Jocelyn Chadwick

Design A Group Paper

Social Work with Groups and Families

Summer Session II

I have abided by the Academic Integrity Policy

___Jocelyn Chadwick ____

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A majority of students who are facing poverty and attend poverty-stricken schools are

vastly unprepared to apply, be accepted, and survive graduating college. This problem stems

from a lack of resources that would prepare the students with quality education and teachers who

motivate the students to go to college. I have created a cycle educational, behavioral approached

group to address this issue.

This group is cycle educational because it focuses on educating the students and

developing/ preparing them for college. It will promote personal and interpersonal growth by the

end of the last session. The goal is to prevent future difficulties in college due to the lack of

educational and emotional preparation. The behavioral approach would best describe this group

because the hope is that the students learned actions would lead to better outcomes in their lives.

I. Targeted Client Population, Problem Area and Program Setting

This group would be open to high school students attending low income or title one

schools in Greensboro, NC. A Title one school receives federal funding in hopes to “provide

additional academic support and learning opportunities to help low-achieving children master

challenging curricula and meet state standards in core academic subjects”(U.S department of

education). Students who attend title one schools are low income and need extra resources like

free breakfast and lunch or afterschool/ summer programs. Unfortunately, even with federally

funding, schools in this low-income area often have worse teacher retention, resources, and

education.

My program is designed to bridge a gap in college preparation, which is rarely focused on

in a title one school in comparison to wealthier schools in more privileged areas. Initially, the

program would start at Dudley Highschool, and if the results of the group are successful, the
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program will branch out into all of the title one high schools in Guilford County. It will be held

directly after school from 3-5 pm in one of the available classrooms. This would be convenient

for the students and their parents, who would most likely be getting out of work around 5ish.

II. Review of the Literature

I chose to do a group that would prepare low-income students for the application and

acceptance process and to navigate graduating college. Some US-based studies have found that

students from lower social class backgrounds ‘earn lower grades and graduate at lower rates than

their middle- and upper-class peers (Bell & Santamaria,2018). The unequal disparities of

adequate education and collegiate preparation among low-income high school students are

apparent and intentional. According to Mussey, “The presence of both a class and race-based

gaps in educational achievement is not news. The fact that this gap impacts college enrollment

rates for low income and minority students does not come as a surprise”. ( Mussey, 2009, pg. 2 )

Issues like funding and resources vastly affect the quality of education low-income

students receive. “A social theory lens reveals that cultural and political contexts frustrate and

obstruct efforts to increase the capacity of schools in disadvantaged communities and to prepare

students at these schools to gain admission to and succeed in college (Tierney& Hagrdorn, 2002,

pg 109). Funding for schools comes from property taxes and government funding programs.

Students who are low income live-in low-income neighborhoods and are taxed less, which means

that the school receives less money.

This program strives to bridge the gap caused by a lack of resources and preparation for

college in providing step by step instructions for Financial Aid and study skills to succeed in

college-level classes. Gabriel states, in college, “one major problem for students who are

experiencing academic difficulty is that they often try to study and organize their work the same
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way they did in high school, and the high school methods are usually not sufficient for college.”

(Gabriel,2008, pg. 58). Our group would teach the students new ways to study and learn that

would help them study smarter and find important learning objectives while reading and testing.

This group Acknowledges that “Successful students are not merely individuals who know more

than others. They also have more effective and efficient learning strategies for accessing and

using their knowledge, can motivate themselves, and can monitor and change their behaviors

when learning does not occur (Dembo,2004 pg4).

III. Overview of Proposed Group Program

The name of this group is C.A.P. C.A.P stands for College Attainability Program. This is

an 8-week program that is open to the first thirty students that have a minimum GPA of 2.5 that

signs up. There will be five spots for freshman and sophomores, ten spots for juniors, and fifteen

spots for seniors. The program would start in September near the beginning of the school year so

that the seniors in the program can utilize the information as they apply and prepare for college.

The program will be held every Thursday after school from 3-5pm, and it will be in the same

designated classroom for the entirety of the program.

Each session will begin with going over the group agreed guidelines to reiterate the

expectations for the group. Next, there will be a check-in to break the ice and set the tone for the

topic that day. The check-in will include one high and one low from that week. Afterwards, the

facilitator will go over an outline for what the group will accomplish that day. Finally, there will

be time to talk about some things that the students learned and will take away from that session.

IV. Pre-Group Phase Goals and Related Plans
Pre-Group Goals
1. Determine group members and
recruitment methods
2. Plan the group logistics (for
example, location, timing,
transportation, etc.). Be sure to
address all relevant logistics.
3. Identify resources for planning
group sessions and identify
intervention theories and methods.
4
Tasks Planned to Address
Goals
There will be several methods of
recruiting students. The first will be
with a letter to the homes of parents and
guardians that outline the program and
its benefits. The second method will be
asking teachers to recommend
hardworking and driven students that
meet the requirements for the program.
Lastly, recruitment will be done through
school announcements and flyers
posted around the school.
This group will be held weekly on
Thursday’s from 3-5pm at Dudley
Highschool in Greensboro, NC.
Students will not need transportation
because it will be held directly after
school. There will be snacks provided
and supervision until parents/ guardians
arrive to pick up their students. If there
are transportation needs on getting
home from the program, we will use the
funding to get an activity bus or utilize
carpooling.
Most of the resources needed will be
available in the classroom. Things like
paper, projectors, and crafts (for vision
boarding) will all be available within
the school. Snacks will be needed for
each session to ensure that every
student can focus and be present.

4. Determine an evaluation design
that will determine the degree of
success or failure of group
treatment.
V. Initial Group Phase Goals and Related Plans
Initial Phase Goals
Process Goals
1. Create an attractive group.
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The Evaluation design that will be used
to determine the degree of success or
failure for the group will be pre and
post-test. A pre-test will be taken on the
very first session gauging the student’s
confidence in getting to and surving
college. The post-test will be held on
the very last session,asking the same
questions. This will allow the facilitator
and others to assess the student’s
perception of readiness and how
successful the program was in
preparing the students for college.
Plans Related to Goals
Plans Related to Process Goals
The group incentives that will make this
group attractive to the students will be the
two free application vouchers, resume
creation, pizza,and ice-cream party with
completion certificates and lastly the
personalized recommendation letters.
These incentives are attractive and useful
during the application and admitting
process for college.

2. Enhance members’ balanced
participation.
3. Enhance group bonding, trust,
and cohesion.
Treatment Goals
1. Prepare group members for the
work phase of the group by
providing opportunities for group
members to interact with each
other, build trust, and share
personal information.
VI. Termination Group Phase Goals and Related Plans
Termination Phase Goals
Process Goals
1. Reinforce group progress.
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The group facilitator will always invite
students to participate and develop their
voices during this class. To enhance
balanced participation, there will be a
participation point system (raffle tickets)
that will be given out when students
participate in group. The person who wins
the raffle will win a major prize,which is a
laptop for college use. There will be
multiple give-aways including backpacks,
gift cards, and a CAP scholarship.
Over the 8-weeks the students will get the
opportunity to fellowship with likeminded
people with similar goals, experiences,
and motivations. Through the daily check-
ins and takeaways along with the safe
space that has been created the group will
develop a bond and a sense of trust.
Plans Related to Treatment Goals
The initial session will prepare the group
members for the work phase because that
session will be dedicating to getting to
know why each person is there and their
hopes and plans for the future. This
conversation will be deep, and the
facilitator will explore the answers of the
students and create a common ground
with everyone.
Plans Related to Goals
Plans Related to Process Goals
The group facilitator will reinforce
group progress by having a weekly
review of the previous weeks and
looking at the upcoming objectives that
will be learned. This will allow the
students to visualize all the things they
have learned since week one.
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2. Notify group members of the group
ending.
The group members will be notified of
the ending of the group by counting
down when the class will end. Having
this constant reminder of the last day
will allow students to process and
prepare for termination.

3. Facilitate the grieving process as This Group is a cycle educational group,

appropriate for the type of group.
Treatment Goals
1. Incorporate relapse prevention into
the final sessions.
2. Reinforce individual progress.
and there will not be a grieving process
as termination is approached.
Plans Related to Treatment
Goals
The students will be leaving with a
variety of coping mechanisms to prevent
them from falling into stress-induced
negative thinking patterns. Also, on the
last day of the group, students will make
vision boards of their ideal future and
ways they will get there. When they feel
like relapsing or giving up, they will
look at the vision boards and remember
why they are working hard.
Group facilitators will reinforce
individual progress by having weekly
notes to the students that reinforce the
amazing things they are doing with
affirmations and also places where they
invite or encourage things to work on.

VII. Example of Planning for the Last Session

Intro
 Welcome
 Guidelines
 Student Check-In (weeks highs and lows)
 Program Recap
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 Today’s overview: Vision Boarding, End of program Pizza and Ice-

cream Party, Raffles
Vision Boarding
A vision board is a collage of images and words representing a person's wishes or
goals, intended to serve as inspiration or motivation.
*While students are making the vision board ask these questions and engage
in dialogue

What?
What is your vision for your future?
Who is in your vision?
Where does your vision take place?
What kind of words will be on your vision board?
What kinds of pictures will be on your vision booard?
So What?
Why is it important to have a vision?
Is it necceasry to have short and long term goals?
How does this vision board represent who you want to be?
Now what ?
How will you make your visions a reality?
How will this vision board motivate you ?
When will you use this vision board?
Wrap Up
Use this vision baord when you feel like giving up, procrastining or dropping out.
These will remind you of why you are working so hard.

VIII. Outline of Sessions for the Complete Group Program
Topic Goal
Week 1 Introduction and  Outline the program
Personality Tests  introductions to the
class
 Take personality tests
Week 2 FASFA, Applying to  Show students how to
college and ACT/SAT apply for FASFA
 Tips and tricks for
college application
 Testing skills for
ACT/SAT
Week 3 Time Management and  Making schedules and
Study Skills calendars
 Answer focused
reading
 Process of Elimination
testing
 Note Taking Skills
Week 4 Balancing work, school  Priorities
and life  Healthy relationships
 Support systems
Week 5 Picking a College and a  Establishing important
Major values
 Researching career
growth
Week 6 Mental Health and  Discuss Stress and
Trauma in College depression in college
students
 Resources on campus
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Outcome
Students are familiar with
the expectations of the
program. Take personality
test (MBTI) and begin
thinking of careers that fit
their personality.
Students will be able to
apply for FASFA and
complete a college
application. They will also
know which test would
best fit their testing styles
and have to resources to
begin practice.
Students will leave with
time management tools
and how to use calendars
to their advantage.
Students will also learn
test-taking strategies and
how to study and take
notes.
Students will explore their
priorities and expand on
what healthy and
supportive relationships
look like.
Facilitator will guide a
discussion around the
truth about college and
picking majors. Show
statistical and realistic
issues associated with
finding jobs and picking a
growing career.
Students will have a view
of some issues that happen
during college. They will
have the resources and
coping skills to deal with
emotional distress in a
healthy way.
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Week 7 Networking and Extra  The importance of Encourage students to find

Curriculars networking
 Campus involvement
affecting post-
graduation success
Week 8 Vision Board and Wrap  Post-test
up Party  Create vision boards
 Celebrate growth
a club and participate in
extracurriculars. Also, to
find a way to bond with
like-minded students.
Students will take a post-
test and realize how much
they have learned and will
feel more confident. They
will also create a vision
board to remind them of
what they are striving to
be.

IX. Evaluation Design for Group Program

The evaluation design that will be used is the pre and post-test. These tests will have the

same questions but will be administered at different times. The Pre-test will be administered

during the first session, and the post-test will be administered during the last session. The test

will include ten scaling questions that allow the student to rate their confidence or knowledge on

a subject and then explain why they feel that way.

The test will check for competence in applying for college and FASFA, confidence in study

methods and testing skills, and lastly if they feel that they would navigate college successfully

and graduate. The facilitator or program evaluator would be able to compare and contrast the

student's answers to see if the student’s perception of college preparedness has improved. This

tool would provide evidence that the College Attainability Program is working.

X. Anticipated Benefits of the Proposed Group Program

The anticipated benefits for the College Accessibility Program include preparing the

students to be successful and prepared college students. The benefits include preventing students
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from falling behind in college due to not having the skills needed to thrive in classes. These

benefits will also pay off in the long term. Students who have a clear goal and succeed in college

will have more opportunities. In fact, In 2017, People who had a bachelors degree made an

average of $460 more than people who had a high school diploma every week. When the

students who leave this program graduate college, they will be able to advance from a low-

income economic status which will improve their lives (BLS,2017).

This group also benefits the freshmen, sophomores, and juniors immensely. It invites them to

begin thinking about their future and making their plans and dreams a reality. Educators in

college-going cultures send strong consistent messages that every student in college material.

One way to do this is to encourage students to enroll in college- preparatory courses (Educational

Professionals, 2017) Low income, title One schools often do not have a college-going culture.

This group would motivate and encourage students to continue their education and to invest in

themselves and their futures.

XI. Significant Learning from Designing this Group Program

I have learned a lot from designing this group. When I was trying to think of a population

and a passion point, I realized I was struggling. At first, I thought I picked this population

because It was easy. I came from a title one high school in Charlotte, NC, and I know the

things that I lacked in education and college preparation. As I started to write this paper, I

realized that this is a passion point for me. I genuinely would run this group and want to help

students who need the guidance and preparation that they are not offered because of money,

location, and politics.

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I also learned how much preparation it takes to make and run a group. I understand that I

could put all of this effort in and then nobody shows up. I could plan everything out to the

letter, but then the conversation may shift based on the needs and depth of the group. It was

hard to narrow down the topics I wanted to discuss with the group and all the warnings and

advice I would want to give them looking back on my experience.

As I read the research, I realized that these ideas need to become a reality. This kind of

group should not start in high school. The conversation around dreams aspiration and higher

education should begin in elementary and middle school. I set the GPA limit to a 2.5

knowing that is the minimum college acceptance GPA, but the reality is that there is

guidance needed before that GPA is set. The study skills and testing habits need to be

developed to thrive throughout high school and even be at a place to be considering going to

college.

I see myself pitching this idea to principals and community centers in Guilford County. I

would want to research and collaborate with community leaders to make this idea a reality.

Overall, I was able to see some idea that was underdeveloped and had no structure turn into

an actual plan that could be implemented.

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References
Bell and, A., & Santamaría, L.J. (2018). Introduction: Why Focus on First-Generation Students?

Understanding Experiences of First-Generation University Students: Culturally

Responsive and Sustaining Methodologies (pp. 1–20). London: Bloomsbury Academic.

Bureau of Labor Statistics High school graduates who work full time had median weekly

earnings of $718 in second quarter. (2017, July 21). Retrieved from

https://www.bls.gov/opub/ted/2017/high-school-graduates-who-work-full-time-had-

median-weekly-earnings-of-718-in-second-quarter.htm

Dembo, M. H. (2004). Motivation and Learning Strategies for College Success: A Self-

management Approach (Vol. 2nd ed). Mahwah, NJ: Taylor & Francis [CAM].

Educational Professionals. Supporting a College-Going Culture. (2017, February 21). Retrieved

from https://professionals.collegeboard.org/guidance/counseling/culture

Gabriel, K. F. (2008). Teaching Unprepared Students: Strategies for Promoting Success and

Retention in Higher Education (Vol. 1st ed). Sterling, Va: Stylus Publishing.

Mussey, S. (2009). Navigating the transition to college: first-generation undergraduates negotiate

identities and search for success in STEM and non-STEM fields. UC San Diego.

ProQuest ID: Mussey_ucsd_0033D_10310. Merritt ID: ark:/20775/bb35847448.

Retrieved from https://escholarship.org/uc/item/0003887p

Tierney, W. G., & Hagedorn, L. S. (2002). Increasing Access to College: Extending Possibilities

for All Students. Albany: State University of New York Press.

United States Department of Education. Title I, Part A Program. (2018, November 07). Retrieved

from https://www2.ed.gov/programs/titleiparta/index.html