Group Proposal Connections to Campus Community (CCC): A …ashleyodonnellportfolio.weebly.com/uploads/2/4/0/0/... · 2018-10-13 · Ashley O’Donnell Nicole McKinney Bridgewater

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


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


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.


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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.


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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


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


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


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


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.


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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


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


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


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.


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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

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Group Proposal Connections to Campus Community (CCC): A …ashleyodonnellportfolio.weebly.com/uploads/2/4/0/0/... · 2018-10-13 · Ashley O’Donnell Nicole McKinney Bridgewater