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Under the 19 Tex. Admin. Code §239.15 (2001), Section II(3; 6), it is stated that school counselors need to "counsel individuals and small groups using appropriate counseling theories and techniques in response to students' needs" and "demonstrate proficiency in teaching small and large groups by actively engaging students in the learning process." Additionally, Standard V (2) asserts that school counselors must be well informed on group dynamics and interactions (19 Tex. Admin. Code  §239.15, 2001).

The requirements outlined above will help me as a counselor because it is imperative for me to be knowledgeable about group counseling and its theories so that I can successfully implement small groups within the school setting. Being well informed on group dynamics and interactions is especially important so that I can be able to facilitate The College Collective effectively and be able to guide discussions and conversations between group members in a productive manner.

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The College Collective Action Plan.docx (1)

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In the beginning stage, the counselor will make sure that students feel safe participating in the group. Participants need to feel psychologically secure and this is something that the counselor of The College Collective will provide by establishing clear rules, model appropriate ways to communicate in a respectful manner, inviting all students to participate in the discussion, and facilitate conversation between group members (Missouri Professional School Counselors and Counselor Educators, 2015; Hansen, 2009). However, they may want to push boundaries by "acting out" before establishing trust and connection with other members and the counselor (Missouri Professional School Counselors and Counselor Educators, 2015). In this case, the counselor will implement activities that are low-risk so that participants feel secure to participate and warm up to the group as well as immediately address any conflicts that may arise (Hansen, 2009). Group norms and guidelines will be established in the very first session, and all participants will be invited to provide their input. Participants will also be reminded that they must respect their group members' privacy and will be informed that maintaining confidentiality is going to be imperative to not only preserve others' privacy, but to also maintain a positive climate in the group. Group members will be made aware that breaking confidentiality and disseminating private matters about other group members will result in getting removed from the group. With that being said, the counselor will tell participants that confidentiality cannot be guaranteed due to the nature of groups.

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The counselor in this stage will include activities that require for group members to either work together or have to engage with one another to complete the activity. To maintain cohesiveness and work towards progress, the counselor will need to maintain boundaries, provide all participants the opportunity to engage in the discussion, re-direct students to the task at hand when the discussion goes off-topic, and reminding students to be respectful (Hansen, 2009).

Checking-in with each student individually for the last few minutes of each group session will be very important to determine how students are progressing towards the learning outcomes. Participants will process with each other and the counselor about the lesson's activities and what skills and/or information they are learning as a result of the lesson. The counselor will go around the group and ask each member individually what it is that they learned or got from the lesson.

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The counselor will prepare participants for the termination of the group starting in the fourth group session by simply reminding students how many sessions remain and asking what their thoughts are. Toward the end of the fifth session, there will be another opportunity to discuss with group members what their thoughts and feelings are about transitioning out of the group, and delving a little deeper into the conversation than in the previous session. The counselor will validate the feelings that members are experiencing and address their concerns about ending the group. During the final session, the counselor will ask participants express one thing that they learned from another member in the group. As participants are speaking, they will be holding a pillow and will pass the pillow to the person they learned something from; the person that receives the pillow will then need to do the same thing until everybody has participated. Participants will then be asked to write a short reflection on their experience in participating in the group and what they learned from having participated. Finally, the counselor will thank students for their participation and will give each student a parting gift: a 'Thank You' note stating how much their presence was appreciated and how they contributed to the group, a certificate of completion, and a little treat (such as a brownie or a cookie). The counselor will remind students that even though the group has ended, they still need to maintain confidentiality regarding private matters that were discussed during group sessions. If it is found that students are discussing private matters about other group members after the group has disbanded, the counselor will call a meeting with the member that broke confidentiality and/or his or her parents to address this concern.

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ASCA Ethical Standards for School Counselors

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ASCA Ethical Standards for School Counselors

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The ASCA Ethical Standards for School Counselors (2022) outlines under A.7(e) Group Work that school counselors must provide small group counseling that "address students’ academic achievement, postsecondary and career exploration, and social/emotional well-being."

The College Collective is specifically supported by this ethical requirement, as this group addresses college and career readiness, which makes it an important and necessary topic to address. This ethical requirement supports me as a counselor because it brings awareness that college and career readiness will be an expected ethical and legal requirement to fulfill in the school counselor role.

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The following therapeutic factors may come about throughout the duration of The College Collective:

-Instillation of Hope: This group can instill hope in students that they can be successful in applying and going to college.

-Universality: Participants may realize that they are not alone in their concerns or doubts in regards to applying for college or securing college funding.

-Imparting of Information: The nature of The College Collective is to impart information about applying to colleges, securing funding, and finding resources in a college setting.

-Development of Socializing Techniques: Participants will learn socializing skills through the numerous activities that will require students to work with each other.

-Direct Advice: The counselor will give out specific and direct advice on how to complete college applications and submit a FAFSA application.

-Interpersonal Learning: Students may learn from each other by sharing helpful information, tips, and resources when appropriate.

(Yalom, 1995)

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The Participative/Democratic Leadership style will be the most appropriate for The College Collective. In this leadership style, "leaders offer guidance to group members, but they also participate in the group and allow input from other group members" (Cherry, 2022).

This leadership style is appropriate for The College Collective because members in this group are expected to participate through discussion facilitated by the counselor. Additionally, this style allows the counselor to relinquish power from time to time to allow members to lead the conversation, but can re-direct the conversation when necessary. Through this style, the counselor is able to provide guidance and give direct advice, which is necessary for a group that will need to learn specific skills, such as how complete a college application. This style is also appropriate because group members are expected to participate and provide their input.

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The counselor will utilize the "Participant Guidelines/Ground Rules" form as a foundation to establish ground rules for The College Collective (Missouri Professional School Counselors and Counselor Educators, 2015). The counselor will read through the form and ask participants what rules they would like to add or remove. Each student will be asked to participate in establishing the ground rules. Upon agreeing on the ground rules as a group, students will take turns writing the rules on a large piece of butcher paper set up by the counselor. This butcher paper will be up during all group sessions to remind students of the ground rules.

The following rules from the "Participant Guidelines/Ground Rules" will be pre-determined by the counselor and cannot be removed:
"1. All group members understand and respect confidentiality.

a. Professional School Counselor

b. Group members

2. One person speaks at a time.

3. Everyone has an opportunity to participate and share.

4. Use only respectful words and responses

5. All group members will treat each other with

respect" (Missouri Professional School Counselors and Counselor Educators, 2015).

Students will be able to add any other guidelines that will help them feel secure and confident to be able to participate in the group.

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(Missouri Professional School Counselors and Counselor Educators, 2015)

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(Missouri Professional School Counselors and Counselor Educators, 2015)

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(Missouri Professional School Counselors and Counselor Educators, 2015)

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According to the Northside Independent School District's 2022-2023 Secondary Student-Parent Handbook, "[m]aterials used in the school counseling program are available for preview during parent preview events and when requested during school hours. A parent or guardian must provide consent for ongoing individual and small–group counseling" (Northside Independent School District, 2022).

Parents of participants younger than 18 years of age will be given an informed consent form to sign. Students will also need to provide their consent/assent and will also be signing a separate form, regardless of age.

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TAP-In Screening Method (Morganett, 1990)

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TAP-In Screening Method (Morganett, 1990)

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The "TAP-In" screening method will be utilized to interview potential group members for The College Collective: “(T)ell about the group;” “(A)sk the student about his or her interest and commitment;” and

finally “(P)ick members” (Morganett, 1990; Missouri Professional School Counselors and Counselor Educators, 2015).

The counselor will only invite students for the screening process if they have expressed interest in the group and do not have antecedents of misbehavior and office referrals. For the screening process, interested students will be called to the counseling office in order to assess whether they will be an appropriate fit for the group. Students will be called individually for screening. Potential participants will first be informed orally that The College Collective group's purpose is to provide tools, information, and resources about college and career readiness. A physical flyer will also be provided to the student. The counselor will then give a brief overview of the lessons that will be covered along with the types of activities that will be administered.

After informing students about the group, the counselor will ask them, on a scale from 1 to 10, how interested they are in participating in the group and if they are willing to participate in all activities and lessons that will be covered. They will also be informed that students selected for this group are expected to participate and be willing to work with the counselor as well as with their peers. If potential participants express ambiguity or appear to be unsure, they will not get selected to join The College Collective. Students that still express interest and enthusiasm about the group will be asked to participate in the group.

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Counselors will invite administrators to a meeting in which information about the group will be presented--including the group proposal, the action plan, and detailed information about the lessons and logistics.

The College Collective will be advertised on an infographic via email to all faculty and staff. Additionally, the group will be advertised on the daily announcements for two weeks prior to the commencement of the group. Flyers of the infographic will also be posted throughout the school. Parents will also receive an email detailing logistics about the group along with the infographic that was shared to faculty.

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ASCA Student Standards: Mindsets and Behaviors for Student Success (American School Counselor Association, 2021)

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ASCA Student Standards: Mindsets and Behaviors for Student Success (American School Counselor Association, 2021)

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Students will meet the following ASCA Mindsets and Behaviors standards by participating in The College Collective:

M 1: Belief in development of whole self, including a healthy balance of mental, social/emotional and physical well-being
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 5: Belief in using abilities to their fullest to achieve high-quality results and outcomes
M 6: Understanding that postsecondary education and lifelong learning are necessary for long-term success

B-LS 1: Critical thinking skills to make informed decisions
B-LS 2: Creative approach to learning, tasks and problem solving
B-LS 5: Media and technology skills to enhance learning
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 1: Responsibility for self and actions
B-SMS 3: Independent work
B-SMS 6: Ability to identify and overcome barriers
B-SMS 7: Effective coping skills
B-SMS 10: Ability to manage transitions and adapt to change

B-SS 1: Effective oral and written communication skills and listening skills
B-SS 2: Positive, respectful and supportive relationships with students who are similar to and different from them
B-SS 3: Positive relationships with adults to support success
B-SS 4: Empathy
B-SS 6: Effective collaboration and cooperation skills
B-SS 8: Advocacy skills for self and others and ability to assert self, when necessary

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The psychoeducation group “The College Collective” is going to be offered at Louis D. Brandeis High School, San Antonio, Texas to Juniors and Seniors (sixteen- to eighteen-year-olds) who are preparing to apply to colleges and universities. This group will focus on providing practical skills and resources that students will need to transition into the college setting. The College Collective will have a total of six sessions, from September 6th to October 11th, 2023, on Wednesdays at 8:10 a.m. to 8:55 a.m. in order to not disrupt students’ classes and extracurricular activities.

The “Assessment of Students’ Perceived Needs” was issued at Louis D. Brandeis High School to students from all grade levels (9th, 10th, 11th, and 12th) in the last academic school year which asked students what types of counseling groups they believe would be beneficial to peers and which groups they would want to attend themselves (Missouri Professional School Counselors and Counselor Educators, 2015). About one third of returned responses indicated that students were interested in college readiness groups within the “Other” section of the assessment.

The purpose of “The College Collective” is to provide psychoeducation on the college application process, help students navigate potential careers of interest, and discuss different types of issues they may encounter while transitioning to a college setting.