Leah_Kiser_u9a1_GroupProposal

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1 Unit 9: Group Proposal Leah Kiser School of Counseling and Human Services, Capella University COUN5241: Group Counseling & Psychotherapy Dr. D. Lenares-Solomon March 14, 2021

2 Unit 9: Group Proposal Group counseling is a great treatment choice for individuals who struggle with numerous intrapersonal and interpersonal concerns. Specific group counseling types have different focuses and goals in helping people invoke change through a sense of community that shows individuals that they are not alone in their problems (Corey, Corey, & Corey, 2018). For new school counselors, implementing and leading a group may feel like a daunting task and will require skills beyond their training and knowledge. The purpose of this presentation is to provide counselors in need of training the knowledge and skills necessary to propose, organize, lead effective groups in the school setting. In the presentation, the group leader will discuss the theoretical foundations of group counseling, characteristics of an effective group leader, skills and factors related to the formation and success of groups, and culturally relevant strategies to use in diverse groups. Overall, it is important the group leaders always keep in mind that goal of group counseling, which is to increase member’s knowledge of self and others, help members of the group clarify their counseling goals and necessary steps to achieve those goals, present the tools for change to members, and support those changes within the group. Theoretical Orientation for Group Work In the counseling field, theory forms the basis of most treatment and counseling relationships. Counselors use theoretical orientation to guide their practice, evaluate their success with clients, and form therapeutic relationships with clients. When counseling individually, it is typical for a counselors to primarily work out the theoretical orientation that they are most comfortable with or have found the most success with the population they work with, however in groups, many different theoretical approaches may be used and it’s important for the group leaders to develop an understanding of which theoretical approaches work best with which

3 groups (Corey, et al., 2018). Often with groups, the group leader may find it helpful to align their theoretical approach to the goal of the group. For example, if the counselor is running a psychoeducational group about managing symptoms of anxiety, they may choose to use a cognitive behavioral approach because it is aimed at disrupting the dysfunctional thought about anxiety before the thought becomes a behavior. However, with this in mind, group leaders must continuously evaluate how their approach is affecting the group, is the group moving toward the goals of the group, and do adjustments need to be made in the approach to produce better outcomes (Corey, et al. 2018; Steen, Henfield, & Booker, 2014). In “The Group Evolution” video, the counselors, Dr. Gerald Corey and Marianne Corey, are able to work with the group using an integrative theoretical framework. Dr. Corey can be seen using techniques and methods from a variety of theoretical counseling approaches to ensure that he is engaging all members of the group. Throughout the group, the counselors do not subscribe to a specific theoretical orientation, but rather modify and adjust their approach in order to make effective choices for the benefit of the group members and their goals. For example, in the initial stage of counseling, Dr. Corey confronts a member about a comment she made about being stupid and uses a cognitive behavioral approach to help her work though her thought process and actions that lead her to that conclusion that she is stupid (Corey, et al., 2018; The Evolution of a Group, n.d. ). However, later in the counseling session, Ms. Corey is using what seems to be a reality theory model when addressing a member about their level of vulnerability within the group (The Evolution of a Group, n.d.). By focusing this member’s sense of belonging within the group, Ms. Corey aids the member in categorizing her goals for the group and setting up a plan to reach those goals though discussing actions that she is taking that

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4 are working and adding in some steps that can be taken to get this member to their ideal world (Corey, et al., 2018). Dynamics in Group Process Throughout the group counseling process, it is important for counselors to consider the dynamics of the group and evaluate progress of the group members within the group. During this evaluation, the group leaders want to consider how the group members are interacting with each and if any social barriers exist between members that could prevent members from making effective progress (Corey, et al., 2018). The easiest way to evaluate the dynamics and progress of the group is to be in tune with the group’s natural stage in the group process. In the initial stage of the group, the group leaders are often looked at like the model for the group. Group members may still feel uncomfortable or uneasy in the group, therefore group leaders should provide comfort for members and push them toward opening up in safe ways (Corey, et al., 2018). This feeling is exemplified when a member speaks out about his discomfort and difficulty opening up and allowing others to see him in a vulnerable state. Dr. Corey addresses his feelings and begins to explore this feeling with the whole group and the group begins to share similar sentiments (The Evolution of a Group, n.d.). This is a moment of bonding for the group as they begin to feel less alone in their discomfort and realize that it is a natural part of the group counseling process. At the transition stage of groups, members may begin to struggle as their boundaries, comfort zones, and emotions are being pushed by the dynamics of the group. Group leaders must maintain a level of trust and respect within the group, while continuing to push those limits for group members for the sake of progress and challenging their mindset around the goals of the group (Corey, et al., 2018). In these transition stage sessions, group leaders are clear about calling out member emotions, especially ones centered on defensiveness, mistrust, and

5 resistance. Group leaders encourage members to participate more and highlight member resistance to share in the group. An example of this from the video is when Dr. Gerald discussed with a member about taking a small step to try and lower her wall for just for this session. This intense role-playing and pushing of the individuals in the group to tackle their own issues within the group is essential to the transitional stage (The Evolution of a Group, n.d.). In this moment, Dr. Gerald is encouraging her to start small and begin to trust her group members and the members experience in opening up in the group is positive one. This will allow the group member to feel safer and more comfortable opening up in future sessions. Once in the working stage, group members begin to practice their new communication skills and dive deeper into their counseling goals as a group. The working stage in the stage in the group process when cohesion amongst the members and strengthen and members begin to feel more familiar and friendly with each other (Corey, et al., 2018). An example of this from the video is when a female member begins to open up with the group about her personal struggles to speak during the group and addressed her fears about the reaction to her sexuality in the group. Further examples include conflicts about cultural diversity within the group, one member stating her mistrust of white people and another white, female member feeling the need to defend herself from that comment (The Evolution of a Group, n.d.). Group leaders are able to sit back and allow some conflicts to arise, but help the group maintain boundaries that keep the conversation productive in working toward the goals of the group. Finally, the final stage of group involves the termination of the group and reflection on the experience of working in a group. During this stage, members may feel anxiety about being on their own or celebration that it’s finally over, however all members by this stage should feel that connection between their group members and recognized that they may have established

6 genuine relationships with some of their fellow group members (Corey, et al., 2018). Typically in the final session, the group leaders ask member to reflect on their experience, achievement of counseling goals, and make a plan for continuing to practice the knowledge and skills they learned in group. In the video, members are asked to reflect on their group experience in journals and discuss their thoughts as a group on last time. Many members are able to point out key transformations they made throughout the group, plans they have to continue to achieve their counseling goals, and point out key connections they made during group (The Evolution of a Group, n.d.). Effective Group Leadership Therapeutic Factors There are multiple factors that contribute to the therapeutic nature of the group counseling relationships between the group leaders and group members. These factors can occur at each stage of the group; however, these therapeutic factors are most clearly present in the working stage of the group counseling process. In the Evolution of a Group video, Dr. Corey and Corey engaged in self-disclosure early on in this process and this allows members to start to become more comfortable with sharing and being vulnerable in groups (Corey, et al., 2018; Steen, Henfield, & Booker, 2014). Although it seems small and insignificant, self-disclosure is a powerful tool group leaders can use to build cohesion in the group, model risk-taking behavior, and create a more open and honest counseling environment in which members can make progress toward their goals (Steen, Henfield, & Booker, 2014). After the group leaders self- disclose, members of the group begin to open up about their experiences and personal struggles. Specifically, a female member of the group opens up about her experience as a gay woman to the group and another member of the group addresses and builds a connection with her own story

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7 about witnessing her peers suffer through similar experiences (The Evolution of a Group, n.d.). After this moment, the group members become more comfortable sharing and most of the group begins to discuss their personal struggles. There is a major moment of building group cohesion which is very significant for creating a successful, productive group counseling experience for all members. Other major therapeutic factors that Dr. Corey and Corey utilize are confrontation, feedback, and demeanor of care and acceptance. There are examples of Dr. Corey using confrontation and feedback to encourage members to speak and open up during the group sessions throughout the working and transition stages. At first, members are hesitant to share, but when confronted by Dr. Corey with a genuinely curious and caring tone, members begin to pick up on the idea that there is no opting out of sharing in the group (The Evolution of a Group, n.d.). Providing feedback to members after they share and addressing their personal stores leads to a deeper level of trust and intimacy within the group, therefore when conflicts arises later group members are more willing to work them out amongst each other and will be less reliant on the group leaders to set the boundaries of the group (Corey, et al., 2018). Throughout the counseling sessions, both group leaders are able to stay in the moment with group members and reflect a caring and accepting attitude toward all members. For example, one member got the courage to share about his issues being vulnerable and appearing weak because of his struggles. Dr. Corey is able to challenge this thought in a respectful way toward the member and help him build a larger connection to issues he may be struggling with in the outside world related to his fear of vulnerability (The Evolution of a Group, n.d.). Without a doubt, this moment pushed the group to challenge their own dysfunctional thinking, be more open, and progress toward their counseling goals.

8 Group Leader Skills While developing positive, therapeutic relationships with members is important, it is not the only element group leaders needed to possess to lead a productive, successful group. Group leaders also need to have a strong understanding of the counseling skills necessary to effectively manage the group dynamic, functions of the group, and intervene in the group process when necessary (Corey, et al., 2018; Steen, Henfield, & Booker, 2014). From a counseling perspective, it is essential that the group maintains an environment that is open, direct, trusting, and considerate of each group member. Interpersonal skills such as active listening, empathy, warmth, and an unconditional positive regard for all members are key in developing a cohesive group and members trusting the process of group (Corey, et al., 2018). Active listening is one of the most fundamental counseling skills and it shows members that they are being listened to when they share about extremely personal struggles. Active listening looks like having eye contact with the member that is speaking, using non-verbal cues to signify that members are being heard, and echoing sentiments being discussed during group (Corey, et al., 2018). Active listening is modeled by Dr. Corey and as the group progresses, members are also practicing these skills and become more engaged in the group. Beyond that, empathizing with group members in their experiences is seen a few times throughout the session. At various points in the session, group members are struggling emotionally, and the group leaders are able to model comfort, acceptance, and gratitude for participation in the group experience. Reflection of content and emotions is typically aligned with empathy from the counseling leadership. This counseling skill allows group members to feel as though the group is present in what is being shared and the emotional risks members are taking in order to progress, grow, and change by the end of the group (Corey, et al., 2018). An example of this during the

9 group session video is when one member is struggling to feel comfortable sharing in the group, Dr. Corey is able to pick up on the other feelings the member is expressing non-verbally and reflects those emotions and comments on sensing the hesitation. The group member never says the word “hesitation,” however the group leader is still able to pick up on that emotion and address it in order to move toward the goals of counseling. Promoting Social/Emotional Outcomes The role of school counselors is to advocate and support student’s academic, social/emotional, and career needs within the school, district, and local community. On top of this, school counselors are typically asked to perform duties outside of their professional role, serving as lunch aids, bus line coordinators, and substitutes when teachers are out (Clark & Breman, 2009). As a result of wearing many hats and the very limited time counselors have with students on a daily basis, school counselors often need to find ways to reach multiple students on their caseload with the same academic or social/emotional concern very quickly and effectively. Small group counseling is an effective way to accomplish this goal due to the variety of groups and how they can used to address a number of developmental or school-related concerns, like study skills, social skills, anxiety management, or behavioral issues (Clark & Breman, 2009; Corey, et al., 2018). Groups are especially effective in these situations because they also help these students feel less alone in their problems and realize that growing and developing is not as difficult when someone has support. In the video, Dr. Corey and Ms. Corey use their group leadership skills to promote these positive social/emotional outcomes by challenging, empowering, and showing support for the group members throughout the process. The group leaders did not allow the group to get derailed from the ultimate goals of the counseling group and maintained a respectful demeanor with all

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10 members (The Evolution of a Group, n.d.). This not only helped to establish trust between the group members and the group leaders, but also created a culture of safety, protection, and trust among the group members as the group progressed through the stages. As a result, both leaders were able to help members connect their behaviors to the outside world, form relationships with each other as members of the group, and more openly share their difficulties within the group. Cultural Considerations As a professional counselor in any field, it is always going to be an important step in the counseling process to consider how an individual’s cultural background is going to affect the counseling relationship. Counselors must be aware of their own cultural worldview, evaluate its impact on their role as a counselor, and developing culturally relevant strategies to practice when working with students or clients that are different from them (Corey, et al., 2018). Beyond creating an effective and therapeutic counseling relationship, school counselors have an ethical obligation to consider culture when providing resources and support to students (ASCA, 2016). Also, the American School Counseling Association’s ethical standards encourage counselors to identify their own cultural biases and to aware of moments when they may be making cultural assumptions or pushing their own beliefs on to students (ASCA, 2016). Therefore, a consideration for cultural must be a consistent process throughout a counselor’s career in order for them to be effective school leaders. Personal attitudes and beliefs are going to create conflict in group settings, as it is often the points of groups to build those interpersonal skills and challenge one’s own thought process in a therapeutic way. When conflict is unexpected in a group or suddenly triggers a member, it is often the result of miscommunication, misinformation about a topic, differing cultural values or social priorities, or differing perspectives on social structures and conditions (Okech, Pimpleton-

11 Gray, Vannatta, & Champe, 2016). This type of conflict is often harmful and unproductive in a group counseling session and it then becomes the responsibility of the group leader to re- establish those boundaries and refocus the group while still respecting the feelings of the members. In the video, Dr. Corey makes a point to address the cultural differences between the group members and identify potential conflicts that may arise throughout the counseling process. Later in the session, the group leaders ask a member to express her discomfort in speaking about cultural differences and discussed within the group highlighting the differences for the member within the group (The Evolution of a Group, n.d.). Another example happens when another member is discussing her relationship with her family and how she has difficulty expressing herself within her family, other members are curious about this dynamic and wanted to explore this experience with the member (The Evolution of a Group, n.d.). Both of the counselor leaders were able to help members connect and explore cultural differences in a way that helped members feel safe, validated, and supported within the group.

12 References American School Counselor Association. (2016). ASCA ethical standards for school counselors [PDF]. Retrieved from http://www.schoolcounselor.org/asca/media/asca/Ethics/EthicalStandards2016.pdf Clark, M. A., & Breman, J. C. (2009). School counselor inclusion: A collaborative model to provide academic and social-emotional support in the classroom setting. Journal of Counseling and Development, 87(1), 6–11. Corey M. S., Corey G., & Corey C. (2017). Groups: Process and Practice. [Capella]. Retrieved from https://capella.vitalsource.com/#/books/9781337469227/ 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. Steen, S., Henfield, M. S., & Booker, B. (2014). The achieving success everyday group counseling model: Implications for professional school counselors. The Journal for Specialists in Group Work, 39(1), 29–46. The Evolution of a Group. (n.d.). Retrieved November 17, 2020, from http://media.capella.edu/CourseMedia/COUNR5822/GroupEvolution/COUNR5822_grou p_transcript.html

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