Adelante Group Plan

Running head: ADELANTE GROUP 1
Adelante: An Identity Group for Hispanic Middle School Students
Nina R. Brashears
The University of North Carolina at Chapel Hill

ADELANTE GROUP 2
Adelante: An Identity Group for Hispanic Middle School Students
Adelante is a student group to Shepard IB Magnet Middle intended to recognize and
support the accomplishments of Hispanic/Latin@ middle school students. Meaning to the front
or forward in Spanish, this group brings Hispanic students to the forefront and was organized in
response to the growing Hispanic population at the school. Through the group students explore
identity, goal setting, and other aspects of their life at home and at school. The purpose is to
engage this population of students and create a sense of community in order to support their
success at Shepard IB Magnet Middle School and in the future.
Rationale and Literature Review
In an exploration of barriers faced by Hispanic and Latino students, Storlie and Toomey
(2016) identified three areas of focus. One area is the perceived within and between culture
conflicts that must be confronted as students explore their ideas of self in relation to others
(Storlie & Toomey, 2016). Another area is the roadblocks from school and home which may
include the school’s climate and familial expectations (Storlie & Toomey, 2016). Finally, there
was focus given to advocacy and initiative to change the narrative of students in order to
recognize strengths, especially from the perspective of bilingualism and biculturalism (Storlie &
Toomey, 2016).
According to Smith, Daniels, Lee, Villalba, and Natalie (2006) since Latinos represent
the largest and fastest growing minority population in the United States the most common
interventions in schools meets a communication need. However, beyond basic communication
with students and families, professional school counselors can address others issues within their
comprehensive school counseling program such as negotiating school culture, isolation, and
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other efforts that mediate the differences in expectations of the US educational system and
Hispanic/Latino culture (Smith et al., 2006).
Clark, Onjuan, Orrock, Wilson, and Flores (2013) studied specifically the needs of Latino
males and they argued that while there are many programs and interventions for
underrepresented populations, in many cases there is not emphasis on attracting male students to
participate. This may require direct interventions, as well as family engagement, to promote
educational opportunities and school success skills for young Latino men (Clark et al., 2013).
Goals
The goals of the group include
(A) Increase feelings of inclusion and sense of community
(B) Increase in the academic achievement of students
(C) Increase awareness of future goals including college and careers
ASCA Objectives & NC Guidance Essential Standards
ASCA Mindsets & Behaviors
M 2. Self-confidence in ability to succeed
M 3. Sense of belonging in the school environment
B-SS 8. Demonstrate advocacy skills and ability to assert self, when necessary
B-LS 7. Identify long- and short-term academic, career and social/ emotional goals
North Carolina Guidance Essential Standards
RED.SE.2 Understand the meaning and importance of personal responsibility and self-awareness
EE.CR.1 Understand the meaning and importance of career self-awareness and career goals.
Practical Considerations/Logistics
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Adelante focuses on 8th grade students, both male and female, who identify as Hispanic
or Latino. Teachers made recommendations of students to participate and some students
indicated their interest in participating based on their needs survey or in person conversations
with the school counselor. The group consists of three males and four females. It is a closed
group and the school counselor screened participants to gauge willingness to participate. The
group meets for one hour for four core sessions on Tuesdays and Thursdays in February. The
times changed so students did not miss the same classes. Additionally, there are larger group
meetings with former Adelante students with the purpose of exploring colleges and careers.
Theory, Techniques, and Multicultural Consideration
Cognitive behavioral techniques will be utilized in this group. Cognitive behavioral
therapy (CBT) is focused on the present and strives to be psychoeductional since it is rooted in
the idea that behavior is learned. It is based on the idea that cognitive activity influences
behavior, so emphasis must be placed on awareness of thought patterns. This group will be
structured while also providing a space for students to reflect on their thoughts and actions
together. Additionally, the techniques will consider the social contexts in which behavior occurs
and multicultural differences and social justice. While the group will all identify as Hispanic, the
members will represent diversity in other ways. Building a positive rapport among the members
will allow members to be their authentic selves in the discussion and the activities. Guidance
from the school counselor will provide opportunities for students to reach across lines of
difference, yet also affirm connections with each other.
Evaluation plan
Each week there will be process data collected in the form of attendance and assessment
of participation level of the participants. Perception data will include a pre- and a post-test given
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to the students. More specifically effectiveness will be measured in students’ growth in the
perceptions about themselves and how they fit in the school community. The pre- and post-test
captures the data points aligned to the goal discussed above. Some of the sessions will contain a
reflection activity at the end of the session and that data will be kept to monitor the progress of
the group. The counselor will look at outcome data such as grades and behavior referrals for the
student participants.
Session Outline/Plans
The specific lesson plans for each of the sessions is included in the appendices.
Lesson #1: Introduction
Lesson #2: Sharing About Ourselves
Lesson #3: Stereotypes
Lesson #4: Goal-Setting
Lesson #5: Career Exploration

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References
American School Counselor Association. (2012). The ASCA National Model: A
framework for school counseling programs (3rd ed.). Alexandria, VA: Author.
Clark, M. A., Ponjuan, L., Orrock, J., Wilson, T., & Flores, G. (2013). Support and barriers
for latino male students' educational pursuits: Perceptions of counselors and
administrators. Journal of Counseling & Development, 91(4), 458-466.
Smith, S., Daniels, M. H., Lee, S. M., Villalba, J. A., & Natalie, A. I. (2006).
Culturally responsive school counseling for Hispanic/Latino students and families: The
need for bilingual school counselors. Professional School Counseling, 10(1), 92-101.
Storlie, C. A., & Toomey, R. B. (2016). Professional school counselor perceptions of systemic
barriers affecting latino students: Implications for socially just preparation and
practice. The Journal of Counselor Preparation and Supervision, 8(2).

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Appendix A
Screening Questionnaire/Application
What does it mean to be Latino?
Why would you want to participate in a group about Latino identity?
Are you willing to share your thoughts and feelings with others in the group?
Are you willing to share about yourself and your identity?
How are you responsible and respectful?

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Appendix B
Pre Group Questionnaire
1. My biggest worry is…
2. I am excited about...
3. My favorite part of Shepard is…
4. My least favorite part of Shepard is…
HOW I FEEL ABOUT MYSELF (please check one box for each statement)
“Yes, “Sure, “No, not “Absolutely
definitely!” mostly.” really.” not!”
1. I feel like I belong at this school.
2. I am friends with people who are different

than me.
3. I treat every other student with respect.
4. I can be myself at school.
HOW I FEEL ABOUT OTHER STUDENTS (please check one box for each statement)
5. I like my classmates.
6. I am like other students.
7. I like other students who are different

than me.
8. I include other students in activities at

school.
HOW OTHER STUDENTS FEEL ABOUT ME (please check one box for each statement)
9. Other students support me at school.
10. Other students are friendly to me.
11. Other students treat me with

respect.
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12. Other students like who I am.
HOW MY TEACHER FEELS ABOUT ME & OTHER STUDENTS (please check one box for each
statement)
13. My teacher supports me at school.
14. My teacher tells me I can be successful.
15. My teacher likes everyone in the class.
16. My teacher tells my classmates they can

be successful.
OTHER PERCEPTION QUESTIONS (please check one box for each statement)
17. I see examples of Hispanic role models or

mentors in my life.
18. People view being hispanic as a strength.
19. I like being Hispanic/Latino/Latina.
20. I am proud to be bilingual.
21. I want to go to college.
22. .I know a few career I’d like to have.
23. At school, there is celebration and

recognition of my culture.
24. I feel like I have lots of options for my future.
25. I have many goals I’d like to achieve.
Post Group Questionnaire
1. In group, I learned...
2. My favorite part of group...
3. A goal for my future is….
HOW I FEEL ABOUT MYSELF (please check one box for each statement)
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1. I feel like I belong at this school.
2. I am friends with people who are different

than me.
3. I treat every other student with respect.
4. I can be myself at school.
HOW I FEEL ABOUT OTHER STUDENTS (please check one box for each statement)
5. I like my classmates.
6. I am like other students.
7. I like other students who are different

than me.
8. I include other students in activities at

school.
HOW OTHER STUDENTS FEEL ABOUT ME (please check one box for each statement)
9. Other students support me at school.
10. Other students are friendly to me.
11. Other students treat me with

respect.
12. Other students like who I am.
HOW MY TEACHER FEELS ABOUT ME & OTHER STUDENTS (please check one box for each
statement)
13. My teacher supports me at school.
14. My teacher tells me I can be successful.
15. My teacher likes everyone in the class.

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16. My teacher tells my classmates they can

be successful.
OTHER PERCEPTION QUESTIONS (please check one box for each statement)
17. I see examples of Hispanic role models or

mentors in my life.
18. People view being hispanic as a strength.
19. I like being Hispanic/Latino/Latina.
20. I am proud to be bilingual.
21. I want to go to college.
22. .I know a few career I’d like to have.
23. At school, there is celebration and

recognition of my culture.
24. I feel like I have lots of options for my future.
25. I have many goals I’d like to achieve.

ADELANTE GROUP 12
Appendix C
Lesson Plan #1
School Counselor: Nina Brashears Date: 2017-2018
Activity: Lesson #1-Introduction
Grade(s): 8th (but can be adapted to fit other grades/levels)
ASCA and NCGES Student Standards (Domain/Standard/Competencies):
Learning Objective(s):
1. Students will be able to understand the purpose of the group and role expectations.
2. Students will create common group norms.
3. Students will share about themselves.
Materials: poster paper, markers, copies of pre-test (appendix B)
Procedure:
(1) Introductions: [10 minutes] The group will go around and introduce names, they will each
share a funny story about their name (how they got it, when people messed it up, nicknames,
etc.)
(2) Introduction to the group [10 minutes]: The group will be led in a discussion of the purpose
of the group and the roles for the members and counselor. The discussion will also emphasize
confidentiality.
(3) Rules/norms discussion [15 minutes]: The group will brainstorm places that have rules or
norms. Together the group will come up with reasons for why rules exist (safety, everyone on the
same page, common expectations, etc.). In pairs students will brainstorm list of goals or norms
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for the group. As a large group all the options will be written on a large poster board/paper. All
members will sign their names on the final poster of norms signifying their agreement.
(4) Pre-test: [10 minutes] Students will complete the pre-test questionnaire to be a data point to
be compared at the end of the program for group evaluation and effectiveness analysis.
Homework: Students will review the group participation expectations/norms/agreement and
come with any questions to the next session.
Plan for Evaluation: How will each of the following be collected?
Process Data: Attendance will be collected during the session.
Perception Data: Student pre-test data will be collected. (see appendix B)
Outcome Data: No outcome data at this time. Outcome data will be collected and monitored at
the conclusion of the group.
Follow Up: Monitor group members at school for both behavioral and academic concerns. Make
sure parental contact has been made with all families through letter home.
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Appendix D1
Lesson Plan #2
Activity: Lesson #2- Sharing About Ourselves
(1) Students will be able to reflect on the people and things that have value in their life.
(2) Students will be able to understand the goals of the group and how they connect to identity.
(3) Students will be able to share about their personal life and make connections to others.
Materials: Group Rules/Norms (from last session), markers, graphic organizer (see appendix
D2)
Procedure:
(1) Pows & Wows [15 minutes]: Each member of the group will go around and share one “Pow”
(something not so great) and a “Wow” (something great). Members will listen to each other. If
topics come up from this activity they can be discussed during the time and leader will encourage
conversation among the members.
(2) Housekeeping [10 minutes]: The group will be brought back to together with a reminder of
the group norms/rules (poster from last session will be posted). There will be a check-in with
each participant to get a rating on how they are feeling today (1-10) and 1 word to describe what
they thought or felt about the first session of the group. Information will be shared about the
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topics planned for the next couple sessions and student input will be shared. Parent letters will be
collected.
(3) Who am I? [25 minutes]: Group members will complete the graphic organizer found in
Appendix D2. After individual times to write words/pictures/symbols for each box they will
share out. The topics should spur conversation and each person will share at least something.
Students will be challenged to find connections between each other and identify ways they are
different.
(3) Closing [10 minutes]: Members reflect on the session and how open they feel so far with the
group. Any questions or concerns are shared during this time.
Homework: Students will be told to consider stereotypes they experience during the next couple
days as it is the topic for the next session.
Process Data: Attendance will be collected during each session.
Perception Data: Student graphic organizers and dialogue can be qualitative data.
Follow Up: Monitor group members at school for both behavioral and academic concerns.
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Appendix D2
Graphic Organizer for Group Discussion

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Appendix E1
Lesson Plan #3
Activity: Lesson #3- What are stereotypes?
M 3. Sense of belonging in the school environment
(1) Students will explore stereotypes, bias, and assumptions to understand the danger of a
single story.
(2) Students will reflect on their own experiences with stereotypes, biases, and assumptions.
Materials:
Paper, markers, exit ticket, computer with presentation/video (see appendix E2)
Procedure:
(3) Stereotypes Learning/Discussion [35 minutes]: Students will review the discussion questions
and definitions about stereotypes. This includes the definitions of stereotypes, assumption, bias,
ethnicity, and race. Students will share out to the group about their feelings and thoughts.
Students will reflect on how they act in certain situations. Students will view and discuss the
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video “What Kind of Asian Are You?” (https://www.youtube.com/watch?v=DWynJkN5HbQ)
about assumptions people make. Slides and definitions can be found in Appendix E2.
(4) Counteracting Stereotypes Activity [10 minutes]: Students think about an untrue stereotype
people may assume about them. Then they will write a statement counteracting that stereotype
with an affirmation about their identity.
(5) Closing [5 minutes]: Individually the students reflect on the session and answer an exit ticket.
(Questions below in perception data)
Perception Data: Students’ responses to questions
1. When we talk about stereotypes I feel ______________________, because …
2. Assumptions or stereotypes that people assume about me are…
3. The difference between ethnicity and race is …
4. People that make assumptions have bias, or use stereotypes about me include… (you can write
names, initials, categories)
5. One thing that surprised me about the discussion today is…
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Appendix E2
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Appendix F
Lesson Plan #4
Activity: Lesson #4-Goal Setting
(1) Students will be able to reflect on their strengths and areas for growth.
(2) Students will write specific short-term academic or attendance goals.
Materials: Printed page of grades/attendance, markers/pens for writing
Procedure:
(2) Reflection from Last Group [10 minutes]: Members will be given the space to reflect on the
conversation from the previous group about stereotypes.
(3) Glows & Grows [30minutes]: Each member will receive a printout of their current grades and
attendance/tardy arrivals. First each person will star two areas that are “glows” are strengths.
They will share out to the group what they have been doing to make those areas glows. Next
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members will circle two values to be “grows” or areas to improve. Each person will share out
one of their areas and the other members will contribute tips or suggestions for improving in
those areas. The each member will write 2 complete goal statements using the framework “I
want to improve ___________, by {listing actions to take}.” Group members will share out at
least one to group.
(4) Closing [5 minutes]: Final thoughts will be shared, including how members of the group can
help each other contribute to their growth areas.
Homework: Students will take action on their decided goals to improve one or two aspects of
their academics or attendance.
Perception Data: Each member’s reflection and goals are kept for follow-up.
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Appendix G1
Lesson Plan #5
Activity: Lesson #5-Career Exploration
(1) Students will be able to understand the connections between college majors and careers.
(2) Students will explore career clusters and the jobs found within each.
(3) Students will examine their own interests as they apply to career clusters.
Materials: paper, markers, Career Cluster Matching, career cluster survey & response sheets
Procedure:
(1) Pows & Wows [10 minutes]: Each member of the group will go around and share one
“Pow” (something not so great) and a “Wow” (something great). Members will listen to
each other. If topics come up from this activity they can be discussed during the time and
leader will encourage conversation among the members. College student mentors (if
present) will participate and/or introduce themselves during this time.
(2) Careers & College Majors [10 minutes]: The definition and purpose of college majors
will be shared. Students will look at example majors and connect them to careers. College
student mentors to share about their experience picking a major and career.
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(3) Career Cluster Matching [20 minutes]: The members will split into groups and match the
16 career clusters to 3 careers and a college major. The matching can facilitate a
conversation around the types of careers available. See appendix G2
(4) Career Interest Survey [15 minutes]: Students will complete a career cluster interest
survey to identify their top three career clusters (https://careertech.org/student-interest-
survey) Students will discuss if they agree with their top clusters and whether they have
ever considered those types of careers.
(5) Closing [5 minutes]: Members will share what they learned and ask any questions to the
group. Members will complete the exit ticket (See perception data below).
Perception Data: Students will complete this exit ticket-
1. Three new careers I have heard about are…
2. I am interested in being a
3. I would like more information about…
4. When I hear about college I think…

Outcome Data: Following this session and the follow-up meetings between college student
mentors and group participants, the Post-Group Questionnaire (appendix B) will be completed.
Follow Up: Monitor group members at school for both behavioral and academic concerns. At the
conclusion of Quarter 3 students will meet to check on their goals and celebrate any growth from
Quarter 2.
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Appendix G2
Career Matching

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Running head: ADELANTE GROUP 1

Adelante: An Identity Group for Hispanic Middle School Students

The University of North Carolina at Chapel Hill

Adelante: An Identity Group for Hispanic Middle School Students

Adelante is a student group to Shepard IB Magnet Middle intended to recognize and

success at Shepard IB Magnet Middle School and in the future.

Rationale and Literature Review

interventions in schools meets a communication need. However, beyond basic communication

Hispanic/Latino culture (Smith et al., 2006).

The goals of the group include

(A) Increase feelings of inclusion and sense of community

(B) Increase in the academic achievement of students

(C) Increase awareness of future goals including college and careers

ASCA Objectives & NC Guidance Essential Standards

ASCA Mindsets & Behaviors

M 2. Self-confidence in ability to succeed

M 3. Sense of belonging in the school environment

North Carolina Guidance Essential Standards

or Latino. Teachers made recommendations of students to participate and some students

Theory, Techniques, and Multicultural Consideration

Cognitive behavioral techniques will be utilized in this group. Cognitive behavioral

difference, yet also affirm connections with each other.

Lesson #1: Introduction

Lesson #2: Sharing About Ourselves

Lesson #3: Stereotypes

Lesson #4: Goal-Setting

Lesson #5: Career Exploration

American School Counselor Association. (2012). The ASCA National Model: A

for latino male students' educational pursuits: Perceptions of counselors and

administrators. Journal of Counseling & Development, 91(4), 458-466.

practice. The Journal of Counselor Preparation and Supervision, 8(2).

What does it mean to be Latino?

Why would you want to participate in a group about Latino identity?

Are you willing to share about yourself and your identity?

How are you responsible and respectful?

Pre Group Questionnaire

1. My biggest worry is…

3. My favorite part of Shepard is…

4. My least favorite part of Shepard is…

1. I feel like I belong at this school.

2. I am friends with people who are different

3. I treat every other student with respect.

4. I can be myself at school.

6. I am like other students.

7. I like other students who are different

8. I include other students in activities at

9. Other students support me at school.

10. Other students are friendly to me.

11. Other students treat me with

12. Other students like who I am.

13. My teacher supports me at school.

14. My teacher tells me I can be successful.

15. My teacher likes everyone in the class.

16. My teacher tells my classmates they can

17. I see examples of Hispanic role models or

18. People view being hispanic as a strength.

19. I like being Hispanic/Latino/Latina.

20. I am proud to be bilingual.

21. I want to go to college.

22. .I know a few career I’d like to have.

23. At school, there is celebration and

24. I feel like I have lots of options for my future.

25. I have many goals I’d like to achieve.