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Cultivando Caminos [Creating Paths] Group Action Plan

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Cultivando Caminos [Creating Paths] Group Action Plan

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Cultivando Caminos [Creating Paths] is a psycho-educational structured group aimed to provide intervention for seventeen and eighteen-year-old at-risk, first-generation Latinx students who experience stress or imposter syndrome. Based on the student's assessment results and teacher observations, ten students will be selected to participate in this focus group to learn how to self-regulate their emotions and create their paths. To ensure the facilitator establishes group cohesiveness to develop relationships and help students accept vulnerability, the focus group will be a close-ended heterogenous group of first-generation Latinx students.

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According to the Role of High School and College Counselors in Supporting the Psychosocial and Emotional Needs of Latinx First Generation College Students (Tello & Lonn, 2017), there is a high demand to develop coping strategies and advocacy for students’ continuing education. In 2008, research data demonstrated 15 million students enrolled in a higher education institute, however, only 11% earned a bachelor’s degree compared to other students (Tello & Lonn, 2017).  Therefore, it is vital to demonstrate Latinx first-generation students the process of applying to a post-secondary institute and address barriers students may encounter. Cultivando Caminos [Creating Paths] targets the following ASCA Mindsets and Behaviors:

M 1. Belief in development of whole self, including a healthy balance of mental, social/emotional and physical well-being (Lessons 2 and 3)

M 2. Sense of acceptance, respect, supports, and inclusion for self and others in the school environment (Lesson 1)

M 4. Self-confidence in ability to succeed (Lesson 4)

M 6. Understanding that postsecondary education and lifelong learning are necessary for long-term success (Lessons 5 and 6)

B-LS 4. Self-motivation and self-direction for learning (Lesson 1)

B-LS 7. Long-and-short-term academic, career, and social/emotional goals (Lesson 6)

B-SMS 1. Responsibility for self and actions (Lesson 4)

B-SMS 5. Perseverance to achieve long-and-short-term goals (Lesson 6)

B-SMS 6. Ability to identify and overcome barriers (Lesson 5)

B-SMS 7. Effective coping skills (Lessons 2 and 3)

B-SS 8. Advocacy for self and others and ability to assert self, when necessary (Lesson 5)

(American School Counselor, 2021)

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Cultivando Caminos [Creating Paths] is a closed group. Therefore, at the faculty meetings, the counselor/facilitator will inform teachers, administrators, and additional counselors about Cultivando Caminos [Creating Paths]. The facilitator will provide a google form for teachers and counselors to recommend students who would benefit from this focus group based on the following criteria: first-generation, Latinx, at-risk, seventeen or eighteen-years old who experience stress or imposter syndrome. The facilitator will provide a pamphlet including the group’s purpose, lesson objectives, guidelines for participation, contact information, time, dates, and location.

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Informing Students:

After collecting quantitative and qualitative data and meeting with teachers and counselors, the facilitator will invite students to an individual meeting. With an established relationship with the student, the teacher will inform the student prior to meeting with the facilitator to conduct the pre-conference.

Assessing Students:

Once the students are informed, the facilitator will arrange a one-to-one pre-conference with the potential group members. The facilitator will implement the “TAP-In” approach for pre-screening interviews (Missouri Professional School Counselors and Counselor Educators, 2015). The facilitator will describe the group and discuss the objectives, confidentiality, expectations, and end goals and outcomes. The students will complete a Panorama SEL Survey during the meeting to assess participant readiness, willingness, and interests. The survey provides questions that target self-management, learning strategies, emotion regulation, and self-efficiency. Therefore, during the pre-conference, the students will complete the survey as a pre-assessment and provide the facilitator with the necessary information before having a productive first group session. The facilitator will ask the students to explain his/her understanding of the group and rate their interest in engaging in the focus group. The pre-assessment will also demonstrate which students will benefit from the Cultivando Caminos [Creating Paths] group. Additionally, the facilitator will provide alternatives such as an invitation to a workshop that focuses on dealing with stress and brochures for organizations that help first-generation students to prevent the feeling of isolation or rejection for students who are not selected.

Selecting Students:

Based on the student’s assessment results and teacher observations, ten students will be selected to participate in this focus group. The facilitator will ensure students’ expectations are aligned with the group’s SLO outcomes and can apply this experience to other aspects of their lives. To ensure the facilitator establishes group cohesiveness to develop relationships and help students accept vulnerability, the focus group will be a close-ended group of first-generation Latinx students. The facilitator will provide a sealed envelope with a formal invitation, contract, and consent forms for potential group members.

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As per Title 2 Public Education Code Sec. 33.004, it is essential to provide participants’ parents with a consent form that includes detailed information about the program in which the student will participate and a preview of the program. It is essential to consider that for many Latinx students, family is a priority, but depending on the student’s situation, family obligations may be seen as a negative factor as parents may suffer from imposter syndrome. If parents prohibit their child from participating, the facilitator may host a parent conference and provide a pamphlet including contact information, time, dates, and location of the group. Additionally, the facilitator will request a written assent from each student stating he/she is a willing participant who will follow all guidelines.

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To ensure the group transitions smoothly throughout the sessions, the facilitator will implement ground rules from the Missouri Comprehensive Guidance and Counseling Program (2015) during the first session. The group will have predetermined rules that include confidentiality, responsibilities, and attendance. If the trust of confidentiality is broken and interferes with the group’s stability, the student will receive a warning, but if it continues on the second attempt, the facilitator will remove the member from the group. The student’s departure can affect the group’s development, so the facilitator must emphasize the importance of following the guidelines and expectations to avoid an unfortunate event (Hansen, 2009). To establish group cohesiveness, the facilitator and group members will create the ground rules together and discuss the reasoning behind them and the consequences. Integrating the “Looks Like” and “Sounds Like” columns in the ground rules form enables participants to express themselves by explaining each rule. Examples of determining rules created by the group can include being respectful, being an active participant, and respecting each other’s privacy. To make it official and model accountability, the facilitator will ask all group members to sign on the chart paper accepting to follow the rules and accept that there will be consequences before displaying the chart paper on the wall. Having the students sign will help them understand that one is responsible for their actions and are held accountable.

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Cultivando Caminos [Creating Paths] is a psycho-educational, structured, and closed group for ten seventeen or eighteen-year-old, first-generation, Latinx, at-risk students. The composition of the group focuses on a homogenous outcome where all group members share similar characteristics and have similar goals. When participants share similar needs and characteristics, the group’s cohesiveness will develop quicker (Missouri Comprehensive Guidance and Counseling, 2015). To ensure a smooth transition, Cultivando Caminos [Creating Paths] will implement the following stages:

Stage 1: Storming/Norming Stage

To initiate stage 1, the facilitator will begin the session with a low-risk Paper Ball Fight icebreaker, where students will answer the question, “If you could go anywhere, where would you go?” on a piece of paper and then crumble it. After the students have the paper ball fight, they will read out loud some of their responses. There may be group members who feel comfortable sharing with the rest. It is essential to model positive interactions with the members to encourage other students to participate and establish a safe environment (Hansen, 2009). An icebreaker provides the facilitator insight into students’ interests. The students and group facilitator will discuss the group norms. As a group, we will state the norms and discuss their reasoning. For example: “We may agree to disagree,” meaning we each have our thoughts and opinions, but it is essential to respect each other. The facilitator will provide clear guidelines and expectations regarding attendance and confidentiality and reinforce an open communication line. The facilitator will explain the importance of maintaining confidentiality throughout all sessions and at the end. The facilitator will explain the limitations of confidentiality and provide an example of where the facilitator will have to breach confidentiality. According to the ACA Code of Ethics (2014), counselors may disclose information when a client is in severe or foreseeable harm. The facilitator will also inform the parents about the importance of maintaining a confidential relationship with the students to serve them best.

Stage 2: Performing Stage

In the performing stage, group members gain confidence and may challenge other members, including the facilitator, but it is essential to maintain boundaries as an active listener and leader (Hansen, 2009). The facilitator will continue modeling positive interactions and creative problem-solving to reinforce the end goals and outcomes of the focus group. Through this stage, students have developed a growth mindset that will aid them in self-motivation to take initiation to complete activities or engage in a discussion on their own. Therefore, the facilitator will step back and allow group members to bond, discuss, and support each other. For example, in lesson 4 of the action plan, the students will complete a reflective assignment and develop 1-2 strategies that will enable their growth. The facilitator will encourage participation and creativity as students complete the task to identify their strengths and growth areas. However, if needed, the facilitator will step in to guide and model a positive interaction if members cannot resolve a conflict or issue. By the facilitator stepping back, it will also allow the group members to prepare for the closure of the group and ensure it is a positive experience.

Stage 3: Mourning Stage

To conclude the final session of the focus group, the students will apply what they have learned to create a path and set short-term and long-term goals. The facilitator will reinforce the previous lesson outcomes to remind students how to self-regulate their emotions and understand the power they have to create their path. To demonstrate the students’ growth, the facilitator will provide the students with their pre-and-post assessment SEL survey results. The facilitator will set up a post-group follow-up session six weeks later to discuss students’ experiences with their short-term goals. In the final session, the facilitator will provide a participant evaluation form for students to provide any constructive feedback and reminisce on their experience as a member of the group. The facilitator will guide the members to discuss their achievements and knowledge gained throughout the sessions or assist them with additional resources. Ultimately, the facilitator will thank the students for their active participation and reinforce the importance of maintaining confidentiality after the group ends through role-playing.

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Cultivando Caminos [Creating Paths] participants will benefit from a Participative Leadership (Democratic) facilitator because the focus group aims to teach students how to self-regulate their emotions and create their paths. Therefore, a participative leader offers guidance and enables group members to engage in the learning process and foster a commitment to the focus group (Cherry, 2022). Additionally, the facilitator may exhibit transformational leadership qualities as students gain motivation to fulfill their potential to create a path in their life. The two leadership approaches best benefit the students because they will first-hand experience how their input, voice, and commitment are valuable. It will help students gain the confidence to believe in themselves and transition from a fixed mindset to a growth mindset.

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Potential Yalom’s Therapeutic Factors (1995) that students may experience in Cultivando Caminos [Creating Paths] focus group include Instillation of Hope, Universality, Direct Advice, and Interpersonal Learning.

Installation of Hope is instilled in the participants because it showcases how other members can cope with similar challenges and overcome them. Participants may reflect and think, “If she/he can do it, so can I!” and use it as motivation to overcome their barriers and challenges.

Universality is a familiar feeling that all group members share throughout the sessions. Yalom’s Therapeutic Factors (1995) explains how group members share the same feeling of isolation at the beginning of the session. However, as the sessions continue, the students’ perspectives will change, and they will not feel alone; instead, they will feel understood and heard. For many, it may be the first time they experience this feeling.

Direct Advice is integrated and implemented in all sessions as group members have the opportunity to share and listen to any constructive feedback. Direct Advice will enable students to use their voice and share their perspectives respectfully.

Interpersonal Learning plays an essential role because the ultimate goal of the focus group is for students to self-regulate their emotions and build the confidence to create their paths. The group members develop their self-esteem through reflection and constructive feedback through interpersonal learning.

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19 Tex. Admin. Code §239.15 (b) (14) Standard I. Learner-Centered Knowledge: The certified school counselor has a broad knowledge base. The certified school counselor must know and understand counseling-related research techniques and practices.

Understanding counseling-related research techniques and practices are essential because it will enhance one’s counseling practice when conducting group sessions. To effectively follow this responsibility, one must understand how to conduct research, identify scholarly sources, and analyze literature reviews to identify the best counseling practice for the specific focus group.

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

The A.7.b Confidentiality and Advocacy ethic helps a role of a counselor understand the importance of always seeking consent. It may be in the counselor’s best interests to assist the client by advocating, but the client may see it as overstepping from the client’s perspective. Therefore, seeking consent is essential to maintain a collaborative and trusting relationship.

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Cherry, K. (2022). What are prominent leadership styles and frameworks you should know? Verywell Mind. Retrieved September 11, 2022, from
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Yalom ID. (1995). The theory and practice of group psychotherapy (4th ed.). New York: Basic Books.