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Group Description

Next Step Navigators will be a small counseling group for 11th-grade students (ages 16–17) who will be the first in their families to pursue higher education. The group will provide support as students explore postsecondary options, complete college applications, and learn about financial aid and scholarships. It will offer a structured and encouraging space where students will build confidence, develop practical skills, and set realistic goals for life after high school.

Purpose

The group will help first-generation students gain the knowledge and tools needed to navigate barriers such as limited family guidance, financial challenges, or uncertainty about college pathways. It will promote equity by ensuring students have access to resources and individualized support that will prepare them for success beyond high school.

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Upon completing the Next Step Navigators group, participants will master the following ASCA Mindsets and Behaviors:

Mindsets:

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

Behaviors:

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

B-SMS 1. Responsibility for self and actions

B-SMS 6. Ability to identify and overcome barriers

B-SS 2. Positive, respectful and supportive relationships with students who are similar to and different from them (ASCA, 2021)

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Information about the Next Step Navigators group will be shared in a variety of ways to reach students, families, and staff:

Students will hear announcements during the school day and see flyers posted around campus. Selected students (based on data) will also receive personal invitations.

Parents/Guardians will receive letters and emails with group details, and information will be included in the school newsletter and on the campus website.

Teachers will learn about the group during a faculty meeting, with flyers and referral forms available in mailboxes and breakrooms.

Administrators and Counselors will be informed through email to ensure they can support referrals and encourage participation.

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4) Plans for Pre-group Interview/Screening

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4) Plans for Pre-group Interview/Screening

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The pre-group interview/screening process will ensure students are informed about the Next Step Navigators group and prepared for participation.

Informing Participants

Students will be provided with a description of the group, its goals, and expectations for participation and confidentiality.

Potential benefits of joining will be explained, along with alternative supports if the student is not selected.

Assessing Readiness and Interest

Students will be asked to share their personal goals and reflect on how the group focus connects to their needs.

Students will rate their level of interest in joining and confirm their willingness to follow group expectations and ground rules.

Screening Format

Screening will be conducted individually, allowing for a more personal conversation about readiness, willingness, and fit.

Selection of Group Members

The information gathered will guide final group membership decisions. Students who are not selected will be connected to other appropriate services or supports (Missouri Professional School Counselors and Counselor Educators [MPSCCE], 2015).

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Before the group begins, both parent/guardian consent and student assent will be obtained to ensure ethical practice and clear understanding of expectations.

Consent Process

Parents/guardians will receive a consent form explaining the purpose of the group, group format and schedule, student expectations, confidentiality and limits, potential benefits and risks, voluntary participation statement, and consent and agreement. Students will also review and sign the form that outlines group expectations, confidentiality, and their role as active participants.

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The Participant Guidelines/Ground Rules from page 26 of the Professional School Counselor Small Group Counseling Guide will be used to set clear expectations. Students will follow predetermined rules and create additional guidelines together, making the expectations meaningful and collaborative (MPSCCE, 2015).

How the Resource Will Be Used

The counselor will present the sample guidelines at the first session to provide structure and consistency.

Students will review the “Looks Like” and “Sounds Like” examples to better understand what each rule means in practice.

Group members will be encouraged to add or adapt rules so they feel ownership and accountability.

Predetermined Rules

Respect confidentiality

One person speaks at a time

Everyone has the opportunity to participate and share

Use respectful words and responses

Be on time

Right to pass on an issue

Encouraged to have an open mind and accept where other group members are in their development

Collaborative Rules

Members may add other guidelines that support trust and comfort

Students will define what rules “look like” and “sound like” to make them personally relevant (MPSCCE, 2015)

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Stage 1: Getting acquainted/setting norms/building trust

At the start of the group, time will be spent building trust and positive connections through icebreakers and open conversation. Expectations will be introduced using the Participant Guidelines/Ground Rules and then expanded by allowing students to add their own ideas. This way, the rules feel meaningful and shared. Confidentiality will be discussed as an important expectation, but the limits will also be explained clearly. Students will understand that while everyone is expected to respect one another’s privacy, confidentiality cannot be fully guaranteed and there are some legal and ethical exceptions.

Stage 2: Working together to accomplish individual and group goals

As the group moves forward, the focus will be on keeping members engaged, supportive of one another, and working toward the goals of the group. The counselor will use structured activities and guided discussions to keep things productive while also addressing any behaviors that might get in the way. Progress will be checked through quick end-of-session reflections, group check-ins, or exit slips. This will give students a chance to share how they are feeling and what they are learning as the group continues.

Stage 3: Ending the group

When the group comes to an end, time will be spent helping members reflect on what they learned and how they can use these skills outside of the group. Feelings about the group ending will be talked about so that students leave with a sense of accomplishment rather than feeling cut off. A follow-up plan will also be offered, such as individual check-ins or other resources if needed. Before finishing, the importance of confidentiality will be reinforced so students understand it continues even after the group has ended. (MPSCCE, 2015).

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I plan to use a participative (democratic) leadership style when working with this group. I will guide students while also encouraging them to share their input and be active in the decision-making process. This will allow students to feel valued, engaged, and motivated to work toward the goals of the group (Cherry, 2023). I believe this approach will work best with this group because students will be more likely to trust one another, participate fully, and take ownership of their learning when their voices are heard. Using a democratic style will help me provide structure while still allowing for collaboration, creativity, and open discussion.

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During the Next Step Navigators group, several of Yalom’s therapeutic factors could be observed:

Instillation of Hope: Students will see that preparing for college and navigating applications is achievable, which can increase their belief in their ability to succeed.

Universality: Members may realize they are not alone in facing challenges as first-generation students, which can reduce feelings of isolation.

Imparting of Information: Students will learn practical knowledge about postsecondary options, applications, financial aid, and scholarships.

Altruism: Group members can support each other by sharing tips, resources, or encouragement, which fosters a sense of usefulness and community.

Development of Socializing Techniques: By interacting in the group, students will practice communication, active listening, and collaborative problem-solving skills.

Direct Advice: Students can both give and receive strategies for tackling college preparation challenges, helping each other navigate obstacles.

Interpersonal Learning: Members will receive feedback from peers and the counselor, allowing them to explore new ways of relating to others in a supportive environment (Yalom, 1995).

These factors will help create a safe, collaborative space where students feel supported, gain knowledge, and build confidence as they prepare for life after high school.

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Texas Education Code §33.005 requires school counselors to plan, implement, and evaluate a comprehensive counseling program that follows the Texas Model. The program must include a guidance curriculum, responsive services, individual planning, and system support. For small group counseling, this code ensures the sessions are structured and purposeful (Texas Education Code, 2023). The guidance curriculum provides content for lessons, responsive services address personal or academic concerns, individual planning helps students set and track goals, and system support encourages collaboration with teachers, parents, and staff. Following this code ensures the group is legal, ethical, and effective while supporting students’ growth.

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The American School Counselor Association [ASCA] provides ethical guidelines for School Counselors:

A.1.c. states that school counselors must support all students and their development by actively working to eliminate systemic barriers or biases that impede student growth (ASCA, 2022, A.1.c). In a group setting, this ensures every participant has equitable access and opportunities to benefit from the counseling experience.

A.2. focuses on confidentiality. School counselors must promote awareness of ethical standards and legal requirements regarding confidentiality. They must inform students about the purpose of the group, its goals, techniques, rules, and the situations in which information may need to be shared with school staff. This includes obtaining informed consent and clarifying the limits of confidentiality (ASCA, 2022, A.2.).

A.3.a. requires school counselors to provide culturally responsive counseling programs that promote academic, career, and social/emotional development (ASCA, 2022, A.3.a). For group counseling, this means designing sessions that respect diverse backgrounds and ensure equitable opportunities and outcomes for all students.

A.4.b. states that counselors should provide and advocate for all students’ career awareness, exploration, and postsecondary planning (ASCA, 2022, A.4.b.). In a group setting, this supports students in exploring all postsecondary options, including college, career and technical schools, military, or workforce paths, and helps them make informed choices about their futures.