© 2011 Brooks/Cole, A Division of Cengage Learning Chapter 18 Group Counseling with Children Good leadership consists of doing less and being more. John

© 2011 Brooks/Cole, A Division of Cengage Learning

Chapter 18

Group Counseling with Children

Good leadership consists of doing less and being more.

John Heider


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


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.


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.


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.”


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.


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


Theoretically Oriented Group Counseling

• Adlerian

• Reality Therapy

• Behavioral

• Rational emotive behavior

• Transactional analysis

• Gestalt therapy


Theory Used in Group Counseling

Adlerian

• focus on person’s history to understand how individuals have created their lifestyle



Reality Therapy• group is microcosm of real world

• members provide feedback about behavior and plans for change



Behavioral Counseling• members help each other by providing

feedback or reinforcement to change maladaptive behaviors

• directive leader (Corey, 1995)



REBT

• Members recognize and confront irrational thoughts, and use feedback to learn new social skills



Transactional Analysis (TA)

• used in groups that simulate life’s interactions

• therapists prefer to use this theory in groups



Gestalt• Focus on one volunteer client in a

group at a time

• Example: Hot seat technique


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 group sessions.• Give information when needed.



• Model effective behavior.• Engage in appropriate self-disclosure.• Receive and deliver feedback.• Ask open-ended questions.• Empathize with members.• Confront group members’ behavior.



• 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 on accomplishing its goals.


Leader Characteristics (Corey)

• Presence – genuine care in “being there” for clients• Personal power – self 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 – open to new ideas and

experience


Group Focus


Group Focus


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


Group Stages(Gladding and Corey)

Initial stage (Orientation and exploration):• Get acquainted• Determine structure of group • Explore members’ expectations

Transition stage (Challenge and resistance occurs):• Group leader may be challenged• Increased anxiety in members


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


Group Counseling Process

First session:

• Clarify ground rules and guidelines.

• Build cohesiveness and trust.

• Discuss confidentiality.

• Discuss active listening for each other.


Group Counseling Process

Remaining sessions:• Summary of the initial meeting.• Establish therapeutic atmosphere.• Leader models facilitative behaviors.• Establish a relationship.• Address members’ concerns/problems.• Explore previous solutions, look at alternatives.• Set goals, try new behaviors, assign homework• Report and evaluate results


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.


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).


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?


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


Classroom Meetings

1. Identify topic2. Ask for definitions3. Ask for specifics4. Ask for personal examples5. Ask for agreements and disagreements6. Challenge the group7. Present hypothetical situations8. Withhold judgment9. Refrain from embarrassing questions10.Uphold rights11.Use problem-solve model to reach a resolution


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.


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.


Intervention Phases

• Introductory phase

• Fact phase

• Feeling phase

• Symptoms phase

• Teaching phase

• Summary phase


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.


Introductory Phase

Discuss basic rules:1. Take a bathroom break first because no one can

leave the room after the group begins.2. Encourage group members to stay the entire time.

The group generally runs 2 hours; the time depends on the ages of the children.

3. Elect or appoint a co-leader or a peer leader to keep the gate (that is, not let people in or out).

4. Remind the group that no group member holds rank over any other group member and that everyone’s participation is valued equally.


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?”


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?”


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.


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.


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 3 to 5 days to see how well the group members are coping.

• Arrange individual counseling sessions for group members who need further assistance.

Documents

© 2011 Brooks/Cole, A Division of Cengage Learning Chapter 18 Group Counseling with Children Good leadership consists of doing less and being more. John