group proposal connections to campus community (ccc): a...
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Group Proposal: Connections to Campus Community
1
Group Proposal
Connections to Campus Community (CCC):
A Group for Students Searching for Connections on Campus CNGC 538-002
July 13, 2013
Ashley O’Donnell
Nicole McKinney
Bridgewater State University
Group Proposal: Connections to Campus Community
2 I. Title of Group
Connections to Campus Community (CCC): A Group for Students Searching for
Connections on Campus
II. Type of Group This social group will focus on interpersonal skill building for those who feel
isolated on campus to improve connectedness and communication with professors, staff,
and other students. In addition to the freshman orientation experience, the social group
will enhance the college freshman transition by augmenting social and communication
skills and goal directed behaviors. These skills can then be applied to academic success,
community building, and retention. To increase learning opportunities all incoming
freshman will be invited to participate. As a result the group will be close-ended and
voluntary. To enhance diversity and interpersonal relationships with different people, it
will be a heterogeneous group with both males and females included in the invitation.
The students who participate could vary by hometown, race, ethnicity, gender, religion,
sexual orientation or designated major but will be connected through their uneasiness in
the transition to college resulting in an understanding of universality. This concept will
allow the foundations to develop within the group as they continue to build connections
throughout the semester.
III. Rationale Many resources point to the importance of support for freshmen. The incoming
class is the future of the university and is typically excited to be attending college.
However, the transitional time between high school and college can be extremely
Group Proposal: Connections to Campus Community
3 difficult. The first year of college is pivotal: “Since 75% of students who drop out of
college do so within the first two years and the greatest proportion of these drop out about
the first year (Boulter, 2002). Many students become overwhelmed with the changes that
occur so quickly in their lives. Some may be unprepared for the academic rigors of
college, while many struggle with socialization and isolation. “Cutrona (1982) found that
75% of new freshman college students reported felling lonely during their first 2 weeks at
college” (Wei, 2005). This sense of loneliness can impact a student who may struggle
socially as friendships begin to form. After one month of these feelings the students may
become fearful they made the wrong decision or the only one still navigating the college
culture. All these issues contribute to the dropout rate at the university.
It is important to be proactive in this struggle and intervene before their situation
becomes perilous. “90% of survey respondents believe that preventive services designed
to reduce the incidence of emotional disorders on the campus are at least as important, if
not more important, than direct clinical services” (Bloom, 1971). It is important to
implement preventative measures to ensure the success of the students on the campus.
These groups and services could lead to the development of greater emotional maturity,
an easier adaptation to college, less psychological disability, and therefore leading to
higher retention with fewer dropouts. Research has shown that a student who is socially
integrated into the college community is more likely to remain in college and graduate.
Social integration can be described as informal friendships, support groups, participation
in extracurricular activities, contact with faculty, and social networks (Boulter, 2002).
This social group hopes to meet these social integration needs as it progresses throughout
the semester.
Group Proposal: Connections to Campus Community
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Ideally the group will assist in the retention of students, an important concept for
the business of the university. However more importantly it will allow students to
function in a healthy way within their environment. This group will allow students to
understand the universality of their situation and realize they are not the only one
struggling with adjustment to college. They will benefit from the experience by gaining
the abilities to have stronger social skills and be able to reach out for support on campus
through the development of defining goals. Defining goal can have a positive impact not
only on their social struggles, but strengthen their academic pursuits with a direction.
College students do not typically want to join groups; however, they are very successful
when working within the group setting. The group itself would offer the student support,
stress management, and touch upon academics which are integral to the success of
freshmen student adjustment. “Studies have shown that students overcame these feelings
of pressure and persisted in their education if they made a commitment to their
educational goals and committed to the belief that attending their institution was the right
decision. Students persisted when they had the sense that they were making progress
toward their academic goals and when they became actively involved in campus life”
(Boulter, 2002). Through easing the discomfort of the participating students, they can
commit themselves to their education in a holistic manner by understanding the
connections between academics, community, and socialization. Once there is a feeling of
community, many students begin to blossom and enhance their self-confidence within the
goals they set for themselves. Through becoming goal directed and social the students
will become more successful as their college career progresses.
Group Proposal: Connections to Campus Community
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IV. Goals and Objectives Ideally the group will assist in the retention of students, an important concept for
the business of the university. However more importantly it will allow students to
function in a healthy way within their environment. This group will allow students to
understand the universality of their situation and realize they are not the only one
struggling with adjustment to college. They will benefit from the experience by gaining
the abilities to have stronger social skills and be able to reach out for support on campus
through the development of defining goals. Crafting goals can have a positive impact not
only on their social struggles, but strengthen their academic pursuits with a direction.
Through the semester students will create a sense of community within the group,
establish short and long term goals, and increase social skills. These objectives will be
met by means of various activities. Ice breakers such as where the wind blows, two
truths and a lie, and stand up are introductory ice breakers which can be spread
throughout the semester and become more personal as they spend more time together.
These activities will allow students to acknowledge the differences as well as the
similarities they have with one another. During the initial meeting group members will
outline their short term goals for what they hope to accomplish in the group and the long
term goals they want to set for the semester, year, or career at the university. This
process will be facilitated by the note to yourself activity. This note will allow the group
members to express any concerns or feelings they may have and begin thinking about the
concept of goals and what they wish to accomplish during the ten week program. The
Group Proposal: Connections to Campus Community
6 process will be discussed after the activity to enhance critical thinking and understanding
about the purpose of the group. The notes will be sealed and collected at the meeting and
returned in the pre-termination meeting so the students are able to realize the growth they
have achieved during the semester.
One of the major objectives of the group is to increase social skills and a sense of
community. This will evolve through various activities during the semester which will
enhance the objective without seeming like a classroom. There will be various social
events and discussions throughout the semester about various team building activities and
projects for the students to participate in. Some proposed activities could be a scavenger
hunt throughout the campus, attending an on campus activity as a group, and a
community service project to encourage discussion and giving back to the community.
All activities will include processing at the end of each meeting to help students meet the
goals they have set for themselves. Each activity will have the overarching theme of
community, connections, and interpersonal skills.
V. Basic Information
The Connections to Campus Community Group will be pitched to orientation
leaders during their training period so they are aware of the resource and can actively
screen their students for those who may benefit from the program. Orientation leaders
will then be able to recommend and refer students to the particular group after making a
personal connection with the student. In addition to building an alliance with orientation
leaders, there will also be a table at the resource and involvement fair that is inviting and
has candy to attract students. In both these situations the student need only leave their
Group Proposal: Connections to Campus Community
7 name and email address so they can be contacted immediately after orientation, over the
summer months, and the beginning of September for a check-in to see how the student is
coping with the transition process and a reminder of when the group begins.
The group is actively seeking any student expressing an interest in the group, who
acknowledges the benefits of the group, and is actively seeking assistance with goal
setting or social skills. It is important to emphasize the social benefits to the group
experience, make it fun, and develop a relationship with student leaders to attract and
retain students who will benefit from the group but may initially be hesitant to do so.
Students who are not freshmen will not be included in this group as it is to address those
transitioning to the campus culture and not those who have been at the university more
than one academic year. If the student does not wish to attend the social group, they can
be given resources to aid in the transition process as well as offices that may assist them
with any specific problem. These options and opportunities allows for the student to seek
assistance in a way that is most comfortable for them.
Ideally the group will be composed of approximately 7-10 students each week. It
will begin the first week of October after there has been a period of adjustment to the
campus culture from fall orientation. It also allows for the student to begin the self-
discovery process. To begin in October and before midterms allows for the co-
facilitators to support students before they begin the slippery slope which could occur the
first semester. The week of Thanksgiving there would be no session as many students
will be preparing to return home for the holidays. Each session would last 90 minutes
Group Proposal: Connections to Campus Community
8 and take place during the evening. The hour and a half would allow time at the beginning
and end of each meeting for those involved to socialize. Students are typically more
available in the evenings due to class scheduling and could therefore a later time slot
would be convenient for more students. Location wise, it would take place on East
Campus, preferably in or near Shea-Durgin due to the high concentration of freshmen
who live in the building who are not a part of special interest housing. By bringing this
group to them, it may help retain and attract students if they do not need to leave their
residence hall. The room used, wherever it is located, would be large enough to fit the
group comfortably. It would have chairs that can be placed into a circle with no
obstructions to sightlines for anyone in the group. If it was to take place in a conference
room, the tables would be pushed to the side to allow for the group process to take place
without barriers. The room would have a closable door to maximize confidentiality and
privacy which leads to greater trust and self-disclosure among those who participate.
As the program continues to develop, those who have completed it are
encouraged to maintain connections to the group and staff involved. It will give the
students a sense of community and involvement on a smaller scale which is a social
microcosm of what they are experiencing at the university. Through the connections, a
support system is developed for students which they can carry with them throughout their
time in college. By creating a community from the group, word of mouth can spread
from upperclassmen to those who are newly arriving on campus about its purpose and
success. As the group grows, freshmen in the program may move into leadership roles
such as orientation leaders and resident assistants who may be sought for support and
Group Proposal: Connections to Campus Community
9 then refer a student to the group from personal experience and success. The invitation
would then be coming from a peer rather than a staff which can be more powerful for
college students.
VI. Basic Group Rules Ground rules will be established for those who participate in the group. First and
foremost is the rule of privacy and confidentiality. It is important to reiterate what
happens in group stays in group, however, while confidentiality is encouraged and
stressed, it cannot be guaranteed. If one co-facilitator is unable to attend due to an
emergency situation, the social group will commence with one facilitator. Once admitted
into the group, members will be expected to attend all meetings and planned activities.
This is to encourage the development of a sense of community, an important aspect of
this group. All students within the group will be instructed to uphold the conduct in
accordance to the Bridgewater State University handbook. One code to highlight would
be that of substances. Students are not allowed to attend any meeting or off campus
activity while under the influence. This will impede the development of other group
members and is against the university’s guidelines. The co-facilitators acknowledge that
emergencies do arise. If the participant is unable to attend a meeting or activity, they
should contact a co-facilitator via phone or email 24 hours in advance if possible. In
addition to attendance, members are expected to arrive on time to the meetings and
contribute as they feel comfortable. When off campus activities are conducted, students
are expected to be respectful and mindful of their conduct as they are a representative of
the group and the university.
Group Proposal: Connections to Campus Community
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During the initial meeting the code of conduct for the group will be established by
its members. This will allow for them to develop individual expectations for the group
and give them a sense of empowerment within the setting. The activity will be completed
in silence and then the floor will be opened for anyone who would like to add an
additional expectation. This task allows for the development of collaboration. Any
group member will be allowed to expand or elaborate on their chosen expectations at the
end of the exercise to emphasize important points. This also allows for either co-
facilitator to add additional expectations that may have been omitted by the group.
One other policy that will be discussed when establishing ground rules would be
the one of timeliness. Attending meetings on time is extremely important to the process;
however, we understand the academic demands of college students as well as class
scheduling. Therefore a discussion will be conducted about this issue of arrival to the
group and how late into the meeting people are allowed to arrive. We as the co-
facilitators propose that after ten minutes the door is closed and no one is admitted entry.
VII. Possible Topics and/or Therapeutic Activities:
To assist the growth of the group different themes will be presented throughout
the semester. Topics of development for the group include social skills building, goal
setting, and campus involvement. Social learning will occur as members increase their
interpersonal skills and social competency by involvement in the planned social
activities. A discussion on the importance of setting attainable goals as well as the
Group Proposal: Connections to Campus Community
11 difference between short and long term goals will be conducted with the members.
Campus involvement will occur in various forms throughout the semester. Members of
the group will be encouraged to volunteer in the community, participate in campus
programs and attend athletic events in addition to group meetings. These various
experiences will allow the group members to develop a deeper sense of unity within the
campus, not just within the group itself.
VIII Best Practices:
Section A – This proposal was planned using the Association for Specialists in
Group Work: Best Practice Guidelines 2007 Revisions. The co-facilitators of this group
met both professional context and regulatory requirements. They will work within the
scope of their training and will receive continuous supervision and consultation from Dr.
Victoria Bacon. Through these experiences the co-facilitators will actively assess their
knowledge, self, and skills, as well as understand the necessity for the creation of such a
group. The co-facilitators of this proposed group used appropriate resources at the
University as well as contacts within the greater community. A through disclosure
statement shall be provided to all members prior to the initial meeting, followed by a
verbal reminder of confidentiality during the initial meeting or at any point it may be
needed during the semester.
Section B – Through consistent supervision the co-facilitators will be able to asses
and monitor their own self knowledge, group plan adaptation, and ethical surveillance.
By engaging in and completing the CNGC 538 Group I: Theory and Process, both co-
facilitators have met the responsibility to gain basic knowledge and understanding of
Group Proposal: Connections to Campus Community
12 group dynamics and therapeutic conditions. Throughout the course, they have
established a basic working ability to assist members in generating meaning from the
group experience and develop member’s individual goals.
Section C – Processing of sessions will occur for the group and co-facilitators
within 24 hours of the meeting. The co-facilitators will reflect on the sessions during
supervision as well as on an individual basis to evaluate how the session went and where
to proceed in the future. There will be no formal follow up with group members once the
group has terminated, however, there will always be an open door for students to reach
out to the co-facilitators if needed. To evaluate the process and outcomes of the group,
members will complete an anonymous evaluation provided by the University after the
group has ended. The results of the assessment will be used to refine and shape future
groups in the program.
IX. Special Considerations:
Under the circumstance that a member wishes to meet with a co-facilitator on an
individual basis at any point throughout the semester, contact is to be made through
Bridgewater State University e-mail service. If the problem presented by the student is
beyond the scope of the co-facilitator’s competency (suicidal thoughts, substance use
concerns, etc.) the co-facilitator will refer the group member to the Bridgewater State
University’s Counseling Center.
All group members will be required to sign a medical waiver prior to the group’s
official first meeting. This medical waiver will protect the co-facilitators from legal
action should an injury occur. Members will also be required to submit any known
Group Proposal: Connections to Campus Community
13 allergies or medications currently being taken which will be used solely in the case of a
medical emergency during group meeting times.
In addition to the previous information, a document will also be provided to all
participants under the age of 18 about the legalities of mandated reporting by the co-
facilitators. A detailed description of mandated reporting and how it could affect the
student will be outlined. In addition to an overview of mandated reporting, examples of
what is reportable will be provided to the group members.
Group Proposal: Connections to Campus Community
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References
Bloom, B. (1971). A University Freshman Preventive Intervention Program: Report of Pilot
Project. Journal of Counseling and Clinical Psychology, 37(2), 235-242.
Boulter, L., Catawba, C. (2002). Self Concept as a Predictor of College Freshman
Academic Adjustment. College Student Journal. 36(2), 234-246.
Nezlek, J. (1994). The Stability of Social Interaction. Journal of Personality and Social
Psychology. 65(5), 930-941.
Robbins, S., Lese, K., Herrick, K. (1993). Interactions Between Goal Instability and Social
Support on College Freshman. Journal of Counseling and Development, 41(1), 343-348.
Thomas, V., Pender, D. (2008). Association for Specialists in Group Work: Best Practice
Guidelines 2007 Revisions. The Journal for Specialists in Group Work. 33(2),
111-117.
Wei, M., Russell, D., Zakalik, R. (2005). Adult Attachment, Social Self-Efficacy, Self-
Disclosure, Loneliness, and Subsequent Depression for Freshman College
Student: A Longitudinal Study. Journal of Psychological Association, 52(4), 602-
614.
Yalom, D. (2005). The theory and practice of group psychotherapy, 5th ed. NY: Basic Books.
http://www.apa.org/guidelines/termination.html