edu3107 group counseling school 38ms
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Group Counseling
Credit :
Suzy Milano-Berrios, Directorsabel Rodriguez-Duncan, Chairperson
Mental Health and Crisis Management Services
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Group counseling in the United States can be traced
back to the late nineteenth and early twentieth
centuries, when millions of immigrants moved to
American shores.
Most of these immigrants settled in large cities, and
organizations such as Hull House in Chicago were
founded to assist them adjust to life in the United
States. Known as settlement houses, these agencies
helped immigrant groups lobby for better housing,working conditions, and recreational facilities.
These early social work groups valued group
participation, the democratic process, and personal
growth.
History: Did you Know?
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Some early psychoanalysts, especially
Alfred Adler, a student of Sigmund Freud,
believed that many individual problems
were social in origin. In the 1930s Adlerencouraged his patients to meet in groups
to provide mutual support.
At around the same time, social workgroups began forming in mental hospitals,
child guidance clinics, prisons, and public
assistance agencies.
Origins in Social Work
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Group counseling offers multiple
relationships to assist an individual in
growth and problem solving. In group
counseling sessions, members areencouraged to discuss the issues that
brought them into counseling openly and
honestly. The facilitator works to create anatmosphere of trust and acceptance that
encourages members to support one
another.
Why Choose Group
Counseling?
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Unlike the simple two-person relationship
found in individual counseling, group
counseling offers multiple relationships to
assist the individual in growth and problemsolving.
Counseling groups exist to help individuals
grow emotionally and solve personalproblems. All utilize the power of the
group, as well as the facilitator who leads
it, in this process.
Why Choose Group
Counseling?
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Curative Factors: Benefits
1. Instillation of hope
2. Universality
3. Imparting of information
4. Altruism
5. Corrective Recapitulation of
Primary Family
6. Improved Social Skills
7. Imitative Behavior
8. Interpersonal learning
9. Group Cohesiveness
10. Catharsis
11. Existential Factors
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Conduct a needs assessment.
Tell students about the group. One way to do
this is to mention the group(s) in classrooms.
Inform Administrators and Teachers Obtain Parent /Guardian consent. (Passive
Consent)
Screen potential group members. Select group members.
Use an evaluation procedure that will
demonstrate the effectiveness of the group.
Group Counseling in Schools
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I need to facilitate a group for my
IPEGS Goal
If I facilitate a group, I can see morestudents at one time with the same
problem.
Rationale for Group Counseling:
What to Avoid
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Individuals that share a common problem
or concern are often good candidates for
group counseling, where they can share
their mutual struggles and feelings. In schools, groups for students who have
or are currently experiencing their parents
divorce, grief/loss, social skills deficienciesConsider the age, grade level, gender,
Group Membership
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Children who are suicidal or who have a
psychiatric diagnosis that indicates a need for
therapy, or are in the midst of a major life
crisis are not typically placed in groupcounseling until their behavior and emotional
states have stabilized.
People with severe cognitive impairments
may also be poor candidates for group
counseling, as are patients with sociopathic
traits, who show little ability to empathize with
others.
Group Membership
Not Recommended
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Siblings or relatives should not be in the
same group.
Children who habitually lie or steal
Children who are victims of abuse
Children who are so different from the others
that they may not be accepted
Children who are extremely aggressive
Group Membership
Not Recommended
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Some students may participate in both
individual counseling and group counseling
Before a student begins group counseling,
the facilitator should interview them toensure a good fit between their needs and
the group's.
The student should be given preliminaryinformation before sessions begin, such as
guidelines and ground rules, and
information about the problem on which therou is focused.
Forming the Group
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Therapy groups may be homogeneous or
heterogeneous.
Homogeneous groups have members with
similar presenting issues (for example, theymay all have parents who are divorced).
Heterogeneous groups contain a mix of
individuals with different presenting issues The number of group members typically
ranges from five to 10.
Group Construction
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The number of group counseling sessions
depends upon the group's makeup, goals, and
setting.
Some are time limited, with a predeterminednumber of sessions known to all members at the
beginning.
Others are indeterminate, and the group and/or
counselor determines when the group is ready todisband.
Membership may be closed or open to new
members.
Plan for the group: one fun exercise and one
Group Basics
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Groups for prevention may be strictly
informational, concerned with providing
information on subjects timely to adolescents
such as peer pressure or decision-making. Or, they may be designed to help students
improve their coping skills though such
techniques as problem-solving or the
reframing of situations.
Prevention Groups
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OBJECTIVES
Analyze how to make new friends
Identify important qualities of a friend
Understand common friendship problems
Learn how to manage conflicts
Develop a plan to improve friendships
FRIENDSHIP
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OBJECTIVES
Learn dangers of drugs and alcohol
Understand and utilize the problem solving
model
Learn refusal skills
Identify ways to have fun and keep friendswhile staying out of trouble
Develop a plan to handle peer pressure
DRUG AND ALCOHOL
PREVENTION
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Groups concerned with specific problems and theirresolution.
Grief / Loss
Parental Divorce / Separation Social Skills
Anger (selectively)
Attendance (selectively)
LGBT Support (selectively)
NOTAppropriate: Eating Disorders, Self Injury,
Bullying, and others that require the behavior for
group membership
Intervention Groups
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OBJECTIVES
Express feelings about loss
Learn five stages of grief (denial, anger,
bargaining, depression, acceptance)
Discuss happy memories
Identify ways to handle stress and loss
Grief / Loss
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OBJECTIVES
Express feelings about changing family
Understand that divorce/separation is not
childs fault
Identify common problems associated with
divorce/separation
Understand positive ways family and
group members can help in adjustment
Family Groups
(Divorce/Separation)
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OBJECTIVES
Identify factors that cause anger
Understand the consequences of irrational
behavior when angry
Examine why some situations make
everyone mad and others do not
Identify different anger reduction
techniques
Anger
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OBJECTIVES
Identify feelings and appropriately express
them
Learn Win/Win resolutions
Speak clearly
Understand others point of view (be
empathic)
Learn how to talk out conflicts
Managing Conflicts
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Students are encouraged to discuss theissues that brought them into the group
openly and honestly. Physical and Emotional
Safety The Counselor / Facilitator works to create an
atmosphere of trust and acceptance that
encourages members to support one another.
Ground rules must be set at the beginning,
such as maintaining confidentiality of group
discussions, showing respect for each other,
taking turns talking, etc. (Students assist in
Getting Started
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The Counselor facilitates the group process;the effective functioning of the group, and
guides individuals in self-discovery.
Depending upon the group's goals, sessionsmay be either highly structured or fluid and
relatively undirected.
Typically, the facilitator steers a middlecourse, providing direction when the group
gets off track, yet letting members set their
own agenda.
Role of the Facilitator
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The facilitator should guide the group byreinforcing the positive behaviors they
engage in. For example, if one student
shows empathy and supportive listening toanother, the facilitator should compliment
them and explain the value of that
behavior to the group. The facilitator should emphasize the
commonalities among members during
each session to instill a sense of group
Role of the Facilitator
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Facilitator Tasks and
Techniques
Careful Planning Selection
Group Composition
Creation of GroupCareful Observation of Group Process Formative Stages
Subgrouping
Conflict Self-disclosure
Termination
Problem Behaviors
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Formative Group Stages
I. The Initial Stage: Orientation, Hesitant Participation, Search for
Meaning, Dependency
II. The Second Stage: Conflict, Dominance, Rebellion
III. The Third Stage:
Development of Cohesion
IV. The Fourth Stage:
Termination/Transparency
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Subgrouping
Fractionalization - splitting off of smaller
units
extra group socialization - cliques of 3-4; two become sexually involved;
coalitions form within the group
Inevitable often disruptive event in life ofgroup
If used properly may further work of group
conspiracy of silence
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Conflict
Inevitable; absence suggests impairment ofdevelopmental sequence
Two step process includes:
1) experience (affect expression);2) understanding of that experience
Can control conflict by having members switchfrom 1 to 2 - request group discuss theirexperience and understand it can learn toexpress anger more directly
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Self-Disclosure
Involves some risk on part of discloser
As disclosure proceeds in a group, entire
membership gradually increase itsinvolvement, responsibility and obligation
to one another.
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Facilitator must check-in with studentsindividually to assess the value of group
participation (difficulty communicating in a
group setting, unable to handle aggressive/ hostile comments from other members,
On-going assessment of group
participation during the groupRecognize the role of each group member:
leader,
Group Resistance and Drop-Out
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Termination
Groups terminate for various reasons
brief therapy - preset termination dates
Counselors role is to:A. keep task in focus for members
B. remind group regularly of the approachingtermination
C. ensure focus on goal attainment prior totermination
D. share own feelings about separation; realloss for all
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The termination of a group may causefeelings of grief, loss, abandonment, anger,
or rejection in some members.
The facilitator should attempt to deal withthese feelings and foster a sense of closure
by encouraging the exploration of feelings
and the use of newly acquired coping
techniques for handling them.
Working through this termination phase is an
important part of the process.
Termination
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