Leah_Kiser_u4a1_GroupCounselinginSchools
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Capella University *
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5241
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Communications
Date
Feb 20, 2024
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pptx
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Uploaded by kiserl91
Group Counseling in Schools
Leah Kiser COUN5241 – Dr. D. Lenares-
Soloman
What is Group Counseling?
Group counseling is a form of counseling where a small group of people meet regularly to discuss, interact, and explore problems with each other and the group leader (Corey, et al., 2018)
Types of Groups:
Task Group
Psychoeducational Group
Counseling Group
Psychotherapy Group
Brief Group
Group counseling seeks to give students a safe and comfortable and where they can work out problems and emotional concerns in a protected environment. Students who participate in group counseling give and receive
Task Group
Task groups are primarily used for training, program development and evaluation, and assessment of skills. They are most common in communities, business, and educational settings.
The focus of these groups is the application of group dynamics and processes to improve and foster accomplishment of work-related goals.
For a school counselor, this type of group would be best used in order to create a better school or work environment amongst students and provide opportunities for cooperation and collaboration of peers. (Corey, et
al., 2018)
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Pyschoeducational Group
The overall goal can sometimes be to replace dysfunctional behaviors and thoughts with functional ones. Members discuss and integrate new information as they work together through the structure of the group. The focus of these groups is to have members develop their cognitive, affective, and behavioral skills through a structured set of procedures, practice, and information giving. (Corey, et
al., 2018)
Psychoeducational groups involve members that well-
functioning but are seeking specific information in a deficit they feel they may have personally:
Building interpersonal
Counseling Group
Counseling groups deal with a conscious problem and aims to solve the problems through short-term goal setting. The focus of counseling groups is to address interpersonal processes and develop problem-solving strategies that stress conscious thoughts, feelings, and behavior.
These group are designed for the purposes of prevention, development, and/or remediation. (Corey, et
al., 2018)
Counseling groups address the “problems of living.”
Family Relationships/Dy
namics
Career and Educational Development
Functional/Dysfu
nctional Habits
Fears, Triggers, and Vulnerabilities
This type of group tends to be less structured and is best used with members who are at risk for developmental concerns or in a transitional life stage. The interactive nature of this group
Psychotherapy Group
These groups focus on providing guidance to individual group members who face psychological problems and interpersonal problems of living. Members often have (Corey, et
al., 2018)
In school counseling, psychotherapy groups are used to assist students with depression, stress, anger, or other comorbid disorders related to mental health.
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Brief Group
Brief groups generally refer to groups that are time limited or have a specific short-
term termination date. This requires the group leader to set clear and realistic treatment goals for the members of the group and establish a clear focus early in the group’s formation. Many psychoeducational and counseling groups incorporate elements of brief treatment in their groups.
(Corey, et al., 2018) Brief Group Counseling is popular in school and community settings because of the realistic time constraints
on school counselors and
Multiculturalism in Group Counseling
The AMCD’s Standards for Effective Multicultural Counseling: Standard A
- Awareness of Counselor’s Own Cultural Values/Beliefs Standard B
- Awareness of Client/Student’s Cultural Values/Beliefs Standard C
- Culturally Appropriate Intervention Strategies (Association for Multicultural Counseling According to the Association for Multicultural Counseling and Development (AMCD), under each of these standards are three subtopics: Attitudes/Beliefs, Knowledge, and Skills that have related core standards for counselors to develop their awareness of their own cultural values,
Addressing Multiculturalism in Groups
Strategies as a Group Leader: •
Continually evaluate your own worldview and self-reflect on the impact the counselor’s worldview will have on the dynamics of the group •
Recognize potentially conflicting worldviews in a group setting and brainstorm ways to address the conflict as a group if the conflict were to arise •
Grasp the impact race, culture, ethnicity, gender,, and socioeconomic status may affect the formation of a member’s personality, psychological disorders, and help seeking behavior and adjust counseling approach accordingly. •
Consistently familiarize self with district and community resources that will enhance culturally competence and understanding
DeLucia-Waack, J. L. (2000). ;Okech, Pimpleton-Gray, How my own cultural identity as a straight, white, female from a lower middle-class background: affects my worldview: •
Developed beliefs and attitudes based on my personal socioeconomic status that don’t always align with peers that look like me racially as a grew up poorer than most of my white friends. •
Being a female also has had a I find that I also experience a lot of privilege as a white, able-bodied, cisgender person. These aspects of my identity benefit me in most social and cultural situations because that are part of the “majority” and set the standard of “norms” in our American
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Effective Group Leader Skills
Effective groups leaders engage in self-reflection and are sure to build personal relationships with members to reduce the likelihood of harm being done and facilitate effective groups by understanding what all members bring to the table
. (Corey, et al., 2018)
Being Present
-
the group leader looks like showing empathy toward member’s emotions and feelings and attentive to the conversation in the moment. The group leader is careful to not become a member of the group and processes their own emotions they may come up during on their own time. This does not allow those personal emotions to affect the culture of the group. Belief in the Group Counseling Process
– The group leader needs to believe and trust in the therapeutic process of the group counseling. This looks like the group leader redirecting off-topic Rubel & Kline (2008)
Groups Leaders: Personal Characteristics Empathy and Presence My own ability to connect with my students is a strength of mine in terms of presence. This personal characteristic involved being involved with the emotional highs and lows of the group, without being overwhelmed by it. In essence, it is practicing empathy for the sake of being more emotionally connected with the group and using that leverage to push the group further into resolution and problem-solving on their own. Openness of Self One of my strongest attributes is my ability to be myself in all situations. Even when it is difficult, I find that I can authentically and honestly express my thoughts and ideas toward others. As a group leader, it is beneficial for the members to get a sense of who the group leader is as a person and it helps build deep personal relationships with students involved in groups. My own openness fosters a spirit of openness in the group that will
Groups Leaders: Personal Characteristics Non-defensiveness in Coping with Criticism
Personally, I have always been very comfortable with criticism and recognizing that feedback helps with growth. I also believe that my career as a teacher has really helped me to hone my coping with criticism skills and not taking it personally. Not only do administration consistently evaluate our teaching and provide not always productive feedback, but students often come to class Room to Improve: Commitment to Self-Care
This is personal goal of mine to improve as I move into my career as a school counselor. From personal experience, I understand how overwhelming positions in education are in our modern society and there is a lot of pressure to make sure students are getting all the academic, social/emotional, and career assistance they need to be strong, confident, well-development adults in
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References
: •
Association for Multicultural Counseling and Development. (n.d.). Resources. Retrieved from https://multiculturalcounselingdevelopment.org/resourc
es/
•
Corey, M. S., Corey, G., & Corey, C. (2018).
Groups: Process and practice
(10th ed.). Boston, MA: Cengage.
•
DeLucia-Waack, J. L. (2000).
Effective group work in the schools
.
The Journal for Specialists in Group Work, 25
(2), 131–132.
•
Rubel, D. J., & Kline, W. B. (2008).
An exploratory study of expert group leadership
.
The Journal for Specialists in Group Work, 33
(2), 138–160.
•
Mat Min, R., & Abu Baker, M. Y. (2015).
Therapeutic factors in group counselling promotes self development
.
Asian social science, 11
(10), 113–119. Retrieved from http://www.ccsenet.org/journal/index.php/ass/article/vie
w/47759/25650
•
Okech, J. E. A., Pimpleton-Gray, A. M., Vannatta, R., & Champe, J. (2016). Intercultural conflict in groups
.
The Journal for Specialists in Group Work, 41
(4), 350–369.
•
Young, A., Dollarhide, C. T., & Baughman, A. (2015).
The voices of school counselors: Essential characteristi
cs of school counselor leaders
.
Professional School Counseling, 19
(1), 36–45