved.

A survey will be sent out through email to teachers asking their opinion about this group.

Classroom visits will be conducted to talk to students who may be interested in the group.

Flyers and permission slips will be mailed home to the guardians of interested students.

School social media sites will be used to send updates about meeting times.

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Slide #4: Pre-group Interview/ Screening

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Slide #4: Pre-group Interview/ Screening

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Interested candidates will be screened individually and will be given the description of the group and the outcome goals.

Students will then be asked why they want to be apart of the group and why it would not only benefit them, but other group members.

Students will be selected based on their interest, willing to help others, GPA, etc.

(Missouri Comprehensive Guidance and Counseling Program, 2015)

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(Missouri Comprehensive Guidance and Counseling Program, 2015)

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This resource will be used for the group to create their norms together.

Rules determined by me:

Treat everyone with respect

Participate and bring value to every meeting

The words said in this room stays in this room

Rules that can be determined by the group:

Seating arrangements

Time of response/rebuttal

To work independently or together

(Missouri Comprehensive Guidance and Counseling Program, 2015)

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Stage 1: I plan to build relationships by doing introductions during the first session. I will introduce myself and every member what get to as well. An ice-breaker can be done where each member has to find a similarity with one group member and one difference. Group norms can be established by saying what they are and asking for examples of what those norms sound like/look like. Confidentiality will be addressed and it will be an expectations that is what is said in this group will stay in this group. If it is found out that confidentiality is broken, administration will get involved. The limit to confidentiality is if someone presents an imminent threat to themselves or others.

Stage 2: I will check in with each student during each session. There will be assignments were collaboration is expected.

Stage 3: The post-assessment will be given at the last session. Exit interviews will also be conducted individually. Students can voice their opinions on how the group went. These interviews are also the time where confidentiality can be re-enforced.

(Missouri Comprehensive Guidance and Counseling Program, 2015)

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American Counseling Association. (2014). 2014 ACA Code of Ethics. https://www.counseling.org/resources/aca-code-of-ethics.pdf

American School Counselor Association. (2019). ASCA School Counselor Professional Standards & Competencies. https://www.schoolcounselor.org/getmedia/a8d59c2c-51de-4ec3-a565-a3235f3b93c3/SC-Competencies.pdf

American School Counselor Association. (2021). ASCA Student Standards: Mindsets & Behaviors for Student Success. https://www.schoolcounselor.org/getmedia/7428a787-a452-4abb-afec-d78ec77870cd/Mindsets-Behaviors.pdf

Cherry, K. (2023). How to Lead: 6 Leadership Styles and Frameworks. Very Well Mind. https://www.verywellmind.com/leadership-styles-2795312

Missouri Comprehensive Guidance and Counseling Program. (2015). Group Dynamics.  https://learn-us-east-1-prod-fleet02-xythos.content.blackboardcdn.com

Missouri Comprehensive Guidance and Counseling Program. (2015). Informed Consent.  https://learn-us-east-1-prod-fleet02-xythos.content.blackboardcdn.com

Missouri Comprehensive Guidance and Counseling Program. (2015). SCREENING/SELECTION PROCEDURES.  https://learn-us-east-1-prod-fleet02-xythos.content.blackboardcdn.com

(1995). Yalom's Curative Factors of Group Treatment (2nd ed.). The Theory and Practice of Group Psychotherapy.

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My two leadership styles would be participative leadership and transformational leadership.

Any group session should have a participative leader. The counselor should begin with a prompt/instruction and then counselees should respond.

This group has the goal of informing prospective college students about admissions and costs. I would need to be a transformative leader in order to reach the goal of having my group (Cherry, 2023).

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Instillation of Hope: There is hope by the group that their understanding of college admissions/costs will grow.

Universality: This group is for prospective first-generation college students working together.

Altruism: Group members will be able to help each other if they cannot locate admission/cost information.

(The Theory and Practice of Group Psychotherapy, 1995).

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Slide #10: Legal or Ethical Requirements Part 1

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Slide #10: Legal or Ethical Requirements Part 1

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A.9.b. Protecting Clients In a group setting, counselors take reasonable precautions to protect clients from physical, emotional, or psychological trauma (American Counseling Association, 2014).

Part of the ground rules of a counseling session is to respect other clients. If one client presents a threat to another client, it is the counselor's responsibility to protect them.

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Slide #11: Legal or Ethical Requirements Part 2

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Slide #11: Legal or Ethical Requirements Part 2

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B-SS 1.e: Create lesson plans identifying activities to be delivered, standards to be addressed, to whom activities will be delivered, how they will be delivered and how data will be assessed to determine impact on student outcomes (American School Counselor Association, 2019).

This is the main competency when it comes to group counseling lessons. I will need to identify activities that are needed and examine how it is positively affecting students.