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This group is designed for first-generation college bound students. Primarily focusing on students who are juniors or seniors, this group will provide support and resources needed for first-generation college students working towards applying for college and completing financial aid applications.

The students in this group were determined by a survey asking general questions about their parents' educational history, as well as  their plans for after high school.

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The following mindset behaviors will be met through participation of this group:

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

M 4. Self-confidence in ability to succeed

M 6. Understanding that post-secondary education and lifelong learning are necessary for long-term success

(American School Counselor Association, n.d.)

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Students who do meet the definition of a first-generation college student will have a one-on-one meeting with the counselor to gauge where they are in the college planning process and what their ultimate career goal currently is. During this meeting, each student will be assessed on their interest to receive college planning support and a discussion on expectations will be discussed. Participants will be screened individually.

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To promote this group, multiple avenues will be used to push the information out to students and families. First, meetings with junior and senior classes will be held and information about the group will be presented. From data gained from the survey, personal invites will be sent out to individuals indicating they are first-generation college students. Emails will also be sent out to parents/guardians with information about the group and the purpose behind it. Bi-weekly announcements will be made encouraging students to sign up. Lastly, flyers will be posted around campus and particularly in junior and senior dominant classrooms.

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The ASGW Best Practices Guidelines B.3. includes group workers modifying knowledge and making needed adjustments to the various needs of group members in order to continue progressing towards the group's ultimate goal.

(Thomas & Pender, 2008)

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In this group, multiple therapeutic factors will be evident. Instillation of Hope will be evident as students become hopeful in attending a college or trade school. Universality will be demonstrated as members realize and understand they are not alone in the demands and stressors that come with the college planning process. Many first-generation college students do not want to reach out for help because they feel they are the only ones experiencing this or do not even know where to begin. Development of socializing techniques will also be evident in this group as students prepare for "college life." Since this is quite the transition, students will be able to discuss what "college life" may look like and review examples of how things may change socially as they enter a whole new world. Direct advice will be apparent by the counselor when explaining or advising students on specific tasks or steps being taken in the process. Lastly, interpersonal learning will also be evident when information is shared between students on resources they have gained or things they have learned through this process.

(Yalom, 1995)

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The ASGW Best Practices Guidelines section B.1 pertains to self-knowledge and the ability of group workers to be aware of their strengths and weaknesses and how those affect group members. It is important for counselors to be self-aware so they can provide adequate and helpful assistance to the group members in order to see progress and efficiency throughout the group.

(Thomas & Pender, 2008)

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The leadership style that would greatly benefit this particular group would be participative leadership. Though directions will be given and certain tasks will need to be completed, giving the members the opportunity to be creative and open-minded when discovering their future path will help in their motivation to complete certain tasks and inspire them to attend college/trade school after they graduate.

(Cherry, 2022)

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This group will primarily consist of first-generation college students. Since every member of the group has a different background and future path, each member will be given the opportunity to explore all possible future paths they could take.

Stage 1 will focus on building relationships and establishing trust with each individual so they feel more comfortable sharing information and may become more motivated to complete tasks to benefit their future. Group norms will be established during the first session and since this is an open group and members may be added in, group norms will also be reiterated at the beginning of each session and one-on-one meetings with individuals prior to them joining the group.

Stage 2 will include certain tasks that will need to be completed during a specific group meeting. Objectives will be discussed and explained thoroughly to avoid confusion on what the task is. Weekly check-ins will be made to ensure students are completing tasks and staying on track.

Stage 3 will consist of each group member announcing their school/trade of choice. A celebration will be held for these students as they get closer to graduation and proceed to furthering their education. To follow up, the counselor will meet with students one-on-one before graduation to check-in and ensure they have continued their plans of attending a college or trade school.

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Before students begin the program, they will be required to provide parent consent utilizing the attached form. Parents will also receive a flyer promoting the group, as well as information from the counselor explaining the purpose behind the group and topics that will be covered. Members of the group will also sign a letter of consent during the first session.

(Missouri Professional School Counselors and Counselor Educators, 2015)

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American School Counselor Association. (n.d.). ASCA Student Standards: Mindsets & Behaviors for Student Success. https://www.schoolcounselor.org/getmedia/7428a787-a452-4abb-afec-d78ec77870cd/Mindsets-Behaviors.pdf

Cherry, K. (2002, November 14). 6 leadership styles and frameworks. Verywell Mind. https://www.verywellmind.com/leadership-styles-2795312

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. Retrieved from https://dese.mo.gov/sites/default/files/guid-respon-serv-small-group-counseling-guide-2015.pdf

Thomas, R. V., & Pender, D. A. (2008). Association for specialists in group work: Best practice guidelines 2007 revisions. Journal for Specialists in Group Work, 33(2), 111–117. https://doi.org/10.1080/01933920801971184

Yalom ID. (1995). The theory and practice of group psychotherapy (4th ed.). New York: Basic Books.

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Prior to the first session, the following rules will be set:
1. Understand and respect confidentiality
2. All group members will treat others with respect.
3. Group members are encouraged to actively participate.
4. Group members will be able to establish other guidelines.

After reviewing these ground rules, members of the group will also have the opportunity to add in any other ground rules they feel are necessary and will positively impact the group.

(Missouri Professional School Counselors and Counselor Educators, 2015)