Running head: COLLEGE CRASH COURSE 1

College Crash Course

Colleen Pelton and Samantha Rice
Bridgewater State University
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I. Name of Group: College Crash Course the 3 C’s

II. Type of Group: voluntary, time limited, growth-orientated, heterogeneous

III. Rationale:

First-generation college students (FGCS) can be defined as and student from a family in

which both parents have no education beyond high school. Nearly 90% of FGCS enrolled in

colleges and universities in the United States fail to graduate within 6 years of enrollment. A

recent student of FGCS enrolled in 4-year colleges and universities found that after 4 years,

75.3% of FGCS failed to earn a degree (Demetriou, C., Meece, J., Eaker-Rich, D. & Powell, C.,

2017). Atherton (2014), suggests first- generation students are less academically prepared in

terms of subjective self-ratings of academic preparedness than traditional students. Also first-

generation students are less academically prepared in terms of objective academic measures of

preparedness than traditional students. First generation students could benefit from additional

support with their transition from high school to college.

First generation students have reported difficulties with their transition to college

compared to their same-aged peers who have parents that also attended college. For example,

Gist-Mackey, Wild, and Erba (2018), quoted a student expressing concern about lack of

connection with parents while completing their college years. The student said “Yeah, being a

first-generation student is kind of hard because you don’t know. I have a friend whose parents

went to college, and if they have a question they’ll go ask, “Hey, Dad, what should I do about

this? Hey, Mom, what should I do about this?” But me, I don’t have that … connection.” (Gist-

Mackey, Wild, and Erba, 2018 p. 2). These students perceive more difficulty when faced with

college issues in comparison to their peers whose parents did attend college.
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Self-efficacy can be defined as one’s own belief in one’s own ability to achieve goals and

complete tasks. Self-efficacy expectations have consistently been found to directly affect career

and educational intentions, as well as interests in goals. One study measured college-going self-

efficacy in middle school age students, which found that at a young age first-generation students

indicated a lower self-efficacy expectation for college-going (Gibbons, M.M., & Borders, L. D,

2010). Students develop this notion at a young age, which can influence decision they make

about college later in life. This study also found that there were no differences found by first-

generation status for negative outcome expectations, meaning all students in the study perceived

low to moderate negative expectations about what would happen if they did attend college

(Gibbons, M.M., & Borders, L. D, 2010). Students coming from a first-generation household

could benefit from support with self-efficacy in regards to their college achievement.

It is known that first-generation college students have greater difficulty with their transition

into college, as previously discussed. The targeted population would benefit from this group by

learning skills and strategies to deal with the stressors of change and college. First-generation

college students have lower self-efficacy in regards to their school achievement. This group will

provide students with the opportunity to practice and increase their self-efficacy in a safe

environment, prior to the transition to college.

IV. The primary goal of this group is to support high risk first-generation students to be

successful in their transition from high school to college.

V. Basic Information: our selection procedure would be looking for students who have

committed to attending college. Students who are first-generation will be eliminated

from the referral process. Students who have not been accepted or committed to a
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college will be eliminated in the referral process. Any student who is not a second

semester senior will be eliminated from the referral process. Our primary focus is

inviting students who are first generation and may be at risk. StThe preferred size of

the group will be 6 members. Although Yalom suggests 7 to 8 members we decided

keeping the group small would be most beneficial. The group will meet in school

during lunch time into a little bit of the first block after lunch weekly on Wednesdays

for 45 minutes. The group will begin after the Christmas vacation break and will run

until the end of the academic school year in June.

VI. Basic Group Rules: As the facilitators we would like to establish the rule of

confidentiality, what is shared in group stays within the group. A discussion about

limitations of confidentiality in the group setting will take place on the first day as

well as in the informed consent document. Facilitators will meet with students and

parents to review the informed consent document the week prior to group beginning.

We would also like to maintain the rule of no technology (texting) allowed during the

course of group. We would really like the group to come up with other rules such as

respect, attendance etc.

VII. Possible Topics and/or therapeutic Activities: possible topics would include how each

member is feeling about their transition they will make to college. Many of these

members may not have parental support due to being first generation students. Many

members may feel anxious and uneasy. We would like to possibly do some stress

relief and mindfulness as well as talk about healthy choices in college. The group will

focus on increasing self-efficacy and how this influences first-generation college

students’ experiences.
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VIII. Best Practices

Planning:

• Reading the text and gaining a general understanding of how to run group.

• Creating a proposal that is well informed that includes purpose and relevant

resources.

• Staying current on literature and professional development.

Performing:

• Being able to perform basic knowledge of group dynamics and norms.

• Setting group rules and meaning of group.

• Evaluation between sessions and at conclusion of group.

Processing

• Group facilitators will assess progress of group and goals

• Evaluate process and outcomes with planning, improvement, and revisions.

• Consultation with organizations in and out of setting when applicable.

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References

Demetriou, C. & Meece, J. & Eaker-Rich, D. & Powell, C. (2017). The Activities, Roles, and

Relationships of Successful First-Generation College Students. Journal of College

Student Development 58(1), 19-36. Johns Hopkins University Press. Retrieved February

1, 2018, from Project MUSE database.

Gibbons, M.M., & Borders, L. D. (2010). Prospective First-Generation College Students:

A Social-Cognitive Perspective. Career Development Quarterly, 58(3)

Gist-Mackey, A. N., Wiley, M. L., & Erba, J. (2018). "You're doing great. Keep doing what

you're doing": socially supportive communication during first-generation college

students' socialization. Communication Education, 67(1), 52-72.

doi:10.1080/03634523.2017.1390590

Yalom, Irvin D. (2005). The theory and practice of group psychotherapy, 5th ed. NY: Basic

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