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The counseling group “First Forward” will consist of incoming 12th grade students at Thrall High School who are interested in attending a four-year university and would be part of the first generation in their family to do so (meaning neither of their parents earned four-year college degrees). These students are often referred to as “first-generation” or “first-in-family” students; throughout this group action plan, these students will be referred to most commonly as First-Generation College Students (FGCS), whereas students with at least one parent who earned a four-year college degree will be referred to most commonly as Continuing-Generation College Students (CGCS). Thrall High School is a small, rural school outside of Austin, Texas with approximately 280 students enrolled in 9th-12th grade. The focus of this counseling group will be to provide extra support for prospective FGCS in the college application and preparation processes beyond what the entire 12th grade class at Thrall High School receives and based on the group’s determined needs. The counseling session topics and resources provided to these students will aim to address gaps in understanding that prospective FGCS may have regarding the college application and preparation processes due to lack of family experience and resources compared to prospective CGCS.

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Korie Dutschmann - Action Plan (Revised)

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Students will master the following American School Counselor Association's (2021) Mindsets and Behaviors by the end of the "First Forward" counseling sessions sequence:

"M 4. Self-confidence in ability to succeed" (p. 2).

"M 6. Understanding that postsecondary education and lifelong learning are necessary for long-term success" (p. 2).

"B-LS 1. Critical thinking skills to make informed decisions" (p. 2)

"B-LS 9. Decision-making informed by gathering evidence, getting others’ perspectives and recognizing personal bias" (p. 2).

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"First Forward" will be a closed group with invited 12th graders who meet specific criteria. At the end of their 11th grade school year, students will receive a survey via email from the school counselor (American Psychological Association, 2019). On this survey, certain questions will be used to determine which of those students are interested in attending a four-year university and would be the first person in their family to do so (meaning neither of their parents earned four-year college degrees). Using those results, the school counselor will determine which students meet the criteria to be in the group and create paper invitations and parent consent forms. Those invitations/forms will be distributed in person to students at the beginning of their 12th grade school year. The school counselor will give students one week to discuss the information with their parents and get the consent form signed. The school counselor will send reminders via email for the return of those forms and then will send a reminder via email for each session's day and time. Public postings of the group will be avoided so that students who do not meet the criteria do not feel excluded or confused about who can attend.

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The pre-group screening will simply take place as part of the formation of the group based on which 12th grade students meet the necessary criteria (seeking to attend a four-year university and not having a parent who earned a four-year college degree). The survey to determine which incoming 12th grade students meet those criteria will be distributed at the end of students' 11th grade school year, and invitations/parent consent forms will be given at the beginning of their 12th grade school year. From those results, eligible students will be invited to attend a meeting during advisory in the second week of the school year for the school counselor to explain the potential and purpose of "First Forward." Students will receive the official invitation and a parent consent form at this meeting, and will have a week to discuss joining the group with their parents/guardians and bringing back the signed parent consent form.

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Thrall ISD (2023) calls for each student who participates in counseling sessions, whether it be individual or small-group counseling, must have parental consent. The parental consent form "shall include specific information on the content of the program and the types of activities in which the student will be involved" (Thrall ISD, 2023, para. 2).

On top of a general consent form that may be distributed at the beginning of the school year, a form specific to the "First Forward" group would be distributed for students invited to the "First Forward" group to inform parents of specific timing, potential topics, and the general purpose of the group (which can be found on the attachement). Parents must give parental consent and students must assent through this form in order to participate in the group.

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While most sessions of "First Forward" will be dedicated to college-related tasks, there may social or emotional issues that come up incidentally. The attached Participant Guidelines/Ground Rules (Missouri Professional School Counselors and Counselor Educators, 2015) will be used as a starting point for "First Forward." All of the rules on the guide will be utilized by the group, but the school counselor will lead the discussion of what those rules look like and sound like based on some of the possible college-related topics that may be discussed in future sessions. Group members will also have the chance to add rules in the initial session and/or in sessions throughout the "First Forward" sequence.

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STAGE 1:

Stage 1 of group development is intended for members to "[learn] what to do, how the group will operate, what’s expected, and what’s acceptable" (Hansen, 2009, p. 1). To begin building relationships during the first session, the school counselor will lead students through a simple introductory activity to help group members get to know each other and discuss what group members hope to get out of the counseling sessions. Additionally, as a whole group, students will create a list of some factors that may come with being an First-Generation College Student (FGCS) using chart paper. This will allow the group members to not only begin getting to know their fellow group members better but will also show some similarities and differences that exist among the group. The similarities can help build camaraderie and the differences can potentially allow group members to learn from each other. The group counselor will lead the group through a quick discussion of the challenges and benefits of the FGCS identity.

The counselor can also use this first session as a chance to reiterate the confidentiality agreement and expectations for the group while also emphasizing the limits of confidentiality to students (if they are in a position of being harmed or harming someone else). This discussion can also include hypothetical examples of what might be considered confidential information that could come up in topical discussions/sessions.

Because routine is important for student success and behavior management, some group norms that will be established from the beginning of the group include:

Clear communication regarding topics and times/dates of sessions

The importance of being on time

Use of timers to seamlessly move between activities

Respectful tone and language during discussions

Active listening

Use of introductory activities and exit tickets to seamlessly open and close sessions

An environment that welcomes each member and whatever questions they may have

STAGE 2:

Stage 2 of group development is when "some power struggles [may] emerge" but the school counselor "can acknowledge differences, and still model creative problem solving, helping students to focus on what they have in common, and building a more cohesive group" (Hansen, 2009, p. 1-3). To push through those struggles, the counselor for "First Forward" can continue to reinforce the group norms from Stage 1 and refer back to the Participation Guidelines/Ground Rules established in the initial session (Missouri Professional School Counselors and Counselor Educators, 2015).

STAGE 3:

Stage 3 should be used to remind students of the growth they have made and the resources they have identified throughout the "First Forward" sessions. Students will likely feel apprehensive about moving beyond the structure and resources of "First Forward" but also about leaving the high school setting entirely. These reminders about their own knowledge/skills and the resources they've found will empower students to recognize not only do they have the skills to advocate for and help themselves, but they also have resources that can and should be utilized. Additionally, the school counselor should ensure students know that he/she will be an indefinite resource beyond the end of "First Forward" and beyond the end of high school.

Furthermore, this stage should be used by the school counselor to remind students of their ground rules and confidentiality agreement made in the beginning of the "First Forward" group sessions sequence.

Finally, the school counselor will inform students of follow-up procedures and ensure each student has a personal email address on file. The counselor will survey individual students for their preferences of a follow-up, as some may feel the need for follow-ups before the fall semester begins or even after. This will allow the school counselor to follow up with students based on their individual needs.

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A Participative Leadership (Democratic) leadership style will be the best fit for the "First Forward" group (Cherry, 2023). Because "First Forward" will be focused on very specific tasks to be accomplished, there will need to be clear direction for activities set by the group leader (the school counselor). However, because the sessions will be intended to meet students' needs, the school counselor will need input to set sessions in alignment with those needs. This leadership style will ensure that there is "guidance to group members" but that group members will also participate and provide input (Cherry, 2023, para. 10).

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Some of Yalom's (1995) Therapeutic Factors that group members may experience in the "First Forward" sessions include the following:

Universality - Group members will likely recognize similarities between themselves and group members, especially in regards to the goals and access they have regarding college.

Imparting of Information - While group members will largely have limited knowledge on the college-related topics of sessions, there may be select information that they do already know and, therefore, can share with other group members.

Direct Advice - Similar to the Imparting of Information, group members may have direct advice to give each other based on their own experience or information they find in their own research for session tasks/topics.

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The American School Counseling Association (2022) in point A.7.f of their ASCA Ethical Standards for School Counselors states that school counselors should "use data to inform group topics, establish well-defined expectations and measure the outcomes of group participation." This aligns with the needs assessment that will be given to 11th grade students to determine which students meet the criteria for "First Forward" as well as additional surveys to determine topics that best support group members' needs.

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The American School Counseling Association (2022) also states in point A.7.l of their ASCA Ethical Standards for School Counselors that school counselors should "provide necessary follow-up and/or referrals to additional resources for group members." The plans for follow-up with "First Forward' group members include collection of personal email addresses and a survey to determine individuals' personal preferences/needs for follow-up beyond the "First Forward" counseling sessions sequence.

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American Psychological Association. (2019, October 31). Psychotherapy: Understanding group therapy.

https://www.apa.org/topics/psychotherapy/group-therapy

American School Counselor Association (2021). ASCA student standards; Mindsets and behaviors for student success. Alexandria, VA: Author

American School Counselor Association. (2022). ASCA ethical standards for school counselors. https://www.schoolcounselor.org/About-School-Counseling/Ethical-Responsibilities/ASCA-Ethical-Standards-for-School-Counselors-(1).

Cherry, K. (2023). How to lead: 6 leadership styles and their frameworks. Human Resources

for Health, 14(1). https://doi.org/10.1186/s12960-016-0171-2

Hansen, S. (2009). The five stages of group development. School Counseling Zone, 1-3.

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.

Thrall ISD (2023). FFEA — Counseling and mental health: counseling. https://pol.tasb.org/PolicyOnline/PolicyDetails?key=1247&code=FFEA#legalTabContent.

Yalom, I.D. (1995). The theory and practice of group psychotherapy (4th ed.). New York: Basic

Books.