First-generation and College-bound by Tisha Green https://padlet.com/tishagreen05/a3uq2zn7sjhryya A compilation of resources for supporting a group of high school students as they try to achieve their dream. Created for Mrs. Carlisle's EDG 6321 class, Group Counseling. Made by Tisha Green. en-us 2023-02-11 14:49:43 UTC 2025-05-02 15:23:08 UTC hello@padlet.com Adolescent Consent / Assent Form tishagreen05 https://padlet.com/tishagreen05/a3uq2zn7sjhryya/wish/2371177199 Includes an example consent form to use for informed consent prior to beginning counseling of a minor]]> 2022-11-05 16:44:04 UTC https://padlet.com/tishagreen05/a3uq2zn7sjhryya/wish/2371177199 Breaking Barriers: You CAN do college! tishagreen05 https://padlet.com/tishagreen05/a3uq2zn7sjhryya/wish/2477347114 This group supports first-generation college students of Hispanic descent in the 9th grade at Gainesville High School (GHS) who are considering (or are already enrolled in) college, whether it’s to gain an academic degree at a renowned university or to earn a Career and Technical Education (CTE) certificate at the local community college. These students come from families who do not have experience managing the college process, and often have misunderstandings about their ability to fulfill the requirements or to pay for it (College Board, n.d.). It will help students understand the steps it takes to earn a college degree, recognize the different opportunities available in terms of community colleges versus larger universities, demystify the financial aid process, and will give students a chance to develop lasting relationships with like-minded individual while addressing personal anxieties and other barriers they may experience. ]]> 2023-02-11 15:11:51 UTC https://padlet.com/tishagreen05/a3uq2zn7sjhryya/wish/2477347114 Action Plan tishagreen05 https://padlet.com/tishagreen05/a3uq2zn7sjhryya/wish/2477352326 This action plan includes the topic, objectives and key points of the sessions that form the overall unit for the first-generation and college-bound group.  ]]> 2023-02-11 15:22:02 UTC https://padlet.com/tishagreen05/a3uq2zn7sjhryya/wish/2477352326 American School Counseling Associations' Student Mindsets and Behavior Standards tishagreen05 https://padlet.com/tishagreen05/a3uq2zn7sjhryya/wish/2477354328 This document outlines the student mindsets and behaviors that school counselors provide support for them to be able to demonstrate.]]> 2023-02-11 15:26:15 UTC https://padlet.com/tishagreen05/a3uq2zn7sjhryya/wish/2477354328 tishagreen05 https://padlet.com/tishagreen05/a3uq2zn7sjhryya/wish/2477355708 American School Counselor Association. (2021). ASCA student standards: Mindsets and behaviors for student success. Alexandria, VA: Author. https://www.schoolcounselor.org/getmedia/7428a787-a452-4abb-afec-d78ec77870cd/Mindsets-Behaviors.pdf

American School Counseling Association. (2022). ASCA ethical standards for school counselors. (1984, revised 1992, 1998, 2004, 2010, 2016, 2022). https://www.schoolcounselor.org/getmedia/44f30280-ffe8-4b41-9ad8-f15909c3d164/EthicalStandards.pdf

Cherry, Kendra. (14 November, 2022).  How to lead: 6 leadership styles and frameworks. VeryWell Mind. 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. Retrieved from https://dese.mo.gov/sites/default/files/guid-respon-serv-small-group-counseling-guide-2015.pdf

School Counselors and Counseling Programs, 2 Tex. Edu. Code § 33.002-33.007 https://statutes.capitol.texas.gov/Docs/ED/htm/ED.33.htm#33.002]]> 2023-02-11 15:28:44 UTC https://padlet.com/tishagreen05/a3uq2zn7sjhryya/wish/2477355708 Mindsets tishagreen05 https://padlet.com/tishagreen05/a3uq2zn7sjhryya/wish/2477360355 This group will focus on building the following student mindsets as outlined in the American School Counseling Association (2021):

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 ]]> 2023-02-11 15:36:46 UTC https://padlet.com/tishagreen05/a3uq2zn7sjhryya/wish/2477360355 Behaviors tishagreen05 https://padlet.com/tishagreen05/a3uq2zn7sjhryya/wish/2477364431 This group will focus on the following behaviors to achieve their goals:

B-LS 3. Time-management, organizational, and study skills
B-LS 4. Self-motivation and self- direction for learning
B-LS 7. Long- and short-term academic, career, and social/emotional goals
B-SS 3. Positive relationships with adults to support success

]]> 2023-02-11 15:45:11 UTC https://padlet.com/tishagreen05/a3uq2zn7sjhryya/wish/2477364431 tishagreen05 https://padlet.com/tishagreen05/a3uq2zn7sjhryya/wish/2477410666 Parents: I will send an email to parents and guardians of group members to inform them about lesson objectives and provide them with a calendar that has meeting dates and times.

Teachers and administrators: The counselor newsletter will include basic information about the variety of groups and other services offered, including upcoming dates and times, so that all stakeholders have the ability to understand the role of the school counselor and to refer students if needed.

Students: At the beginning of each semester, students will be asked to participate in a survey to gather information about their needs, goals, and individual preferences.  The data from this survey will be used to personally invite specific students to join the different groups being offered that pertains to their needs.]]> 2023-02-11 17:15:41 UTC https://padlet.com/tishagreen05/a3uq2zn7sjhryya/wish/2477410666 tishagreen05 https://padlet.com/tishagreen05/a3uq2zn7sjhryya/wish/2477417847 The school's counselors will visit classes during their advisory period to inform potential participants about the group. They will present a short Google Slideshow that explains a description of the group, what students will gain from participating in it, and expectations of group members (Missouri Professional School Counselors and Counselor Educators, 2015). At the end of the presentation, there will be a QR code linked to a Google Form with survey questions that will assess student willingness, interest, and readiness to participate. The Google Form will afford students privacy in their answers even though they will be presented the survey as a whole group.

Once interest is established, the school counselor leading the group will personally interview the students who seem most interested to gauge motivation and to establish ability to interact on a personal level with other group members.

Using a Google Slideshow with its embedded QR code to the  student survey will allow counselors to include students who are absent on the day it was presented during class.


]]> 2023-02-11 17:29:44 UTC https://padlet.com/tishagreen05/a3uq2zn7sjhryya/wish/2477417847 Basic Informed Consent Form tishagreen05 https://padlet.com/tishagreen05/a3uq2zn7sjhryya/wish/2477440480 This could be included in the student handbook and signed by all students at the beginning of the year.]]> 2023-02-11 18:18:35 UTC https://padlet.com/tishagreen05/a3uq2zn7sjhryya/wish/2477440480 High School Sample Consent Form for Group Activities tishagreen05 https://padlet.com/tishagreen05/a3uq2zn7sjhryya/wish/2477447202 2023-02-11 18:23:06 UTC https://padlet.com/tishagreen05/a3uq2zn7sjhryya/wish/2477447202 Plans for Obtaining Parental Consent tishagreen05 https://padlet.com/tishagreen05/a3uq2zn7sjhryya/wish/2477458468 In order to inform parents and obtain their consent, I will mail a letter that includes a description of the group, what students will gain from participating in it, and expectations of each group member.  At the end of the letter will be an explanation of the expectations of privacy among group members, what the law says about confidentiality, and a consent form for parents to sign that acknowledges their willingness for their child to participate. Specific information about the number of sessions planned and meeting dates and times will be included along with the direct contact information for the school counselor who will be serving as the leader of the group.

Additional ways to contact the parent could be by email or by personal phone call if the letter was not returned in a timely fashion.]]> 2023-02-11 18:38:36 UTC https://padlet.com/tishagreen05/a3uq2zn7sjhryya/wish/2477458468 Gainesville ISD's Parental Consent Policy tishagreen05 https://padlet.com/tishagreen05/a3uq2zn7sjhryya/wish/2477485252 The GISD Student Handbook has a section entitled "Parental Rights," which includes 19 pages of detailed information about grade-level specific guidance curriculum and parent rights to access student records and rules surrounding providing consent and/or refusing consent for their student to participate in various activities. In regards to mental health, the school counselor will notify parents in a timely fashion if it is recommended that a student needs a referral for outside support. 

In regards to this particular group, consent from the parent and assent from the student will be obtained prior to the screening interview.]]> 2023-02-11 19:45:47 UTC https://padlet.com/tishagreen05/a3uq2zn7sjhryya/wish/2477485252 Guidelines to Establish Ground Rules tishagreen05 https://padlet.com/tishagreen05/a3uq2zn7sjhryya/wish/2477492626 At the onset of the initial group session, I will pass out the ground rules acceptance form (similar to the one attached to this post) and explain the following expectations to the group:
1. Each person in this group has a right to privacy. In order to uphold the integrity of the group, each member is encouraged to keep what is discussed in the group within the group itself.
2. Allow one another time to share.
3. Treat each other with respect.  This means we will each accept one another's opinions, even if they are different than our own.  It also means we will listen without interrupting or cutting someone off.
4. Respect one another's time. This means we commit to attending group sessions, taking the information seriously, and being on time. Additionally, no group member will control the discussion.  We have a limited amount of time to work together, and all parties shall have time to participate.

After discussing the ground rules and examples of each, I will open the discussion for additional suggestions from group members to add to our agreed upon list.]]> 2023-02-11 20:05:01 UTC https://padlet.com/tishagreen05/a3uq2zn7sjhryya/wish/2477492626 tishagreen05 https://padlet.com/tishagreen05/a3uq2zn7sjhryya/wish/2477493471 2023-02-11 20:07:23 UTC https://padlet.com/tishagreen05/a3uq2zn7sjhryya/wish/2477493471 Plans for Each Stage tishagreen05 https://padlet.com/tishagreen05/a3uq2zn7sjhryya/wish/2477506482 Stage 1: The Initial Session
The initial session is all about understanding expectations and developing relationships between group members and the group leader. Our group will start with a discussion of expectations in which the members feel free to add to the initial rules that present.  Then, we will discuss the importance of maintaining confidentiality and provide possible scenarios in which confidentiality could be broken and how that would impact the group. I would incorporate a type of hands-on activity that the group could do that would encourage dialogue and interaction with one another. We would close the group with a type of homework activity that would allow the group members to begin thinking about their individual goals.

Stage 2: The Middle Sessions
Each session will begin with a reminder of the group's expectations and will allow time for each group member to discuss accomplishments or discuss issues related to the topic since the last session. This is also the time the group will work toward accomplishing their long-term goals through establishing small goals and setting timelines to accomplish each task.


Stage 3: The Closing Session
The leader should begin preparing members for this part of the stage before the closing session by gradually releasing responsibility to group members. While some members may experience trepidation that the group sessions are coming to an end, they feel able to move forward. The goal is to empower group members to utilize strategies learned within the sessions to independently be able to navigate difficult circumstances.  Hopefully, group members also have the understanding that there are others who share similar experiences that they can contact in time of need (Missouri Professional School Counselors and Counselor Educators, 2015).  ]]> 2023-02-11 20:43:19 UTC https://padlet.com/tishagreen05/a3uq2zn7sjhryya/wish/2477506482 tishagreen05 https://padlet.com/tishagreen05/a3uq2zn7sjhryya/wish/2477510730 In this group focused on first-generation college-bound high school students, the therapeutic factor that group members may experience would be the Imparting of Information because these students need support understanding the college application, enrollment, and financial aid process. The group leader and other community members who speak to the group will have a wealth of knowledge that these students will need to grasp.  A second therapeutic factor that will be involved is the Development of Socializing Techniques because every student who works in a group setting has to learn how to listen, learn from, and interact with other people. Hopefully, there will be some form of Direct Advice shared and Interpersonal Learning being accomplished as students share experiences and new understanding that they gain through research and other homework activities.]]> 2023-02-11 20:55:57 UTC https://padlet.com/tishagreen05/a3uq2zn7sjhryya/wish/2477510730 Legal Requirements tishagreen05 https://padlet.com/tishagreen05/a3uq2zn7sjhryya/wish/2477514519 The Texas Education Code [TEC] mandates school counselors to offer "an individual planning system to guide a student as the student plans, monitors, and manages the student's own educational, career, personal, and social development" (2 TEC § 33.005) and must provide counseling regarding the importance of postsecondary education and how to accomplish that goal (2 TEC § 33.007). This group clearly supports both sections of the TEC by specifically working with students who have expressed a desire to go to college but who need extra support understanding the college process. ]]> 2023-02-11 21:07:19 UTC https://padlet.com/tishagreen05/a3uq2zn7sjhryya/wish/2477514519 Ethical Requirements tishagreen05 https://padlet.com/tishagreen05/a3uq2zn7sjhryya/wish/2477526133 According to the Code of Ethics as outlined by the American School Counselor Association (2022), school counselors are called to the highest levels of professionalism in order to maintain their integrity and to be respected leaders in education. They must support students in every aspect of development, including providing culturally responsive counseling and fostering respect for diversity. Because this group is comprised of first-generation Hispanic students, there may be some conversations that arise that require the counselor to be respectful of opinions and traditions that are different from her own as she counsels students who may not have families who support their college dreams (A.1.h). ]]> 2023-02-11 21:42:49 UTC https://padlet.com/tishagreen05/a3uq2zn7sjhryya/wish/2477526133 The Counselor and the Law tishagreen05 https://padlet.com/tishagreen05/a3uq2zn7sjhryya/wish/2477526748 A Guide for Legal and Ethical Practice: confidentiality, etc.

Anne Marie Wheeler, & Burt Bertram. (2015). The Counselor and the Law : A Guide to Legal and Ethical Practice: Vol. Seventh edition. American Counseling Association.]]> 2023-02-11 21:45:00 UTC https://padlet.com/tishagreen05/a3uq2zn7sjhryya/wish/2477526748 Texas Statutes List and Links tishagreen05 https://padlet.com/tishagreen05/a3uq2zn7sjhryya/wish/2477526859 2023-02-11 21:45:21 UTC https://padlet.com/tishagreen05/a3uq2zn7sjhryya/wish/2477526859 A Manual for Group Counseling tishagreen05 https://padlet.com/tishagreen05/a3uq2zn7sjhryya/wish/2477527034 2023-02-11 21:45:58 UTC https://padlet.com/tishagreen05/a3uq2zn7sjhryya/wish/2477527034 Group Counseling Manual tishagreen05 https://padlet.com/tishagreen05/a3uq2zn7sjhryya/wish/2477527078 2023-02-11 21:46:09 UTC https://padlet.com/tishagreen05/a3uq2zn7sjhryya/wish/2477527078 Facing Student's Fear of Deportation tishagreen05 https://padlet.com/tishagreen05/a3uq2zn7sjhryya/wish/2477529454 This website can help the school counselor understand family dynamics and provide culturally responsive counseling when working with undocumented families.]]> 2023-02-11 21:54:45 UTC https://padlet.com/tishagreen05/a3uq2zn7sjhryya/wish/2477529454 Coaching tishagreen05 https://padlet.com/tishagreen05/a3uq2zn7sjhryya/wish/2477531838 For this particular group, the Coaching leadership style as described by Blanchard in his Situational Theories of Leadership II seems to be the most useful (Cherry, 2022). This style consists of the leader providing a lot of direction while also providing a lot of support. This will make the group participants feel valued as they work to understand the often confusing and overwhelming process of applying for college, seeking financial aid and scholarships, and finding the best ways to reach their goals without the informed guidance from their families since they have limited experience in this area.]]> 2023-02-11 22:02:46 UTC https://padlet.com/tishagreen05/a3uq2zn7sjhryya/wish/2477531838 Resources Provided by ASU in the Group Counseling Class EDG 6321 tishagreen05 https://padlet.com/tishagreen05/a3uq2zn7sjhryya/wish/2477532631 Members who are aggressive:
  • Block behavior that could harm other members
  • Allow and reinforce appropriate expression of anger
  • Help members see the difference between externalizing vs. internalizing anger and the consequences of each (harming others vs. harming self via somatic problems)
Members who monopolize:
  • Block members who interrupt others or who ramble on and on off topic
  • Teach the members appropriate levels of self-disclosure
  • Use structured activities such as rounds that distribute participation
  • Intervene with the member in ways to cuts threw tangential talk, e.g., “Robert, you seem especially eager to talk today.  What seems to be bothering you that needs to come out?”           
Members who seek attention:
  • Avoid reinforcing manipulative behavior, e.g., don’t make eye contact
  • Cut off the behavior directly, e.g., “Gloria, I’m going to ask other members to take some of our time to talk now.”
  • Acknowledge or reinforce appropriate behavior, i.e.,  support genuine participation

Preventing Ineffectiveness:
  • Select members who:
    • Have sufficient impulse control to focus on others and the task at hand;
    • Are sufficiently motivated to engage in the purpose (goals) of the group;
    • Are reasonably homogeneous with regard to the age and social-intellectual skills of other group members;
    • Are not undergoing a crisis that would make it difficult for her/him to focus on topics or issues related to the group’s goals;
    • Have adequate ego-strength (skills to cope with stress and age-appropriate maturity).
  • Orient members regarding the group’s:
    • Goals (should be operational, concrete, clear, and achievable);
    • Processes (you may wish to show a film that depicts an effective group).
  • Have prospective members sign an informed consent form that includes:
    • The group’s purpose;
    • The leader’s rights and obligations;
    • The member’ rights and obligations;
    • The leader’s professional disclosure profile (degree, experience, beliefs, practices, etc.);
    • The arrangements planned for the group (time, place, length of sessions, number of sessions planned, and etc.).
  • Provide adequate structure, especially during the beginning and transition stages of the group by:
    • Establishing clear guidelines that members endorse;
    • Modeling behavior you wish to establish as normative, e.g., active listening;
    • Establishing focus at the beginning of each session, e.g., advanced organizer;
    • Orchestrating member-to-member interactions to promote cohesiveness;
    • Deepening focus through the use of structured activities and other interventions such as reflection of feeling, personalization, imagined dialogues, music, readings, using rounds, use of the arts, etc;
    • Making use of transitions that tie together issues and topics or signal a change of focus;
    • Distributing participation to foster interdependence and cohesion by drawing in shy members, making rounds, acknowledging non-verbal engagement, and etc.;
    • Establishing two-way communication by asking members to acknowledge each other’s messages, discouraging talk through the leader, and encouraging appropriate self-disclosure;
    • Allowing for and validating individual differences in roles and views (some members may nurture the well being of group through warmth and appropriate humor while others may help keep the group focused on its task);
    • Facing and resolving conflicts as the naturally arise. 
Addressing Challenges to Group Effectiveness:
  • Protect the group from actions that threaten its’ developing sense of safety and trust by:
    • Stating and re-stating guidelines that disallow harmful statements or attacks;
    • Using indirect methods, e.g., avoid eye contact with any member who engages in mildly inappropriate behavior;
    • Asking members if they wish feedback on a specific topic before allowing or inviting it;
    • Shifting the focus away from the person who is overloaded with emotion or feedback toward the members are actively participating;
    • Normalizing and universalizing feelings, actions, thoughts, doubts, and etc. that members have shared, e.g.,  thanks for sharing that Beth, and you know, the feelings of confusion you have about your parents’ sudden decision to divorce would confuse anyone, including me;
    • Cutting off argumentative, judgmental, or harmful behavior, e.g., Robert, Sharon isn’t asking us to judge her, as it sounds like you might be; she is asking us to understand her struggle and to support her efforts to make things better;
    • If the energy of the group seems too low, use a structured exercise involving movement, the arts, etc.; if the tension is too high, use an activity that relaxes the members, e.g., deep relaxation with guided imagery or story telling;
    • Removing members who harm the group or themselves by their behavior.
]]> 2023-02-11 22:05:33 UTC https://padlet.com/tishagreen05/a3uq2zn7sjhryya/wish/2477532631