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The Go Getters are a small group of seniors between the ages of 17 and 18. They will graduate in May 2023, but are unsure of their future pathway.

Through a needs assessment, these students indicated they have no plans following high school graduation and requested guidance in planning. The purpose of this group is to motivate students to plan for success in their futures by introducing them to the college and career campus website, designed to help them in their career planning journey. The group will participate in self-assessments to help them identify interests, values, and skills to help guide their career path decisions and learn about different careers, skills required, salaries, and training.

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M 2 Sense of acceptance, respect, support, and inclusion for self and others in the school environment

M3 - Positive attitude toward work and learning

M4 - Self confidence in ability to succeed

M6 - Understanding that post-secondary education and life-long learning are necessary for long term success

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

B-SMS 5. Perseverance to achieve long and short-term goals

B-LS 9. Decision-making is informed by gathering evidence, getting others’ perspectives and recognizing personal bias

B-SS 9 – Social maturity and behaviors appropriate to the situation and environment

(American School Counseling Association, 2021)

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This counseling group was created to meet the needs of those students who requested help with after graduation planning. Not all students will be interested or willing to work in a group.

The counseling department will use the “TAP-In” process to screen and interview potential group candidates. This process involves telling the students about the group, asking about the student’s interest and/or commitment and expectations, and picking students to participate (Missouri Professional School Counselors and Counselor Educators, 2015). Individuals will be selected if they are willing to actively engage and contribute to the group, and show a desire to reach individual and group goals. Information about the group with be discussed, including group topic, meeting dates and times, goals, and the advantages of working in a group. Additionally, expectations and confidentiality requirements will be reviewed.

The counselor will also ask the student questions. For example, is the student willing to help others and respect other’s opinions and circumstances? Is the student able to adhere to the requirements and rules discussed? Is the student willing to participate and complete the group lessons? Is the student motivated to put in the work to find future pathways to success, which include learning about careers, training, further education, etc.? Students will have an opportunity to ask questions, as well.

Final decisions will be made based on student responses, the student’s ability to interact with the counselor, and enthusiasm about working with a team.  For those who choose not to work in the group, or may not work well in this particular group, alternatives will be made available.

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All students who participate in the group will be required to have a parent or guardian sign the Informed Consent Form. This form will provide a summary of the group's purpose, as well as the dates and times of each session.

Participants will also be given a consent form to sign during the first session.

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Stage 1 - Focus on building a trusting, supportive environment.  To do this, we must begin developing an understanding of confidentiality, as well as the limits of confidentiality. During this stage, we will also review goals of both the individual and the group, and how these goals will accelerate growth. As young people getting ready to go out in the adult world, it will be important to learn how to connect with peers. Encouraging teamwork and dialogue within the group is essential. We will review five rules of engagement for our group: 1. All participants observe confidentiality, as they would expect from a close friend. 2. Everyone will be an active listener. 3. Encourage everyone to participate and share. 4. Use positive language. 5. Respect all participants ( (Missouri Professional School Counselors and Counselor Educators, 2015).

Stage 2 - Activities will continue to promote team building. Participants will be encouraged to share self-assessment results and interests, traits, and skills. As the group learns more about themselves and the group, they will begin to recognize the value of input from others. The activity worksheets will be used to gauge progress. These activities provide for peer responses and ideas, as well.  Stage two will include check-ins with each participant.

Stage 3 – We will review confidentiality and the importance of continued confidentiality after the group ends. We will reflect on individual and group goals. We will review what they learned from the group, what they learned about themselves, where they can go for help with academic and career planning, and if their goals have changed.  Follow up appointments will be made in the upcoming weeks to see how students are progressing with their goals. Information will be provided about college readiness tests that students may now deem useful.

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Certain guidelines will be established prior to the first group session.
1. Group members will be respectful of each other.
2. Group members understand the rules of confidentiality and will respect everyone's right to privacy.
3. Group members will participate and encourage others in the group.

The remaining guidelines will be created together and agreed upon as a group.

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For this particular group, I feel the best leadership style would be transformational. These leaders motivate the group and promote positive change (Cherry, 2022). Being energetic and excited about the group goals will be important with a group of students who are unsure of their future.

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The ASCA Ethical Standards for School Counselors specifies ethical behavior and serves as a guide for those working as school counselors. The standards can provide support and direction, and is used to inform stakeholders of the expected behaviors and ethical practices of counseling professionals.

Ethical Standard A.7 applies directly to school counselors and group work. The counselor offers small group services based on student and community needs, provides access to participate in groups, assesses the needs of students to determine group participation, informs parents/guardians about the group, and facilitates group counseling to assist in student academics, career/college exploration, and well-being.

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An information flyer will be placed in teacher mailboxes that support all senior level, second period tutorials. Since this group will take place during second period, it will provide those teachers the information needed regarding the six week counseling group. The teachers will post the flyer in their classrooms so those who did not complete the needs assessment will be made aware of the college/career group plans. Students will have the opportunity to sign up in the counselor's office if they wish to participate.

Emails will be sent to the student who asked for assistance in the survey. The email will provide information about participating in the group, the purpose, and activities planned.

A daily announcement will be made asking seniors to sign up in the counselor's office if they are interested in additional college/career exploration.

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Chapter 39 of the Texas Administrative Code states the requirements for student services certificates. Subchapter A references specifically the requirements for the school counselor certificate. Rule §  239.15, Standard II: Learner Centered Skills states that the school counselor must counsel individuals and groups to respond to student needs, which are outlined in the Texas Model for Comprehensive School Counseling Programs. (39 TAC § 239.15)

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In this group, there are a couple of Yalom's Therapeutic Factors that could be present. Members of the college and career group demonstrate Universality. All group participants are struggling with the same issues, uncertainty of future goals and plans. Sometimes there is comfort in knowing you are not alone with your struggles.  Another factor that might be present is the Installation of Hope, particularly with those who come to the group with no goals and leave with a pathway towards a more rewarding future.

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Use this website to start your journey!

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This website was designed to help students in their career planning journey.

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American School Counselor Association. (2022). ASCA ethical standards for school counselors. https://www.schoolcounselor.org/getmedia/44f30280-ffe8-4b41-9ad8-f15909c3d164/EthicalStandards.pdf

American School Counselors Association. (2022). ASCA student standards: Mindsets and behaviors for student success. https://www.schoolcounselor.org/getmedia/7428a787-a452-4abb-afec-d78ec77870cd/Mindsets-Behaviors.pdf

Missouri Professional School Counselors and Counselor Educators. (2015). Professional school counselor small group counseling guide: A professional school counselors guide to planning, implementing, and evaluating school-based counseling groups. http://www.missouricareereducation.org/doc/smallgroup/SmallGroupCounseling.pdf

Murphy, J.J. (2015). Solution-Focused Counseling in Schools: Vol. Third edition. American Counseling Association.

Texas Administrative Code, Title 19 (2001)

Texas Education Agency. (2022). Academic Accountability.
Texas school report cards. https://txschools.gov/

Texas Education Agency. (2022). Career and Technical Education. Texas reality check. https://www.txcte.org/sites/default/files/Texas-Reality-Check.pdf

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

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Florence is a rural community challenged by low income families, low parent support, language barriers, and limited programs. Interventions are needed to help meet the needs of this particular population.

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The Benefits of Small Group Counseling Sessions in Rural High Sch