Chapter 18 Group Counseling with Children Good leadership consists of doing less and being more John Heider © 2011 Brooks/Cole, A Chapter Objectives After reading this chapter, you should be able to:        •List reasons for conducting groups •Define groups and group types •Outline different theoretical group orientations •Explain group leadership and planning skills •Discuss group stages and processes •Describe a group model for crisis response © 2011 Brooks/Cole, A Rationale • a reality orientation, what Corey and Corey (2006) considered a “natural laboratory” • opportunities to improve relationship skills • improve awareness of their own and other people’s values and priorities • develop an appreciation for different views • provide a place where children can unlearn inappropriate behaviors and learn new ways of relating through interaction and feedback in a safe practice situation with their peers © 2011 Brooks/Cole, A Rationale • group members express caring, acceptance, and support for each other, participants learn to trust and share • the group’s reality and emphasis on conscious thought allow participants to explore and genuinely express their thoughts, feelings, and actions • as group members show understanding to each other, they grow in tolerance and an accepting attitude • Bergin encourages the participation of all group members in helping each other make educated choices about their personal behaviors © 2011 Brooks/Cole, A Definition Gladding defined a group as “a collection of two or more individuals who meet in face-to-face interaction, interdependently, with the awareness that each belongs to the group and for the purpose of achieving mutually agreed-on goals.” © 2011 Brooks/Cole, A Types of Groups • Psychoeducation: Use educational methods to obtain information and develop meaning and skills • Counseling: growth oriented for members generally being normal people who are experiencing stress in their life • Group therapy: focus on remediation and treatment of those who are severely disturbed or who are exhibiting socially deviant behavior © 2011 Brooks/Cole, A Group Counselor Tasks • • • • • • • • • Knowledge and use of counseling skills and techniques Direct communication traffic Facilitate the group process Block harmful group behaviors Connect ideas Obtain a consensus Moderate discussion Summarize Support children who need encouragement and reinforcement © 2011 Brooks/Cole, A Theoretically Oriented Group Counseling • • • • • • Adlerian Reality Therapy Behavioral Rational emotive behavior Transactional analysis Gestalt therapy © 2011 Brooks/Cole, A Theory Used in Group Counseling Adlerian • focus on person’s history to understand how individuals have created their lifestyle © 2011 Brooks/Cole, A Theory Used in Group Counseling Reality Therapy • group is microcosm of real world • members provide feedback about behavior and plans for change © 2011 Brooks/Cole, A Implications for Different Ages • Group counseling can help children in formative years acquire social skills, improve racial relationships, and shape a positive attitude towards school • Group counseling can support preadolescents in dealing with family, peer pressure, and anger management © 2011 Brooks/Cole, A Implications for Different Ages • Group counseling can help high school students with making choices, stress, aggression, and eating disorders • Group counseling can help students with self-esteem, self-determination, body awareness, and self-concept (ex unity model) © 2011 Brooks/Cole, A Evaluation of Groups Questions to guide assessing effectiveness: • What did we set out to accomplish? • How did the participants respond? • What participant behavior changed outside the group? • How effective was the leader? © 2011 Brooks/Cole, A Evaluation of Groups Assess leader’s effectiveness by the answers to the three previous questions Other ways to assess include: • Observations by colleagues • Self-reflection • Input from group members: rating scales and other instruments © 2011 Brooks/Cole, A Classroom Meetings Identify topic Ask for definitions Ask for specifics Ask for personal examples Ask for agreements and disagreements Challenge the group Present hypothetical situations Withhold judgment Refrain from embarrassing questions 10 Uphold rights 11 Use problem-solve model to reach a resolution © 2011 Brooks/Cole, A Group Crisis Intervention (James and Gilliland ) • Define the problem • Ensure the client’s physical and psychological safety • Provide support through verbal and nonverbal means • Examine alternatives • Make plans – definite action steps • Obtain client’s commitment to take positive action © 2011 Brooks/Cole, A Counselor Responsibilities • Evaluate severity of crisis in client’s perception • Appraise the client’s thinking, feelings, and behaviors • Determine the danger and length of time in the crisis mode • Look for contributing factors • Evaluate resources © 2011 Brooks/Cole, A Intervention Phases • Introductory phase • Fact phase • Feeling phase • Symptoms phase • Teaching phase • Summary phase © 2011 Brooks/Cole, A Introductory Phase • Ask members to introduce themselves and tell why they are in the group • Help members clarify their goals regarding what they would like to accomplish in the meeting • Discuss confidentiality – what group members talk about stays in the group Get a commitment from all members to maintain confidentiality © 2011 Brooks/Cole, A Introductory Phase Discuss basic rules: Take a bathroom break first because no one can leave the room after the group begins Encourage group members to stay the entire time The group generally runs hours; the time depends on the ages of the children Elect or appoint a co-leader or a peer leader to keep the gate (that is, not let people in or out) Remind the group that no group member holds rank over any other group member and that everyone’s participation is valued equally © 2011 Brooks/Cole, A Intervention Phases • Fact Phase • Focus on discussing what happened • Encourage everyone to participate • Feeling Phase • Ask, “What happened then?” • Ask, “What are you experiencing now?” © 2011 Brooks/Cole, A Intervention Phases Clients’ Symptoms • Ask, “How is this affecting you?” (Is the member having trouble sleeping, studying, or is the member worrying too much?) • Ask, “How is this affecting your grades, your studies, your health?” © 2011 Brooks/Cole, A Intervention Phases Teaching Phase • Explore the common responses to this incident • Brainstorm about how people have been responding to the incident • Discuss how each response is helpful or not helpful to people © 2011 Brooks/Cole, A Intervention Phases Summary Phase • Raise questions and provide answers • Summarize what has been learned and shared • Develop action plans for individuals and/or the group, if needed © 2011 Brooks/Cole, A Intervention Phases Summary Stage • Provide support for group members to ensure their physical, emotional, and psychological safety An action plan should be made to protect any group member needing protection • Conduct a follow-up meeting in to days to see how well the group members are coping • Arrange individual counseling sessions for group members who need further assistance © 2011 Brooks/Cole, A [...]... confidence and awareness of one’s power • Courage – ability to take risks and be vulnerable • Willingness to confront oneself – being honest and self aware • Sincerity and authenticity – sincere interest in the well-being of others and behaving without pretense • Sense of identity – knowing one’s values, strengths, and limitations • Belief and enthusiasm for the group process • Inventiveness and creativity... Report and evaluate results © 2011 Brooks/Cole, A Implications for Different Ages • Group counseling can help children in formative years acquire social skills, improve racial relationships, and shape a positive attitude towards school • Group counseling can support preadolescents in dealing with family, peer pressure, and anger management © 2011 Brooks/Cole, A Implications for Different Ages • Group counseling. .. (Challenge and resistance occurs): • Group leader may be challenged • Increased anxiety in members © 2011 Brooks/Cole, A Group Stages (Gladding and Corey) Working stage (Cohesion and productivity occur): • Members focus on identifying goals and concerns • Work on goals in group and outside of group • Practice new behaviors © 2011 Brooks/Cole, A Group Counseling Process First session: • Clarify ground rules and. ..Theory Used in Group Counseling Behavioral Counseling • members help each other by providing feedback or reinforcement to change maladaptive behaviors • directive leader (Corey, 1995) © 2011 Brooks/Cole, A Theory Used in Group Counseling REBT • Members recognize and confront irrational thoughts, and use feedback to learn new social skills © 2011 Brooks/Cole, A Theory Used in Group Counseling Transactional... Group Counseling Gestalt • Focus on one volunteer client in a group at a time • Example: Hot seat technique © 2011 Brooks/Cole, A Group Leadership Skills (Association for Specialists in Group Work) • Encourage the participation of group members • Observe and identify group process events • Pay attention to and acknowledge the behavior of group members • Clarify and summarize statements • Begin and end... appropriate self-disclosure Receive and deliver feedback Ask open-ended questions Empathize with members Confront group members’ behavior © 2011 Brooks/Cole, A Group Leadership Skills (Association for Specialists in Group Work) • Help members recognize the meaning of an experience • Help group members integrate and apply what they learn • Demonstrate ethical and professional standards • Keep the group focused... embarrassing questions 10 Uphold rights 11 Use problem-solve model to reach a resolution © 2011 Brooks/Cole, A Group Crisis Intervention (James and Gilliland ) • Define the problem • Ensure the client’s physical and psychological safety • Provide support through verbal and nonverbal means • Examine alternatives • Make plans – definite action steps • Obtain client’s commitment to take positive action © 2011... © 2011 Brooks/Cole, A Implications for Different Ages • Group counseling can help high school students with making choices, stress, aggression, and eating disorders • Group counseling can help students with self-esteem, self-determination, body awareness, and self-concept (ex unity model) © 2011 Brooks/Cole, A Evaluation of Groups Questions to guide assessing effectiveness: • What did we set out to... ideas and experience © 2011 Brooks/Cole, A Group Focus © 2011 Brooks/Cole, A Group Focus © 2011 Brooks/Cole, A Starting a Group • • • • Selecting group members Heterogeneous/Homogenous Appropriateness of group due to behavior Gender balance • • • • Recruiting a Group Screening interview Size of a group Group setting © 2011 Brooks/Cole, A Group Stages (Gladding and Corey) Initial stage (Orientation and. .. client’s thinking, feelings, and behaviors • Determine the danger and length of time in the crisis mode • Look for contributing factors • Evaluate resources © 2011 Brooks/Cole, A Intervention Phases • Introductory phase • Fact phase • Feeling phase • Symptoms phase • Teaching phase • Summary phase © 2011 Brooks/Cole, A Introductory Phase • Ask members to introduce themselves and tell why they are in the ... trust and share • the group’s reality and emphasis on conscious thought allow participants to explore and genuinely express their thoughts, feelings, and actions • as group members show understanding... awareness of their own and other people’s values and priorities • develop an appreciation for different views • provide a place where children can unlearn inappropriate behaviors and learn new ways... Theory Used in Group Counseling REBT • Members recognize and confront irrational thoughts, and use feedback to learn new social skills © 2011 Brooks/Cole, A Theory Used in Group Counseling Transactional