Roots Wings Worksheet Session 1: Sense of Belonging
Roots & Wings
"Remembering where you come from is the key to mapping where you will go."
NEXT HORIZON GROUP
Room 5 • Mr. Galindo's Office
Explorer:
Date:
1. Cultivating My Soil (My Roots)
Identify 3 core strengths, values, or family motivators that keep you grounded. What is your "why" for pursuing college?
Root 01: Strengths & Talents
Root 02: Family & Heritage
Root 03: Future Goals
2. Our Shared Soil (Community Agreements)
To feel a true sense of belonging , we commit to this brave space. Review our group values and write down one custom commitment you will make to this circle.
Confidentiality
What's said here stays here.
No Judgment
All stories & feelings are valid.
Step Up / Step Back
Share the air and listen deep.
Brave Space
Own your impact & truth.
My Personal Commitment to the Group:
3. Looking Toward the Horizon
Be completely honest with yourself. What represents your wings, and what represents gravity right now?
WINGS: What I'm most excited about
GRAVITY: What is my biggest worry
NEXT HORIZON TRANSITION GROUP • SESSION 1
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Roots Wings Lesson Plan NEXT HORIZON • SESSION 1 FACILITATION GUIDE
Lesson Plan: Roots & Wings
Focus: Fostering Sense of Belonging, Shared Roots, & Group Safety
2-Hour Session
Group Size: 8-10 Seniors
ASCA Mindsets Emphasized
M 3: Sense of belonging in the school community and postsecondary settings.M 1: Belief in development of whole self.
Session Objectives
Students will identify three personal values/motivations.
Students will co-create and sign group guidelines.
Students will voice hopes and concerns regarding college.
Preparation & Materials
Provide: Roots & Wings Worksheet , pens, colorful markers, butcher paper for co-creating agreements, counselor referral files from screening meetings. Place chairs in a comfortable, equal circle in Room 5.
Session Pacing & Flow (120 Minutes)
2:00 - 2:15
Welcome & Dynamic Check-In (15 min)
Welcome students with warm music. Icebreaker: "Object of My Origin" — ask each student to share one thing in Mr. Galindo's office or in their own pockets that represents home or comfort.
2:15 - 2:40
Establishing the Brave Space (25 min)
Explain group structure and confidentiality parameters. Facilitate active discussion on the difference between a "safe" space and a "brave" space. Review pre-printed norms on Worksheet and co-create any additions on butcher paper.
2:40 - 3:35
Activity: Mapping Roots & Flight Paths (55 min)
Distribute worksheets. Guide students through individual reflection on values (Roots). Transition to pairing up to share their "Wings" (excitements) and "Gravity" (worries). Gather as a circle to share and find commonalities.
3:35 - 4:00
Circle Reflection & Compass Seal (25 min)
Go around the circle: "One thing I am carrying out of this room that I didn't walk in with." Have students sign their worksheets as an act of personal commitment.
Key Discussion Prompts
"What does it mean to be 'first-generation' to you? Does it feel like a badge of honor, a heavy burden, or both?"
Counselor Clinical Notes
Students may initially feel hesitant to speak. Use active silence and praise small disclosures. Highlight similarities in their fears (e.g., leaving family, financial stress) to immediately foster community.
FACILITATOR: JENNIFER ROSALES CARRILLO (SCHOOL COUNSELOR TRAINEE)
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Next Horizon Pre Assessment NEXT HORIZON GROUP INTAKE
Group Pre-Assessment
Please take a few honest moments to complete this intake. Your answers help us shape our sessions.
NEXT HORIZON GROUP
Room 5 • Mr. Galindo's Office
Explorer:
Date:
Rating Scale:
1 Strongly Disagree
2 Disagree
3 Neutral
4 Agree
5 Strongly Agree
Self-Reflection Statement
Score (Circle One)
I feel confident in my ability to succeed after high school.
1 2 3 4 5
I understand the college application process.
1 2 3 4 5
I know where to go for support when I have questions about college.
1 2 3 4 5
I feel connected to my school community.
1 2 3 4 5
I feel comfortable asking for help when needed.
1 2 3 4 5
I believe my background can be a strength in college.
1 2 3 4 5
I know other students who share experiences similar to mine.
1 2 3 4 5
I feel prepared for life after high school.
1 2 3 4 5
Intake Inquiries
1. What concerns you most about transitioning to college?
2. What do you hope to gain from this group?
NEXT HORIZON TRANSITION GROUP • GROUP INTAKE SURVEY
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Imposter Unmasked Worksheet Session 2: Self-Belief & Confidence
Imposter Unmasked
"Your achievements are not a mistake. You have earned your place at the table."
NEXT HORIZON GROUP
Room 5 • Mr. Galindo's Office
Explorer:
Date:
1. Hearing the Shadow Voice
Imposter syndrome is that quiet voice telling us we are "fakes" or don't belong. Write down one common self-doubt or "imposter thought" you hear when thinking about college.
“
”
2. Rewriting the Script (Cognitive Reframing)
Reframing turns a self-limiting belief into a self-empowering truth based on evidence and reality. Try reframing the thoughts below.
Imposter Thought
"I only got accepted because of luck or quotas. I'm not smart enough."
Reframed Truth
Imposter Thought
"Everyone else knows what they're doing. I'm completely in over my head."
Reframed Truth
3. My Unshakeable Ledger
Identify 3 real, undeniable facts about your resilience, achievements, or character that prove your readiness for this transition.
01. Academic Grit
A challenge you faced and overcame in school.
02. Character Asset
A quality others admire in you (e.g., empathy, focus).
03. Culture Capital
Unique perspective or resilience from your background.
NEXT HORIZON TRANSITION GROUP • SESSION 2
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Imposter Unmasked Lesson Plan NEXT HORIZON • SESSION 2 FACILITATION GUIDE
Lesson Plan: Imposter Unmasked
Focus: Overcoming Self-Doubt, Cognitive Reframing, & Owning Strengths
2-Hour Session
Group Size: 8-10 Seniors
ASCA Mindsets Emphasized
M 2: Self-belief in development of whole self and ability to succeed.M 3: Sense of belonging in future communities.
Session Objectives
Students will identify the biological and mental triggers of self-doubt.
Students will reframe at least two common imposter beliefs.
Students will compile a three-part "strengths portfolio."
Preparation & Materials
Provide: Imposter Unmasked Worksheet , markers, blank standard paper masks (optional activity), counselor whiteboard. Pre-write common transition fears on the whiteboard before students enter.
Session Pacing & Flow (120 Minutes)
2:00 - 2:20
Warm-Up: The Whiteboard Reveal (20 min)
Have students read the whiteboard quotes anonymously collected from Session 1. Check-in: "How does it feel to see your worries written by other hands?" Normalize the prevalence of self-doubt.
2:20 - 2:50
Psychoeducation: The Imposter Unveiled (30 min)
Define "Imposter Syndrome." Explain that it peaks during high-stress transitions and disproportionately affects highly motivated first-generation students. Introduce cognitive distortion concepts.
2:50 - 3:40
Activity: Rewriting & Strengths Portfolio (50 min)
Distribute worksheets. Guide students through unearthing their inner doubt cloud. Facilitate the "Cognitive Reframer" exercise. Have students break into small circles of three to brainstorm and defend each other's "Unshakeable Ledgers."
3:40 - 4:00
Closing: Affirmation Circle (20 min)
Form a standing circle. Each student must turn to their neighbor and state one strength they've observed or heard from them during today's session. End with: "I belong here."
Key Discussion Prompts
"Why is it so easy to believe our negative self-talk, but so incredibly hard to accept our real successes?"
Counselor Clinical Notes
First-gen students often experience "survival guilt" or deep pressure to validate their parents' sacrifices. Frame imposter thoughts not as personal weakness, but as a normal reaction to crossing systemic thresholds.
Transition Roadmaps Worksheet Session 3: Resilience & Grit
Transition Roadmaps
"A smooth road does not make a skilled driver. Anticipate the curves."
NEXT HORIZON GROUP
Room 5 • Mr. Galindo's Office
Explorer:
Date:
1. Spotting the Roadblocks
Resilient transition requires looking ahead. List one academic barrier and one social hurdle you anticipate in your first semester.
Academic Hurdle
(e.g., fast paced college lectures, studying for final exams)
Social / Personal Hurdle
(e.g., homesickness, finding a friend group, sharing a room)
2. Mapping the Detours ("If-Then" Planning)
If-then planning is a scientifically proven strategy to build grit. Instead of panicking when things go wrong, execute your pre-planned detour.
IF this roadblock occurs...
"If I fail my very first mid-term exam..."
THEN my detour plan is...
IF this roadblock occurs...
"If I feel lonely and isolated on campus..."
THEN my detour plan is...
3. My Resiliency Shield
What is a phrase, value, or reminder you can carry with you to protect your focus and energy when things get heavy? Write it in the space below.
NEXT HORIZON TRANSITION GROUP • SESSION 3
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Transition Roadmaps Lesson Plan NEXT HORIZON • SESSION 3 FACILITATION GUIDE
Lesson Plan: Transition Roadmaps
Focus: Identifying Academic & Social Obstacles, Grit, & Scenario Planning
2-Hour Session
Group Size: 8-10 Seniors
ASCA Mindsets Emphasized
M 5: Belief in using abilities to their fullest to achieve high-quality results.M 2: Self-belief in ability to succeed.
Session Objectives
Students will identify at least one primary academic and one social obstacle.
Students will learn the psychology of "If-Then" implementation intentions.
Students will synthesize a personal coping mantra ("Resiliency Shield").
Preparation & Materials
Provide: Transition Roadmaps Worksheet , pens, chart paper, index cards for "detour mock-trials". Prepare examples of common college struggles (e.g., failing a quiz, feeling left out of a social group).
Session Pacing & Flow (120 Minutes)
2:00 - 2:20
Check-In: The Mountain Pass (20 min)
Go-around check-in. Ask: "If this past week of senior year was a terrain (e.g., swamp, steep hill, open road), what was it and why?" Transition to discussing how college terrain will differ.
2:20 - 2:45
Psychoeducation: The Mechanics of Grit (25 min)
Present the concept of "growth mindset" under fire. Teach "If-Then Planning" (Peter Gollwitzer's theory on implementation intentions) - explaining how pre-deciding responses bypasses panic.
2:45 - 3:45
Interactive Activity: The Detour Mock-Trials (60 min)
Distribute worksheets. Students identify their potential personal roadblocks. Then, in pairs, they act out "roadblock trials": Partner A throws the "roadblock" (e.g. "I missed class and am lost"), Partner B must execute their "If-Then" detour plan.
3:45 - 4:00
Mantra Synthesis & Closing (15 min)
Ask each student to share their "Resiliency Shield" phrase aloud. Emphasize that struggling is a sign of pushing boundaries, not a sign of failure.
Key Discussion Prompts
"In high school, we often get immediate feedback. In college, you might not know you are struggling until several weeks in. How will you identify the warning signs early?"
Counselor Clinical Notes
First-generation students frequently hesitate to share academic struggles due to fear of looking like they don't belong (imposter syndrome intersection). Emphasize that *everyone* struggles, but successful students struggle *actively* by utilizing detours.
On Campus Lifelines Worksheet Session 4: Resilience & Resource Seeking
On Campus Lifelines
"Asking for help isn't giving up. It is refusing to give up."
NEXT HORIZON GROUP
Room 5 • Mr. Galindo's Office
Explorer:
Date:
1. Unpacking the Silent Barrier
Before we can map campus resources, we have to unpack why we hesitate to use them. What goes through your mind when you need help but decide not to ask?
My Hesitation Thought:
2. Mapping My Campus Lifelines
Unlike high school, college resources are spread out. Complete each lifeline station by outlining how or when you would use this service.
A. The Writing / Tutoring Center
For reviewing papers & exam prep.
B. Financial Aid Office
For packages, work-study, & checking on scholarship deadlines.
C. Student Counseling Center
For free, confidential therapy & stress management.
D. First-Gen / Cultural Center
For peer mentorship, social community, & academic programs.
3. First-Contact Commitment
During my first month on campus, I will proactively make a connection with which office? Write a brief "script" of how you will introduce yourself.
I will visit:
My Introduction / Question:
"Hi, my name is ____________, I'm a new first-generation student. I wanted to ask..."
NEXT HORIZON TRANSITION GROUP • SESSION 4
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On Campus Lifelines Lesson Plan NEXT HORIZON • SESSION 4 FACILITATION GUIDE
Lesson Plan: On Campus Lifelines
Focus: Navigating Help-Seeking Barriers, Resource Mapping, & Proactive Advocacy
2-Hour Session
Group Size: 8-10 Seniors
ASCA Mindsets Emphasized
M 5: Belief in using abilities to their fullest to achieve high-quality results.M 3: Sense of belonging in the school community and postsecondary settings.
Session Objectives
Students will identify the shame or pride blocks to asking for help.
Students will map four specific, crucial campus offices.
Students will draft and practice a self-advocacy introduction script.
Preparation & Materials
Provide: On Campus Lifelines Worksheet , pens, local college/university catalog screenshots, internet access to show where "Office Hours" are listed on a typical syllabus.
Session Pacing & Flow (120 Minutes)
2:00 - 2:20
Check-In: The Lifeline Web (20 min)
Pass a ball of yarn across the circle, keeping a string. Each person shares a person who has been a "lifeline" for them in high school. Visually show how a network is built before introducing campus lifelines.
2:20 - 2:45
Psychoeducation: The Hidden Curriculum (25 min)
Explain that college has a "hidden curriculum" (e.g., using professor's office hours is *expected*, not a sign of failure). Discuss the physiological resistance (shame, pride, feeling like a burden) to seeking help.
2:45 - 3:45
Activity: Lifelines Map & Roleplay (60 min)
Distribute worksheets. Students identify personal blocks, then complete the "Campus Lifelines Map". Break into pairs and practice introducing themselves using their drafted scripts. Encourage students to find their actual chosen college's website to look up these offices.
3:45 - 4:00
Closing Circle: Power of Outreach (15 min)
Go around: "The one office I am definitely stepping foot in during week one is ______." Collect worksheets.
Key Discussion Prompts
"In high school, teachers find you if you're struggling. In college, you must find them. How does that shift feel?"
Counselor Clinical Notes
First-generation students are less likely to utilize academic services due to feeling they must prove they belong. Frame help-seeking as an active, high-agency tool of highly successful academics rather than a deficit-based cure.
The Balancing Act Worksheet Session 5: Postsecondary Transition Balance
The Balancing Act
"You cannot pour from an empty cup. Guard your energy as fiercely as your grades."
NEXT HORIZON GROUP
Room 5 • Mr. Galindo's Office
Explorer:
Date:
1. My Weekly Energy Budget
In college, you control 100% of your time. Rate how much focus you anticipate giving each of these areas (scale of 1-10) and identify your highest-risk area for neglect.
Academics
Classes & study
Body & Rest
Sleep, nutrition & health
My Circle
Friends, fun & clubs
Home Roots
Family duties & visits
2. My Boundary Blueprint
Setting boundaries protects your peace. Write down one practical limit you will set to avoid burn-out or distraction.
Academic Boundary (Self-Care)
e.g., "I will close my books by 10 PM to sleep" or "I won't study in my bed."
Social / Family Boundary
e.g., "I will limit video-calling home to twice a week to allow myself to bond on campus."
3. The Daily Three (My Wellness Routine)
Self-care doesn't have to be expensive or time-consuming. Write down one quick (under 10 minutes) daily practice for each category.
MIND (Mental)
e.g., 5-min journaling, box-breathing
BODY (Physical)
e.g., drinking water, morning stretch
SOUL (Social)
e.g., texting a friend, stepping outside
NEXT HORIZON TRANSITION GROUP • SESSION 5
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The Balancing Act Lesson Plan NEXT HORIZON • SESSION 5 FACILITATION GUIDE
Lesson Plan: The Balancing Act
Focus: Mind-Body-Social Balance, Time Management, & Healthy Boundaries
2-Hour Session
Group Size: 8-10 Seniors
ASCA Mindsets Emphasized
M 1: Belief in development of whole self, including mental, social/emotional and physical well-being.M 2: Self-belief in ability to succeed.
Session Objectives
Students will audit and budget their expected 168-hour weekly schedule.
Students will write two concrete energetic and relational boundaries.
Students will design an actionable "Daily Three" wellness routine.
Preparation & Materials
Provide: The Balancing Act Worksheet , colored pens, highlighters, an example 24-hour schedule of a typical college student displaying fragmented sleep and high study stress.
Session Pacing & Flow (120 Minutes)
2:00 - 2:20
Check-In: The Balancing Scale (20 min)
Have students physically stand on one foot. Introduce a distraction (e.g., clapping, walking around them). Use this somatic experience to discuss how internal focus is required to remain balanced when external demands multiply.
2:20 - 2:45
Psychoeducation: The 168-Hour Myth (25 min)
Illustrate that a college week contains 168 hours. Highlight the "free time trap" — having 12 hours of class per week feels empty, but actually requires 24-36 hours of self-directed studying, eating, sleeping, and chores.
2:45 - 3:45
Activity: Budgeting & Boundaries (60 min)
Distribute worksheets. Guide students through rating their energy focus and building the "Boundary Blueprint." Discuss the difficulty of saying "no" to family expectations or peer social pressure. Help students design realistic "Daily Three" self-care routines.
3:45 - 4:00
Closing Circle: The Guardrails (15 min)
Ask each student to state one boundary they are willing to put into practice. Reiterate that self-care is a prerequisite for academic success, not a reward for it.
Key Discussion Prompts
"First-generation students often feel they must study constantly to justify being in college. What happens to our minds when we refuse to rest?"
Counselor Clinical Notes
Financial Frontiers Worksheet Session 6: College Financial Literacy
Financial Frontiers
"Navigating your financial aid, estimating hidden costs, and building your launch budget."
NEXT HORIZON GROUP
Room 5 • Mr. Galindo's Office
Explorer:
Date:
1. Unveiling the Hidden Costs
College expenses fall into two categories: Direct Costs (billed directly by the college) and Indirect Costs (hidden out-of-pocket expenses). Label each item below with a D or I , then identify one "surprising" indirect expense you will need to plan for.
Tuition & Fees
Textbooks & Access Codes
On-Campus Dorm Room
Travel Home for Holidays
Dorm Laundry & Toiletries
Campus Dining Meal Plan
My Personal "Hidden Cost" Strategy:
What is one specific indirect expense that worries you, and how can you minimize it?
2. Analyzing My Financial Fuel
Not all funding is created equal. Draw a line to connect each funding source with its critical "first-gen reality check" detail.
1. Pell Grants / State Grants ●
2. Federal Work-Study ●
3. Subsidized Student Loans ●
● Earned via on-campus jobs; not deducted directly from tuition bill.
● "Free money" based on FAFSA. Requires annual FAFSA renewal.
● Interest-free while enrolled. Better than unsubsidized loans.
3. Draft a Sample Monthly College Budget
Estimate potential monthly dollar amounts for a typical college freshman. Your goal is to ensure your Total Income meets or exceeds your Total Expenses .
Est. Monthly Income
Work-Study / Part-Time Job $_______
Family / Allowance / Savings $_______
Refund check / Scholarships $_______
TOTAL ESTIMATED INCOME $_______
Est. Monthly Expenses
Books / School Materials $_______
Personal Care, Laundry, Snacking $_______
Social, Activities, Entertainment $_______
TOTAL ESTIMATED EXPENSES $_______
NEXT HORIZON TRANSITION GROUP • SESSION 6
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Financial Frontiers Lesson Plan NEXT HORIZON • SESSION 6 FACILITATION GUIDE
Lesson Plan: Financial Frontiers
Focus: Navigating Financial Aid Awards, Hidden Costs, & Practical Budgeting
2-Hour Session
Group Size: 8-10 Seniors
ASCA Mindsets & Behaviors
B-LS 7: Identify postsecondary options and financial resources.B-SMS 10: Demonstrate ability to manage transitions and adapt to changing environments.
Session Objectives
Students will identify the difference between direct and indirect expenses.
Students will categorize financial aid types (grants, loans, work-study).
Students will draft a balanced, realistic monthly transition budget.
Preparation & Materials
Provide: Financial Frontiers Worksheet , calculators, and sample financial aid award letters (redacted). Ensure that terms like FAFSA renewal are explicitly defined.
Session Pacing & Flow (120 Minutes)
2:00 - 2:20
Warm-Up: Price is Right - College Edition (20 min)
Present standard college-life items (e.g., a biology textbook, a laundry load, a bus ticket, a cup of coffee) and have students guess the actual cost. Bridge to "indirect costs."
2:20 - 2:50
Direct vs. Indirect Costs (30 min)
Distribute worksheets. Guide students through Part 1. Clarify that while direct costs are predictable, indirect costs can cause significant stress for first-generation students without a proactive strategy.
2:50 - 3:45
Activity: Award Breakdown & Budget Drafting (55 min)
Review award letter basics (Part 2 of worksheet). Emphasize that "Work-Study" requires obtaining a job, and "Loans" must be repaid. Have students work in pairs to estimate realistic numbers and complete their monthly budget drafts (Part 3).
3:45 - 4:00
Debrief & Reflection (15 min)
Discuss the emotional aspects of college finances. Normalize feelings of anxiety around money and emphasize that proactive budgeting is a key form of self-advocacy and empowerment.
Key Discussion Prompts
"Which hidden cost surprised you the most, and how can you plan ahead for it?"
Counselor Clinical Notes
Financial conversations can trigger shame, stress, or imposter feelings for first-gen students. Create a non-judgmental environment. Highlight that accessing financial aid and on-campus support is a sign of intelligence and resourcefulness.
Bridging Two Worlds Worksheet Session 7: Family, Culture & College Boundaries
Bridging Two Worlds
"Navigating the shift in family dynamics, bridging two cultures, and constructing healthy home boundaries."
NEXT HORIZON GROUP
Room 5 • Mr. Galindo's Office
Explorer:
Date:
1. Dual Spheres: Home vs. Campus
First-gen students often experience "cultural straddling"—balancing home responsibilities and family values with the academic demands of college. Jot down key expectations for each sphere.
Expectations of Home/Family
E.g., helping siblings, working family jobs, weekend visits, constant phone contact.
Demands of College/Campus
E.g., long hours of independent study, campus involvement, sleeping/eating on campus schedules.
2. The Boundary Builder: Scenario Planning
Practice setting healthy, loving, and respectful boundaries. Draft what you would say in response to this common dilemma:
The Dilemma:
"It is your freshman midterm week. Your family calls and asks you to come home for the weekend to help with a cousin's birthday party or care for younger siblings, but you have a critical exam on Monday morning."
My Boundary Script (Honoring family while protecting study time):
"I love you guys and wish I could be there, but..."
3. Creating a College-Home Connection Agreement
Creating a structured communication plan helps reduce home anxiety and prevents daily stress. Make a tentative plan with your family.
Calling Cadence How often will we catch up?
Explaining "College" How to explain "midterms/finals"?
Emergency Protocol Who is the primary contact?
NEXT HORIZON TRANSITION GROUP • SESSION 7
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Bridging Two Worlds Lesson Plan NEXT HORIZON • SESSION 7 FACILITATION GUIDE
Lesson Plan: Bridging Two Worlds
Focus: Shifting Family Dynamics, Cultural Straddling, & Loving Boundaries
2-Hour Session
Group Size: 8-10 Seniors
ASCA Mindsets & Behaviors
M 3: Sense of belonging in the school community and future communities.B-SS 4: Demonstrate empathy and respect for self and others' cultures and backgrounds.
Session Objectives
Students will identify internal and external tensions related to "cultural straddling."
Students will practice drafting loving, respectful boundary communication scripts.
Students will draft a balanced connection plan to maintain healthy family bonds.
Preparation & Materials
Provide: Bridging Two Worlds Worksheet , chart paper for drawing the "straddling bridge," markers, and scenarios for boundary-setting roleplays.
Session Pacing & Flow (120 Minutes)
2:00 - 2:25
Warm-Up: The Two-Sided Mirror (25 min)
Have students write on one side of a post-it card "How my family sees college," and on the other "How I see college." Stick these on a whiteboard and discuss the gaps in perceptions and expectations.
2:25 - 2:55
Unpacking Cultural Straddling (30 min)
Distribute worksheets and introduce Part 1. Explain that being first-gen often feels like living in two distinct worlds. Discuss the emotional impact of feeling guilt or disconnect when transitioning away from home.
2:55 - 3:45
Activity: Boundary Role-Play & Agreement (50 min)
Read the Part 2 dilemma. Divide students into pairs to practice speaking and modifying the "Boundary Script." Have them fill out the rest of Part 2. Then, guide them through Part 3 to establish a realistic schedule for calling home.
3:45 - 4:00
Closing: The Circle of Honor (15 min)
Have students share one quality from their culture or family that they are carrying with them as a superpower into college. Remind them that establishing boundaries does not mean leaving their families behind.
Key Discussion Prompts
"What feels hardest about setting boundaries with family members who love you?"
Counselor Clinical Notes
First-gen seniors often experience intense "survivor's guilt" or fear of abandoning family. Emphasize that academic boundaries protect the entire family's investment in their future. Reframe boundaries as "bridge-builders," not "walls."
The Launchpad Worksheet Session 8: Self-Belief & Personal Launch
The Launchpad
"Your launch is powered by your roots. Trust the flight path you have built."
NEXT HORIZON GROUP
Room 5 • Mr. Galindo's Office
Explorer:
Date:
1. Looking Back to Look Forward
Take a moment to reflect on your journey through these eight sessions with your peers. Fill in these two snapshots of growth.
Snapshot A: Where I Started
"In Session 1, my biggest secret worry about college was..."
Snapshot B: Where I Stand Now
"Now, standing on the launchpad, I feel ready because..."
2. Dear Future Freshman (Letter to my Future Self)
Write a brief message to yourself to open during your first college midterm week. Give yourself advice on imposter syndrome, remind yourself of your "why", and list who to contact if you struggle.
Dear Future Me,
Signed with pride, ___________
3. My Tribe's Endorsement
Have your peers sign or write brief, 3-word affirmations or words of validation in your box below as a source of strength when you are on campus.
"You belong." "Incredible grit!" "Unstoppable!" "Keep flying."
NEXT HORIZON TRANSITION GROUP • SESSION 8
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The Launchpad Lesson Plan NEXT HORIZON • SESSION 8 FACILITATION GUIDE
Lesson Plan: The Launchpad
Focus: Celebrating Personal Growth, Peer Encouragement, & Termination Ritual
2-Hour Session
Group Size: 8-10 Seniors
ASCA Mindsets Emphasized
M 2: Self-belief in ability to succeed and belief in development of whole self.M 3: Sense of belonging in future communities.
Session Objectives
Students will synthesize and articulate their emotional growth across the group.
Students will write a future-self commitment letter to open in college.
Students will exchange written and verbal peer affirmations.
Preparation & Materials
Provide: The Launchpad Worksheet , envelopes, colorful stamps/seals, evaluation forms, markers, light snacks to celebrate. Pre-address envelopes to students' home or future college addresses if known.
Session Pacing & Flow (120 Minutes)
2:00 - 2:20
Warm-Up: The Launch Toast (20 min)
Gather around with cups of juice/water. Go around the circle and offer a "silent cheers" to a classmate, stating one specific instance of courage or resilience they exhibited during the last 8 weeks.
2:20 - 2:50
Reviewing our Roadmap (30 min)
Briefly run through the topics of Sessions 1 to 7: Roots, Imposter Syndrome, Resilience Roadmaps, Campus Resources, Life Balance, Financial Frontiers, and Bridging Two Worlds. Ask: "Which lesson has become your primary anchor?"
2:50 - 3:45
Activity: Future Letters & Affiliation Circle (55 min)
Distribute worksheets. Students fill out retrospectives and write their "Future Freshman Letter." Have them fold worksheets, slide into envelopes, and seal them with wax or stamps. Allocate the last 15 minutes of this block to allow students to circulate and sign each other's "Tribe's Endorsement" panels.
3:45 - 4:00
Termination Evaluation & Release (15 min)
Distribute post-group evaluation questionnaires. Collect surveys and worksheets/envelopes (which the counselor will mail to students in October of their freshman semester). Conclude with a group high-five/huddle.
Key Discussion Prompts
"Now that our group is ending, how will you find or create a similar community on your college campus?"
Counselor Clinical Notes
