EDU3107 Group Counseling School 38ms

8/11/2019 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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EDU3107 Group Counseling School 38ms

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