• "M 4. Self-confidence in ability to succeed" (p. 2).

• "M 6. Understanding that postsecondary education and lifelong learning are necessary for long-term success" (p. 2).

• "B-LS 1. Critical thinking skills to make informed decisions" (p. 2)

• "B-LS 9. Decision-making informed by gathering evidence, getting others’ perspectives and recognizing personal bias" (p. 2).

https://www.apa.org/topics/psychotherapy/group-therapy

American School Counselor Association (2021). ASCA student standards; Mindsets and behaviors for student success. Alexandria, VA: Author

American School Counselor Association. (2022). ASCA ethical standards for school counselors. https://www.schoolcounselor.org/About-School-Counseling/Ethical-Responsibilities/ASCA-Ethical-Standards-for-School-Counselors-(1).

Cherry, K. (2023). How to lead: 6 leadership styles and their frameworks. Human Resources

for Health, 14(1). https://doi.org/10.1186/s12960-016-0171-2

Hansen, S. (2009). The five stages of group development. School Counseling Zone, 1-3.

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.

Thrall ISD (2023). FFEA — Counseling and mental health: counseling. https://pol.tasb.org/PolicyOnline/PolicyDetails?key=1247&code=FFEA#legalTabContent.

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

Books.

On top of a general consent form that may be distributed at the beginning of the school year, a form specific to the "First Forward" group would be distributed for students invited to the "First Forward" group to inform parents of specific timing, potential topics, and the general purpose of the group (which can be found on the attachement). Parents must give parental consent and students must assent through this form in order to participate in the group.

Stage 1 of group development is intended for members to "[learn] what to do, how the group will operate, what’s expected, and what’s acceptable" (Hansen, 2009, p. 1). To begin building relationships during the first session, the school counselor will lead students through a simple introductory activity to help group members get to know each other and discuss what group members hope to get out of the counseling sessions. Additionally, as a whole group, students will create a list of some factors that may come with being an First-Generation College Student (FGCS) using chart paper. This will allow the group members to not only begin getting to know their fellow group members better but will also show some similarities and differences that exist among the group. The similarities can help build camaraderie and the differences can potentially allow group members to learn from each other. The group counselor will lead the group through a quick discussion of the challenges and benefits of the FGCS identity.

The counselor can also use this first session as a chance to reiterate the confidentiality agreement and expectations for the group while also emphasizing the limits of confidentiality to students (if they are in a position of being harmed or harming someone else). This discussion can also include hypothetical examples of what might be considered confidential information that could come up in topical discussions/sessions.

Because routine is important for student success and behavior management, some group norms that will be established from the beginning of the group include:

• Clear communication regarding topics and times/dates of sessions

• The importance of being on time

• Use of timers to seamlessly move between activities

• Respectful tone and language during discussions

• Active listening

• Use of introductory activities and exit tickets to seamlessly open and close sessions

• An environment that welcomes each member and whatever questions they may have

STAGE 2:

Stage 2 of group development is when "some power struggles [may] emerge" but the school counselor "can acknowledge differences, and still model creative problem solving, helping students to focus on what they have in common, and building a more cohesive group" (Hansen, 2009, p. 1-3). To push through those struggles, the counselor for "First Forward" can continue to reinforce the group norms from Stage 1 and refer back to the Participation Guidelines/Ground Rules established in the initial session (Missouri Professional School Counselors and Counselor Educators, 2015).

STAGE 3:

Stage 3 should be used to remind students of the growth they have made and the resources they have identified throughout the "First Forward" sessions. Students will likely feel apprehensive about moving beyond the structure and resources of "First Forward" but also about leaving the high school setting entirely. These reminders about their own knowledge/skills and the resources they've found will empower students to recognize not only do they have the skills to advocate for and help themselves, but they also have resources that can and should be utilized. Additionally, the school counselor should ensure students know that he/she will be an indefinite resource beyond the end of "First Forward" and beyond the end of high school.

Furthermore, this stage should be used by the school counselor to remind students of their ground rules and confidentiality agreement made in the beginning of the "First Forward" group sessions sequence.

Finally, the school counselor will inform students of follow-up procedures and ensure each student has a personal email address on file. The counselor will survey individual students for their preferences of a follow-up, as some may feel the need for follow-ups before the fall semester begins or even after. This will allow the school counselor to follow up with students based on their individual needs.

• Universality - Group members will likely recognize similarities between themselves and group members, especially in regards to the goals and access they have regarding college.

• Imparting of Information - While group members will largely have limited knowledge on the college-related topics of sessions, there may be select information that they do already know and, therefore, can share with other group members.

• Direct Advice - Similar to the Imparting of Information, group members may have direct advice to give each other based on their own experience or information they find in their own research for session tasks/topics.