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First Gen Wins is a heterogenous, closed, motivational counseling group for First Generation College-bound seniors between the ages of seventeen and nineteen. The group will consist of ten seniors who will meet weekly for a total of six one-hour sessions. First Gen Win is focused on “breaking barriers” commonly faced by First Generation College Students (FGCS) and preparing them for post-secondary achievement. Topics for group sessions will increase students’ confidence, decrease negative outcome expectations, and alleviate anxiety and stress by explaining the college application process, how to apply for aid, and what to expect as a First Generation College Student.

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Transitioning to college is stressful for anyone, but "stress overload" is more common in First Generation College Students (Amirkhan, et al., 2022). Participants in First Gen Wins will gain the following ASCA Mindsets and Behaviors:

M 4. Self-confidence in the 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 3. Time-management, organizational and study skills B-SMS 3. Independent work
B-SS 3. Positive relationships with adults to support success B-LS 4. Self-motivation and self-direction for learning
B-LS 6. High-quality standards for tasks and activities
B-SMS 6. Ability to identify and overcome barriers
B-LS 7. Long- and short-term academic, career, and social/emotional goals
B-SMS 7. Effective coping skills
B-SS 8. Advocacy skills for self and others and ability to assert self, when necessary
B-SS 9. Social maturity and behaviors appropriate to the situation and environment
B-SMS 10. Ability to manage transitions and adapt to change
B-SS 10. Cultural awareness, sensitivity, and responsiveness

(American School Counselor Association, 2022)

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The counselor will conduct a Google survey at the beginning of the year for all seniors. Based upon that survey, the counselor will pull all students who stated they were First Generation College-bound Students. From those students, the counselor will pull the data of students with a  GPA from 2.5-3.5 from Skyward to narrow down the candidates.

The counselor will send out a pdf of a flyer to the large pool of candidates through Signal Vine  (a two-way messaging platform between the counselor and student) explaining the purpose of the group and meeting times.  The student will be prompted to reply "yes" or "no" for more information. For students who reply "yes", they will be called in for one on one conferences and will be screened in order to participate. Parents of the students who replied "yes" will also be notified via Signal Vine regarding their interest in the group.

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Screening and Selection Procedures Resource 

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Screening and Selection Procedures Resource 

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Inform: Students will be informed about the First Gen Wins group through Signal Vine, a two-way messaging platform. The counselor will confirm the GPA and credits to ensure that the students who reply "yes" to the Signal Vine message meet the requirements to participate in the group. Upon confirmation, the student will be sent a Calendly link to schedule a one-on-one pre-conference with the counselor.

Assess: During the pre-conference, the counselor will TELL the student what the group is about, ASK if the student is interested or committed, and PICK the participants (Missouri Professional School Counselors and Counselor Educators, 2015). During the "TAP-In" approach, students will be made aware of confidentiality, Student Learning Outcomes, and expectations. Students will take a pre-assessment to survey their commitment, readiness, and areas of need. The survey questions will be open-ended and on a Likert scale of 1-10 to measure progress.

Select: The counselor will select ten students to participate in the first group based on the student responses and interviews. Each participant will receive a packet for their guardians to review which includes the 6-week small group lessons, objectives, and consent forms. Students who are not selected for the first group will have the opportunity to join a group at a later time or will meet individually with the counselor to discuss their needs.

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Once students have been selected to participate, the counselor will create a packet with an Informed Consent form to send home to the guardians of each student.

If a parent refuses to sign the form, the counselor will make a phone call to address any concerns and if needed the counselor will schedule a conference with the student and parent.

Students who are no longer minors will be asked to compose a document expressing their willingness to participate and follow all rules and expectations.

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Safety is always at the forefront for a counselor when facilitating a small group.  First Gen Wins will adopt the rules outlined in the Missouri Comprehensive Guidance and Counseling Program (2015) during the first session.

Group members will agree to predetermined rules such as confidentiality, treating each other with respect, and actively participating. If the counselor observes aggressive behavior or confidentiality has been broken, the counselor will then have a private conversation with the student to reiterate the importance of confidentiality and respecting the group.

The counselor will ask if the student can abide by the rules and if they are willing to continue, the counselor will model how to appropriately apologize. In order for the student to be readmitted, they will need to apologize to the group. If the student is not ready to apologize, resources will be given to the student as well as an invitation back into the group when they are ready to apologize.

Students will also have the opportunity to create an internal set of rules or norms to be followed during sessions through their social contract.

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Stage 1
During the first session, the counselor will review goals, and outcomes, and establish confidentiality. The counselor will acknowledge that although confidentiality cannot be guaranteed, it is an expectation to participate in First Gen Wins. Students will begin each session with an icebreaker in an effort to build relationships and get to know each other. The counselor will also participate, revealing a humble and vulnerable side as well.  Students will then create a "Social Contract" or agreed-upon norms that all members vow to follow in the group.

Stage 2
Each session will have an agenda and follow a similar format/structure. Students will always start the group by sharing "good things" and the counselor will go over the social contract, expectations, and confidentiality for every session. Students will participate in an engaging activity and discussion over a topic related to transitioning to college during each session. There will be an exit ticket and frequent surveys to gauge the impact and success of the group. If students are not making progress or appear disengaged, the counselor will consider revising the lessons based on feedback from the group.

Stage 3
Students will have learned and practiced coping and transition skills as they prepare for college and will be expected to use them as the group closes. Students will complete a post-assessment survey and provide the facilitator with feedback. Students will share their goals and discuss their experiences within the group. Students will be allowed to exchange information in order to keep in touch but will be reminded that even after the group ends, the information shared is still considered confidential.  The counselor will follow up with each student individually once a month to determine their needs and offer support if needed.

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A Participative leadership style will be the best for First Gen Wins because it relies on the participants to engage in meaningful conversations with each other. Cherry (2022), explains how Participative leaders urge members to engage with each other but ultimately have the final say in the decision-making.  The counselor will facilitate conversations and activities but it is on the group members to build their knowledge and relationships with each other in regards to transitioning into college as a First Generation College Student.

This approach would work best with this demographic because it allows the seniors autonomy with their thoughts but still gives the facilitator control over the discussions and outcomes. The goal of the Democratic leader is to have participants believe they are an important part of the group, therefore fostering commitment to the goals of the group (Cherry, 2022).

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Universality, Direct Advice, and Interpersonal Learning

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Universality, Direct Advice, and Interpersonal Learning

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Various therapeutic factors will arise during the small group sessions but the following are the ones that will inevitably appear in First Gen Wins.

Direct Advice includes "receiving and giving suggestions for strategies for handling problems" (Yalom, 1995). Students in First Gen Wins will receive advice and strategies for transitioning into college as a First Generation College Student. They will also discuss solutions to overcoming perceived barriers in post-secondary education.

Interpersonal Learning is when students begin, "experimenting with new ways of relating with each other and receive feedback from others" (Yalom, 1995). Participants will have the opportunity to receive feedback from each other during group activities and discussions. They will discover new ways of relating to each other besides the single factor of being a First Generation College Student.

Universality involves the "demonstration that we are not alone in our misery or our problems" (Yalom, 1995). Students may enter the small group feeling lost or alone due to their familial background and lack of knowledge regarding post-secondary education. Allowing these students to participate and discuss such obstacles will create a sense of belonging within the group.

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Sec. 33.003.  PARENTAL CONSENT.  The board of trustees of each school district shall adopt guidelines to ensure that written consent is obtained from the parent, legal guardian, or person entitled to enroll the student under Section 25.001(j) for the student to participate in those activities for which the district requires parental consent.

Counselors must inform guardians of the objectives, goals, and expectations of the group. It may be difficult to gain consent from parents of First Generation College Students due to the lack of knowledge regarding post-secondary education. Parents may feel as though this topic is not important or prefer their child stay home to work. The counselor is responsible for gaining consent if the student is a minor and may have to schedule a parent/student conference to explain the purpose of the group and gain consent.

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2 Texas Education Code § 33

Subchapter A. School Counselors and Counseling Programs. https://statutes.capitol.texas.gov/Docs/ED/htm/ED.33.htm#33.000

Amirkhan, J.H., Manalo, R., Jr., & Velasco, S.E. (2022). Stress overload in first-generation college students: Implications for intervention. Psychological Services. Advance online publication, http://dx.doi.org/10.1037/ser0000650

American Counseling Association. (2014). 2014 ACA code of ethics. https://www.counseling.org/knowledge-center

ASCA student standards: Mindsets & behaviors for student success. (n.d). https://www.schoolcounselor.org/getmedia/7428a787-a452-4abb-afec-d78ec77870cd/Mindsets-Behaviors.pdf

Cherry, K. (2022). What are prominent leadership styles and frameworks you should know? Verywell Mind.

https://www.verywellmind.com/leadership-styles-2795312

Education Code Title 2. Chapter 33. service programs and extracurricular activities. (n.d.). https://statutes.capitol.texas.gov/Docs/ED/htm/ED.33.htm#33.000

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.

https://dese.mo.gov/sites/default/files/guid-respon-serv-small-group-counseling-guide-2015.pdf

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

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A.7.b. Confidentiality and Advocacy: Counselors obtain client consent prior to engaging in advocacy efforts on behalf of an identifiable client to improve the provision of services and to work toward the removal of systemic barriers or obstacles that inhibit client access, growth, and development (American Counseling Association, 2014).

Students must trust that their counselors have their best interests in mind when they are facilitating small groups. Students are more likely to build trust when counselors explain confidentiality and advocate for their students. Students are able to build healthy relationships as they transition into college by staying true to this ethic.

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American Counseling Association - Code of Ethics

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American Counseling Association - Code of Ethics

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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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Yalom's Curative Factors of Group Treatment

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Yalom's Curative Factors of Group Treatment

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Missouri Comprehensive Guidance and Counseling Programs-Informed Consent Forms

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Missouri Comprehensive Guidance and Counseling Programs-Informed Consent Forms

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American School Counselor Association - Mindsets and  Behaviors

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American School Counselor Association - Mindsets and  Behaviors