group counselling

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Masinde Muliro University of Science and Technology *

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MISC

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Psychology

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Nov 24, 2024

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docx

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1 Group Counselling. Student Institution Course Instructor Date.
2 Group Counselling. Question 1. I would avoid casualties by establishing clear boundaries and rules for the group at the outset. This will help to prevent negative consequences from occurring. Basic components of this technique includes setting behavior expectations, setting discussion guidelines, and ensuring that all members are aware of the rules. When members of the counseling group recognize the rules present, they will try not to break them; if they break the rules by chance, they will be punished as per the rules. Another technique is making sure that all group members feel comfortable and safe, which will also help prevent negative consequences. The technique implyies creating an environment where everyone feels welcomed and respected and where there is no pressure to share anything that they are not comfortable with. An example is in a group of five people; whenever one is uncomfortable with any of the other group members, he will open up hence leading to a correction of the issue before it erupts to cause chaos. Furthermore, encouraging open communication and promoting a trust climate will help create an environment where negative consequences are less likely to occur. In this context members will feel free to share their thoughts and feelings without fear of judgment or retaliation. Another technique I would use is encouraging the group members to be aware of their biases and prejudices and avoid imposing them on the group. Such technique will help prevent the group from being influenced by negative factors (Kivlighan et al., 2020). The critical aspects of this technique includes being aware of personal biases, avoiding assumptions about others,
3 and listening with an open mind. When people are aware of their biases, they can either tolerate each other or be able to avoid their biases from influencing the group (Kivlighan et al., 2020). I will also be aware of the potential for power dynamics within the group, and striving to maintain equality will help prevent any member from having too much control over the group. This means being aware of the potential for unequal power dynamics and taking steps to ensure that everyone has an equal voice in the group. I will execute this objective by giving everyone within the group equal power and participation without favoring any members. Question 2 In my role as leader, I would use a pre-meeting reading assignment and discussion questions to get to know my team members. I would also use social media to spread the word about the event and get people excited about coming out that night. Once we are all seated in the same room, I propose we begin by introducing ourselves and having light conversation. This form of introduction promotes a friendly environment hence increasing the connection (DeSimone & Roberts, 2016). After that, I would implement a variety of activities, such as a trivia game, to bring the group closer together. Finally, I would host a group activity that is designed to bring everyone together, like an educational competition in which everyone in the group takes part. Another technique that will improve connection, using conversation starter.To begin, I'll use conversation starter that encourages group interaction and participation. Everyone who has something worthwhile to say and wants to share it with the group can do so here (DeSimone & Roberts, 2016). I'll be asking everyone to keep their comments relevant to the upcoming reading and group projects when they post them. Then, we'll start by drafting a collaborative reading. As we read through my personal blog together, members will get to know me and learn more about
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4 who I am and what I'm about. As soon as we have done our reading together, I will lead an introductory play. This game is a great way to break the ice and have a good time with new people. An icebreaker can be as simple as asking everyone to introduce themselves and talk about themselves for two minutes, or it can be as complex as having everyone break out into a karaoke session or singing "Happy Birthday" to a random person. Thereafter, I'll have everyone write down three takeaways from the night's discussion. This could be anything they learned about themselves, the meeting, or the topics we covered. This will allow everyone to reflect on their own learning and how it might benefit themselves and others and hence foster connection. Question 3 When a group member's disruptive behavior endangers the safety of others or the group's capacity to operate, my role as group leader requires me to intervene. Disruptive behavior in groups is more prevalent when members of the group are immature or when trust issues exist. Behaviors that are disruptive may be either passive, like refusing to actively engage in the group, or overt, such trying to create a fight with another member of the group. The best way to handle this and stop the disruptive behavior is to review group norms with everyone at the very first gathering. Developing a sense of mutual trust between team members is another effective strategy for avoiding such behavior (Tribe & Bell, 2018). Building trust is a lengthy and laborious process. Until people in the group feel secure, they won't be able to commit fully to the group. This kind of safety often develops when a group matures through the stages of forming, storming, and norming. Conversation with the disruptive member is a third option for dealing with disruption (Tribe & Bell, 2018). If the member's conduct is really bad and affects the whole group, the leader may choose to have a dialogue with the member in front of the rest of the group. This focus on the here-and-now enables group members to debate the topic productively without pointing fingers. Despite the stress, these situations are frequently beneficial for everyone involved. The disruptive member of the group may be
5 expelled as a last option. Taking such a drastic action, however, will have a detrimental impact on the group's cohesiveness and members' capacity to work together, since members of any group tend to feel less safe and trustworthy anytime new members join or leave the organization. If I had to remove someone from the group, I'd make sure they were okay by checking in with them later. Question 4. Considering that children are more sensitive than adults, I would have Some things to keep in mind when doing group counseling with children. The considerations include: making sure the activities are developmentally appropriate; being aware of the different developmental stages of the children in the group, creating a safe and supportive environment, and being aware of the potential triggers that might cause a child to act out. While counselling children, I will consider the developmentally appropriate activities. It is important to choose activities that are developmentally appropriate for the children in the group (Kennedy, 2018). Such consideration implyies choosing appropriate activities for their age, interests, and abilities. Developmentally appropriate activities will help keep the children engaged in the group and prevent them from becoming bored or frustrated. Furthermore, such activities will aid in the mental progess of the child as they progress through the developmental stages. Nevertheless, children within a society normally fall under several developmental stages therefore I could also consider the different developmental stages. The consideration means being aware of the diverse things each child is going through and how that might affect their behavior in the group (Kennedy, 2018). Such move makes it important to be able to understand the children's behavior and to know how to best support them. Identifying children into such groups will ensure success as the activities will best suit the children and support thir psychological well being. Considering that children are more reactive to their environment another consideration will be safe and supportive environment. Safe and supoortive environment means being aware of their emotional
6 needs and providing a space where they feel comfortable expressing themselves. Such initiatives are important in creating a positive and productive group environment with children. Finally another crucial consideration are the potential triggers. Being aware of the potential triggers that might cause a child to act out. This consideration means being aware of what might upset or trigger a child and having a plan to help them deal with those emotions. The condition is important to be able to support the child and prevent the child from acting out. While they are important factors to take into account, as a group leader and counselor, I would also give careful thought to how a kid would understand and process the activities we did. I would also make an effort to be as polite as possible. In addition, I'd want to have a preliminary conversation with the kid about any issues they may have been facing before to joining our group. This will ensure proper focus allocation on particular topics of concern . Question 5 Some things to consider when choosing the intensity of activity for an adolescent counseling or therapy group include the age of the adolescents in the group; the developmental stage of the adolescents in the group; the goals of the group; and the level of intensity that the adolescents are comfortable with. The age of the adolescents in the group: The age of the adolescents in the group will affect the intensity level appropriate for the group (Dogra et al., 2021). Younger adolescents will generally be able to handle more intense activities than older adolescents. The activities should be less intense if the group consists of younger adolescents. Younger adolescents generally have a shorter attention span and are less able to handle intense emotions. I would consider the developmental stage of the adolescents in the group: The developmental stage of the adolescents in the group will also affect the intensity level appropriate for the group. Adolescents who are further along in their development will generally be able to handle more intense activities than those who are just beginning to develop. Therefore, If the group consists of adolescents
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7 who are further developing, the activities can be more intense. This is because these adolescents generally have a better understanding of their emotions and are better able to handle intense emotions. Furthermore I would also consider the goals of the group. While ensuring the group meets its objectives and goals the level of intensity plays a crucial role (Dogra et al., 2021). If the group's goal is to work through intense emotions, then the activities should be more intense. However, if the group's goal is to provide support and friendship, then the activities should be less intense. High intensity activities are relevant in creating a particular effort which propel recovery for situation that are complex while low intensity propels positive outcome but mainly to deal with issue that are not so deep and can b easily corrected.. Finally the I should also consider the level of intensity that the adolescents are comfortable with.. It is important to ensure that the activities are not too intense for the adolescents, as this could cause them to become overwhelmed or shut down. Each time an adolescent feels overwhelmend by an activity it increases the chances of them dropping out from the initiative hence ending up in a stste that they did not anticipate. Question 6. The first intervention that I would use to help women deal with mentl disorders is the Psychoeducation. Psychoeducation is a method of teaching people about mental health and can be used to help women deal with trauma, stress, depression, and anxiety. This method can help to provide women with information about their condition and can help to empower them to take control of their mental health (Reid et al., 2020). Therapy programs often include psychoeducation as a means of helping patients learn about (and adjust to) their mental health disorders. Knowledge of one's own condition(s), one's own coping mechanisms, one's own internal and external resources, and one's own areas of strength has been linked to improved resiliency in the face of adversity and a stronger willingness to actively pursue psychological and emotional health.
8 I can also teach the women clients about the relaxation techniques. Relaxation techniques can help women deal with stress, anxiety, and depression. These techniques can help to calm and relax the mind and body and can be used to provide relief from symptoms. I can also use the cognitive-behavioral therapy. Women may benefit from CBT for a variety of mental health issues, including post-traumatic stress disorder, stress, depression, and anxiety. Getting women to take charge of their own mental health and resolving harmful thinking patterns is a primary goal of this style of treatment. Cognitive-Behavioral Therapy confronts the issue head-on to help women overcome the trauma's, stress's, depression's and anxiety's ongoing impact on their everyday lives (Bieling et al., 2019). With this method, the individual is exposed to triggers over time. This encompasses not only actions, but also emotions and ideas. Through therapy, the lady is able to replace the negative thoughts and feelings that accompany mental conditions with a more realistic assessment of how the conditions has affected her life in the present. The goal of this treatment method is the same as that of any cognitive- behavioral therapy: to change dysfunctional patterns of thinking and behavior. I could also use the Interpersonal therapy. Women may get relief from their symptoms of trauma, stress, sadness, and anxiety with the support of interpersonal therapy. Support networks for women may be established and communication and connections can be strengthened via this sort of treatment (Reid et al., 2020). Relationships between clients are the primary emphasis of interpersonal therapy. As its name implies, it's predicated on the idea that social connections are crucial to maintaining a healthy state of mind. One way it does this is by illuminating and facilitating changes to relational patterns that may be at the root of a person's mental health issues. Short-term interpersonal treatment typically lasts between 12 and 16 weeks. As a result of this intervention, women will be better able to recognize and alter unhelpful ways of thinking and believing that may be exacerbating our mental health issues. Eye-Movement Desensitization and Reprocessing is another option for me. In the daily lives of women who are coping with traumatic stress, their thoughts and feelings related to the actual issue triggering incident take center stage (Cuijpers et al., 2020). When traumatic symptoms emerge, I can seek
9 to change the patient's perspective by having them do a series of eye movements. If I were to use Eye- Movement Desensitization and Reprocessing with a client, I would have them do various eye-movement tasks anytime they were confronted with distressing memories. Clients may self-direct their eye movements or I can guide them with hand taps to help them shift their focus away from negative ideas and emotions.
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10 References. Bieling, P. J., Mccabe, R. E., & Antony, M. M. (2019). Cognitive-behavioral therapy in groups . Guilford Press. Cuijpers, P., Veen, S. C. van, Sijbrandij, M., Yoder, W., & Cristea, I. A. (2020). Eye movement desensitization and reprocessing for mental health problems: a systematic review and meta-analysis. Cognitive Behaviour Therapy , 49 (3), 1–16. https://doi.org/10.1080/16506073.2019.1703801 DeSimone, J. R., & Roberts, L. A. (2016). Fostering Collaboration between Preservice Educational Leadership and School Counseling Graduate Candidates. The Journal of Counselor Preparation and Supervision . https://doi.org/10.7729/82.1081 Dogra, S., Copeland, J. L., Altenburg, T. M., Heyland, D. K., Owen, N., & Dunstan, D. W. (2021). Start with reducing sedentary behavior: A stepwise approach to physical activity counseling in clinical practice. Patient Education and Counseling . https://doi.org/10.1016/j.pec.2021.09.019 Kennedy, K. (2018). Counseling Gifted Students: School-Based Considerations and Strategies. Lnternational Electronic Journal of Elementary Education , 10 (3), 361–367. https://doi.org/10.26822/iejee.2018336194 Kivlighan, D. M., Swancy, A. G., Smith, E., & Brennaman, C. (2020). Examining racial microaggressions in group therapy and the buffering role of members’ perceptions of their group’s multicultural orientation. Journal of Counseling Psychology . https://doi.org/10.1037/cou0000531 Reid, N., Kron, A., Rajakulendran, T., Kahan, D., Noble, A., & Stergiopoulos, V. (2020). Promoting Wellness and Recovery of Young Women Experiencing Gender-Based Violence and Homelessness: The Role of Trauma-Informed Health Promotion
11 Interventions. Violence against Women , 107780122092374. https://doi.org/10.1177/1077801220923748 Tribe, R., & Bell, D. (2018). Social justice, diversity and leadership. The European Journal of Counselling Psychology , 6 (1), 111–125. https://doi.org/10.5964/ejcop.v6i1.145