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Breakthrough is a heterogenous, closed, motivational counseling group for First Generation College bound seniors between the ages of seventeen and nineteen. The group will consist of eight to ten seniors who will meet weekly for a total of six one hour sessions. Breakthrough is focused on “breaking barriers” commonly faced by First Generation College Students (FGCS) and preparing them for post-secondary achievement. Topics for group sessions will increase students’ confidence, decrease negative outcome expectations, and alleviate anxiety and stress by explaining the college application process, how to apply for aid, and what to expect as a FGCS.

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Transitioning to college is stressful for anyone, but "stress overload" is more common in First Generation College Students (Amirkhan, et al., 2022). Participants in Breakthrough will gain the following ASCA Mindsets and Behaviors:

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
B-LS 3. Time-management, organizational and study skills B-SMS 3. Independent work
B-SS 3. Positive relationships with adults to support success B-LS 4. Self-motivation and self-direction for learning
B-LS 6. High-quality standards for tasks and activities
B-SMS 6. Ability to identify and overcome barriers
B-LS 7. Long- and short-term academic, career and social/emotional goals
B-SMS 7. Effective coping skills
B-SS 8. Advocacy skills for self and others and ability to assert self, when necessary
B-SS 9. Social maturity and behaviors appropriate to the situation and environment
B-SMS 10. Ability to manage transitions and adapt to change
B-SS 10. Cultural awareness, sensitivity and responsiveness

(American School Counselor Association, 2022)

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The counselor will conduct a Google survey in the beginning of the year to all seniors. Based upon that survey, the counselor/facilitator will pull all students who stated they were First Generation College bound Students. From those students, the counselor will pull GPA from Skyward to narrow down the candidates. Once the counselor has a large pool of candidates, they will send out a pdf of a flyer through Signal Vine  (a two way messaging platform between the counselor and student) explaining the purpose of the group and meeting times.  The student will be prompted to reply "yes" or "no" for more information. For students who reply "yes", they will be called in for one on one conferences and will be screened in order to participate. Parents of the students who replied "yes" will also be notified via Signal Vine regarding to the interest in the group.

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Inform: Once the students reply "yes" to the Signal Vine message explaining Breakthrough, the counselor will confirm their GPA and credits to ensure they meet the requirements to participate in the group. Upon confirmation, the student will be sent a Calendly link to schedule a one on one pre-conference with the counselor.

Assess: During the pre-conference, the counselor will TELL the student what the group is about, ASK if the student is interested or committed, and PICK the participants (Missouri Professional School Counselors and Counselor Educators, 2015). During the "TAP-In" approach, students will be made aware of confidentiality, SLO's, confidentiality, and expectations. Students will take a pre-assessment during this time to survey their commitment, readiness, and areas of need. The survey questions will be open ended and on a Likert scale of 1-10 to measure progress.

Select: Based on the student responses and interviews, the first ten students will be selected. They will be made aware of the group expectations, outcomes, and goals. These students will receive a packet to take home to have parents sign that review the 6 week small group lessons, objectives, and consent forms. Students who are not selected for the first group will have the opportunity to join a group at a later time or meet with the counselor one on one at a later time to go over concerns as a FGCS.

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After students have been selected to participate, the counselor will create a packet with an Informed Consent form to send home to parents of each student. If a parent refuses to sign the form, the counselor will make a phone call to address any concerns. If the parent refuses to sign the informed consent, the counselor will schedule a conference with the student and parent. Students who are no longer minors will be asked to compose a document expressing their willingness to participate and follow all rules and expectations.

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The biggest concern when facilitating a small counseling is the safety of the participants.  Breakthrough will adopt the rules outlined in the Missouri Comprehensive Guidance and Counseling Program (2015) during the first session. The group members will agree to predetermined rules such as confidentiality, to treat each other with respect, and to actively participate. If the counselor observes aggressive behavior, or confidentiality has been broken, the counselor will then have a one on one with that student to reiterate the importance of confidentiality and respecting the group. The counselor will ask if the student can abide by the rules and if they are willing to continue, the counselor will model how to appropriately apologize. In order for the student to be readmitted, they will need to apologize to the group. If the student is not ready to apologize, resources will be given to the student as well an invitation back into the group when they are ready to apologize. Students will also have the opportunity to create an internal set of rules or norms to be followed during sessions.

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Stage 1
During the first session, the counselor will review goals, outcomes, and establish confidentiality. The counselor will acknowledge that although confidentiality cannot be guaranteed, it is an expectation to participate in Breakthrough. Students will start each session with an ice breaker to build relationships and get to know each other. The counselor will also participate, revealing a humble and vulnerable side as well.  Students will then create a "Social Contract" or agreed upon norms that all members vow to follow in the group.

Stage 2- Each session will have an agenda and follow a similar structure. Students will always start group positive by sharing good things and the counselor will go over the social contract, expectations, and confidentiality for each session. Students will participate in an activity and discussion for during each session. There will also be an exit ticket and frequent surveys to gauge the impact and success of the group. If students are not making progress or disengaged, the counselor may consider revising the lessons based on feedback from the group.

Stage 3- Students will have learned and practiced coping and transition skills as they prepare for college and will be expected to use them as group closes. Students will complete a post-survey and also rate and provide the facilitator with feedback. Students will finally share their goals and discuss their experiences within the group. Students will be allowed to exchange information in order to keep in touch but will be reminded that even after group ends, information shared is still considered confidential.  The counselor will follow up with each student individually once a month to determine their needs and offer support if needed.

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Breakthrough is a structured, motivational counseling group and will benefit from Participative Leadership. Once the rules have been established, the counselor will facilitate conversations and activities but it is on the group members to build their knowledge and relationships with each other in regards to transitioning into college as a First Generation College Student. The goal of the Democratic leader is to have participants believe they are an important part of the group, therefore fostering commitment to the goals of the group (Cherry, 2022).

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Student's will likely) experience a variety of Yalom's Therapeutic Factors (1995) when participating in Breakthrough. Factors include, Direct Advise, Interpersonal Learning, and Universality.

Direct Advice - Breakthrough is not just a group where the facilitator delivers all of the answers. This group will allow FGCS to give and receive suggestions for handling the tough transition to college.

Interpersonal Learning: Each session will consist of an activity and a group discussion allowing students to reflect and strategize with each other on ways to overcome common barriers faced by FGCS.

Universality: Students may come into Breakthrough feeling alone since they do not come from a familial background with knowledge regarding post-secondary education. Allowing these students to participate and discuss such obstacles creates a sense of belonging within the group.

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A.7.b. Confidentiality and Advocacy: Counselors obtain client consent prior to engaging in advocacy efforts on behalf of an identifiable client to improve the provision of services and to work toward removal of systemic barriers or obstacles that inhibit client access, growth, and development.

It is imperative to ensure confidentiality and advocacy for students when counseling them in small groups. Many students lack trust in educators and counselors due to previous systemic barriers, especially FGCS. Counselors allow students to build healthy relationships as they transition into college by staying true to this ethic.

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Sec. 33.003.  PARENTAL CONSENT.  The board of trustees of each school district shall adopt guidelines to ensure that written consent is obtained from the parent, legal guardian, or person entitled to enroll the student under Section 25.001(j) for the student to participate in those activities for which the district requires parental consent.

Counselors or facilitators must inform parents of the objectives, goals, outcomes, and expectations of the group. Gaining informed consent from parents of FGCS may be tough due to the lack of knowledge about post-secondary education. It is still the counselor's role to speak to the families or conduct a conference with the parent and the student in order gain parental consent to participate in small group counseling.

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2 Texas Education Code § 33

Subchapter A. School Counselors and Counseling Programs. https://statutes.capitol.texas.gov/Docs/ED/htm/ED.33.htm#33.000

Amirkhan, J.H., Manalo, R., Jr., & Velasco, S.E. (2022). Stress overload in first-generation college students: Implications for intervention. Psychological Services. Advance online publication, http://dx.doi.org/10.1037/ser0000650

ASCA student standards: Mindsets & behaviors for student success. (n.d). https://www.schoolcounselor.org/getmedia/7428a787-a452-4abb-afec-d78ec77870cd/Mindsets-Behaviors.pdf

Cherry, K. (2022). What are prominent leadership styles and frameworks you should know? Verywell Mind.

https://www.verywellmind.com/leadership-styles-2795312

Education Code Title 2. Chapter 33. service programs and extracurricular activities. (n.d.). https://statutes.capitol.texas.gov/Docs/ED/htm/ED.33.htm#33.000

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.

https://dese.mo.gov/sites/default/files/guid-respon-serv-small-group-counseling-guide-2015.pdf

Yalom ID. (1995). The theory and practice of group psychotherapy (4th ed.). New York: Basic Books.