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Navigating Graduation and Beyond is a supportive counseling group specifically designed for first-generation graduates who are stepping into the challenging transition from high school to college. This group is a safe space where students can share their experiences, concerns and aspirations. All while receiving guidance and strategies to navigate this important phase of students' lives. The journey during and after graduation might be filled with a mixture of excitement, uncertainty and expectations from both first generation graduates and their families. The goal of this counseling group is to provide students with a community of peers who understand the intricacies of the first generation graduates situation and can offer genuine empathy and support. Through open discussions, group exercises and individual reflection, students will explore ways to maintain a healthy work-life balance and embrace their unique strengths as a first-generation graduate.

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Mindset Standards:

M 1. Belief in development of whole self, including a healthy balance of mental, social/emotional and physical well-being.

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

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

Behavior Standards:
Learning Strategies

B-LS 2. Creative approach to learning, tasks and problem solving.

B-LS 4. Self-motivation and self- direction for learning/

B-LS 7. Long- and short-term academic, career and social/emotional goals.

Self management skills

B-SMS 1. Responsibility for self and actions.

B-SMS 5. Perseverance to achieve long and short-term goals.

B-SMS 7. Effective coping skills.

Social skills

B-SS 2. Positive, respectful and supportive relationships with students who are similar to and different from them.

B-SS 3. Positive relationships with adults to support success.

B-SS 8. Advocacy skills for self and others and ability to assert self, when necessary.

B-SS 10. Cultural awareness, sensitivity and responsiveness.

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To ensure effective dissemination of information from our small counseling group to various audiences, a comprehensive plan has been devised that utilizes a variety of communication channels. We aim to ensure that our counseling group's information reaches and benefits all stakeholders effectively and efficiently.

Parents: we will utilize newsletters and personal invitations to parent-teacher conferences and meetings. We will also send out emails with detailed information and encourage them to visit our dedicated section on the school website, where they can access resources and view updates.

Students: we will leverage daily announcements, posters, and flyers posted prominently around the school or workplace. These announcements will not only inform students about upcoming group sessions but also contain informative snippets to pique their interest.

Campus Staff: We will work closely with teachers and administrators, presenting the program's benefits during faculty meetings and providing informational materials in faculty mailboxes. We will coordinate with the counseling department to distribute details about the group through their established networks and email channels.

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Informing Potential Participants:

Promotional Materials: Develop flyers and posters with eye-catching graphics and key information about the group. Flyers will include the groups purpose, benefits and meeting schedule. These materials will be placed around campus, in high-traffic areas like bulletin boards and common spaces.

Online Communication: Utilize the school's website and group dedicated social media platforms to announce and describe the counseling group. Post regular updates and reminders related to graduation and career planning.

Personal Invitations: Send personalized email invitations to students who may benefit from the group.

Counselor Referrals: Encourage counselors and instructors to recommend the group to students who are approaching graduation.

Orientation Sessions: Host informational sessions or workshops about the group, where interested individuals can learn more and ask questions.

Plan to Assess Potential Participants:

Pre-Group Questionnaire: Administer a pre-group questionnaire that includes questions about their readiness for graduation, career aspirations and any stress they might be experiencing. This can help gauge their motivation and expectations.

Individual Interviews: Conduct brief individual interviews with potential participants to discuss their goals and assess their commitment to the group process. This allows for a more in-depth exploration of their needs.

Interest Meetings: Hold one-on-one or small group meetings with interested individuals to discuss the group's content and objectives and ensure alignment with their needs and expectations.

Screening Potential Participants:

Individual Screening: Conduct individual screenings for participants who express a strong interest in the group or have specific concerns that require personalized attention. Individual screenings are particularly useful for assessing readiness and suitability.

Group Orientation: Host a group orientation session to provide a general overview of the group's purpose and structure. During this session, participants will have their willingness, engagement and readiness assessed through group discussions and activities.

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At the beginning of the counseling group, we will provide participants with a detailed written consent form outlining the purpose, goals, and expectations of the group, as well as the potential risks and benefits of participation. Participants will be encouraged to review this document carefully. During the first group session, we will allocate dedicated time to discuss the informed consent process and address any questions or concerns that participants may have. We will emphasize the voluntary nature of participation, ensuring that students feel comfortable declining or withdrawing from the group at any time without consequences. Consent forms will be collected and securely stored. Participants will be reminded of the confidentiality measures in place to protect their privacy at the beginning of every session. This transparent and comprehensive approach to informed consent will empower students to make informed decisions about their participation while fostering an environment of trust and respect within the counseling group.

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Creating clear and mutually agreed-upon group counseling participant guidelines is essential for establishing a safe and productive environment. This is our groups initial plan that combines predetermined rules set by the facilitator with those collaboratively determined by participants and the facilitator.

Predetermined Rules:

Confidentiality: Emphasize the importance of maintaining confidentiality within the group. All personal information shared within the group should remain confidential.

Respect and Non-Judgment: Encourage respectful and non-judgmental communication. Disagreements should be handled with sensitivity and constructive dialogue.

Participation and Punctuality: Establish expectations for regular attendance and punctuality. Encourage participants to actively engage in group discussions and activities.

Active Listening: Promote active listening skills, including giving each participant an opportunity to speak without interruption.

Rules Determined by Participants and Facilitator:

Group Goals: Collaboratively establish group goals and expectations. Ask participants what they hope to achieve individually and as a group during their time together.

Group Norms: Invite participants to discuss and define acceptable group norms. This can include how disagreements will be resolved and how to handle emotions that may arise during discussions.

Session Structure: Discuss and agree on the format of group sessions. Participants may have preferences for structured activities or open discussions.

Sharing Boundaries: Encourage participants to set personal boundaries for sharing. Some participants may want to share more than others and it's important to respect these preferences.

Problem-Solving Approach: Collaboratively decide on an approach to problem-solving within the group. Participants can suggest strategies for addressing conflicts or challenges that may arise.

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Navigating Graduation and Beyond three stages of group dynamics will be addressed by each stage.

Stage 1: During the initial stage of our "Navigating Graduation and Beyond" counseling group, building relationships and trust among group members and between the facilitator and the participants will be a top priority. To establish trust, we will create a welcoming and non-judgmental atmosphere during our initial meetings, where everyone has an opportunity to introduce themselves and share their expectations and goals for the group. We will emphasize the importance of mutual respect, active listening and open communication as essential components of our group dynamics. Collaboratively, we will establish group norms, allowing participants to contribute their ideas and preferences for how we conduct our sessions. Our facilitators will explain the limits to confidentiality, clarifying that while we aim to maintain a confidential environment, there may be instances where disclosure is necessary, such as when someone's safety is at risk. This candid discussion will help participants understand the boundaries of confidentiality and foster trust among group members while promoting a safe and supportive environment for open dialogue.

Stage 2: During the second stage, maintaining cohesiveness and productivity will be a focal point. To achieve this, we will employ strategies that promote active engagement and progress towards our learning outcomes. Each session will have a clear agenda and purpose, emphasizing both individual and group goals. Regular check-ins with group members will be integrated into the sessions, allowing us to gauge progress and adapt our approach as needed. These check-ins will also serve as an opportunity for participants to express any concerns or share their personal milestones. To encourage cohesion, we will facilitate interactive activities, group discussions and peer support. This will create a sense of belonging and shared purpose among participants.

Stage 3: The closure stage of our "Navigating Graduation and Beyond" counseling group will be thoughtfully managed to ensure a positive and impactful conclusion. To address the feelings that may arise about the group ending, we will dedicate a session specifically to discuss and reflect on the journey and the progress made toward our learning outcomes. This will provide an opportunity for members to share their thoughts and emotions. We will reinforce that while the structured group sessions are ending, the supportive community and confidentiality that have been established must continue to be respected even after the group concludes. To mitigate any feelings of abandonment, we will offer information on follow-up resources ensuring that participants leave with confidence in what they have learned and equipped to navigate their academic and career paths successfully.

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Navigating Graduation and Beyond will take on a democratic leadership style, the group facilitator will actively involve participants in decision-making processes and encourages open communication and collaboration among participants. This approach aligns with the diverse and evolving needs of graduating students as they navigate the challenges and opportunities that lie ahead.

Shared Decision-Making: A democratic leadership style allows participants to have a say in shaping the direction and content of the group. This ensures that the group's activities and discussions are relevant to their unique needs and aspirations.

Empowerment: A democratic leadership style empowers participants by giving them a voice in setting group goals and norms. This sense of ownership can boost their confidence and motivation to actively engage in the counseling process.

Inclusivity: A democratic leadership style values and incorporates these diverse viewpoints, fostering a more inclusive and supportive environment.

Skill-Building: As students prepare for post-graduation life, developing decision-making and communication skills is crucial. A democratic leadership style provides a real-world opportunity for participants to practice these skills, which are highly transferable to their future careers and personal lives.

Enhanced Group Cohesion: By involving participants in decision-making and encouraging collaboration, a democratic leadership style can help build a strong sense of group cohesion. This cohesion can provide emotional support and a sense of belonging.

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Several of Yalom's Therapeutic Factors can come into play during group sessions. These therapeutic factors collectively contribute to the group's effectiveness in helping students navigate the challenges of graduation and transition into the next phase of their educational and career journeys.

Instillation of Hope: may be experienced as participants witness their peers setting and achieving academic and career goals, inspiring a sense of optimism about their own post-graduation prospects.

Universality: is likely to be experienced as students recognize that their uncertainties and concerns about the future are shared by others.

Catharsis: may occur as participants openly discuss their anxieties and apprehensions about life after graduation, leading to emotional release and personal insight.

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One ethical requirement for counselors in group counseling is the duty to establish and maintain clear and informed consent from participants. According to the American Counseling Association's (ACA) Code of Ethics and Standards of Practice, counselors are obligated to provide group members with essential information about the nature, purpose, goals, risks, and benefits of group counseling before they join the group (Standard A.2.b). Informed consent ensures that participants have a clear understanding of what to expect in the group, what their rights and responsibilities are, and the limits of confidentiality. It also allows individuals to make an informed decision about whether group counseling is appropriate for them and whether they feel comfortable participating. This ethical requirement helps protect the well-being of group members and encourages trust within the counseling relationship.

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Another important ethical requirement for counselors in group counseling relates to the maintenance of confidentiality within the group. The ACA Code of Ethics emphasizes the importance of protecting the privacy and confidentiality of group members (Standard B.1.c). Counselors are responsible for setting clear guidelines and informing participants about the limits of confidentiality within the group. Counselors must make it clear that there are legal and ethical exceptions to confidentiality, such as when there is a risk of harm to oneself or others. Ensuring that group members understand these limits and the circumstances under which confidentiality may be breached is crucial for maintaining trust and ethical practice in group counseling.

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American Counseling Association. (2014). 2014 ACA code of ethics. https://www.counseling.org/docs/default-source/default-document-library/2014-code-of-ethics-finaladdress.pdf

American School Counselor Association. (2021). ASCA Student Standards: Mindsets & Behaviors for Student Success. https://www.schoolcounselor.org/getmedia/7428a787-a452- 4abb-afec-d78ec77870cd/Mindsets-Behaviors.pdf

Breeskin, J. (n.d.). Procedures and guidelines for group therapy. https://www.apadivisions.org. https://www.apadivisions.org/division-49/publications/newsletter/group-psychologist/2011/04/group-procedures

Missouri Department of Elementary and Secondary Education. (2015). Guide Response Serv Small Group Counseling Guide. https://dese.mo.gov/media/pdf/guid-respon-serv-small-group-counseling-guide-2015

Texas Education Agency. (2018). The Texas model for comprehensive school counseling programs (5th ed.). Texas Counseling Association. https://tea.texas.gov/sites/default/files/Pub_2018_Texas-Model_5th-Edition.pdf.