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The participants in this group are twelve juniors around the ages of sixteen and seventeen. These students are thinking about the classes they will take their senior year, the major they will choose, and the colleges they will apply to. For this Needs Assessment, a student survey was conducted to find a gap that needs to be addressed. Although, a College and Career class is offered at their school, they cannot take the class because it is during the time that their dual-credit classes are offered. Also, the counselor has a College Prep class for seniors that she helps prepare, but some of the juniors are anxious about meeting with someone to start preparing for life after high school. The name of this assessment group is College Prep 101 for High School Juniors. In this small group, students will be learning about core curriculum, majors, colleges, testing options, resume/essay writing, and paying for college.

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The following ASCA Mindsets Standards will be mastered upon completing this group:

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

The following ASCA Behavior Standards will be mastered upon completing this group:

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 5. Perseverance to achieve long-and short-term goals
B-SMS 10. Ability to manage transitions and adapt to change
B-SS 1. Effective oral and written communication skills and listening skills

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Information about this small group will be disseminated as appropriate to each audience.

Parents - Junior parents will receive a letter at the beginning of the year so that they can encourage their students' to be part of this small group. The purpose, objectives, and outcomes of this group will be explained in the parent letter.

Students - Junior students will receive an invitation to be part of the program. The invitation will explain the purpose of this small group and encourage them to be part of it.

Teachers - The teachers of these junior parents will be informed that the counselor will be working with 12 juniors to prepare them for college.

Administrators and Counselors - Letters and brochures about the program will be distributed to help implement this program at our campus.

Additionally, brochures will be given to students at the start of their junior year so that they are aware of this service and can inquire more information. Flyers will be posted around campus to remind juniors to take the survey. Students will be split in two groups, which would consist of one group in the fall and one group in the spring.

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1. At the beginning of the school year, the counselor will write a letter that informs parents, teachers, and families about this small group. The Missouri School counselor guide explains that not everyone wants to participate or will be successful in these small groups so a screening process at the beginning is essential for a good outcome (Missouri, 2015). In the letter to students, the counselor should describe the group, tell students what they will gain from the group, and tell them about the expectations since assignments and projects will need to be completed during school and after school hours. This type of "TAP-in" process was developed by Rosemarie Smead (Morganett, 1990).

2. Once that part of the screening process has been completed, the counselor should ask the students about their interest in the group. For this part, a needs assessment can be given to help determine if students would be interested in forming a group.  In this part of the screening process the counselor should ask other questions to learn more about each student.

3. The last part of the "TAP-in" process would be to pick participants. In this step, students who demonstrate an interest would be divided into two groups to allow the counselor time to provide each student constructive feedback. The counselor will send invitations to meet with the first group during the fall and invitations to the meet with the second group in the spring. Each group will meet for a period of six weeks.

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The following group rules will be established by the counselor:

1. Be mindful and respectful: Treat others as you want to be treated.
2. Attendance matters: This is a weekly commitment.
3. Confidentiality: What is shared, stays in the group.

To help with group dynamics, group rules will be established during the beginning of each session with the input from group members. Each rule will be explained and an example will be given to demonstrate understanding. Students will have the opportunity to add any other rules they feel are necessary for the group to work well together. These rules will be established before students sign their informed consent.

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After the group members for the first semester have been selected, a consent from will be sent home for parents to sign and return. A letter from the counselor will be included to explain the purpose and outcome of this small group. A consent form will also be given to the students that states whether or not they agree to participate in the program.

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The composition of this group is Homogeneous because all members have the same needs and they are all in the same grade level. The group size is between 10-12.

Stage 1: To get acquainted, I plan to share my story of how I didn't know if college was for me since I was First Generation student and was clueless of how to even apply. I'll explain that nobody should be embarrassed about not knowing their major or talking about their intended major because we are there to support each other. There is no such thing as a "dumb" question because it is okay to not know the college lingo.

Group norms will be established by reviewing the guidelines as a group and offering input during the first session. We will discuss that even though confidentiality is expected, it cannot be guaranteed so keep that in mind when you share information out loud. Lastly, we will discuss participation, policies, procedures, strategies, and expectations. Students will have all of these things included in their syllabus.

Stage 2: To work cohesively and productively, is to remind students to give each other motivation. For example, if a student starts to put themselves down because they are not good in a subject or do not have a high G.P.A., encourage the members to say something positive. By offering words of kindness or encouragement, the group will be built on trust and safety. The counselor will check on productivity by checking-in with each group member to assure that assignments and readings are completed.

Stage 3: To plan for group closure, the counselor will reflect on group and individual accomplishments in order to provide each student with meaningful feedback. The counselor will reinforce that confidentiality must continue as the sessions come to an end. At this stage the students need to understand that the sessions cannot be extended, but there will be an opportunity for a post-group session to meet 4-6 weeks later. When saying good-bye, the counselor should remind students of the counselor hours if they need anything during the year.

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The Transformational Leadership style would be the most effective when working with this group because these types of leaders motivate and inspire followers. The purpose of this College Prep 101 group is to motivate high school juniors to have plans and set goals after high school. The needs of this group are met by equipping students with the necessary tools in their toolbox for when they make the transition from high school to college. This approach would work best with this population since the leader is there to help students uncover their potential by identifying the future classes they will take, major, prospective college, etc.

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The two Yalom Therapeutic factors that could potentially be seen in these small group sessions are: Direct Advice and Interpersonal Learning. First, direct advice will be given on “how” to do many of the assignments within each group topic in order to meet objectives and gain knowledge. For example, advice will be given on how to write a college essay. Students will use the advice to construct an essay that that they can use for college applications. Second, Interpersonal Learning will be used because feedback will be given to help students narrow down major and college selections. These are only some examples of how these factors could be seen in this group, but there is definitely opportunity to apply both factors throughout each session.

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Title 2 Chapter 33 of the Texas Education Code

2 Tex. Educ. Code § 33

Subchapter A. School Counselors and Counseling Programs
explains how a counselor should collaborate with faculty, staff, students, parents, and the community to implement counseling programs, of which would include small groups. This standard supports the counselor in obtaining funding from the commissioner that conforms to the recent edition of the Texas Model for Comprehensive School Counseling Programs.

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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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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://www.schoolcounselor.org/getmedia/44f30280-ffe8-4b41-9ad8-f15909c3d164/EthicalStandards.pdf

American School Counselors Association. (2022). ASCA student standards: Mindsets and behaviors for student success. https://www.schoolcounselor.org/getmedia/7428a787-a452-4abb-afec-d78ec77870cd/Mindsets-Behaviors.pdf

Cherry, Kendra. (2022). How to lead: 6 leadership styles and frameworks. Verywellmind. https://www.verywellmind.com/leadership-styles-2795312

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://www.missouricareereducation.org/doc/smallgroup/SmallGroupCounseling.pdf

Morganett, R. S. (1990). Skills for living: Group counseling
activities for young adolescents. Chicago: Research Press

2 Tex. Educ. Code § 33 (2021)

19 Tex. Admin. Code § 89.1603 (2020)

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

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The ACA Code of Ethics A.9, A.9a, and A.9b. explains the role and duties of a school counselor. The Code of Ethics supports a school counselor in conducting screening and protecting client information.

A.9. Group Work A.9.a. Screening Counselors screen prospective group counseling/therapy participants. To the extent possible, counselors select members whose needs and goals are compatible with the goals of the group, who will not impede the group process, and whose well-being will not be jeopardized by the group experience. A.9.b. Protecting Clients In a group setting, counselors take reasonable precautions to protect clients from physical, emotional, or psychological trauma.