Group counselling Week 1-DQ
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Apr 3, 2024
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Week 1
DQ 1.1 Post #1: Initiating group counselling sessions is similar to how members in a group take time to establish
trust and comfort levels. I anticipate that starting a counselling group would involve
introductions, discussions about the group's purpose, and expectations, and setting ground rules
(Jacobs et al., 2016). Balancing the need to establish trust while ensuring that the group
progresses towards meaningful discussions and support is crucial (Jacobs et al. 2016).
When I contemplate group counselling, my initial thoughts are a blend of hopes and challenges.
As a teacher, I witnessed firsthand mental health issues among the students during the COVID-
19 period. This experience fueled my desire to help more students at a psychological level.
Therefore, regarding group counselling, I feel hopeful that it will provide a supportive platform
for these students. Yet, I am also aware of potential challenges, such as ensuring that individual
needs are met within a group dynamic and fostering an environment of trust and openness,
especially considering the diverse range of experiences and comfort levels among students.
Reference
Jacobs, E. E., Schimmel, C. J., Masson, R. L. L., & Harvill, R. L. (2016). Group counseling:
Strategies and skills (8th ed.)
. Cengage Learning
DQ 1.2 Post #1: Group counselling provides efficiency, diverse perspectives, a sense of belonging, feedback,
vicarious learning, and a setting close to real-life experiences. Conversely, individual counselling
offers personalized attention and privacy for deep personal exploration. For instance, in dealing
with trauma, a group setting can offer a sense of community and shared experiences, aiding in
the healing process through peer support. Anticipating future leadership roles in stress management or trauma-coping groups, it becomes
pivotal to establish clarity of purpose from the outset (Jacobs et al., 2016). Defining the group's
objectives, such as fostering coping mechanisms or promoting resilience, sets the tone for the
sessions, aids in participant recruitment aligned with the group's goals, guides interventions and
facilitates measurable outcomes. Crystal clarity regarding the purpose of each group is essential due to its role in designing
effective interventions and ensuring meaningful growth within the group dynamic (Jacobs et al.,
2016). It aligns the leader's efforts with the group's objectives, aiding in session planning,
participant engagement, and evaluation of the group's progress.
Reference
Jacobs, E. E., Schimmel, C. J., Masson, R. L. L., & Harvill, R. L. (2016). Group counseling:
Strategies and skills (8th ed.)
. Cengage Learning
DQ 1.1 Post #2: Hello Macey, It is very nice to meet you here. I have the same goal as you, I want to be a school counsellor one
day. The reason that brought me from the classroom teacher to school counsellor field is due to
the pandemic. I believe good mental health is the foundation of anything. Establishing explicit ground rules and norms creates a sense of structure and safety within the
group (Nishina et al., 2019). Moreover, employing activities that encourage gradual self-
disclosure, such as sharing personal experiences related to a common theme or topic, helps in
building rapport among participants. In addition, utilizing exercises focused on mindfulness or
relaxation techniques can aid in creating a relaxed atmosphere, promoting a sense of calmness
and openness within the group (Nishina et al., 2019).Moreover, allocating time for each member
to express their expectations and goals for the group sessions fosters inclusivity and validates
individual perspectives. How might you create a comfortable and inclusive environment for children from diverse
backgrounds in a school setting?
Reference
Nishina, A., Lewis, J. A., Bellmore, A., & Witkow, M. R. (2019, August 23). Ethnic Diversity and Inclusive School Environments. Educational Psychologist
, 54
(4), 306–321. https://doi.org/10.1080/00461520.2019.1633923
DQ 1.2 Post #2: Hello Kara,
I completely agree that group and individual counseling serve distinct yet equally valuable roles in mental health (Burlington et al., 2018). Groups offer a unique platform for shared experiences,
fostering community support, and exchanging coping strategies among peers (Jacobs et al., 2016). On the other hand, individual counseling provides the privacy and personalized attention necessary for deep self-reflection and tailored interventions.
Group counseling's appeal, in my opinion, comes from its ability to specifically address the issues that young people in educational environments and adults dealing with career obstacles confront. Because group sessions are collaborative in nature, a variety of viewpoints may be expressed, which fosters an atmosphere that is ideal for investigating and formulating coping strategies appropriate for these specific situations.
What crucial part does purpose clarity play in making sure group counseling is successful, particularly when dealing with complicated concerns like job troubles and anxiety related to school?
Reference
Burlingame, G. M., McClendon, D. T., & Yang, C. (2018). Cohesion in group therapy: A meta-
analysis.
Psychotherapy, 55
(4), 384–398.
https://doi.org/10.1037/pst0000173
Jacobs, E. E., Schimmel, C. J., Masson, R. L. L., & Harvill, R. L. (2016).
Group counseling:
Strategies and skills
(8th ed.). Cengage Learning.
DQ 1.1 Post #3: Hello Dr. McEvoy,
From my teaching experience, I've found several skills and tools that could seamlessly transition
into facilitating the beginning stages of a group. Firstly, creating a supportive and inclusive
environment in the classroom involved establishing ground rules and fostering mutual respect
among students (Stephens et al., 2010). This skill of setting clear guidelines and encouraging
participation could certainly contribute to initiating trust and structure in a counselling group.
Additionally, utilizing icebreakers and activities that promote engagement and interaction among
students in the classroom was key (Kumar, 2021). These same techniques—such as sharing
experiences or common interests—could be adapted to foster rapport and encourage self-
disclosure in a counselling group. Moreover, being attentive to the individual needs and learning
styles of students in the classroom has honed my ability to adapt approaches to suit diverse
personalities. This adaptability might prove beneficial in tailoring counselling methods to meet
the unique requirements of different individuals within a counselling group.
How can teaching strategies be effectively adapted for establishing a conducive environment and
fostering engagement in counseling groups?
Reference
Kumar, S. (2021). Creating effective and inclusive learning environments. Asian Journal of Research in Social Sciences and Humanities
, 11
(11), 227–232. https://doi.org/10.5958/2249-
7315.2021.00162.3
Stephens, D., Jain, S., & Kim, K. (2010, January 1). Group Counseling: Techniques for Teaching
Social Skills to Students with Special Needs
. ResearchGate. https://www.researchgate.net/publication/234656331_Group_Counseling_Techniques_for_Teac
hing_Social_Skills_to_Students_with_Special_Needs
DQ 1.2 Post #3:
Hello Kara,
Regarding unconventional settings for group counselling, such as virtual reality or outdoors, the environment's uniqueness could significantly impact the dynamics of purpose, clarity, and cohesion within the group. In these settings, immersion or exposure to different surroundings might amplify emotional responses or levels of engagement (Liu et al., 2022). For instance, virtual reality could offer an enhanced sense of presence, potentially intensifying emotional experiences shared within the group. Conversely, outdoor settings might facilitate a more relaxed
atmosphere, encouraging openness and connection among participants (Jostad et al., 2015).
To optimize therapeutic outcomes in such unconventional settings, innovative strategies could be
employed. Leveraging technology in virtual reality settings, group leaders might tailor immersive experiences to simulate scenarios relevant to the group's objectives, creating impactful simulations for skill-building or exposure therapy (Dilgul et al., 2021). In outdoor
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settings, nature-based activities like mindfulness exercises or group hikes could foster a sense of unity and relaxation, promoting deeper connections among participants. Employing multi-
sensory elements, such as incorporating music or natural sounds, might further enhance emotional processing and group cohesion (Liu et al., 2022).
What are your thoughts on how unconventional settings, like virtual reality or outdoor environments, might influence the dynamics of group counselling? Do you believe these settings could enhance or challenge the establishment of purpose, clarity, and group cohesion in therapy sessions?
Reference
Dilgul, M., Hickling, L. M., Antonie, D., Priebe, S., & Bird, V. J. (2021, January 25). Virtual Reality Group Therapy for the Treatment of Depression: A Qualitative Study on Stakeholder Perspectives. Frontiers in Virtual Reality
, 1
. https://doi.org/10.3389/frvir.2020.609545
Jostad, J., Sibthorp, J., Pohja, M., & Gookin, J. (2015). The Adolescent Social Group in Outdoor Adventure Education: Social Connections That Matter. Research in Outdoor Education
, 13
(1), 16–37. https://doi.org/10.1353/roe.2015.0002
Liu, H., Nong, H., Ren, H., & Liu, K. (2022, June). The effect of nature exposure, nature connectedness on mental well-being and ill-being in a general Chinese population. Landscape and Urban Planning
, 222
, 104397. https://doi.org/10.1016/j.landurbplan.2022.104397
DQ 1.1 Post #4: Hello Kara and all,
Your insights into the distinctions between teaching and counseling are spot-on. The nuances in
dynamics, methodologies, and success metrics are indeed crucial. I appreciate the references you
provided, particularly Cruz et al. (2021) and Jacobs et al. (2016), which shed light on these
differences.
I am a teacher as well as a psychology student, I've been exploring the intersections between
teaching and counseling. One-way professionals from various fields can compare and contrast
skills in group counseling approaches is by examining the transferability of communication and
facilitation techniques. For instance, how might the structured instructional approach used in
teaching be adapted or integrated into a more dynamic, client-centered methodology within
counseling groups? Additionally, understanding the unique nuances of group dynamics in
counseling, such as building trust and fostering open communication, could offer valuable
insights into collaborative approaches. I'm curious to hear your thoughts on how professionals
from different fields might leverage their existing skills and adapt them for effective group
counseling.
Reference
Cruz, C. M., Lamb, M. M., Giri, P., et al. (2021). Perceptions, attitudes, and knowledge of
teachers serving as mental health lay counselors in a low and middle-income country: A mixed
methods pragmatic pilot study. International Journal of Mental Health Systems, 15, 40.
https://doi.org/10.1186/s13033-021-00453-3
Jacobs, E. E., Schimmel, C. J., Masson, R. L. L., & Harvill, R. L. (2016).
Group counseling:
Strategies and skills
(8th ed.). Cengage Learning.
DQ 1.2 Post #4:
Hello Nechama,
I completely agree with the importance of proper training, as highlighted by Jacobs et al. (2016),
in conducting outdoor therapy. Your mention of addiction therapy group activities in the
outdoors is intriguing, particularly for individuals resistant to traditional therapy. The idea of
empowering participants through activities like building a fire and shelter aligns well with the
therapeutic potential of nature-based interventions (Sandhu, 2021).
If I were to lead such sessions, I would be particularly interested in nature-based activities that
promote teamwork, communication, and personal growth. For example, activities like a group
nature walk, team-building exercises, or mindfulness practices in a natural setting could be
impactful. In the preparation process, I would considerations such as group size, safety protocols,
and potential challenges like insect bites or unexpected weather changes would be crucial. What kind of activities do you think would be most effective, and how would you approach the
preparation to address potential challenges and ensure a meaningful therapeutic experience for
participants?
Reference
Jacobs, E. E., Schimmel, C. J., Masson, R. L. L., & Harvill, R. L. (2016).
Group counseling:
Strategies and skills
(8th ed.). Cengage Learning.
Sandhu, M. (2021, August 09). Benefits of outdoor addiction recovery treatment. Freedom from
Addictions.
https://www.freedomaddiction.ca/blog/benefits-of-getting-outside-in-addiction-
recovery/
DQ 1.1 Post #5:
Hello Macy, I appreciate your thoughtful reflection on the balanced approach suggested in the text regarding
establishing group rules. It's a valid concern to consider when the optimal time is to discuss rules
without setting a negative tone. From my perspective, I find that introducing rules at the
beginning can be effective, but framing it as a collaborative effort can make it more engaging.
This might involve co-creating a set of guidelines with the group, allowing members to express
their expectations and concerns. This approach fosters a sense of ownership and responsibility.
Regarding Yusop et al.'s (2020) emphasis on the benefits of group counselling, particularly the
development of sensitivity towards others' feelings and needs, I wholeheartedly agree. Group
dynamics provide a unique platform for individuals to enhance their empathetic understanding of
others. It creates an environment where mutual support and shared experiences can contribute
significantly to personal growth.
Reference
Yusop, Y. M., Zainudin, Z. N., Wan Jaafar, W. M., Wan Othman, W. N., Baharudi, D. F., &
Arokianathan, N. (2020). The effects of group counselling. Journal of Critical Reviews, 7(13),
623–628.
https://doi.org/10.31838/jcr.07.13.109
DQ 1.2 Post #5: Hello Dr. McEvoy, I am particularly enthusiastic about leading support groups focused on stress management and
resilience-building. In today's fast-paced world, these groups provide a valuable platform for
individuals to share coping strategies, discuss common stressors, and collaboratively explore
ways to enhance overall well-being. Several important considerations would need to be considered for leading such groups. Firstly,
creating a safe and non-judgmental space is crucial, given the personal nature of stressors.
Emphasizing the importance of confidentiality within the group helps establish trust among
participants (First et al., 2017). Additionally, tailoring interventions to the specific needs and
preferences of group members is essential for ensuring the effectiveness of the sessions. Group
dynamics must be carefully managed to maintain a respectful and supportive atmosphere.
Cultural sensitivity is also important for creating an inclusive environment and acknowledging
diverse backgrounds and perspectives within the group (Yakunina et al., 2010). Balancing
structure with flexibility is necessary to address evolving participant needs, and regular
evaluation and feedback mechanisms would be established for continuous improvement. Having
a plan for crisis management is crucial, and ensuring accessibility and inclusivity promotes the
involvement of a diverse range of individuals. Continuous professional development is also a
priority to stay informed about the latest research and best practices in group counselling,
ensuring evidence-based interventions.
Reference
First, J., First, N. L., & Houston, J. B. (2017, February 3). Resilience and Coping Intervention (RCI): A Group Intervention to Foster College Student Resilience. Social Work With Groups
, 41
(3), 198–210. https://doi.org/10.1080/01609513.2016.1272032
Yakunina, E. S., Weigold, I. K., & McCarthy, A. S. (2010, December 30). Group Counseling with International Students: Practical, Ethical, and Cultural Considerations. Journal of College Student Psychotherapy
, 25
(1), 67–78. https://doi.org/10.1080/87568225.2011.532672
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