Copyright 2007 Brooks/Cole, a division of Thomson Learning Group Counseling with Children Chapter 17

Copyright 2007 Brooks/Cole, a division of Thomson Learning

Group Counseling with Children

Chapter 17

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 trafficFacilitate the group processBlock harmful group behaviorsConnect ideasObtain a consensusModerate discussionSummarizeSupport children who need encouragement

and reinforcement

Theoretically Oriented Group Counseling


AdlerianReality TherapyBehavioralRational emotive behaviorTransactional analysisGestalt therapy

Theory used in Group Counseling:Adlerian


Focus on person’s history to understand how individuals have created their lifestyle Delves into the early childhood to work forward.

Individuals are seen as social beings who do best in groups

Groups work together on cooperative tasks to make improvements in their lives.

Theory used in Group Counseling:Reality Therapy


Focuses on the ideas of belonging, power, freedom, and fun.

Group is microcosm of real world. By acting in the group in a changed manner, change will generalize.

Members provide feedback to each other about behavior and plans for change.

Theory used in Group Counseling:Behavioral Counseling


Members help each other by providing feedback or reinforcement to change maladaptive behaviors

Directive leader who provides instruction for the training and helps establish any behavioral modification plans.

Use techniques such as: training, positive reinforcement, extinction, desensitization, and modeling.

Theory used in Group Counseling:REBT


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

Leaders are role models for responsible, reality-oriented behavior.

Helps students understand moods and solve problems.

Theory used in Group Counseling:Transactional Analysis (TA)


TA therapists prefer to use this theory in groups

Used in groups that simulate life’s interactions by having the participates simulate a previous or real world event.

The group members then analyze the interaction between the individuals represented and generate reasons why it happened the way it did and how it could’ve been improved.

Great for social skills training.

Theory used in Group Counseling:Gestalt


Focus on one volunteer client in a group at a time

Does not explore the past, instead it focuses on the “here and now.”

The leader must plan structured interactions to be successful.

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 clientsPersonal power – self confidence and awareness of

one’s powerCourage – ability to take risks and be vulnerableWillingness to confront oneself – being honest

and self awareSincerity 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 processInventiveness and creativity – open to new ideas

and experience

Group Focus


RemedialStudy skillsListening skillsOvercoming test

anxiety

SupportPersonal problemsParental divorceBad habitsNew school

PreventativeProblem-solvingAnger managementHandling stress

Greenberg (2003)

Group Focus


Developmental Personal identity Relationships Emotional and behavioral

development Academic achievement Career planning

Bergin (2004)

Problem-centered (here and now)

Relationships Conflicts with authority

figures, peer groups Dating Sexual matters Balancing commitments

Topic specific Grief and loss Divorce and separation Suicide Teen parenting

Starting a Group


Selecting group membersHeterogeneous/HomogenousAppropriateness of group due to

behaviorGender balance

Recruiting a GroupScreening interviewSize of a groupGroup setting

GROUP STAGES(Gladding and Corey)


Initial stage (Orientation and exploration):Get acquaintedDetermine structure of group Explore members’ expectationsTransition stage (Challenge and resistance

occurs):Group leader may be challengedIncreased anxiety in members

GROUP STAGES(Gladding and Corey)


Working stage (Cohesion and productivity occurs):

Members focus on identifying goals and concerns

Work on goals in group and outside of groupPractice 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

homeworkReport 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


1. Assess leader’s effectiveness by the answers to the three previous questions. Other ways to assess include:

2. Observations by colleagues3. Self-reflection4. 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 StageProvide 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

Copyright 2007 Brooks/Cole, a division of Thomson Learning Group Counseling with Children Chapter 17