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The small group of 4 to 6 first generation college students will be formed based off needs of high school seniors at De Leon High School who require assistance beginning and completing the steps toward a post-secondary education.

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B-LS 1.Critical thinking skills to make informed decisions.

Students will assess the financial requirements and expectations of post-secondary education.

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

Students will identify 2 potential careers that require a post-secondary education.

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

Students will compare post-secondary institutions (colleges, technical schools, training programs) to determine best options for potential careers.

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

Students will investigate the advantages of seeking support while pursuing a post-secondary education

(American School Counselor Association, 2021)

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To publicize the small group, emails will be sent to students containing an informational flyer with details of a meeting during the advisory period where students will learn the purpose and meeting times of the group. The flyer will also advise students to look for an email containing a Google form survey to complete regarding first-generation status. This same information will be hung in high-traffic areas around the school to provide another layer of notification.

To avoid overlooking any students not sure of their parent's educational accomplishments, the parents of seniors will be mailed an informational flyer with group purpose and meeting information included as well as encouragement for the parents to have their student complete the Google form survey.

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This group will not require informed consent as personal identifiable information will not be disclosed. Best practice indicates that parent permission should be obtained in the form of an informational permission slip to avoid any problems that could arise in the course of the group. Confidentiality will be discussed in Lesson 1 along with participation and behavior expectations for the group. Should confidentially become a problem, it will be addressed individually and could possibly result in a member being asked to leave the group.

(Missouri Professional School Counselors and Counselor Educators, 2015)

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To pre-screen for members of the group, all seniors will complete a Google form survey individually to determine first-generation college student status. Emails will be sent to students identifying through the Google form survey as first-generation college students containing information about a meeting during the advisory period where students will learn the purpose and meeting times of the group. After attending the informational meeting, students not wishing to participate for any reason will not be required, but instead encouraged, to participate.

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Once participants have signed informed consent forms and have agreed to participate in the group, ground rules for the group will be shared during the first meeting.  The form above will be utilized with pre-determined rules already listed on the form with room at the bottom to add any other guidelines the group may feel appropriate.

(Missouri Professional School Counselors and Counselor Educators, 2015)

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Stage 1 - To build relationships and trust in the group, College Lingo Bingo will be played to determine the vocabulary knowledge needed as the group researches the post-secondary application process. This activity will allow students to reveal their understanding of keywords, and/or learn the meaning of new words. It also allows the facilitator the opportunity to assess prior knowledge. The activity also offers the opportunity to discuss any fears or concerns participants have in regard to continuing their education. Icebreakers can be utilized at the beginning of every group to continue the path to the group trust and cohesiveness. Confidentiality will be defined and discussed during the first lesson as it pertains to the facilitator (intent to harm self or others, or someone is being harmed) and participants (what happens in the group stays in the group.)

Stage 2 - Icebreakers can be utilized at the beginning of every group to continue the path to group trust and cohesiveness. The facilitator can check for questions at the beginning and end of each session and can also ask the group open-ended questions regarding topics the group has covered.

Stage 3 - Group members will complete a Google form post-evaluation to gauge feelings towards pursuing a post-secondary education. This will allow the facilitator to check for understanding and measure growth. Group members can also share their takeaways from the group and if they are comfortable with the group ending. Discussions can include whether the size of the group, topics discussed, and group leadership were acceptable. The facilitator can ensure they are available for any needed follow-up assistance and remind the participants to utilize each other and the support system they discovered in the course of the group participation. The group should also be reminded of the requirements of confidentiality even after the group ends.

(Missouri Professional School Counselors and Counselor Educators, 2015)

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The most effective leadership style for this type of group would be participative or democratic. This type of leadership offers the facilitator an opportunity  to participate in the group to share insights and guidance as needed.

(Cherry, 2023)

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Yalom's Therapeutic Factors could include the following:

Instillation of Hope as group members realize a post-secondary education IS a possibility even if they are first-generation students.

Universality as group members realize they are not the only ones worried about a post-secondary education.

Corrective recapitulation of primary family group as group members look to break the cycle of not pursuing a post-secondary education in their family group.

Existential factors as group members share common fears and barriers of obtaining a post-secondary education.

Direct advise as group members learn and share information and suggestions.

Interpersonal learning as group members get to know each other and become comfortable relating to one another.

(Yalom, 1995)

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Sec. 33.007.  COUNSELING REGARDING POSTSECONDARY EDUCATION.

(a)  Each school counselor at an elementary, middle, or junior high school, including an open-enrollment charter school offering those grades, shall advise students and their parents or guardians regarding the importance of postsecondary education, coursework designed to prepare students for postsecondary education, and financial aid availability and requirements.

This section from the Texas Education Code ensures school counselors provide explicit information to all students and parents in regard to the importance of post-secondary options and requirements. In a group of first-generation college students, this section along with the ethical requirement listed below helps to corroborate school counselor responsibilities as they seek to educate parents and students about post-secondary education opportunities.

(2 TEC § 33.007)

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A.4. Academic, Career and Social/Emotional Planning

School counselors:

Identify and examine gaps in college and career access and address both intentional and unintentional biases in postsecondary and career counseling.

This ethical requirement ensures counselors are intentional in addressing students who may experience barriers in attending a post-secondary institution.

(American School Counselor Association, 2022)