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College Bound: First-Generation Success is a small group designed to support high school juniors and seniors who are the first in their families to pursue higher education. This group provides guidance on navigating the college application process, understanding financial aid, exploring career options, and managing stress related to post-secondary planning.

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J. Archuleta Group Action Plan - Google Docs

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In this small group setting, the participants will be able to master;

M 4. Self-confidence in ability to succeed.

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 6. Ability to identify and overcome barriers.

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Information about the small group will be distributed in staff newsletters, daily announcements, parent emails, and flyers around campus.

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All 11th and 12th graders will take an informational survey to determine the population of first-generation college-bound students' and their willingness to participate. Questions on the survey will ask if they would be interested in a small group to assist in college preparedness. Once this population is narrowed down, each student will be interviewed individually using the TAP-In process.

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Prior to the first group meeting, parents will be provided a copy of the group's goals, lesson plans, and confidentiality requirements. Consent must be obtained before the student will be allowed to participate in the group sessions.

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At the first session, the guidelines will be shared with each member. Each guideline will be discussed, and expectations will be clearly identified for each session.

Predetermined guidelines:

Each member must adhere to peer confidentiality, respect, and engagement.

Group determined guidelines:

Each student will have the ability to add guidelines that have not been discussed that they wish the whole group to adhere to, and the group will agree or disagree.

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Stage 1: To establish rapport, the group will begin with an icebreaker activity and collaborative discussions that allow members to share their backgrounds and goals in a supportive environment. Members contribute to creating expectations for respect, participation, and confidentiality. The limits of confidentiality will be clearly explained, emphasizing that while members are expected to maintain privacy, confidentiality cannot be fully guaranteed in certain circumstances.

Stage 2: Each week, sessions will include interactive discussions, goal-setting activities, and check-ins to ensure alignment with learning outcomes. After each session, group members will be encouraged to reflect on their progress through brief self-assessments and discussions at the start and end of each session.

Stage 3: As the group concludes, students will reflect on their growth by sharing their biggest takeaways and completing a final action plan outlining their next steps in the college application and financial aid process. To ensure a smooth transition, students will participate in a closing activity where they write letters offering advice to future first-generation college applicants. The final session will also provide a space for students to express their feelings about the group ending, reinforcing their confidence in navigating the college process independently. A follow-up plan will include optional check-ins with the school counselor or campus college advisor.

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American School Counselor Association (ASCA). (2022). ASCA ethical standards for school counselors. https://www.schoolcounselor.org/Standards-Ethics/Ethical-Standards

American School Counselor Association. (2021). ASCA mindsets & behaviors for student success: K-12 college-, career- and life-readiness standards for every student. https://www.schoolcounselor.org/getmedia/93b5ef28-6e02-4a67-b173-46b62733077c/Mindsets-Behaviors.pdf

Cherry, K. (2023, September 7). Leadership styles and frameworks you should know. Verywell Mind. https://www.verywellmind.com/leadership-styles-2795312

Missouri Comprehensive Guidance and Counseling Program—Responsive Services Small Group Counseling Module (2015).

Yalom's Curative Factors of Group Treatment The Theory and Practice of Group Psychotherapy, 4th Edition, Basic Books, 1995.

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I would primarily use a transformational leadership style when working with this group. As a first-generation college student, I am passionate about supporting students facing similar challenges. This personal approach connection will allow me to provide encouragement, inspiration, and motivation. Many first-generation students struggle with limited access to college-related knowledge and self-doubt about their abilities. Using this approach, I can motivate students to see their potential, set high goals, and develop the resilience to navigate the college application and financial aid process.

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I intend to implement the following therapeutic factors within this group:

1. Universality- Many first-generation students feel isolated in their experiences, believing they are the only ones struggling with the college process. This group will help them realize that others share similar challenges, reducing feelings of self-doubt and anxiety.

2. Instillation of Hope- Seeing peers successfully navigate the college application and financial aid process can be incredibly motivating. Hearing success stories and progress within the group can inspire members to believe in their potential.

3. Imparting Information – A core component of the group is providing students with knowledge about college applications, career pathways, and financial aid. This structured information-sharing helps equip them with the tools they need to succeed.

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ASCA Ethical Standards for School Counselors:

A.4. Academic, Career and Social/Emotional Planning

1. Identify and examine gaps in college and career access and address both intentional and unintentional biases in postsecondary and career counseling (ASCA, 2022).

This standard applies to this group because the sole purpose is to provide access to college readiness for a subset of students who might otherwise not have the support.

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ASCA Code of Ethics for School Counselors

A. 2. Confidentiality

1. Explain the limits of confidentiality in developmentally appropriate terms through multiple methods, such as student handbooks; classroom lessons; verbal notification to individual students; and school counseling department websites, brochures and social media accounts.

2. Keep information confidential unless legal requirements demand confidential information be revealed or a breach is required to prevent serious and foreseeable harm to the student or others.

(ASCA, 2022)

These standards apply to this group because confidentiality is the cornerstone of all counseling duties. While ensuring confidentiality is important to build a rapport with students, it is equally important to inform students that confidentiality has limits in certain circumstances.