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This group is for high school juniors who are exhibiting low academic performance and would be considered future first-generation college students. These are high school students whose parents did not go to college; therefore, they would be the first in their family to pursue higher education. These students have an interest in post-secondary education, but based on their grades and the fact that neither parent has any education past high school, they are at a disadvantage when it comes to post-secondary success. Studies show that when parents do not attend college, there is a higher likelihood that their children will also choose not to go to college (Choy, 2021). This could have an effect on the students’ motivation, academic performance, and their thoughts about their post-secondary education. They could very possibly lack direction and understanding due to having parents who are unfamiliar with the process of college or the specifics of any education following high school. As a part of this group, we will first attempt to determine reasons for their low academic performance and discuss the resources available to them through the school. We will also spend time exploring the different options that are available to them following high school (4 year universities, junior college, community college, technical schools, etc.). We will go over financial aid options as well as the college application process. I will administer a career inventory and we will go over the results.

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Pathways to Possibilities Action Plan (corrected)

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By participating in this group, the student will meet the following mindset and behavior standards:

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

M 3. Positive attitude toward work and learning

M 4. Self-confidence in ability to succeed

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

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

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

B-SMS 6. Ability to identify and overcome barriers (American School Counselor Association, 2021)

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Information for this group will be included in the monthly Counseling Corner Newsletter. This newsletter is sent by email and goes out to students, parents, faculty, and staff. It will also be advertised on the guidance and counseling website, which can be accessed directly or from the school's homepage. Information on the group will also be included in the daily announcements.

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New members will be screened individually. We will go over the ground rules, including group member confidentiality as well as group leader confidentiality. For the rest of the interview, I will use the TAP-in process (Tell, Ask, Pick).

Tell: I will let them know that participation is completely voluntary. I will then describe the details of the group (topic, meeting day / time, etc.), the expectations of the participant (attendance, confidentiality, participation, etc.), and the reason they have been chosen. I will explain what the student could gain from the group (academic resources available, increased knowledge about postsecondary options, some possible career options, etc.).

Ask: I will then ask the student about his / her interest / commitment to the group. I will also ask them to explain their understanding of what I have said about the group and whether they have any questions about the group process. I will continue by asking if the student is willing to adhere to the expectations / ground rules and what their goals are for the group. I will finish this section by asking the student to rate his or her interest in participating in the group on a scale of 1-10.

Pick: The final section of the screening will be based on the following questions:

-Is the student willing to participate in the primary tasks of the group?

-What is the student’s reason for wanting to be in the group?

-Will the student will be satisfied with:
The group focus and being able to meet personal needs or goals
-Other members in the group
- The process of working in a group and an overall enjoyment of group work

-Will student be able to apply/transfer group experiences to other life areas/relationships?
-Are student’s expectations aligned with stated group outcomes/other members’ expectations?

-On a scale of 1-10, how motivated is student to participate fully in the group experience? (Morganett, 1990)

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My district requires parental consent for interventions such as the school counseling program (Frisco Independent School District, 2022). I have attached a consent form that will be sent to parents before the first session (Nelson, 2019). This can be sent home with the students or emailed, and should be signed and returned to the counseling office.

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The attached form will be given to each participant following the pre-group screening. They will be asked to complete the form before the first meeting and add anything that they feel is relevant / important. The guidelines listed on the form are predetermined. Group members will have the opportunity to develop other guidelines ​(Missouri School Counselors and Counselor Educators, 2015​).

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Stage 1: In this initial stage, we will spend time getting acquainted with one another. We will have ice-breaker activities that will help group members get to know each other better. During this time, I will also reiterate ground rules and guidelines which will create a sense of trust and safety amongst group members. I will also go over possible consequences of breaking confidentiality.

Stage 2: In order to keep members working cohesively and productively as we progress through each session, I plan to make sure we are sharing along the way. Giving each member time to share and reflect on what they will take away from each session will keep the group engaged and can also be beneficial for other group members.

Stage 3: My plan for group closure is to have an open discussion about the ending. There will be time to reflect on overall personal growth and share how the acquired knowledge will help each member going forward. I will restate the specifics of confidentiality and how that rule remains in place even though the group is ending.

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The leadership style that I will use with this group is participative. I think that this style will be most effective because the leader offers guidance to group members, but they also participate in the group and allow input from other group members. I think that with this particular topic, group members should be encouraged to participate, but the leader should maintain a certain level of control of the group, leading and guiding the process (Cherry, 2023).

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One therapeutic factor that might be seen in this group is universality. It can be very helpful knowing that others are in similar situations or phases of life as you. Imparting of information and direct advice are other therapeutic factors that might be seen in the group. This is sharing knowledge about an issue or subject matter and giving / receiving suggestions. Development of socializing techniques is another therapeutic factor. The very nature of group counseling involves social learning and interpersonal skills (Yalom, 1995).

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According to the ASCA, under A. 7. Group Work, school counselors must inform parents/guardians of student participation in and the purpose of the small group (American School Counselor Association, 2022).

The policy of my school district states that "Districts must seek parental consent separately for programs and interventions such as the school counseling program, instruction on abuse, assessment related to special education, and evaluations for disability-related accommodations" (Frisco Independent School District, 2022).

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According to the ASCA, under A. 7. Group Work, school counselors must communicate the aspiration of confidentiality as a group norm, while recognizing and working from the protective posture that confidentiality for students in small groups cannot be guaranteed (American School Counselor Association, 2022).

The applies directly to my group and has been incorporated and stressed in the pre-group screening, the first session, as a part of the introduction, and in the final, closing session.

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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. Alexandria, VA: Author.

Cherry, K. (2023, June 27). How to lead: 6 leadership styles and frameworks.

verywellmind.com. Retrieved February 12, 2025, from https://www.verywellmind.com/leadership-styles-2795312#toc-delegative-leadership-laissez-faire

Frisco Independent School District. (2022). Counseling services. Frisco independent school district. Retrieved February 12, 2025, from

https://www.friscoisd.org/departments/guidance-and-counseling/counseling-

resources/services

Missouri School Counselors and Counselor Educators. (2015, May). School counselor referral process guide. counselor1stop.org. Retrieved February 12, 2025, from https://counselor1stop.org/wp-content/uploads/2018/04/guid-respon-serv-referral-process-guide.pdf

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

Nelson, H. (2019, September 4). Group counseling - consent forms. Love for the Elementary Counselor. Retrieved February 12, 2025, from https://lovefortheelementarycounselor.home.blog/2019/09/04/group-counseling-consent-forms/

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