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The Next Chapter: Thriving in College Transitions Description & Group Action Plan

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The Next Chapter: Thriving in College Transitions Description & Group Action Plan

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My group name is The Next Chapter: Thriving in College Transitions. The Next Chapter is a support group for first-year college students and students who have transferred from a previous university. Adjusting to an unfamiliar environment with new academic challenges can be overwhelming, and this group will provide a safe space for students to share experiences, learn coping strategies, and build connections. Through this group, members will explore topics such as academic stress, navigating campus resources, developing routines, and finding a sense of belonging. The group’s goal is to help students feel confident and supported in their transition into their new chapter and educational journey.

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The Next Chapter: Thriving in College Transitions – Mindsets and Behaviors

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The Next Chapter: Thriving in College Transitions – Mindsets and Behaviors

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Mindsets:

Growth Mindset - Students will recognize challenges are opportunities for growth and not failure (Dweck, 2006)

Resilience - Students will view obstacles as manageable through coping strategies (Bandura, 1997)

Cultural Awareness - Students will respect differences in backgrounds, values, and beliefs (Sue & Sue, 2016)

Behaviors:

Time Management - Students will develop routines to balance schoolwork, responsibilities, and self-care (Macan, 1990)

Help-Seeking Skills - Students will learn to use campus resources such as counseling, tutoring, and activities (Karabenick & Dembo, 2011)

Stress Management - Students will apply healthy coping strategies like exercise and mindfulness to manage stress (Misra & McKean, 2000)

Resources:

Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman.

Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.

Karabenick, S. A., & Dembo, M. H. (2011). Understanding and facilitating self-regulated help seeking. New Directions for Teaching and Learning, 126(126), 33–43. https://doi.org/10.1002/tl.442

Macan, T. H., Shahani, C., Dipboye, R. L., & Phillips, A. P. (1990). College students’ time management: Correlations with academic performance and stress. Journal of Educational Psychology, 82(4), 760–768. https://doi.org/10.1037/00220663.82.4.760

Misra, R., & McKean, M. (2000). College students’ academic stress and its relation to their anxiety, time management, and leisure satisfaction. American Journal of Health Studies, 16(1), 41–51.

Sue, D. W., & Sue, D. (2016). Counseling the culturally diverse: Theory and practice (7th ed.). Wiley.

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I plan to implement this group two weeks into each semester and conclude it two weeks before each semester ends. I will advertise this group by going around campus and discussing it within different freshman classes, posting flyers in the dorms, and having academic advisors promote it. I will be sure to inform staff members as well, so they can refer students if they see fit.
Before the group officially starts, I will secure approval by getting with the director of the counseling center and giving her the group outline. Once my director approves of this group, I will see if my office is big enough for our meetings, which will take place in the counseling center. If my office is not big enough for our activities that day, we will adjust to the counseling center or meet somewhere on campus. I will make sure that it is a private place, so confidentiality is not conflicted.

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I will assess my students' current knowledge and understanding by having them complete a baseline survey before our first session, which will be sent to their school email for them to complete independently. This baseline survey will include both Likert-scale and open-ended questions related to academic stress, student life, challenges, coping strategies, and feelings of belonging. For example, “I know where to find academic campus resources” (1-5 scale). This baseline survey will help me understand the needs of the group and whether I need to adjust any of my lessons.

Pre and post-assessment will be analyzed by the statistics of the questions they answered (Creswell, 2018). I will look for common themes in the open-ended questions and ratings to see where the most help is necessary or where the most help was geared towards. The results of both surveys will be put into summary reports to compare and discuss with my counseling center staff. Not only will these surveys be beneficial for them to see their growth, but also for me to be able to continue to create the best group for students to learn, feel comfortable, and grow.

Resource:

Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE.

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My Policy:

Purpose - The Next Chapter provides group counseling support for personal, academic, and emotional concerns.

Voluntary Participation - Students have the right to engage or discontinue if they feel it necessary.

Confidentiality - Group sessions are private and limited.

My Role - Provide support, but not make direct decisions for the students.

Student's Role - Engage openly and attend our scheduled sessions.

Emergency Situation(s) - Call emergency services or campus police if necessary.

Consent - The student's signature confirms they understand and agree to participate.

Consent Form:

Attached is the consent form that is specific to my group counseling.

https://www.canva.com/design/DAGxePstSA/ycOCZXXx7JM59IYyL6wI8Q/edit?utm_content=DAGxe-PstSA&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton

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Participant Guidelines & Ground Rules:

Establishing clear participant guidelines and ground rules is an essential part of creating a safe and supportive group counseling environment. According to Corey (2018), setting expectations early helps promote trust, respect, and responsibility among participants.

Confidentiality - Students agree to keep group discussions private and not share personal information outside of the group.

Respect - Listen actively when others are speaking, avoid side conversations, and use nonjudgmental language.

Attendance - Consistent attendance is expected; members should notify the counselor if they must miss a session.

Participation - Students are encouraged to share at their comfort level, but also to give space for others to speak.

Punctuality - Arrive on time so as not to disrupt the group process.

Use of “I” statements - Speak from personal experience rather than making generalizations about others.

Technology -  Phones and devices should be silenced to minimize distractions.

Utilizing the Resource:

The resource by Corey (2018) provides strategies for introducing rules at the beginning of the group. Counselors are encouraged to explain why guidelines matter, show respectful behavior, and invite students to contribute to the development of additional rules. This collaborative approach increases accountability.

Predetermined Rules:

Confidentiality

Respect

Attendance

Commitment to participate

Group Determined Rules

Feedback style

Breaks

Support outside of the group

Celebrating progress

Resource:

Corey, M. S., Corey, G., & Corey, C. (2018). Groups: Process and practice (10th ed.). Cengage Learning.

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Stage 1:

To build trust and relationships with students, I will start by modeling empathy while encouraging each student to share when they feel ready. Group trust is fostered with consistency, respect, and comfort (Corey, 2018). Group norms will be established within the first session, allowing students to participate when we set our expectations. This will help build accountability. Confidentiality will be addressed by expressing how important it is in the beginning. Students are responsible for maintaining the privacy within the group. Plus, I will outline professional limits of confidentiality, such as risk of harm to self or others, abuse, or legal obligations (ACA, 2014). This will help clarify realistic boundaries while still enforcing confidentiality.

Stage 2:

As the group progresses, I will use structured activities and strategies to keep students engaged with our learning outcomes. To see how the students are feeling, I will do check-ins verbally or by written reflections. This will help me understand how the students are feeling (Yalom & Leszcz, 2020). Encouraging feedback, validating what is shared, and maintaining focus on our goals will strengthen the group. Disagreement will be addressed openly when necessary for additional growth. By balancing support with the struggles, I will be able to help the group stay productive while keeping our trust.

Stage 3:

Closure is an important phase in group counseling. I will dedicate the final sessions for students to process their feelings about the group ending and discuss the skills they have learned. I will encourage students to share what they have gained and how they will continue to apply it in their college experience (Corey, 2018). A follow-up plan may include individual counseling and/or check-in opportunities to help them transition. At the end of the group, I will discuss that confidentiality continues even after our group is finished. This final reinforcement will deepen the respect they gained for one another and is an ethical practice.

Resources:

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

Corey, M. S., Corey, G., & Corey, C. (2018). Groups: Process and practice (10th ed.). Cengage Learning.

Yalom, I. D., & Leszcz, M. (2020). The theory and practice of group psychotherapy (6th ed.). Basic Books.

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For The Next Chapter, I would use a democratic leadership style with pieces of a facilitative style. A democratic approach will help promote collaboration, decision-making, and ownership, which helps support accountability (Corey, 2018). The facilitative approach allows me to guide discussion, encourage reflection, and create a safe place for the students (Yalom & Leszcz, 2020). I feel like a mixture of the two will work well with college students because they're exploring identity, managing stress, and wanting independence. A leadership style that shows trust, collaboration, and empowerment supports their growth while fostering group cohesion (Brown, 2018).

Resources:

Brown, N. W. (2018). Psychotherapy with groups: Theory and practice (3rd ed.). Routledge.

Corey, M. S., Corey, G., & Corey, C. (2018). Groups: Process and practice (10th ed.). Cengage Learning.

Yalom, I. D., & Leszcz, M. (2020). The theory and practice of group psychotherapy (6th ed.). Basic Books.

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Instillation of Hope: Students may feel encouraged when they see their peers successfully adapting to college life, reinforcing their belief that they can also thrive.

Group Cohesion: As trust within the group develops, students may feel a stronger sense of belonging, which may help reduce their feelings of loneliness during this transition.

Resource:

Yalom, I. D., & Leszcz, M. (2020). The theory and practice of group psychotherapy (6th ed.). Basic Books.

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Requirement - Counselors must clearly explain the limits of confidentiality and make students aware that group leaders cannot promise that all members will keep information that is shared private (ACA, 2014; ASGW, 2008).

Why It Matters -

Builds trust within the group

Sets realistic expectations about privacy

Protects the counselor ethically by clarifying boundaries

Application - At the start of our group sessions, I will review confidentiality, discuss limits, and remind students of their responsibility to respect others within the group.

Resources:

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

Association for Specialists in Group Work. (2008). Best practice guidelines. https://www.asgw.org

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Requirement - Counselors are ethically required to obtain informed consent before participation, which ensures that students understand the purpose, goals, risks, and benefits of group counseling (ASCA, 2022; ACA, 2014).

Why It Matters -

Students get a clear choice

Transparency about what to expect

Protects the counselor legally by documenting the agreement

Application - I will provide a written informed consent form that outlines the purpose of the group, expectations, confidentiality requirements, and students' responsibilities.

Resources:

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

American School Counselor Association. (2022). ASCA ethical standards for school counselors. https://schoolcounselor.org/About-ASCA/Ethical-Standards

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

American School Counselor Association. (2022). ASCA ethical standards for school counselors. https://schoolcounselor.org/About-ASCA/Ethical-Standards

Association for Specialists in Group Work. (2008). Best practice guidelines. https://www.asgw.org

Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman.

Brown, N. W. (2018). Psychotherapy with groups: Theory and practice (3rd ed.). Routledge.

Corey, M. S., Corey, G., & Corey, C. (2018). Groups: Process and practice (10th ed.). Cengage Learning.

Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE.

Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.

Karabenick, S. A., & Dembo, M. H. (2011). Understanding and facilitating self-regulated help seeking. New Directions for Teaching and Learning, 126(126), 33–43. https://doi.org/10.1002/tl.442

Macan, T. H., Shahani, C., Dipboye, R. L., & Phillips, A. P. (1990). College students’ time management: Correlations with academic performance and stress. Journal of Educational Psychology, 82(4), 760–768. https://doi.org/10.1037/00220663.82.4.760

Misra, R., & McKean, M. (2000). College students’ academic stress and its relation to their anxiety, time management, and leisure satisfaction. American Journal of Health Studies, 16(1), 41–51.

Sue, D. W., & Sue, D. (2016). Counseling the culturally diverse: Theory and practice (7th ed.). Wiley.

Yalom, I. D., & Leszcz, M. (2020). The theory and practice of group psychotherapy (6th ed.). Basic Books.