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Resources Provided by ASU in the Group Counseling Class EDG 6321

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Resources Provided by ASU in the Group Counseling Class EDG 6321

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Members who are aggressive:

Block behavior that could harm other members

Allow and reinforce appropriate expression of anger

Help members see the difference between externalizing vs. internalizing anger and the consequences of each (harming others vs. harming self via somatic problems)

Members who monopolize:

Block members who interrupt others or who ramble on and on off topic

Teach the members appropriate levels of self-disclosure

Use structured activities such as rounds that distribute participation

Intervene with the member in ways to cuts threw tangential talk, e.g., “Robert, you seem especially eager to talk today.  What seems to be bothering you that needs to come out?”

Members who seek attention:

Avoid reinforcing manipulative behavior, e.g., don’t make eye contact

Cut off the behavior directly, e.g., “Gloria, I’m going to ask other members to take some of our time to talk now.”

Acknowledge or reinforce appropriate behavior, i.e.,  support genuine participation

Preventing Ineffectiveness:

Select members who:

Have sufficient impulse control to focus on others and the task at hand;

Are sufficiently motivated to engage in the purpose (goals) of the group;

Are reasonably homogeneous with regard to the age and social-intellectual skills of other group members;

Are not undergoing a crisis that would make it difficult for her/him to focus on topics or issues related to the group’s goals;

Have adequate ego-strength (skills to cope with stress and age-appropriate maturity).

Orient members regarding the group’s:

Goals (should be operational, concrete, clear, and achievable);

Processes (you may wish to show a film that depicts an effective group).

Have prospective members sign an informed consent form that includes:

The group’s purpose;

The leader’s rights and obligations;

The member’ rights and obligations;

The leader’s professional disclosure profile (degree, experience, beliefs, practices, etc.);

The arrangements planned for the group (time, place, length of sessions, number of sessions planned, and etc.).

Provide adequate structure, especially during the beginning and transition stages of the group by:

Establishing clear guidelines that members endorse;

Modeling behavior you wish to establish as normative, e.g., active listening;

Establishing focus at the beginning of each session, e.g., advanced organizer;

Orchestrating member-to-member interactions to promote cohesiveness;

Deepening focus through the use of structured activities and other interventions such as reflection of feeling, personalization, imagined dialogues, music, readings, using rounds, use of the arts, etc;

Making use of transitions that tie together issues and topics or signal a change of focus;

Distributing participation to foster interdependence and cohesion by drawing in shy members, making rounds, acknowledging non-verbal engagement, and etc.;

Establishing two-way communication by asking members to acknowledge each other’s messages, discouraging talk through the leader, and encouraging appropriate self-disclosure;

Allowing for and validating individual differences in roles and views (some members may nurture the well being of group through warmth and appropriate humor while others may help keep the group focused on its task);

Facing and resolving conflicts as the naturally arise.

Addressing Challenges to Group Effectiveness:

Protect the group from actions that threaten its’ developing sense of safety and trust by:

Stating and re-stating guidelines that disallow harmful statements or attacks;

Using indirect methods, e.g., avoid eye contact with any member who engages in mildly inappropriate behavior;

Asking members if they wish feedback on a specific topic before allowing or inviting it;

Shifting the focus away from the person who is overloaded with emotion or feedback toward the members are actively participating;

Normalizing and universalizing feelings, actions, thoughts, doubts, and etc. that members have shared, e.g.,  thanks for sharing that Beth, and you know, the feelings of confusion you have about your parents’ sudden decision to divorce would confuse anyone, including me;

Cutting off argumentative, judgmental, or harmful behavior, e.g., Robert, Sharon isn’t asking us to judge her, as it sounds like you might be; she is asking us to understand her struggle and to support her efforts to make things better;

If the energy of the group seems too low, use a structured exercise involving movement, the arts, etc.; if the tension is too high, use an activity that relaxes the members, e.g., deep relaxation with guided imagery or story telling;

Removing members who harm the group or themselves by their behavior.

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For this particular group, the Coaching leadership style as described by Blanchard in his Situational Theories of Leadership II seems to be the most useful (Cherry, 2022). This style consists of the leader providing a lot of direction while also providing a lot of support. This will make the group participants feel valued as they work to understand the often confusing and overwhelming process of applying for college, seeking financial aid and scholarships, and finding the best ways to reach their goals without the informed guidance from their families since they have limited experience in this area.

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This website can help the school counselor understand family dynamics and provide culturally responsive counseling when working with undocumented families.

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Living under the perceived threat of detention and deportation is having harmful mental health effects on undocumented immigrants and their families, according to Dr. Concepcion Barrio, associate professor at the USC Suzanne Dworak-Peck School of Social Work.

"It just creates an air of constant fear and being on edge," she said. "They are afraid to go outside, to look out of place in a certain neighborhood, and to go out and seek a job."

Children who are undocumented or who have parents or caretakers who are undocumented can be especially vulnerable to the mental health challenges of family separation, resulting in a number of harmful behavioral changes that can interrupt important childhood development.

"Imagine your family ripped apart. That's going to have reverberations across family members for years to come," added Dr. Barrio.

Although the current administration insists that it is prioritizing the removal of criminals, immigration advocates point to the growing number of arrests of noncriminal undocumented immigrants as a sign that those priorities no longer exist.

Among the noncriminal immigration violators are undocumented immigrants with children. From 2009-2013, the Migration Policy Institute (MPI) estimates that more than 5 million children under 18 - 4.1 million of which were U.S. citizens - lived with an undocumented parent.

Information on the number of children whose parents are deported is scarce. However, MPI estimates that as many as 500,000 deportees between 2009 and 2013 may have been parents, affecting roughly the same number of U.S.-citizen children.

Regardless of their documentation status, children with undocumented family members are not shielded from living under the constant fear that their loved ones may be taken from them without warning.

"Just knowing that your parents are undocumented, even if they are not in the process of deportation, produces a state of persistent stress which has both physical, as well as psychological and emotional consequences," said Dr. Barrio.

Children who live in a heightened or prolonged state of stress, sometimes called toxic stress, in their formative years without necessary adult care and intervention can overload their stress response system, physically affecting brain functions such as learning and reasoning.

"The child's brain is still developing up to the age of 22, so they are very vulnerable to the biological processes that affect the brain during development," said Dr. Barrio.

While she noted that academic performance tends to be the most measurable way to show the impact of this stress, she added that many families who she has encountered facing these situations also report mental health disorders.

Many children with a detained or deported parent experience depression, anger and social isolation that can manifest in erratic physical and mental health behaviors, such as refusal to eat, self-harm, poor sleep, and chronic head and stomach pain, according to MPI. A survey conducted by Human Impact Partners (PDF, 2.8 MB) echoed these findings, reporting that youth with one or more undocumented parents often reported feeling withdrawn and angry - 29 percent and 46 percent, respectively - due to threats of detention or deportation.

The long-term impact of the trauma associated with deportation of a parent can also result in severe health and emotional issues for children like post-traumatic stress disorder, poor identity formation, difficulty forming relationships, distrust of institutions and authority figures, and behavioral and academic difficulties at school, notes the American Psychological Association.

"When children are traumatized, that trauma is a pivotal moment in their life that's going to define how they see themselves - how they identify as a person of color, as an American, as a Mexican American, as a young person, as a student," said Dr. Barrio.

In addition to these individual consequences, deportation can also cause deterioration of crucial familial relationships and a dissolution of the family network, which sometimes forces children into the foster care system. Often, families with undocumented immigrants must navigate these obstacles while also encountering discrimination, racism and racial profiling.

View the read-only version of this graphic.
Providing the necessary mental health interventions to undocumented communities can be a challenge for social workers. Many families are fearful of accessing critical mental health services due to the risk of exposing a family member as undocumented. Additionally, Latinos and immigrants attach a social stigma to mental health challenges.

"The culture is kind of a double-edged sword. It's protective in that you're insulated by a culture that is generally collectivistic and family-oriented, where faith and hope are huge protective factors," said Dr. Barrio. "But on the other side of it, there is such a misunderstanding and a lack of adequate information about mental health and mental illness that it interferes with timely help-seeking and being open to receiving help."

To better address the needs of families facing mental health challenges, Dr. Barrio and Dr. Paula Helu-Brown partnered with the Mexican Consulate of Los Angeles to create a first-of-its-kind mental health counseling program which offers free services on site for clients regardless of immigration status. USC has now developed a smaller program at the Consulate General of El Salvador in Los Angeles.

"We are hoping to also create a culture where people feel comfortable in utilizing mental health services," said Dr. Helu-Brown, who serves as a clinical coordinator and community liaison for the program.

Participants in the programs meet with a USC intern, under the supervision of a licensed social worker, who is trained to conduct speedy mental health evaluations. If a case is manageable, interns provide brief cognitive behavioral therapy where they focus on teaching coping skills and teaching adults how to deal with anxiety and depression.

If a person has more severe mental health conditions, interns will refer that individual to a community provider for a higher level of care. USC is also planning to provide telehealth treatment for children in 2018.

Dr. Helu-Brown hopes to see social workers implement lessons learned from their experience over the past year by working with consulates, where programs are available for those facing deportation, and community centers to support immigrants.

"[These programs] are trying to provide job opportunities. They are trying to provide health related services; school for their children; legal support. That can help ease some of that anxiety," Dr. Helu-Brown said.

But she also noted that families facing stress and anxiety related to their documentation status can learn to cope by relying on each other.

"What I tell them is to always try to draw on the support they get from their community," she said. "It is important to stay together and to support each other. If they are religious or spiritual, draw strength and hope from that. And understand how politics are kind of like an ebb and flow. Things might be a certain way now, but hopefully as time moves on and people learn from experiences things might be a little different."

MPI and the Urban Institute offer a comprehensive list of recommendations for health and human services providers (PDF 730 KB) working with immigrant families and children based on successful interventions in a number of cities, including:

Relying on organizations such as schools and universities, as well as community-based, faith-based and advocacy organizations to fill in service gaps. For example, the list notes that staff at schools in Los Angeles were able to incorporate community mental health programs into their services, while high schools in Chicago hired counselors specifically for immigration-related issues. Immigrant advocacy organizations across the country have also helped to establish support groups for families impacted by deportation and have rallied to provide short-term financial support to mixed-status families.

Strengthening trust in service providers by working with organizations with deep ties to communities. Families with undocumented immigrants are more likely to trust organizations that have been proven advocates for their communities, share the same religious affiliations, and employ staff that have the same background as the communities that they serve.

Developing an understanding of the various immigration statuses and connecting with immigration specialists for their expertise in order to help assess relief options. For example, the Illinois Department of Children and Family Services (DCFS) offers state social workers training sessions on immigration issues at an annual conference and created a handbook for social workers that offers explanation on immigration statuses and how that can affect child welfare.

Coordinating with child welfare agencies, Immigration and Customs Enforcement, and foreign consulates to ensure that children's rights are protected, make certain that parents maintain contact with children, and plan for family reunification. For example, the Illinois DCFS has successfully worked with the Mexican consulate to locate parents after deportation and conduct home visits in Mexico to ensure that children who are reunited with their parents are in a safe and secure setting.
Citation for this content: The MSW@USC, the online Master of Social Work program at the University of Southern California.

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Regardless of their documentation status, children with undocumented family members are not shielded from living under the constant fear that their loved ones may be taken from them without warning. To better address the needs of families facing mental health challenges, USC partnered with the Mexican Consulate of Los Angeles to create a first-of-its-kind mental health counseling program which offers free services on site for clients regardless of immigration status.

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A Guide for Legal and Ethical Practice: confidentiality, etc.

Anne Marie Wheeler, & Burt Bertram. (2015). The Counselor and the Law : A Guide to Legal and Ethical Practice: Vol. Seventh edition. American Counseling Association.

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According to the Code of Ethics as outlined by the American School Counselor Association (2022), school counselors are called to the highest levels of professionalism in order to maintain their integrity and to be respected leaders in education. They must support students in every aspect of development, including providing culturally responsive counseling and fostering respect for diversity. Because this group is comprised of first-generation Hispanic students, there may be some conversations that arise that require the counselor to be respectful of opinions and traditions that are different from her own as she counsels students who may not have families who support their college dreams (A.1.h).

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The Texas Education Code [TEC] mandates school counselors to offer "an individual planning system to guide a student as the student plans, monitors, and manages the student's own educational, career, personal, and social development" (2 TEC § 33.005) and must provide counseling regarding the importance of postsecondary education and how to accomplish that goal (2 TEC § 33.007). This group clearly supports both sections of the TEC by specifically working with students who have expressed a desire to go to college but who need extra support understanding the college process.

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In this group focused on first-generation college-bound high school students, the therapeutic factor that group members may experience would be the Imparting of Information because these students need support understanding the college application, enrollment, and financial aid process. The group leader and other community members who speak to the group will have a wealth of knowledge that these students will need to grasp.  A second therapeutic factor that will be involved is the Development of Socializing Techniques because every student who works in a group setting has to learn how to listen, learn from, and interact with other people. Hopefully, there will be some form of Direct Advice shared and Interpersonal Learning being accomplished as students share experiences and new understanding that they gain through research and other homework activities.

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Stage 1: The Initial Session
The initial session is all about understanding expectations and developing relationships between group members and the group leader. Our group will start with a discussion of expectations in which the members feel free to add to the initial rules that present.  Then, we will discuss the importance of maintaining confidentiality and provide possible scenarios in which confidentiality could be broken and how that would impact the group. I would incorporate a type of hands-on activity that the group could do that would encourage dialogue and interaction with one another. We would close the group with a type of homework activity that would allow the group members to begin thinking about their individual goals.

Stage 2: The Middle Sessions
Each session will begin with a reminder of the group's expectations and will allow time for each group member to discuss accomplishments or discuss issues related to the topic since the last session. This is also the time the group will work toward accomplishing their long-term goals through establishing small goals and setting timelines to accomplish each task.

Stage 3: The Closing Session
The leader should begin preparing members for this part of the stage before the closing session by gradually releasing responsibility to group members. While some members may experience trepidation that the group sessions are coming to an end, they feel able to move forward. The goal is to empower group members to utilize strategies learned within the sessions to independently be able to navigate difficult circumstances.  Hopefully, group members also have the understanding that there are others who share similar experiences that they can contact in time of need (Missouri Professional School Counselors and Counselor Educators, 2015).

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At the onset of the initial group session, I will pass out the ground rules acceptance form (similar to the one attached to this post) and explain the following expectations to the group:
1. Each person in this group has a right to privacy. In order to uphold the integrity of the group, each member is encouraged to keep what is discussed in the group within the group itself.
2. Allow one another time to share.
3. Treat each other with respect.  This means we will each accept one another's opinions, even if they are different than our own.  It also means we will listen without interrupting or cutting someone off.
4. Respect one another's time. This means we commit to attending group sessions, taking the information seriously, and being on time. Additionally, no group member will control the discussion.  We have a limited amount of time to work together, and all parties shall have time to participate.

After discussing the ground rules and examples of each, I will open the discussion for additional suggestions from group members to add to our agreed upon list.

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Gainesville ISD's Parental Consent Policy

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Gainesville ISD's Parental Consent Policy

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The GISD Student Handbook has a section entitled "Parental Rights," which includes 19 pages of detailed information about grade-level specific guidance curriculum and parent rights to access student records and rules surrounding providing consent and/or refusing consent for their student to participate in various activities. In regards to mental health, the school counselor will notify parents in a timely fashion if it is recommended that a student needs a referral for outside support.

In regards to this particular group, consent from the parent and assent from the student will be obtained prior to the screening interview.

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In order to inform parents and obtain their consent, I will mail a letter that includes a description of the group, what students will gain from participating in it, and expectations of each group member.  At the end of the letter will be an explanation of the expectations of privacy among group members, what the law says about confidentiality, and a consent form for parents to sign that acknowledges their willingness for their child to participate. Specific information about the number of sessions planned and meeting dates and times will be included along with the direct contact information for the school counselor who will be serving as the leader of the group.

Additional ways to contact the parent could be by email or by personal phone call if the letter was not returned in a timely fashion.

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High School Sample Consent Form for Group Activities

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High School Sample Consent Form for Group Activities

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Includes an example consent form to use for informed consent prior to beginning counseling of a minor

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* SAMPLE

Your Letterhead
Privacy of Information Shared in Counseling/Therapy:
Your Rights and My Policies
The purpose of meeting with a counselor or therapist is to get help with problems in your life that are bothering you or that are keeping you from being successful in important areas of your life. You may be here because you wanted to talk to a counselor or therapist about these problems. Or, you may be here because your parent, guardian, doctor or teacher had concerns about you. When we meet, we will discuss these problems. I will ask questions, listen to you and suggest a plan for improving these problems. It is important that you feel comfortable talking to me about the issues that are bothering you. Sometimes these issues will include things you don't want your parents or guardians to know about. For most people, knowing that what they say will be kept private helps them feel more comfortable and have more trust in their counselor or therapist. Privacy, also called confidentiality, is an important and necessary part of good counseling.

As a general rule, I will keep the information you share with me in our sessions confidential, unless I have your written consent to disclose certain information. There are, however, important exceptions to this rule that are important for you to understand before you share personal information with me in a therapy session. In some situations, I am required by law or by the guidelines of my profession to disclose information whether or not I have your permission. I have listed some of these situations below.

Confidentiality cannot be maintained when:

>You tell me you plan to cause serious harm or death to yourself, and I believe you have the intent and ability to carry out this threat in the very near future. I must take steps to inform a parent or guardian of what you have told me and how serious I believe this threat to be. I must make sure that you are protected from harming yourself.

> You tell me you plan to cause serious harm or death to someone else who can be identified, and I believe you have the intent and ability to carry out this threat in the very near future. In this situation, I must inform your parent or guardian, and I must inform the person who you intend to harm.

>You are doing things that could cause serious harm to you or someone else, even if you do not intend to harm yourself or another person. In these situations, I will need to use my professional judgment to decide whether a parent or guardian should be informed.

>You tell me you are being abused-physically, sexually or emotionally-or that you have been abused in the past. In this situation, I am required by law to report the abuse to the Virginia Department of Social Services.

>You are involved in a court case and a request is made for information about your counseling or therapy. If this happens, I will not disclose information without your written agreement unless the court requires me to. I will do all I can within the law to protect your confidentiality, and if I am required to disclose information to the court, I will inform you that this is happening.

Communicating with your parent(s) or guardian(s):

Except for situations such as those mentioned above, I will not tell your parent or guardian specific things you share with me in our private therapy sessions. This includes activities and behavior that your parent/guardian would not approve of - or would be upset by - but that do not put you at risk of serious and immediate harm. However, if your risk-taking behavior becomes more serious, then I will need to use my professional judgment to decide whether you are in serious and immediate danger of being harmed. If I feel that you are in such danger, I will communicate this information to your parent or guardian.

Example: If you tell me that you have tried alcohol at a few parties, I would keep this information confidential. If you tell me that you are drinking and driving or that you are a passenger in a car with a driver who is drunk, I would not keep this information confidential from your parent/guardian. If you tell me, or if I believe based on things you've told me, that you are addicted to alcohol, I would not keep this information confidential.

Example: If you tell me that you are having protected sex with a boyfriend or girlfriend, I would keep this information confidential. If you tell me that, on several occasions, you have engaged in unprotected sex with people you do not know or in unsafe situations, I will not keep this information confidential. You can always ask me questions about the types of information I would disclose. You can ask in the form of "hypothetical situations," in other words: "If someone told you that they were doing ________, would you tell their parents?"

Even if I have agreed to keep information confidential - to not tell your parent or guardian - I may believe that it is important for them to know what is going on in your life. In these situations, I will encourage you to tell your parent/guardian and will help you find the best way to tell them. Also, when meeting with your parents, I may sometimes describe problems in general terms, without using specifics, in order to help them know how to be more helpful to you.

[You should also know that, by law in Virginia, your parent/guardian has the right to see any written records I keep about our sessions. It is extremely rare that a parent/guardian would ever request to look at these records.]

Communicating with other adults:

School: I will not share any information with your school unless I have your permission and permission from your parent or guardian. Sometimes I may request to speak to someone at your school to find out how things are going for you. Also, it may be helpful in some situations for me to give suggestions to your teacher or counselor at school. If I want to contact your school, or if someone at your school wants to contact me, I will discuss it with you and ask for your written permission. A very unlikely situation might come up in which I do not have your permission but both I and your parent or guardian believe that it is very important for me to be able to share certain information with someone at your school. In this situation, I will use my professional judgment to decide whether to share any information.

Doctors: Sometimes your doctor and I may need to work together; for example, if you need to take medication in addition to seeing a counselor or therapist. I will get your written permission and permission from your parent/guardian in advance to share information with your doctor. The only time I will share information with your doctor even if I don't have your permission is if you are doing something that puts you at risk for serious and immediate physical/medical harm.
Adolescent Consent Form
&
Parent Agreement to Respect Privacy
Adolescent therapy client:

Signing below indicates that you have reviewed the policies described above and understand the limits to confidentiality. If you have any questions as we progress with therapy, you can ask your therapist at any time.

Minor's Signature _______________________________________ Date__________

* * *
Parent/Guardian:
Check boxes and sign below indicating your agreement to respect your adolescent's privacy:

/__/ I will refrain from requesting detailed information about individual therapy sessions with my child. I understand that I will be provided with periodic updates about general progress, and/or may be asked to participate in therapy sessions as needed.

/__/ Although I know that in this state I have the legal right to request written records/session notes since my child is a minor, I agree NOT to request these records in order to respect the confidentiality of my adolescent's treatment.

/__/ I understand that I will be informed immediately about situations that could endanger my child. I know this decision to breach confidentiality in these circumstances is up to the therapist's professional judgment and may sometimes be made in confidential consultation with her consultant/supervisor.

Parent Signature ________________________________________ Date__________

Parent Signature ________________________________________ Date__________

Therapist Signature ______________________________________ Date__________
*NOTE: This is a sample form, designed for training purposes.
To the best of our knowledge, it is consistent with Virginia laws and regulations.
For use in your own setting, this form must be personalized
to reflect your own state's laws and your own actual policies about confidentiality. Drafted for The Center for Ethical Practice
by Sherry Kraft, Ph.D. (2005)
For questions or comments,
call 434-971-1841 or email Office@CenterForEthicalPractice.org

You can share this page using this link:
https://centerforethicalpractice.org/Form-AdolescentConsent

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Adolescent Informed Consent Form - Center for Ethical Practice

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SAMPLE Your Letterhead Privacy of Information Shared in Counseling/Therapy: Your Rights and My Policies What to expect: The purpose of meeting with a counselor or therapist is to get help with problems in your life that are bothering you or that are keeping you from being successful in important areas of your life.

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This could be included in the student handbook and signed by all students at the beginning of the year.

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The school's counselors will visit classes during their advisory period to inform potential participants about the group. They will present a short Google Slideshow that explains a description of the group, what students will gain from participating in it, and expectations of group members (Missouri Professional School Counselors and Counselor Educators, 2015). At the end of the presentation, there will be a QR code linked to a Google Form with survey questions that will assess student willingness, interest, and readiness to participate. The Google Form will afford students privacy in their answers even though they will be presented the survey as a whole group.

Once interest is established, the school counselor leading the group will personally interview the students who seem most interested to gauge motivation and to establish ability to interact on a personal level with other group members.

Using a Google Slideshow with its embedded QR code to the  student survey will allow counselors to include students who are absent on the day it was presented during class.

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Parents: I will send an email to parents and guardians of group members to inform them about lesson objectives and provide them with a calendar that has meeting dates and times.

Teachers and administrators: The counselor newsletter will include basic information about the variety of groups and other services offered, including upcoming dates and times, so that all stakeholders have the ability to understand the role of the school counselor and to refer students if needed.

Students: At the beginning of each semester, students will be asked to participate in a survey to gather information about their needs, goals, and individual preferences.  The data from this survey will be used to personally invite specific students to join the different groups being offered that pertains to their needs.

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This group will focus on the following behaviors to achieve their goals:

B-LS 3. Time-management, organizational, and study skills
B-LS 4. Self-motivation and self- direction for learning
B-LS 7. Long- and short-term academic, career, and social/emotional goals
B-SS 3. Positive relationships with adults to support success

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American School Counselor Association. (2021). ASCA student standards: Mindsets and behaviors for student success. Alexandria, VA: Author. https://www.schoolcounselor.org/getmedia/7428a787-a452-4abb-afec-d78ec77870cd/Mindsets-Behaviors.pdf

American School Counseling Association. (2022). ASCA ethical standards for school counselors. (1984, revised 1992, 1998, 2004, 2010, 2016, 2022). https://www.schoolcounselor.org/getmedia/44f30280-ffe8-4b41-9ad8-f15909c3d164/EthicalStandards.pdf

Cherry, Kendra. (14 November, 2022).  How to lead: 6 leadership styles and frameworks. VeryWell Mind. https://www.verywellmind.com/leadership-styles-2795312

Missouri Professional School Counselors and Counselor Educators. (2015). Professional school counselor small group counseling guide: A professional school counselor’s guide to planning, implementing, and evaluating school-based counseling groups. Retrieved from https://dese.mo.gov/sites/default/files/guid-respon-serv-small-group-counseling-guide-2015.pdf

School Counselors and Counseling Programs, 2 Tex. Edu. Code § 33.002-33.007 https://statutes.capitol.texas.gov/Docs/ED/htm/ED.33.htm#33.002

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American School Counseling Associations' Student Mindsets and Behavior Standards

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American School Counseling Associations' Student Mindsets and Behavior Standards

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This document outlines the student mindsets and behaviors that school counselors provide support for them to be able to demonstrate.

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This group supports first-generation college students of Hispanic descent in the 9th grade at Gainesville High School (GHS) who are considering (or are already enrolled in) college, whether it’s to gain an academic degree at a renowned university or to earn a Career and Technical Education (CTE) certificate at the local community college. These students come from families who do not have experience managing the college process, and often have misunderstandings about their ability to fulfill the requirements or to pay for it (College Board, n.d.). It will help students understand the steps it takes to earn a college degree, recognize the different opportunities available in terms of community colleges versus larger universities, demystify the financial aid process, and will give students a chance to develop lasting relationships with like-minded individual while addressing personal anxieties and other barriers they may experience.

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This action plan includes the topic, objectives and key points of the sessions that form the overall unit for the first-generation and college-bound group.

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Group Action Plan_First Generation College Student PDF

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This group will focus on building the following student mindsets as outlined in the American School Counseling Association (2021):

M 4. Self-confidence in ability to succeed
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