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CRAMS will be a closed group for college freshman from low socioeconomic backgrounds with below-average scores on their ACT or SAT to learn about college success skills (study habits, time management, and career planning) with members of their peer group.  The group would meet weekly over the course of 8-weeks.

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The following mindsets and behaviors are expected outcomes from students who participate in CRAMS:

M 2. Self-confidence in ability to succeed.
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.
B-LS 3. Use time-management, organizational and study skills.
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 1. Demonstrate ability to assume responsibility.
B-SMS 2. Demonstrate self-discipline and self-control.
B-SMS 4. Demonstrate ability to delay immediate gratification for long-term rewards.
B-SMS 5. Demonstrate perseverance to achieve long- and short-term goals.
B-SMS 8. Demonstrate the ability to balance school, home and community activities.
B-SS 2. Create positive and supportive relationships with other students.
B-SS 3. Create relationships with adults that support success. (ASCA, 2014)

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Participants will be recruited by email which will detail the purpose of and methods used in the group along with the need for participants in a study which aims to contribute to the university’s knowledge of how to increase freshman student retention in students from low socioeconomic backgrounds whose performance on the ACT or SAT 
is considered below average.  The email will be sent two weeks into the Fall semester with the aim to begin the counseling sessions during the fourth week and lasting through the twelfth week.

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The screening process will involve using data in students' records--ACT and/or SAT score data along with PELL grant eligibility status--to get the target population to whom the recruitment email will be sent.  The email will have the consent form attached and asks that students interested in participating send the consent form back. Thus, participation will be voluntary.

Two weeks after the email is sent, the counselor will convene with those interested in participating to explain the group's purpose, general topics for each session, and to reiterate confidentiality. Before any further discussion takes place, the counselor will request that the potential group members complete a short survey gauging their confidence and abilities in the areas of study habits, time management, and career planning. The group will be asked to add to the ground rules and commit to meeting weekly for 8 weeks.

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Since there will be a research element to the group in that the aim is to teach students good study habits, time management skills, and career planning in order to retain them from their freshman and junior years, the group will use ASU's Institutional Review Board Consent to Participate in an IRB-Approved Research Event form. This form will be attached to the recruitment email and will be emailed back to the counselor by students interested in participating.

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The group will use the Participant Guidelines/Ground Rules document from the Missouri Comprehensive Guidance Program (Small group counseling module, 2015) to help in guiding the establishment of the group rules.

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Stage 1:  In this stage, the group will introduce themselves (what's your name, where are you from, what is your major) and work together to establish the group rules and give verbal confidentiality agreements. Informing the group about the nature of the group--more informational than personal, there may be some information shared that a member does not want to be discussed outside of the group. The verbal confidentiality agreement will help to ease the worries of the group members that there will be no discussion of information without their consent. Group members will also agree to meet with the group weekly for the entirety of the program (8 weeks)as commitment to the program is vital to measuring its success.
Stage 2:  The counselor will have prepared lessons and activities for each session whose objectives are to keep the group on topic and moving forward. Each session will also end with discussions on each lesson to gauge progress.
Stage 3:  To close the group, a posttest survey will be completed by the students. This survey will be the same survey they completed at the beginning which is aimed at gauging the students' study habits, time management skills, and career planning. The counselor will reiterate that, while the group is coming to an end, the students can still come to the counselor for help and encouragement.

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There will be elements of authoritarian/autocratic and participative/democratic leadership styles. Due to the short time spent with the students and specific objectives of each lesson, structure will be needed to ensure the group stays on topic. However, since the group members will be participating in discussions at the end of each session, there will be a need to offer some flexibility to the structure.

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Imparting of Information: The beginning of the group will see that the group's purpose and methods are implicitly outlined and how the purpose and methods will benefit the group.

Altruism: Since the group will consist of peers from similar backgrounds, it will be important to encourage them to give feedback or input to one another during discussions.

Development of socializing techniques: The social nature of the group will help members gain confidence in having discussions with others in their peer group.

Direct advice: The counselor will be directly advising students in helping to develop good study habits, time management skills, and career planning.

Interpersonal learning: An open, give-and-take atmosphere will be encouraged in order for the students to feel more comfortable.

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Sec. 33.006.  SCHOOL COUNSELORS; GENERAL DUTIES.  (a)  The primary responsibility of a school counselor is to counsel students to fully develop each student's academic, career, personal, and social abilities.

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EDUCATION CODE CHAPTER 33. SERVICE PROGRAMS AND EXTRACURRICULAR ACTIVITIES

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EDUCATION CODE TITLE 2. PUBLIC EDUCATION SUBTITLE F. CURRICULUM, PROGRAMS, AND SERVICES CHAPTER 33. SERVICE PROGRAMS AND EXTRACURRICULAR ACTIVITIES SUBCHAPTER A. SCHOOL COUNSELORS AND COUNSELING PROGRAMS Sec. 33.002. CERTIFIED SCHOOL COUNSELOR. (a) From funds appropriated for the purpose or other funds that may be used for the purpose, the commissioner shall distribute funds for programs under this subchapter.

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E.3.b. Recipients of Results
Counselors consider the client’s and/or examinee’s welfare, explicit understandings, and prior agreements in determining who receives the assessment
results. Counselors include accurate and appropriate interpretations with
any release of individual or group assessment results.

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American Counseling Association (ACA). (2014). 2014 ACA code of ethics. https://www.counseling.org/resources/aca-code-of-ethics.pdf

American School Counselor Association (ASCA). (2014, September). Mindsets and Behaviors for Student Success: K-12 College- and Career-Readiness Standards for Every Student. https://www.schoolcounselor.org/asca/media/asca/home/MindsetsBehaviors.pdf

Education Code, Chapter 33 Sec. 33.006. (2017). https://statutes.capitol.texas.gov/Docs/ED/htm/ED.33.htm#33.000

Small group counseling module. (May 2015). Missouri Comprehensive Guidance Program—Responsive Services. Retrieved on September 11, 2020 from https://dese.mo.gov/sites/default/files/SmallGroupCounseling.pdf