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This group will consist of high school students that are wanting to explore career pathways, college majors, and certificate programs. Students will learn how to apply to a college and/or technical school and how to apply for financial aid.

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*ASCA Mindsets and Behaviors that will be achieved in the Career Explorers Group:

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*ASCA Mindsets and Behaviors that will be achieved in the Career Explorers Group:

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M 2 Self-confidence in ability to succeed
M 3. Sense of belonging in the school environment
M 4. Understanding that postsecondary education and life-long learning are necessary for long-term career success
B-LS 1. Demonstrate critical-thinking skills to make informed decisions
B-LS 2. Apply media and technology skills
B-LS 4. Apply self-motivation and self-direction to learning
B-LS 7. Identify long- and short-term academic, career and social/emotional goals
B-LS 9. Gather evidence and consider multiple perspectives to make informed decisions
B-SMS 3. Demonstrate ability to work independently
B-SS 1. Use effective oral and written communication skills and listening skills
B SS-2. Create positive and supportive relationships with other students
B SS-3. Create relationships with adults that support success
B-SS 9. Demonstrate social maturity and behaviors appropriate to the situation and learning environment
*ASCA Mindsets and Behaviors, 2020.

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To reach parents - A digital flyer will be posted in the principal's weekly parent communication email detailing the group and explaining how it could benefit their child.
To reach students -  The school's marketing and graphic design classes will be invited to create the digital flyers that will be posted in the main hallways on the large screen monitors, and on the school website.
To reach school staff - Advertisements will be placed in the principal's weekly email to teachers and staff. Also, a more detailed email will be sent to teachers, counselors, and administrators about the purpose and plan for the group with an attached printable flyer to post in their classrooms and offices. Additional pre-printed flyers will be placed in the break rooms.

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Informing students:
-Students will be informed of the group through school email, newsletters, hallway screen displays, and flyers in teacher classrooms and offices.
-The screening process will begin with online student survey forms that will be filled out by all students during their advisory class. These forms will show the level of student interest in the group.
-Interested students will then be grouped by level of need. For example: a student who indicates they have no idea how to apply for college or what career they might consider and is in 12th grade would be in greater need than a 10th grader who states they have a few career choices and have parents that can assist them with college applications.
-Students will then be placed in groups according to grade, sex, and personal interests. Those groups will be interviewed together so that the dynamics of the group can be evaluated before the group is officially established.

Assessing student readiness, willingness and interest in participation:
-Students will be informed of the interview process through a personal invite through school email.
-Students will first be told what the group will entail and confidentiality, ground rules, and the interview process will be thoroughly explained.
-The interviews will take place in groups. Students will be asked the following questions:
(1 being not very, and 10 being extremely)
1. On a scale of 1-10 what is your level of commitment to a group such as this?
2. On a scale of 1-10 what is your level of self-motivation in completing homework assignments as part of the group's exploration process?
3. On a scale of 1-10 how comfortable are you with sharing your personal feelings with others in the group?
4. Are you willing to keep all personal information that is shared in the group confidential?
5. What do you hope to gain from joining this group?

-Students will be asked if they have any questions about any aspect of the group. -Students will be told that they may or may not be selected based upon their level of interest and willingness to be a positive contributing member of the group. -Students will be given the opportunity to participate in an online course in Canvas that will cover the same topics and information as the group sessions if they are not chosen for the group or able to participate.
-Students will be given the opportunity to decline joining the group if after the interview they have decided they are not interested.

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Lamar Consolidated ISD requires parental consent to engage in any regular counseling sessions, including small groups, with the school counselor. A counselor may meet initially with a student concerning an immediate issue, but must gain inform student of confidentiality limitations and gain assent before the student discloses any information. The student must have a parent consent form completed before the next meeting time (personal communication, Rufo, April 15, 2021). Below is the Lamar Consolidated ISD Confidentiality and Informed Consent Microsoft Office Form required by all district school counselors to gain parental consent for virtual sessions and a form for in-person counseling sessions and group sessions.
(In the form for this particular group a note will be added at the bottom asking for parent involvement when students are filling out the FAFSA at home).

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The Lamar Consolidated school district requires school counselors to use the attached document for setting ground rules in small groups.
The Career Explorers Group will utilize this resource as the basis for setting our own ground rules and group norms. Students will be more likely to abide by rules that they set for themselves and one another. Giving students the opportunity to express what each ground rule "looks like" and "sounds like" using the form below will also help the group to create a sense of belonging and create a bond with their group members.
Rules that are pre-determined by me are: upholding confidentiality, treating each student with respect, one person speaks at a time, and allowing every person an opportunity to participate. The other rules, such as, being on time, actively participating, keeping an open mind, and developing other guidelines will be up to each individual within the group. As the leader of the group I will encourage all of the ground rules be followed, but some of those responsibilities fall to the student to make good choices that benefit the group as a whole, which is part of developing social-emotional maturity.

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Stage 1: The group interviews will help the students to begin to build a trusting relationship with the school counselor. At the start of the first session students will get acquainted by playing a fun name game, helping them to feel a part of the group and be more willing to share with each other. the students will continue to build trust as they help each other through the weekly activities and engage in group discussions.
After the game at the first session the students will hopefully feel more at ease and the subject of confidentiality will then be discussed. The school counselor will explain what confidentiality means and what the limitations are to the school counselor. Students will sign a statement that they agree to keep their group members personal feelings, thoughts, and information shared with the group private and that they understand the limitations to the school counselors ability to keep certain information confidential. The school counselor will also discuss the inability to guarantee that other students will keep their information confidential, even though it is expected. A discussion about knowing when and with whom it is appropriate to share very personal information may be helpful. The school counselor will encourage students that may have an extremely sensitive issue to meet with her privately.
Ground rules and group norms will be set at the first session, allowing students to set a few of their own rules which will help to build a sense of commonality and trust between members.
Stage 2:  During the performing stage students will be working together exploring career options and helping each other to locate resources and information about their chosen careers, college choices, and scholarships. As the students build self-confidence in their abilities to make their own choices they will also strengthen the cohesiveness of the group by working together and helping one another with the activities. Weekly check-ins will be conducted at the start of each session to ensure each student is keeping up with homework assignments and being a productive group member. Career Explorer folders will be reviewed at the check-ins so the student can show evidence of productivity.
Stage 3: The last session will bring closure to the group by asking the students to share personal experiences and growth throughout the sessions, this will help the school counselor monitor group members feelings about the group ending. Students will have the opportunity to ask questions they may have arisen since the start of the group which will provide an opportunity to reflect on all sessions. The students will also take a post-assessment to provide feedback on their experience in the group. Students will have an opportunity to say any final words of encouragement or thanks to the group members at the close of our session. A follow-up gathering will be scheduled during the last meeting to help students not feel abandoned by the school counselor or their group members. Ideas for the follow-up: bring your own lunch to the meeting room, meet again during the advisory period to chat, or bring a snack to share for an after-school gathering in the outdoor picnic area.

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The Career Explorers group would best be served by a democratic (participative) leadership style. This leadership style would allow students the most amount of freedom to contribute their own thoughts and work to benefit the group. With this specific population being upper classmen they are wanting to be treated as young adults with their own unique thoughts and ideals. They will take greater ownership of the group if they are treated as such and will contribute more to accomplishing the group's objectives. A small group where the school counselor plays the role of dictator would result in students being afraid to speak their minds, losing interest, and possibly dropping out of the group all together. A small group lead by a permissive leader might not accomplish any objectives due to students not having enough guidance and direction. The group could easily become a free-for-all, play hour with that type of leadership.
Democratic leadership affords students a say in how the group is run, but with guidelines to follow, which creates an environment that feels safe for each member. Cherry states, that students under democratic leadership will often contribute more to a group, have greater motivation for the groups' success, and are will offer more creative solutions (Cherry, 2020). In order for group members to have a sense of ownership the leader must be willing to listen and offer suggestions, but guide rather than dictate. Even in terms of student-to-student confidentiality it would seem that one who feels that they are a valuable part of a group would be more likely to keep private aspects of the group to themselves, feeling a sense of loyalty to the other members.

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*Yalom's Therapeutic Factors That May be Experienced by the Group:

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*Yalom's Therapeutic Factors That May be Experienced by the Group:

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Universality - The students may experience this as they are all of the same age and have the same need, to find a career path and learn how to apply to colleges.

Imparting of Information - The school counselor will be directly teaching students how to explore career options, apply for colleges, and scholarships.

Altruism - Students will have the opportunity to help one another in their career searches and assignments, share what helped them decide on a career choice and earn a feeling of usefulness by contributing to the success of the group.

Development of Socializing Techniques - Students will be sharing their successes, frustrations, and personal feelings in group discussions, allowing opportunity to develop communication skills.

Imitative Behavior - Students will have the opportunity to observe other group members as they share their thoughts and feelings about working through the career search process.. They may observe other members voice their feelings in a way that is more socially/emotionally mature and follow suit.
*Yalom, 1995.

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The Association for Specialists in Group Work (ASGW) states in section C.3 (a), "Group Workers evaluate process and outcomes. Results are used for ongoing program planning, improvement and revisions of current group and=or to contribute to professional research literature. Group Workers follow all applicable policies and standards in using group material for research and reports. Section C.3 (b) states, "Group Workers conduct follow-up contact with group members, as appropriate, to assess outcomes or when requested by a group member(s)."

This ethical standard (a) is supportive to the school counselor role as a leader of small groups in that the school counselor conducts pre-assessments, post-assessments, and screening procedures to improve the small group experience for students and provide essential data in planning future services provided by the counseling program. The school counselor is required to follow all confidentiality policies and standards for using small group data in program planning.
(b) School counselors leading small groups should follow-up with students after the close of a group to ensure that the students do not feel abandoned and to monitor student progress.

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The Texas Education Code, Sec. 33.006. states, "SCHOOL COUNSELORS; GENERAL DUTIES.  (a)  The primary responsibility of a school counselor is to counsel students to fully develop each student's academic, career, personal, and social abilities."
This law provides the justification for the school counselor to conduct small groups, whether they benefit academic, career, personal, or social ability. The Career Explorers small group will provide students with the guidance they need to search for and choose a career option, learn about college opportunities, and how to pay for college. Those will help the student to gain all of the above stated abilities in some form.

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American School Counselors Association. (2020). Mindsets and behaviors: K-12 -   college and career- readiness standards for every student. School Counselor.org. https://www.schoolcounselor.org/getmedia/7428a787-a452-4abb-afec-d78ec77870cd/Mindsets-Behaviors.pdf

Cherry, K. (2020, 3, August). Leadership styles and frameworks you should know.  Verywell Mind. https://www.verywellmind.com/leadership-styles-2795312

Lamar Consolidated Independent School District. (2019). Whole Child Wellness Program. [printed binder].

Texas Education Code. (2001). Section 33.006 (a).

Thomas, R. V. & Pender, D. A. (2007). Association for specialists in group work: Best practice guidelines 2007 revision. The journal for specialists in group work, 33(2), 111-117, https://doi.org/10.1080/01933920801971184

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