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What are some ways to create in a group?  What is "trust"?
Trust is established in a group by the counselor allowing the members of the group to share without judgement. The students are allowed to build confidence in sharing their feelings without others discriminating or questioning them. When counselors assure the members that the information they share will not be shared with others, this also builds trust. To build trust, it is important for school counselors to be accepting. They must also be knowledgeable of their cultural norms and trends. When school counselors disclosed parts of themselves to their students, it allows them to build trust, as it shows the students the counselor is a person who can have the same experiences (School-Counselor.org,  n.d.).
What is "trust"?
This video by Crossroad Kids Club discusses what trust is for kids. https://www.youtube.com/watch?v=NUrnkA0DF2g

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What do typical or expected group member behaviors look or sound like in this stage?

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What do typical or expected group member behaviors look or sound like in this stage?

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During the facilitation stage of group counseling, group members should be meeting for the first time and should begin to form interpersonal relationships. "Interpersonal relationships are characterized by "testing and dependence" and the discovery of which interpersonal relationships are acceptable in a group setting" (Brook-Harris 2005). For example, during the first initial group counseling sessions, it would be important for the lead counselor or counselors to engage students in sharing of similar past experiences.
Reference:
Brooks-Harris, C. (2005). Enhancing Educational Effectiveness: Group Facilitation Skills and Experiential Learning. University of Hawaii.
This source describes the four initial stages of group facilitation, what it is, how to facilitate different learning styles in group counseling, how to choose leaders, creating an open environment, etc. This source provides counselors with resources to use during initial counseling sessions.

What are overall group characteristics in this stage?
The general characteristics of a group of students who are engaging in group counseling on the subject of a divorce should include students who are: diverse in culture, include both sexes, mature students and students who have similar personalities. Additionally, all groups should have at least one role model and all students should have a want to be there.
Reference: Missouri Comprehensive Guidance and Counseling Program. (2015). Professional School Counselor Small Group Counseling Guide.
This source describes, overall, what all small group counseling sessions should look like, from beginning to end. For example, this source details what informed consent forms should look like, teacher/parent follow-up forms, etc.

What things would you avoid as a group counselor in this stage?

During the facilitation process of group counseling, counselors should avoid having group members that present with extreme behavior, whether that behavior be outwardly hostile or present as shyness. This being said, school counselors should not attempt to diagnose or address long-term psychological issues or continue therapy with these students outside of short-term group counseling. If school counselors begin to feel, particularly during the initial stages of school counseling, that a member of their group needs outside mental health services that cannot be addressed during group counseling or that should not be addressed during group counseling, then a referral should be made (ASCA 2014).
Reference:
American School Counselor Association. (2014). The School Counselor and Group Counseling.

What is the depth of group process in this stage?

During this stage of group counseling, group process should not be heavily used because the group has not yet created a safe environment. In order for group process to work, "a safe environment needs to be created, members need to be engaged in each other's learning, member's relationship to the topic of divorce needs to be established and a return to the curriculum after group process" (Mills 2016).
Reference: Mills, B. (2016). What is Group Process?: Integrating Process Work Into Psychoeducational Groups. University of Lethbridge.
This source clearly outlined the value of group process and how it should be used during group counseling sessions. There is little literature on group process that details exact guidelines and timelines for how to appropriately use this.
How does diversity impact the development of this stage of group counseling?
According to Corey, Corey, & Corey (2018),  people have the own perspective on participating in a group. This makes it necessary to establish a set of rules that promotes respect, but allows members to explore each other's differences in a group setting.

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People Bingo:
In this activity, make a 5X4 grid on a piece of paper for everyone in the group. In each group put statements that are appropriate for the group, i.e. has brown eyes, is wearing blue, has been to Disney World, has 2 pets, etc. Give the group 10 minutes to go around and get a name for each statement on the grid. Each person has to sign their name by a statement that is about them. This will get everyone in the group talking, and allow them to learn interesting facts about each other.
https://insight.typepad.co.uk/40_icebreakers_for_small_groups.pdf
Concept of Confidentiality
According to ASCA (2016), school counselors should aspire to maintain confidentiality in a group setting, but it should be explained that confidentiality can not be guaranteed in a setting with minors.

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What do typical or expected group member behaviors look or sound like in this stage?
During this stage of the forming the group each group member will compete for status and acceptance. It is a stage that can not be avoided. The will have conflict as to how things should be done, and the team leader will need to help them solve these conflicts by working together.

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What are the overall group characteristics of this stage?

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What are the overall group characteristics of this stage?

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This is the transition stage of the group. At this stage, establishing trust is the main focus of the group. Group members will be hesitant during this stage, and will observe the other group members and the leader. This is especially true for students are experiencing situations with separation and divorce. However, once they no longer fear judgement when sharing, trust will be established and a willingness to share will be visible. Members will also be defensive and reluctant. They will want to be safe, but also want to take risk. Real work within the group will not begin until the members feel safe.  (Corey, Corey & Corey, 2018).
What does your personal reaction to confrontation look like? What does your personal reaction to conflict look like?
Personally, I am not a confrontational person. I attempt to avoid confrontation at all cost. I do this because I don't always know how I will react to someone's reaction of the confrontation. However, as a leader Corey, Corey, & Corey (2018), states leaders need to teach the group members what confrontation is and what it isn't, and how to constructively interact with one another. In my attempt to learn how to constructively handle confrontation, I have learned to allow people to speak their frustrations out; sometimes people just want to be heard. This is often needed with students whose parents are divorcing. They oftentimes do not feel heard, or overlooked during and after the divorce. Utilizing group sessions as a place to be heard can help them overcome those feelings.
During confrontation or conflict, I try to listen and not interrupt. I try to gain an understanding of the other person's perspective as I've learned that perception is reality. What I've also come to realize is that oftentimes confrontations and conflicts arise from a lack of communication or miscommunication.
The following video discusses how to help children resolve conflict and confrontation successful. This video covers multi-age groups in elementary school. The children have chosen to participate in this group to learn the lessons of conflict resolution.
https://www.youtube.com/watch?v=DazLm-VB-Ik

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Students Learn the Skill of Conflict Resolution in a Multi-Age Class

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Share how you interpret six problem behaviors at this stage. How can leaders work with these behaviors?

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Share how you interpret six problem behaviors at this stage. How can leaders work with these behaviors?

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During this stage of the group some of the behaviors that are present are being defensive, avoidance, transference, counter-transference, and jealousy.  According to Corey, Corey, & Corey (2018), it is best to try and work with these behaviors than to fight with them. These are also common emotions with students experiencing divorce. Avoiding these feelings in group, and with their parents will prolong the healing process for them (Kemp, Smith & Segal, 2018). Walking each group member through how to resolve the feelings that allow these behaviors is the responsibility of the group leader. Another way to handle these behaviors is to make sure the expectations of everyone in the group is known and understood. Promoting honesty in why these behaviors are present will help the group and the group leader work overcome these challenging behaviors as well (Corey, Corey, & Corey, 2018).

How does working through conflict lead to trust in small group counseling?
When conflict is handled in a healthy, positive, and respectful manner, it causes the individuals involved to strengthen their bond. Once group members learn how to resolve their conflict they begin to feel supported, nurtured, understood, and safe in that environment. This will lead to productive work being done within the group (Segal & Smith, 2018). It is also stated that once group members have learned how to resolve their conflicts, it is a sign that they are ready to transition to the next stage of development (GROWING PAINS in Group Development, 2014).

References
GROWING PAINS in Group Development. (2014). Leadership for Student Activities, 43(1), 4. Retrieved from https://ezp.waldenulibrary.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=98639640&site=eds-live&scope=site

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What things would you avoid as a group counselor in this stage?

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What things would you avoid as a group counselor in this stage?

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As a group leader, ignoring the behaviors and not reacting to the behaviors eliminates the presence of the leader in the group. Group leaders should avoid giving in to the behaviors, and allowing the behaviors to continue in the group without addressing them. Losing sight of the purpose of the group is also something the group leader should avoid (Corey, Corey, & Corey, 2018).

How does diversity impact the development of this stage of group counseling?
Because this stage consist of group members experiencing conflicts and confrontations, it is likely that those conflicts and confrontations are a reflection of the diversity within the group. The group is attempting to work on developing how to accept each other's differences of opinion, cultural norms, and values. Through this acceptance of their differences, they will learn how to interact with each other without judgement (Priestly, 2015).

This picture represent how two different colors can stay their same color, but work together continue to achieve harmony.

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What do typical or expected group member behaviors look or sound like in this stage?
During the working stage of group counseling, each member should begin to socialize more as they become more comfortable with their group members. This can be the most difficult stage to reach, but if it is successfully reached, each group member should begin to be able to give/receive constructive criticism. Additionally, each group member should begin to show show respect and trust to the counselor, as the leader of the group, which will allow them to begin to examine their own underlying issues with their parents divorce, whether that be anger management or declining grades (Mind Tools 2018).

Reference: Mind Tools. Forming, Storming, Norming and Performing. (2018). Management Training and Leadership Online Training. While this source was not directly related to school counseling, it was related to the creation of groups, within the workforce and how this groups become successful.

What are the overall group characteristics in this stage?
The overall group characteristics in the working stage of a school counseling group would be: less nervousness or fear of sharing, increased trust in the group as a whole and sharing of personal stories that students feel are the reason why they are involved in counseling (even if this is not the full reason why). At this point, students should have been able to fully process the expectations of the group (Wagner & Hill 2015).

Reference: Wagner, H. H., & Hill, N. R. (2015). Becoming counselors through growth and learning: The entry transition process. Counselor Education and Supervision, 54(3), 189–202. This source directly applies to a group about school counseling because it details what types of behaviors a school counselor should expect as they enter into a more "trusting" stage of group counseling. Additionally, this source provides the school counselor several types of models that can be used in school counseling groups.

What are the tasks of this stage?
The tasks of the working stage involve getting students to begin to deeply reflect on the underlying issues that have brought each individual student to group counseling. This process of reflection should begin with having students begin to engage in structured critiques about how each one of them is received within the group. The following video is a useful way for group counselors to get elementary school students to begin to express themselves to others in their group.

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Child and Family Therapy Technique: The Dice Game

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What are Yalom's nine therapeutic factors?
Yalom's therapeutic factors are the installation of hope, universality, imparting information, altruism, corrective recapitulation, socializing techniques, imitative behavior, interpersonal learning, group cohesiveness, catharsis and existential factors. In all group counseling, but particularly group counseling at the elementary school level, imitative behavior is incredibly powerful. Younger people/students tend to want to act/say/do what their peers do, which, if the group has been established well up until this point, will usually lead to positive results, especially if there is a problematic child within the group.

What is your personal leadership style?
My personal style of leadership is human resource leadership. This type of leadership means that "leadership happens through empowerment and encouragement of others" (Dollarhide 2003). Within small group counseling, my leadership style does not change much. However, in order to have a small group run more effectively, it will be important to incorporate other leadership styles, such as political leadership, which involves "leadership in the use of interpersonal and organizational power" (Dollarhide 2003). It is important to incorporate this because without structure, the group will never make it to this stage of group counseling. However, without my personal leadership style (human resource) the group will feel stiff and it will be much harder to accomplish the warm, trusting, safe-place that is needed for healing to happen.

Reference: Dollarhide, C. (2003). School Counselors as Program Leaders:Applying Leadership Contexts to School Counseling. American School Counselors Association. This reference is particularly relevant to school counseling because it outlines the most commonly seen leadership styles within school counseling. Each of these leadership styles brings something to the table and several of them should be combined together in order to achieve optimum results for students.

What things would you avoid as a group counselor in this stage?

During the working stage of group counseling, particularly with elementary school students, the best things to avoid are: trying to dominate the conversation, moving too quickly through the counseling session (which does not allow for processing), unknowingly influencing a student, whether it be religious matters or moral beliefs, not allowing for silence and not keeping good records (Weiss).

Reference: Weiss, R. Therapists & Clients. Psych Central.This source was relevant to elementary school counseling because it discussed behaviors that all therapists should avoid, despite their individual specialization.

How are member interactions in a small group counseling session a microcosm of the world?

During a group counseling session, member interactions are a microcosm of the world because you can often tell a lot about clients, particularly elementary-aged clients who are not as adept at hiding their true emotions, by how they behave within a group. As a counselor, you will begin to see patterns of behavior within groups that will act as a window into their clients lives. For example, if you pay attention to who problematic students gravitate towards or which students respond negatively to each other, there will likely be connections between their behavior toward the student they are actually talking to and someone else in their personal lives.

Reference:Carlson, M. (2015). Learning Group Leadership. SAGE Publishing. This reference is relevant to elementary school counseling because it clearly outlines what types of behaviors counselors should look for within groups. Once you are able to identify this behaviors, it will become easier to help clients, particularly younger clients, make deeper breakthroughs.

How does diversity impact the development of this stage of group counseling?
During this stage of group counseling, diversity will have a positive effect on the group. School counselors can use diversity to: highlight economic differences, discuss how social class affects achievement, creating more tolerance and enhancing cultural competence. All of the qualities and topics are ones that students will be able to use in  secondary education and the workforce.

Reference: American School Counselor Association. (2015). The School Counselor and Cultural Diversity. This reference is relevant to the topic o elementary school counseling because it provides the rationale that is needed for addressing cultural diversity within groups rather than ignoring it.

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What do typical or expected group member behaviors look or sound like in this stage?
In this stage, group members  begin to recognize unresolved issues, and try to achieve balance through compromise. Through their communication they are able to recognize changes taking place within the group. Their self-recognition increases because they are being more open, and finally they establish a more increase awareness of themselves and others (Crespi, 2009).

Reference
Crespi, T. D. (2009). Group counseling in the schools: Legal, ethical, and treatment issues in school practice. Psychology in the Schools, 46(3), 273–280. https://doi-org.ezp.waldenulibrary.org/10.1002/pits.20373

What are the overall group characteristics in this stage?
This stage is characterized by group members coming to a realization that their work is done. This is the stage where the group members are able to express their feelings and thoughts about the group. Another characteristic of this stage is the group putting a meaningful perspective on what they have experienced and what has occurred within the group (Corey, Corey, & Corey 2018). This part of the group is helpful for children of divorce and separation because they now have the ability to put their parent's divorce into perspective as well. This can help them to eliminate feelings of guilt and shame.

Reference
Corey, M. S., Corey, G., & Corey, C. (2018). Groups: Process and practice (10th ed.). Belmont, CA: Brooks/Cole.

What are the tasks of this stage?
According to Corey, Corey, & Corey (2018), the task at this stage of group is for the leader to help the students put meaningful perspective to what they have learned. Helping the students to integrate what they have learned in the group into their everyday lives is one of the main purposes of the group. In is also the task of the leader to help group members see how they have evolved over the course of being in the group. This happens in a closed group. Group members also give each other feedback. In an open group, the task will differ because members are coming in and out of the group at different times. Some of the task to handle in an open group include: educating the members on giving adequate notice when they want to leave to group so that other members are able to address any unfinished business, allowing the member leaving the time to prepare for termination emotionally, give opportunity for members to say good-bye, discuss the cultural meaning of good-byes as everyone may not have the same perception, help the members who leave the group implement what they have learned in their daily lives, assist the leaving members to review what they have learned, and finally make any necessary referrals. At this stage students of divorce can integrate what they have learned into ongoing conversation with their parents concerning divorce. As stated by Kemp, Smith, and Segal (2018), as children mature, they begin to have more questions, new feelings of concern, interest in what happened. Since they are able to apply a different perspective at this stage addressing those concerns can be beneficial to the student.
Reference
Corey, M. S., Corey, G., & Corey, C. (2018). Groups: Process and practice (10th ed.). Belmont, CA: Brooks/Cole.

Kemp, G., Smith, M., J.Segal.(2018). Children and Divorce: Helping Kids Cope with Separation and Divorce. Retrieved from https://www.helpguide.org/articles/parenting-family/children-and-divorce.htm/

How does member group work transfer to the world outside of the group?

For members of the group to transfer their group work to the outside world, the group leader must help them understand that the work they did in the group took active steps to accomplish; they must apply that same commitment to situations in the outside world (Corey, Corey, & Corey, 2018). Oftentimes, group members have a difficult time with saying good-bye. It evokes feelings of abandonment, loss, and separation with hopes for a new beginning (Hennen,2014).

References
Corey, M. S., Corey, G., & Corey, C. (2018). Groups: Process and practice (10th ed.). Belmont, CA: Brooks/Cole.

Hennen, M.A.G, (2014). Stages of Group Development. Retrieved from  http://www.actonalz.org/sites/default/files/images/Stages%20of%20Group%20Development%20-%2010-21-14%20Extension%20Presentation.pdf

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What things would you avoid as a group counselor at this stage?

As a group counselor, during this stage of group counseling, it is important to avoid rushing the ending of the session (Tuckerman 1965). As a counselor, it is important to provide students with a sense of closure, particularly elementary school students who may need more re-direction and continued reminders on how to use the skills that they have learned during group counseling.

Reference: Tuckerman, B. (1965). The Five Stages of Group Development. This reference is relevant to elementary school counseling because it provides counselors with specifics on what to avoid. While many sources only outline appropriate behaviors, this source outlines appropriate and inappropriate behaviors.

Example Closing Activity:
One way to end a group counseling session is to provide students with an opportunity for them to reflect on what they have learned and to positively comment on the (ideally) positive relationship that they have built with each other. “Each person is given a blank notecard. They write their name across the top and pass it to the person sitting to their right. That person then writes something that they learned about or from the person to their left. They could also write what they think of that person, as long is it is something constructive and/or positive. Once they are done, they pass the card to the right and that person writes their comments on it. By the time the card makes its way around the circle, the owner of the card has received feedback from everyone in the group but does not necessarily know who wrote what comment. He or she is then asked to read aloud the statements that others in the group chose to write about them” (School of Education at Syracuse University 2019).

Reference: School of Education at Syracuse University. (2019). Positive Endings to the Counseling Relationahip. This reference is relevant to an elementary school counseling group because it provides simple but effective ways for students to leave the group counseling experience with appropriate coping skills and constructive feedback.

How does diversity impact the development of this stage of group counseling?
During this stage of group counseling, the cultural diversity of all students should have already been highlighted and discussed in previous sessions. With elementary school students, this is particularly true because many younger students do not know how to acknowledge differences in an appropriate way or are just beginning to notice the differences between themselves and others students. By understanding the differences that exist among different cultures, students will be better able to understand the differences in the divorces that their parents are going through.

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Group Counseling with Children: A Multicultural Approach Video

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Corey, M. S., Corey, G., & Corey, C. (2018). Groups: Process and practice (10th ed.). Belmont, CA: Brooks/Cole.

Edutopia. (2012, May 1). Students Learn the Skill of Conflict Resolution in a Multi-Age Class [Video file]. Retrieved from https://www.youtube.com/watch?v=DazLm-VB-Ik

Segal, J. & Smith. M. (2018). Conflict Resolution Skills: Building the Skills That Can Turn Conflict into Opportunities. Retrieved from https://www.helpguide.org/articles/relationships-communication-articles/conflict-resolution-skills.htm/

Kemp, G., Smith, M., J.Segal.(2018). Children and Divorce: Helping Kids Cope with Separation and Divorce. Retrieved from https://www.helpguide.org/articles/parenting-family/children-and-divorce.htm/

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