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This group will be working high school seniors and college freshmen, to prepare them for college as first-generation college students. We’ll address certain factors and present them tools in order for them to be successful at the next level.

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Within this group, students will developing three key mindsets:
Mindset 2-  Sense of acceptance, respect, support and inclusion for self and others in the school environment.
Mindset 4-  Self-confidence in ability to succeed.
Mindset 5-  Belief in using abilities to their fullest to achieve high-quality results and outcomes.
While developing behaviors such as:
Self management skills and Social skills

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Regarding publicity, I plan to directly advertise the group directly to students, parents, and family alike. This will come in the form of flyers, emails, and a Q&A conference. The flyers will be posted all throughout the school. Next, I'll be sending out a mass email to parents and faculty, who may want recommend a student to the group. Lastly, I'll be hosting a conference during school to answer any questions of potential member, or whoever is wanting more information on the group!

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What are your plans to inform participants of your group?
I'll have my team put together a small pamphlet explaining the group's purpose, methods, and goals for members.

How do you plan assess participant readiness to participate, willingness, and interest?
I think an interview with one of our counselors should be efficient, followed with an interest assessment. The interview will consist of question regarding the student's ideals, goals, and their intentions upon join the group.

Will you screen participants individually or as a group?
For confidentially purpose, I think we'll screen participants individually. This would be in the best interest of my team and participants.

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According to Waxahachie ISD or WISD, all students must have consent for on file regarding in-school extracurricular activities. Since group meeting will primarily be commencing outside of a period, the same applies to us as well.
With that, upon receiving acceptance within the group, students will receive a consent form that must be sign and date by them and their parent/guardian.

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I plan use this resource during the second meeting of the group. I know this may sound very risky, but during the first meeting I would like inform members what the group is about and build camaraderie. Once everyone is comfortable enough to speak freely, I think creating grounds rules for the group will become more free-flowing.
As far as administration rules and deadlines, I feel that the instructor shall set those rules given their severity. While group member can laid the foundation on rules pertaining to group interaction. These rules won't necessarily be made concrete until a group consensus is reached.

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Stage 1:
Getting to know group members and establishing that initial trust is everything! So, to break the ice, I plan to have some introduction activities that highly everyone's differences and similarities. Afterwards, I think it's important to establish the groundwork of confidentiality. This will commence by explain what confidentiality means and how it applies to everyone within the group, including myself. However, I'll shall also be straightforward on how it cannot be guaranteed, and that you hold primary responsibility of what you share. Lastly, group norms shall be established over the course of group interaction and work cohesiveness.
Stage 2:
Regarding group cohesiveness and productivity, I plan to keep members working diligently by establish a group reward system. I think will allow members hold each other accountable, and become selfless in the process for the greater of the group. The rewards will tie into the learning outcomes, so member will remain motivated throughout the course. To gauge progress, it'll have to be a team between me and group faculty. For starters, members will sit down with on site counselor and talking about how they feel about their progress and where they think there's room for improvement. This will allow them to get all their frustrations out and allow them to decompress before the next meeting with me. In our meeting, members and I will speak on how improve on their behalf, and how the group faculty and I can make that happen.
Stage 3:
As the overseer of this group, I plan to end the group tenure through a graduation ceremony. Since these are first-gen college students, I want them to have experience of walking the stage for something other than high school. I want them to remember the feeling of completion and success, and for them to cherish it! After graduation, members will schedule their last official meeting with me to describe their experiences with the group and express how they feel about its closure. Within this meeting, I also one to extend my hand as a colleague now, and not as mentor. Letting them know that I'll always be a source of help in their future endeavors. This would also be a great time to remind them that confidentially still need to be held after closure. If not, other members have the right to take legal action if not upheld by another.

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•      What leadership style(s) do you feel you might use when working with this group?
Transformational Leadership

•      Why do you feel that approach would work best with this specific population?
I think this is best suited for first-gen student because we're not getting them ready for college, but to become a member of a completely different community. And with this style, I think not only can we give them tools to be successful in the classroom, but tools to become more socially inclined. Allowing to build a support group organically and avoid the typical first-gen pitfalls.

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Throughout course of these groups session, I think several factors will become emergent. Through the feeling of community and progression, there be a instillation of hope as members feel themselves improving. Universality shall be present as members build camaraderie, and realizes they're not alone in their struggles. I think this will bring out the altruism, as others will be compelled to those that are still struggling with the course. Which will lead to direct advice giving amongst members.

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A.9.b. Protecting Clients In a group setting, counselors take reasonable precautions to protect clients from physical, emotional, or psychological trauma.

This is important for a counselor to heed because no matter if the group is therapeutic or informative, we must make sure the client is safe at all time. Essentially that's what they seek us out for and we must also beware that we're not causing harm as well!

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B.1.a. Multicultural/Diversity Considerations Counselors maintain awareness and sensitivity regarding cultural meanings of confidentiality and privacy. Counselors respect differing views toward disclosure of information. Counselors hold ongoing discussions with clients as to how, when, and with whom information is to be shared.

I think this important requirement to factor in when considering our line of work. Not everyone you come in contact with is like minded as you, and you must respect that different. If not respected then you're jeopardizing the therapeutic relationship and amplitude of change.

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

Cherry, K. (2021, August 11).

Leadership Styles and Frameworks You Should Know. Leadership Styles and Frameworks (verywellmind.com)

N.A. (2015, May).  Missouri Comprehensive Guidance and Counseling Program—Responsive Services Small Group Counseling Module. 5815976 (blackboardcdn.com)

Association, A.C. (2014).  2014 ACA Code of Ethics. 2014 Code of Ethics.indd (counseling.org)

American School Counselor Association (2021). ASCA Student Standards; Mindsets and Behaviors for Student Success. Alexandria, VA: Author

N.A. (2015, May).  Missouri Comprehensive Guidance and Counseling Program—Responsive Services Small Group Counseling Module. 10464200 (blackboardcdn.com)