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The purpose of this small group session is to promote enrollment in dual credit courses and AP classes with the intent of completion. Provide tips for motivation and goal setting to help college/career prep to transition students ages 15-18 into college.

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This small group will be advertised through campus morning announcements, posting the flyer around campus as well as in canvas, and through the remind app by teachers.

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The mindset and behavior standards we strive for our students to meet include:
M 2. Self-confidence in ability to succeed
M 3. Sense of belonging in the school environment
M 4. Understanding that postsecondary education and life-long learning are necessary for long-term career success
M 5. Belief in using abilities to their fullest to achieve high-quality results and outcomes
M 6. Positive attitude toward work and learning
B-SMS 1. Demonstrate ability to assume responsibility
B-LS 4. Apply self-motivation and self direction to learning
B-LS 7. Identify long- and short-term academic, career and social/ emotional goals
B-SMS 7. Demonstrate effective coping skills when faced with a problem
B-SS 6. Use effective collaboration and cooperation skills

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Any students who are interested in joining this small group counseling session are encouraged to enquire. When they do, they will fill out a google form which will ask preliminary questions based on their interests, motivation, and understanding of AP and dual credit classes. This google form will also give the counselors an idea of how many students will be participating and how they will be grouped which will be based on their grade level.

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To join the Future Bear Professionals Small Group

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Informed consent will be given to all students who submit the google form. Counselors will review the google form results and will then drop off the informed consent to the student. If the parents have questions, they can call the counselor's office for clarification and details. This form should be completed and returned to the counselor's office prior to 1st session.

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The participants will use these ground rules in order for the sessions to run smoothly.

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Participant Ground Rules for Success (1)

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The group dynamics will consist of high school students ages 15-18 who are not enrolled in dual credit or AP courses. This counseling group will be established based on TSI scores and students proving to be college-ready but have yet to register in dual credit or AP courses. There will be 40 participants with small groups of 10 students. According to Missouri Comprehensive Guidance and Counseling Program, small group counseling helps students struggle with academics and social-emotional learning (Missouri Professional School Counselors and Counselor Educators 2015). These sessions will provide goal setting, motivation, college/career prep, and college transition.

Stage 1: The counselor will establish group norms as a whole. Students will respect and provide confidentiality within the group of peers. The counselor will provide a safe and comforting place to allow students to feel respected and valued.

Stage 2: Each lesson will have a specific topic. For example, in goal-setting, students will make a list of goals regarding academics and where they want to as far a college and career. The counselor will encourage students to share their plans to create discussion within the group of peers. In hopes of creating collaborative goal setting with the peers. The counselor will check in with each group as far as progress and make sure that each student is participating and being encouraging to their peers and respectful of their goals.

Stage 3: The group's last step will be to debrief what we learned and who we felt at the end of the session. We will have a group discussion of how we could have done better during the session or how the lesson was something we can take with us and implement in our daily life.

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The leadership style of these groups will be more of Participative Leadership (Democratic) style. Lessons by the counselor guide the Participation Leadership style. Group members also participate by sharing their responses and giving excellent and knowledgeable feedback to their peers (Cherry, 2020). According to research, students experience and are engaged when they can share and participate rather than being directed constantly without the opportunity to respond or participate. This leadership approach will be best with this specific group of students because students will feel comfortable with each other by participating and responding to questions without the fear of judgment. These groups focus on the encouragement of challenging themselves to enroll in dual credit or AP courses in the hope of preparing themselves for their college/career choices.

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Yalom’s Curative Factors of Group Treatment focuses on the central therapeutic factor that facilitates the group dynamic (Hauber et al., 2019). This group would benefit from the following group treatments Existential factors, Direct Advice, and Interpersonal learning (Yalom ID, 1995). Existential factors consist of recognizing others through experiences through sharing their struggles and how they coped with the problem. Direct advice is being able to receive and give the recommendation back in a positive manner. Interpersonal learning is accepting feedback from others and implementing their advice in a new way in their life.

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The legal requirement for the Dual Credit/ AP courses falls under Sec. 33.007 Counseling Regarding Postsecondary education which states (9)  the availability of programs in the district under which a student may earn college credit, including advanced placement programs, dual credit programs, joint high school and college credit programs, and international baccalaureate programs (Education code Chapter 33. Service programs and extracurricular activities, n.d.). This law means students can enroll in dual credit programs or AP courses to advance their college education by gaining college credit while in high school.

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EDUCATION CODE CHAPTER 33. SERVICE PROGRAMS AND EXTRACURRICULAR ACTIVITIES

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According to the ASCA School Counselor Professional Standards & Competencies section B-PF1, Apply developmental, learning, counseling, and education theories(c) Use established and emerging evidence-based counseling theories and techniques that are effective in a school setting to promote an academic, career, and social/emotional development, including but not limited to rational emotive behavior therapy, reality therapy, cognitive-behavioral therapy, Adlerian, solution-focused brief counseling, person-centered counseling and family systems and (e) counselors use career development theories to promote and support postsecondary planning (ASCA School Counselor Professional Standards & Competencies, 2019). These ethical requirements help my role as a professional school counselor by providing counseling theories and techniques to guide and encourage my students to feel prepared to transition into college or their careers, in the 2014 ACA Code of Ethics section F.8.b. Student Career Advising counselors are to provide college/career advice for students to become aware of their opportunities (2014 ACA Code of Ethics, 2014).

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2014 ACA Code of Ethics. (2014). American Counseling Association | A professional home for counselors. https://www.counseling.org/resources/aca-code-of-ethics.pdf

ASCA School Counselor Professional Standards & Competencies. (2019). https://www.schoolcounselor.org/getmedia/a8d59c2c-51de-4ec3-a565-a3235f3b93c3/SC-Competencies.pdf.

Cherry, K. (2020, August 3). What are prominent leadership styles and frameworks you should know? Verywell Mind. https://www.verywellmind.com/leadership-styles-2795312

Education code Chapter 33. Service programs and extracurricular activities. (n.d.). Texas Constitution and Statutes. https://statutes.capitol.texas.gov/Docs/ED/htm/ED.33.htm#33.000

Hauber, K., Boon, A. E., & Vermeiren, R. (2019). Therapeutic factors that promote recovery in high-risk adolescents intensive group psychotherapeutic MBT programme. Child and adolescent psychiatry and mental health, 13, 2. https://doi.org/10.1186/s13034-019-0263-6

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

Morganett, R. S. (1990). Skills for living: Group counseling activities for young adolescents. Chicago: Research Press.

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