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Positive Behavior Interventions and Supports

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Positive Behavior Interventions and Supports

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PBIS.org (2019), offers a plethora of information that one can find helpful in trying to meet the needs of students who have unique circumstances and situations, with which they may be struggling. Training videos, lesson plans, activities and general thought provoking, perspective taking is offered within the pages of this web link.

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The home of Positive Behavioral Interventions and Supports (PBIS). FInd more information on PBIS, how to implement PBIS, get resources and materials, and how to get support. Funded by the U.S.

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Module 2 References

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In order to successfully facilitate a Peer Group, one must be comfortable with:

Sense of humor

Knowing dangers of sarcasm

Being genuine, open, and compassionate

Being willing to model expected behavior

Courageousness (jumping into an uncomfortable situation while allowing others to maintain integrity)

- (Sink, Edwards, Eppler, 2012.)

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working with Students can be rewarding, but also taxing for educators and counselors.

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Edutopia. 1,326,459 likes · 59,941 talking about this · 248 were here. Inspiration and information about what works in education. Please agree to our commenting policy when participating on our page :)

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Money: loss of insurance, being laid off, loss of employment, etc.

Time:  relocation, school schedules, retirement restrictions

Impasse: when the client's needs surpass the therapist's expertise.

Grudge:  When "confrontation" goes too far, and the emotional nature ignites conflicts between counselor and client.

Quick Fix: once the client begins to feel better, they determine they are "fixed" and they no longer need therapy.

Dependency: after trust is established, the counselor must be careful to empower the client to be independent, unfortunately a client defers decision making to their therapist, and the relationship turns to dependence.

Boundary Violations (ethical violations, unfortunately may have entered into play between client and counselor)

Cut and Run (not showing up, text messaging, avoidance of termination)

Resistance (too difficult to admit and cognizantly work on emotional turmoil.

- (Howes, Ryan, 2008)

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Our "front lines" are the best secondary source of student needs. Asking them to make referrals to counselors on behalf of potential child needs, is critical to timely responses.

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The Counselors and Administrators feel a vital piece to the success of our children is the school's counseling program. We are fortunate that each school has a counselor. The counseling program is obtaining feedback from our families in regards to meeting the needs of the students in our buildings, and as a district.

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The working stage is characterized by the charge of members to survey noteworthy difficulties they bring to the group. Students should be able to take more initative.  Also, by this stage, students should be familiar with each other.  However, this does not mean that every member will be at this stage of readiness.  High school adolescents value the opinions and judgments of their peers, especially in a group setting.
Corey, M. S., Corey, G., & Corey, C. (2018). Groups: Process and practice (10th ed.). Belmont, CA: Brooks/Cole.

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As school counselors, we are advocates, leaders, collaborators, and consultants who create change for students (American School Counseling Association, 2016). Students who receive that sense of safety will trust their counselor more if they see they're advocating for them.

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Guidance & Counseling Small Group Counseling. This website offers a diverse set of units for tackling small group counseling sessions for groups of all needs and ages. The units provide focus topics, activities, and potential follow up thinking.

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Find materials and resources by the Career Clusters at the Missouri Center for Career Education.

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What are the overall group characteristics in this stage?

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What are the overall group characteristics in this stage?

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painful emotions

avoidance

sadness

anger

grief

denial

silence

possible abandonment

rejection

awkwardness

texts

communicating through voicemail

frustration

bittersweet

Sometimes discussions regarding terminating therapy opens new elements to therapy thus resulting in the need for more therapy!

"Therapists and clients both benefit positively when termination is ideal. Unfortunately, not every therapy ends this way!

- (Howes, 2008)

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Part I: What is Termination?

"Termination" is clinical jargon for the last phase of therapy. It has its own fancy term and deserves four posts because it's that important. In fact, for some it's the most profoundly healing, meaningful and transformative phase of therapy. But many clients split before they're able to reap the benefits of a good termination.

One hat I wear is supervisor for graduate students who rotate each academic year at a community counseling center. Most have clients who stay with them all year. In the Spring, students remind their clients that the rotation ends in the Summer and they will terminate or transfer to an incoming therapist. Most clients respond to this news with nonchalance, saying they knew this was the case and it's no big deal. But as the final session draws near, interesting material begins to emerge. My students notice their clients start talking about breakups, death and other endings. Their dreams reflect themes of abandonment and loss. Other clients suddenly "get better" or have a financial crisis and terminate via voice mail. In some cases a conflict arises and the clients leave angry. While some of this may be coincidence, the yearly repetition of these patterns seems to support the idea that termination pushes buttons on a deep, perhaps unconscious level.

We don't like to talk about termination; it brings up uncomfortable feelings for clients and therapists alike. Many of life's endings - breakups, divorce, graduation, getting fired, moving, death of a loved one, etc. - provoke feelings of sadness, anger, grief, rejection and/or abandonment. If successful therapy requires a meaningful connection between client and therapist (as my fellow bloggers and I claim), then we should expect these painful emotions when therapy ends. When we avoid termination, these thoughts and feelings may go unexplored, preventing a healthy closure. I've even heard of clients who go to therapy to grieve their previous therapy.

There are other reasons we avoid termination. Clients may fear they'll be told they aren't ready to stop, or are concerned their leaving will hurt the therapist's feelings. They worry that saying goodbye will be awkward, sappy or painful. Some avoid the sting associated with endings from their past - pain they felt before and don't care to revisit. As a result, they terminate via LMB or a voice mail message: "Hi, it's Jane. I won't be able to make it this week, I'll call you for my next appointment." And that's it, we never hear from Jane again.

Therapists may equate ending with a loss of revenue and shrinking caseload. Their business brain is afraid to mention termination out of fear they're planting a seed. Many attach their success as a therapist with their appointment book, so losing a client means they've failed. Some might avoid the topic because it's an uncomfortable conversation, and we don't want our clients to feel uncomfortable. Or maybe they're too emotionally attached to their clients and don't want to let them go. Either way, their silence colludes with their clients, resulting in a denial that termination will ever happen. By avoiding the topic their clients might not even know there is such a thing as a termination phase, and that it holds great value. In these cases, the "see ya!" voice mail is really no great surprise.

Clients (and therapists) who avoid the termination process are missing out on some of the best material therapy has to offer. For example, many issues clients raise in therapy include an element of loss. During termination, therapy becomes a laboratory for experiencing, processing and coping with those feelings first hand. What kind of model is therapy if we preach dealing with and accepting loss, but practice denial? Can we rationalize spending a year working through grieving a loved one, yet end our relationship via voicemail? Since all therapy must come to an end, shouldn't a high quality ending be part of each treatment plan?

Termination is a time to evaluate the work you've accomplished, celebrate the progress, talk about which goals weren't reached and explore any disappointments with the process. It's reminiscing, an exit interview and saying goodbye wrapped up in one. Sometimes this overview helps it all come together, as seeing the work in the rearview mirror lends perspective. Insights like "Ah, I'm glad you didn't tell me what to do," or, "That explains why I felt frustrated sometimes" are common to a good termination. Yes, sometimes this discussion opens a new can of worms, potentially resulting in more therapy. But it may be a can worth exploring.

We don't have enough good endings in life. The nature of therapy and strength of the relationship should provide clients with this one final gift: a corrective emotional experience regarding endings. Clients and therapists who avoid it are depriving themselves of the insight and healing the termination phase provides.

Coming next: Part II - The Ideal Termination

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Terminating Therapy, Part I: What, Why, How?

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"Termination" is clinical jargon for the last phase of therapy. It has its own fancy term and deserves five posts because it's that important. In fact, for some it's the most profoundly healing, meaningful and transformative phase of therapy. But many clients split before they're able to reap the benefits of a good termination.

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To determine what type of groups (psychoeducational, career, addiction, family, etc.) asking the students to fill out a survey is a great way to establish relevance for current school year.

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Web survey powered by SurveyMonkey.com. Create your own online survey now with SurveyMonkey's expert certified FREE templates.

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Termination is a time to focus on evaluation, celebration and discussion of goals not reached, or any disappointments felt during therapy.  (Howes, 2008).

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

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

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Ask the client, "under what conditions will we end, and what will that ending look like?"  (Howes, 2008).   This conversation can take place during any stage of counseling.
Have the conversations that state the obvious... "you can "hear" how problems would be addressed in therapy."  Pointing this out, empowers them to know they can identify the "therapeutic" work and focus on the tools that work for them in addressing them.  This will transfer to their real world work when leaving group. (Howes, 2008).
It is important as part of the termination phase to do these things for closure and seamless transition:

Review what the client has learned

Discuss goals still to be worked on

Develop an aftercare plan

Reminisce about the relationship

Discuss/Grieve the therapeutic relationship

Discuss other memories this termination evokes

Therapists need to process termination too!

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Module 2 References

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Trust Formation When Youth and Adults Partner to Lead School Reform: A Case Study of Supportive Structures and Challenges

This article stuck out because it spoke about trust between the students and the stakeholders, such as teachers, counselors, and other administrators.  Gaining trust and feeling safe is important when working in group settings.  This allows students who are in the group to have a sense of security, knowing they already have trust with the stakeholder.  This also allows the students in the group to discuss with each other some of the similarities they have, and the students would feel safe releasing their information, because they already have trust and respect for their counselor.

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ERIC - Trust Formation When Youth and Adults Partner to Lead School Reform: A Case Study of Supportive Structures and Challenges, Journal of Organizational and Educational Leadership, 2017-Jun

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Schools that build and support high levels of trust between stakeholder groups have been shown to support greater collaboration amongst those groups, including parents, teachers, administrators, and students (Tschannen-Moran, 2001).

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Trust and Safety
Being able to trust the person you will share a lot of valuable information with is vital.  School counselors have a duty to provide a safe school environment (American School Counseling Association, 2016).  In this stage dealing with trust, school counselors should ensure they are not crossing boundaries in order to gain the trust of their student or to ensure they feel safe.

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School counselors should make each and every student feel safe and have a sense of trust to speak to them about any and everything.

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New self-esteem guide for teen girls:
This article is for the topic of trust and safety in group counseling.  It explains how and why teen girls should be comfortable with who they are.  I took from this article that teen girls need to trust that they are good enough and they should feel safe to trust their teachers and counselors that are there to help them.  It was mentioned in the article to make friends or surround yourself around people who have the same values or wants out of life and to trust the process.  Students, especially teen girls need to have a sense of security around them in order to feel comfortable speaking.  Once they have worked on themselves, group counseling would go much smoother, I believe.

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Conflict Resolution
This video is a great way to discuss trust and safety with group counseling. People often try to avoid conflict so no problems or issues arise in the group. Dealing with conflict in group counseling would be a great way to build trust between the group members and also allows them to feel safe in the environment.

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Self-esteem is how we see ourselves. Our strengths and weaknesses sometimes play a part in how we see ourselves. Thus, our personal view of self can be low or high.

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What is Self Esteem? & Tips to Build Self Esteem | headspace

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group size: 4-10 students (homogeneous gender groups, ages 14 - 16)

-  (Missouri Comprehensive Guidance & Counseling Programs, 2015)

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DESSA
EBOS
Survey Monkey

These three evaluation tools could be used both pre and post group for showing growth.  DESSA and EBOS are client/counselor rated based on rubrics.  The results may be shared with parents and other members of evaluation teams.  Survey Monkey is a data information tool designed to gather input from prospective clients about their needs assessments.

DESSA
Devereux Student Strengths Assessment is an online evaluation tool to assist counselors, teachers and facilitators in determining growth of individuals who  are working towards making improvements to their social emotional skill sets.  This tool allows both the student and the facilitator pinpoint the focal point of concentration and offers strategies for making strides.

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DESSA Comprehensive SEL System

A Comprehensive, Cloud-Based System

The DESSA Comprehensive SEL System allows educators to measure, strengthen, and support social-emotional competence in youth K-12 grade. The DESSA System includes a suite of strength-based social emotional learning (SEL) assessments, a universal screener that can be administered in less than a minute, foundational practices, and growth strategies to strengthen social and emotional competence. Actionable data and reporting helps SEL program administrators measure the impact of their programs and helps educators understand students' SEL strengths and needs.
Check out a quick look of our system to the left, or take a more extensive tour of the DESSA System.
Explore Aperture Education's suite of social emotional learning (SEL) assessments

The Devereux Student Strengths Assessment-mini
A valid and reliable one-minute screener of students' social and emotional strengths and needs. The DESSA-mini provides insight for students Grades K-8 and the DESSA-HSE mini provides insight for students Grades 9-12.

The Kickboard DESSA SEL Inventory
A partnership between Kickboard and Aperture Education, this inventory helps schools collect, monitor, and analyze real-time data on 40 student behaviors tied to the DESSA core SEL competencies.

Statistically Valid and Reliable Assessments

With over twelve years of research behind it, the DESSA is one of the most reliable social emotional learning assessment tools. Paired with the award-winning technology available within the DESSA System, you can count on reliable and user-friendly data.

For more in-depth information about any of our research studies, visit our Research and Publications page.

Tools to Understand and Act Upon

Along with the DESSA, DESSA-HSE, and DESSA-mini (a shorter, but still reliable 8-question screener), DESSA System users have access to research-informed Growth Strategies and Foundational Practices, used to bolster social and emotional skills on eight SEL competencies.

These strategies can be used universally (large group settings, like a classroom), in small groups, individually, or as take-home assignments. In addition, each competency comes with a teacher reflection activity - allowing users to understand their own social and emotional strengths and areas of need.

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The DESSA Comprehensive SEL System Aperture Education's social and emotional learning software system - including the nationally recognized Devereux Student Strengths Assessment (DESSA) and DESSA-mini. https://www.youtube.com/watch?v=GCnzYRkWK_g&feature=youtu.be A Comprehensive, Cloud-Based System The DESSA Comprehensive SEL System allows educators to measure, strengthen, and

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Essential Behavior Outcome Skills (EBOS) A quantitative, objective, evaluative tool, for determining if a student and/or counselor/educator feels the student is making progress working with lagging skills

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In his work, Theory and Practice of Group Psychotherapy, Irvin Yalom identified 11 primary “therapeutic factors” in group therapy.  Each of these factors can be used to help explain why a group works in a particular way for a particular client population.

Harrington, B. T. (2019). Yalom’s Therapeutic Factors. Next Step Therapy. Retrieved from https://nextsteptherapy.ie/groups/group-psychotherapy/yaloms-therapeutic-factors-2/.

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Yalom's Therapeutic Factors defined and how it influences group stages

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Yalom's Therapeutic Factors defined and how it influences group stages

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Yalom’s eleven therapeutic factors that influence change and healing in group therapy:

1.    The instillation of hope creates a feeling of optimism which adolescents need inside and outside of the school setting.

2.    Universality helps the high school groups members realize that they are not alone in their the issues or barriers that they may be facing.

3.    Imparting information helps to educate and empower students with knowledge pertaining to their specific psychological situation.

4.    Altruism allows the students to gain a sense of value and significance by helping other group members.

5.    Corrective recapitulation provides for the resolution of family and childhood events within the safety of the group family.

6.    Socializing techniques promote social development, tolerance, empathy, and interpersonal skills.

7.  Imitative behaviors within the group modles for the adolecent members  the coping strategies and perspectives of other group members.

8.    Interpersonal learning teaches students in the self-esteem issues, how to develop supportive interpersonal relationships which are needed to support progress.

9.    Group cohesiveness gives the students a sense of acceptance, belonging, value, and security which builds and fosters a positive self-esteem at this sensitive time.

10.  Catharsis releases suppressed emotions and promotes healing by disclosing information to group members.

11.  Existential factors incorporate learning how to just exist as part of something larger than oneself. By living existentially, the students in this group will learn how to accept conditions without escaping them. Instead, they learn how to live with them and through them.  Self- esteem is focused on self-concept.  Making this factors important for student of this age group.

Irvin D. Yalom. 2013. Contemporary Authors Online. Retrieved from http://www.gale.cengage.com/InContext/bio.htm

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Group leadership style's influences and members' behavior influences during the working stage

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Group leadership style's influences and members' behavior influences during the working stage

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Group leadership style's influences and members' behavior influences work in tandem during the working stage of a high school group.  A leader's interpersonal skills, genuineness, warmth,and empathy are factors that will affect the behaviors of the adolescents in the group.  Modeling positive self-esteem and positve coping skills are therapetuic ways to support the message of the working stage.
Corey, M. S., Corey, G., & Corey, C. (2018). Groups: Process and practice (10th ed.). Belmont, CA: Brooks/Cole.

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This video depicict effective leadership and group collaboration in an adolescent group counseling session.

Fitch, Trey. (2013). Group Counseling with Adolescents

https://www.youtube.com/watch?v=0vQYxxSByPM

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Members tend to express genuine concern for one another on a deep, personal level.

Students establish boundaries and reltionships they wish to have with others and behave accordingly.

Members are more willing to self-disclose.

Although it is important to remember not all adolescent group members may be at this stage.

Ivers, N. N. (2016). Powerpoint[The Working Stage in a Group: Performing]. Wake Forest University.

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What are overall group characteristics in this stage?

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What are overall group characteristics in this stage?

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Establishing Norms: Week 1
Group members would be determined by their willingness to fill out assessment survey, referrals by staff and parents, and social emotional development levels. -(Counselor1Stop, 2018.)

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What is the depth of group process in this stage?

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What is the depth of group process in this stage?

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The focus of this particular group is a process group, with emphasis on being cognizant of one's personal, emotional struggles and understanding their strengths and weaknesses.  Though this group may be set up, initially, as a 8 week group, there may be invites for additional groups in the future for certain members. - (Smith, nd)

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Teenage girls and high self-esteem are unfortunately not two things that often go together. Girls in their teens may feel uncomfortable about their looks, their weight, academic performance, or relationships with family and friends.

Low self-esteem can make these girls feel incompetent and inadequate and like no one could ever love them. These thoughts create negative views about themselves and the world as a whole, and can create self-defeating behavior as well as faulty assumptions.

Low self-esteem and the negativity that comes along with it can have devastating repercussions, especially for teenage girls.

Girls with low self-esteem are more likely to report taking part in harmful and dangerous activities like smoking, drinking alcohol, cutting themselves, bullying others, or suffering from an eating disorder.

Seventy-five percent of girls with low self-esteem report engaging in these activities as compared to 25 percent of girls who say they have high self-esteem. Low self-esteem can lead to depression, which affects 20 percent of teens before they turn 18.

It can also factor into how teen girls interact with others and engage in daily activities. When girls feel badly about their looks, 60 percent of them choose to avoid their normal activities, which includes going to school, visiting the doctor, playing sports, or even just giving their opinion in a conversation.

It is important to reach girls who do not feel good about themselves, because they will grow into women who do not feel good about themselves. The Dove Self-Esteem Project found that only 4 percent of women feel comfortable calling themselves beautiful.

The people behind the Project realized that the anxiety about one's looks starts at a very early age, in the tween and teen years. They decided to make it their mission to help girls and women see beauty as a source of confidence as opposed to anxiety.

The Dove Self-Esteem Project started in 2004 as a way to help girls between the ages of 8 and 17 to have a positive relationship with their looks, raise their self-esteem and fulfill all their potential.

We value and respect our HERWriters' experiences, but everyone is different. Many of our writers are speaking from personal experience, and what's worked for them may not work for you. Their articles are not a substitute for medical advice, although we hope you can gain knowledge from their insight.

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5 Ways We Can Raise Self-Esteem in Teen Girls

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Teenage girls and high self-esteem are unfortunately not two things that often go together. Girls in their teens may feel uncomfortable about their looks, their weight, academic performance, or relationships with family and friends. Low self-esteem can make these girls feel incompetent and inadequate and like no one could ever love them.

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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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Avoid too much "teaching" (Corey, Corey, Corey, 2012) Let the members interact and provide feedback as much as possib

"Placing siblings or close relatives in the same group"

"Selecting students with behavioral histories that could interfere with the group’s engagement with other members i.e., extreme aggression or shyness, anger or violent tendencies"

Be careful if selecting a person with a history of trauma

- (Missouri Comprehensive Guidance & Counseling Programs, 2015)

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Working with small groups, with people who do not know and respect one another already, can be tough. Building rapport is key. Establishing and discussing norms and expectations is essential, and also following some simple guidelines while facilitating small groups: From Christianity Today, Here are 5 Mistakes that Ruin Small Groups. (2018.) Though from a Christian affiliate, the ideas are poignant and applicable to all small group sessions.

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5 Mistakes that Ruin Small Groups

When I finished leading the third week of my new small group, it hit me-I really enjoy leading small groups. It's such a privilege. We get such a unique front-row seat to watch new friendships forming, people pushing themselves out of long-standing comfort zones, and God slowly but steadily transforming people's lives.

I always want leading a small group to be part of my life. And I want to keep getting better leading. A big key to improving in our leadership skills is learning from mistakes-both our own, and others'. Let's examine a few of the most common mistakes small-group leaders make and do some self-assessment to see whether we fall into these traps:

1. Allowing an Unsafe Environment

For small groups to be as impactful in people's lives, the conversations must move below the surface into deeper sharing. This allows the relationships to grow in authenticity. But this absolutely cannot happen if the group is unsafe. If it's not safe to share-people won't.

Unfortunately it's easy to let the group drift into an unsafe environment. If group members share something personal and confidential, and then hear their story told by someone not in group-the group becomes an unsafe place for sharing. The response within the group to sharing can also make the group feel unsafe. For instance, if a group member shares an honest struggle and the responses from others are full of advice-giving, criticism, and disagreement, the group member will second-guess sharing the future. Or if a group member gets emotional while sharing and others in the group don't respond in helpful ways, the group member will likely shut down.

Leaders, it's up to us to create a safe environment for sharing. We have to consistently remind our group members to keep what's shared confidential and to give space for people to open up and be vulnerable (and yes, even cry sometimes). It's up to us to ensure that group members are getting better at listening without always giving advice, turning the conversation toward their own story, or being dismissive and trite. And even though it can feel biblical, we can't let people resort to piling on Christian platitudes and throwing verses at people who are trying to share honest struggles.

Often our best response in those moments can be, "We're so sorry that happened to you" and "Is it okay if we pause and pray for you right now?" When someone shares openly, I like to respond with, "Thanks so much for being vulnerable and sharing that. It's so important for our authentic relationships and it inspires others to share." People desperately need safe places in their lives, places where they can be "real." Your small group could be the only safe place some people have-if you work on making it safe.

2. Moving at the Wrong Speed

Finding the right study for your group can be tricky, but it's not the only thing to consider. We also need to learn how to move at the right pace through the study. Whether you're reading straight from the Bible and discussing it, or working your way through a purchased curriculum, it's important to move at a speed that allows group members to process the information and put it into practice.

I was in a men's group once where we were studied two verses from Romans a week. Though there is a lot to discuss in Romans, our pace felt too slow and even a bit repetitive. On the other hand, I've been in groups where the leader's number one priority was to complete all of the curriculum for the night. Even if there was great discussion beginning on a particular question, we had to cut it short and move on so we could get through every question in the curriculum.

We need to avoid both of these pitfalls. Our top priority should never be simply to complete the curriculum. The study is merely a vehicle to help start discussions where people can process the truths of God. So if there is a week where the discussion is getting so engaging and deep on the first or second question, feel free to spend the whole night there and not rush it along. Those moments don't come often, so take advantage of it. Just be careful not to slip into doing this every single week, or people will start to feel like you'll let any tangent take them off track, and they'll wonder if you'll ever complete the study.

One more caveat: sometimes God just has a different agenda for your group meeting. I've had nights where I was all prepared for a discussion on our study, and group members show up with something major on their hearts, and they need the whole night to process the situation with close friends. Other times, I could look around the room and know that everyone was fried and had no mental capacity to have a deep discussion, so we kept things lighter so they could vent or laugh or just get their minds off of their tough situations for a little while. We have to stay open to what the Spirit of God is doing in our group. It's always best when we let him lead!

3. Getting Together Only for Meetings

As small-group leaders, we typically focus the majority of our time and energy on making the group meetings as effective as possible. And that's a good thing. But the danger can be that we let that be all the group is about. If the meeting becomes the only interaction the group ever has, we're dangerously close to our small group becoming just a class or a program.

While the group meetings are incredibly important, so much of the relationship building and "doing life together" happens outside of those group meetings. People are busy, though, and relational intentionality can slip through the cracks. As leaders, we need to help make this happen. You don't need to own all of the social interactions for your group, but it's good to "go first" by modeling it and consistently talking about it.

The key is to find what's natural for your group, so it doesn't feel like more forced, programmed interactions. I love movies, so for me it's always been easy to get people together to see a new movie in the theater or gather at someone's house for a movie night. I've seen families with young kids getting together at a park or McDonald's Playland so the kids can play while the parents talk. It's always fun to host a BBQ or have one or two other couples over for dinner.

I like to initiate a few group activities outside the meeting time, but I love seeing group members start getting together on their own. It's a huge win when group members initiate hanging out with a few others from the group-even when I'm not invited! And the bonus is that all these non-meeting hangouts will end up making the group meetings even more relational and impactful.

4. Killing the Group Discussion

As leaders, we desire to see healthy, engaging discussions, yet often this is a challenge. While some of this depends on the personalities of your group members, there are definitely some simple things we can do to help ensure great discussions. Here are a few tips:

Don't be the first one to answer.
I always make it a rule-and even tell the group ahead of time-that I'm going to try to be the last person to answer the question. I even let them know I'm okay with awkward silences if they don't have anything to say at first. This encourages group members to answer and not wait for me to give them the answer.

Ask open-ended questions.
It's hard to get any discussion when questions require only a yes/no, agree/disagree, or true/false answer. If you're stuck with those kinds of questions, a great follow-up question that always works is "Why? What makes you answer that way?"

Ask follow-up questions.
Get in the habit of always asking follow-up questions, especially when people try to give a really short answer. There are all sorts of great follow-up questions you can use, like "Does that come easy or hard to you? Why?" and "When have you seen this truth play out in your own life?" and "What do you think is the biggest barrier to living that out?"

Pick some fights.
If I'm having trouble getting discussion going, I'll sometimes tell group members that I'm going to play devil's advocate and push back on their answers. Or I'll ask a more provocative question. Instead of asking, "What did Jesus call his disciples to go do?" I might ask, "Why would Jesus trust these guys when they didn't earn it? Wouldn't it just be easier to do himself? Is it worth the risk?" Another standby I love to use is "How would you explain this to a non-Christian who doesn't buy it?"

5. Sticking Together Too Long

This could be the most common mistake of all-and for good reason, because it's probably the toughest. If building authentic relationships is the goal, how does multiplying a group fit in?

Sometimes a small group will stay together with all the same members for years, even decades, and it can feel like a great thing because the group possess relational depth. But in the end, it can actually be tragic.

When we stick together too long, we deny this authentic community experience to others. Nobody in the group gets the opportunity to develop into a leader. The group members become stuck in their comfort zones and forget the importance of welcoming and loving new people, losing any missional focus. Group members lose the opportunity to hear fresh perspectives on God's Word from new people.

Throughout Scripture, God consistently commands his people to multiply. Jesus himself left this command as his final great commission in Matthew 28 and Acts 1:8. It's a non-negotiable. Healthy things are meant to grow. As our small groups grow as we invite and include more and more people, we have the opportunity to multiply and create new groups so even more people can experience this kind of community and life change.

Multiplication doesn't need to kill the deep relationships and community that a group is experiencing because there are lots of different ways to multiply a group. A group can become a place where future small-group leaders are invited in, developed, and then sent off. Or groups can send off just one or two couples together that have some sort of affinity (maybe geographic or life-stage) to multiply a new group.

I have multiplied my small groups many times. And while people always fear it at first, they end up excited about it and cheering it on. How? I constantly remind them of the reason for it. From the beginning of the group, I cast vision for multiplication. When we send off group members to start a new group, we lay hands on them, pray for them, and commission them. After the new group has started, I like to find ways to get the multiplied groups to gather together again for "reunions."

Self-Assessment

Have you made these common mistakes? Leaders must be intentional about fostering the right kind of environment for groups and building healthy relationships. Without intentionality, we'll easily slip into these mistakes. But when we're proactive, we can see God do powerful things through our groups.

-Carter Moss is a Campus Pastor and Life Groups Director for Newbreak Church, a large multi-site church in San Diego, and an advisor for SmallGroups.com.

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When I finished leading the third week of my new small group, it hit me-I really enjoy leading small groups. It's such a privilege. We get such a unique front-row seat to watch new friendships forming, people pushing themselves out of long-standing comfort zones, and God slowly but steadily transforming people's lives.

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What are some ways to create trust in a group? What is “trust”?

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What are some ways to create trust in a group? What is “trust”?

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“Coming together is a beginning. Keeping together is progress. Working together is a success.” – Henry Ford

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In this article, you will find several team-building activities useful in developing closeness, trust, cooperation, and team spirit among teens. Besides being applicable in the classroom and teen workshops, some of these activities can be enjoyed at parties, with friends, or during family gatherings. And all of them can be initiated and led by teens, not only by adult tutors or teachers.
Teenagers have a particular need to be accepted, to belong to a peer group, to have their own crew, and to explore the world together with friends and have fun. Yet many of them feel isolated and lonely and find an illusion of consolation in virtual social networks, which can never replace the joys of real interaction.

That is why we're proposing several team-building activities, varying from simple games to more complex assignments, that can serve to draw teens closer to one another by encouraging interaction to develop trust and cooperation, letting them experience interdependency through working together to foster a team spirit - all preconditions for successful teamwork.

These activities require a leader to initiate an activity, whether this is a teen or an adult.

Team-building activity No 1 - Let's get to know each other from a different perspective

Want to make everyone comfortable and included at the party you organize? Why not suggest an icebreaking game where everyone would have the opportunity to speak up informally?

Prepare a list of questions. Be imaginative when inventing them - they should be questions that are interesting to you, too. For example:

1. Who is your favorite superhero and why?

2. If you were an animal, what would you be and why?

3. If you were a wizard, what would be your superpower?

4. If you had to describe yourself using only three words, they would be...

5. What is your favorite band/movie/TV show/video game and why?

Prepare enough questions for everybody. Questions can be printed or written down on paper and then cut into slips - one slip, one question. Roll the question slips up and put them in a jar and your game is ready! Suggest the game to your guests - each one who participates takes one question from the jar.

This icebreaking game is useful for smaller groups (up to ten people). Besides being applicable in the classroom or in a workshop where people don't know each other, it's beneficial when the atmosphere at a social gathering is a bit awkward or low energy. Moreover, questions like these are amusing and helpful on dates, too!

Team-building activity No 2 - Karaoke performance

We all know that karaoke can be funny, but here we're adding an extra team challenge! This activity is also good for larger groups, first divided into smaller ones consisting of at least three members.

The challenge for each team is to select a song (from YouTube or audio player) and create a performance around that song. Members of the team decide together on a concept for their particular performance, with each person taking their preferred role. Roles could be a singer, a drummer, a dancer, a backup vocalist, or even acting out the theme of the lyrics.

There are no rules regarding possible roles, just as long as each member has one. When the teams are ready, each team puts on their performance.

This activity is particularly useful in getting teens closer and helping them be spontaneous and stop worrying what others may think of them. Usually, there's a lot of laughter and good energy during this activity. Make sure to send us photos if you try it!

Team-building activity No 3 - Dragon's tower

This is a competitive game, great for developing team cooperation. The minimum number of people playing this game is six. You will also need a coordinator to lead the process. Participants are divided into teams consisting of three members. If performed with a large group of students, it's advisable to create several teams, with the rest forming a watching and cheering audience.

First, the coordinator introduces the following story: Once upon a time there was a king who had N daughters/princesses (N - referring to the number of teams). Then a frightful dragon came and took away the king's daughters and put them in his distant tower. The task of each team is to find their princess and get her back home.

Each team consists of the following three players: the Silent One (who is allowed to look, but isn't allowed to talk), the Talker (who is only allowed to look at the Silent One's pantomime, and is allowed to talk), and the Tracker (who is blindfolded and navigated by the Talker in his quest to find the princess).

The Coordinator picks princesses from a deck of cards and assigns one to each team. He then attaches the princess cards to the opposite wall. Only the Silent Ones from each team are allowed to see where the coordinator has placed their group's princess. Talker and Tracker mustn't see this.

All team members stand on one side of the room. The Silent One has an overview of the whole room. When the game begins, he uses pantomime to explain to the Talker, who is facing him, where their princess is located on the opposite wall. The Talker only sees the Silent One and his pantomime and tries to verbally navigate the Tracker, using the information he receives from the Silent One. The blindfolded Tracker then moves, and with help of his teammates, tries to find their princess and to get her back to his teammates successfully.

The winner is the team whose Tracker finds their princess and gets her back first. It is crucial that teammates play their roles well and cooperate in order to successfully finish the task. This is a hilarious game with a great atmosphere!

Team-building activity No 4 - Trust game

There are plenty of trust games and for this purpose, we've chosen the following one. It is good for a group of minimum five members.

Participants stand in the circle holding hands. One member stands in the center of the circle, blindfolded or just with their eyes shut. The one in the center has to walk around and explore the space, unseeing. He has to trust the group will guard him and protect him from harm. The group has the responsibility to "watch his back"- to take care of his safety.

All members should have both experiences - of being guarded by the group and guarding a teammate. The challenge is greater if there are several groups in the room, each group taking care of the one in the middle of their circle. There are variations of the game; for instance, a circle can be wider, using ten people and more, or the one in the middle can be dancing or running about, etc.

At the end, participants should be asked how they felt in both roles and what they can learn from this game.

Trust games like this one show how important interdependence is and that we can rely on our team members. Trust is essential for a good teamwork. Also, it teaches that a team must function as a single unit if wants to survive, with all members included and working together.

Team-building activity No 5 - Teens as researchers

Here we suggest an activity initiated by an adult (a teacher or a youth leader) working with teens to research and describe a concept. This activity can range from a very simple task to a real project. Also, it can give impetus to any creative and curious teen to start his own project with his friends.

Teens are divided into teams of three to five members. They are encouraged to imagine that they are researchers investigating some important social topic. If we assume there are four teams, four different topics would be offered and for each topic, a distinctive method of recording and presenting data. Teams are created taking into account students' preferences and equal sizes of the teams.

For example, topics can be Love, Friendship, Youth culture, Local activism. Extra instruction can be given. If Love is the focus, you may want to find out what love actually is. How does love manifest itself in real life? Or if you research Friendship, you may want to seek out the definition of a good friend. What would a true friend never do?

In order to assist teams to investigate in their particular field, we suggest interview and observation as the main techniques for collecting information. They are encouraged to conduct research in their local environment: school, or community, and to ask real people for their opinion on the topic the team is investigating.

However, methods of recording and presenting data will vary. We suggest four methods for recording data: Video; Audio; Photos; Writing. One method is assigned to one topic. For example, a team working on the Love topic will use a video; a team working on Friendship will use written form, etc.

Depending on the complexity of the assignment, teams are given from several hours to several days to complete the task. Time is needed to jointly create research questions, conduct research on the ground and to conceptualize how to effectively present data using the chosen method. At the end, each team presents their final product with discussion to follow.

Being gathered around a common project is a great opportunity to experience real teamwork, among other benefits. For more about the benefits of project-based learning, read our previous article.
Teamwork is one of the key values here in Nobel Coaching. Check out our new engaging program KEEP READING: Nobel Explorers where middle- and high-school students will work in small teams.

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5 Team-Building Activities For Teens To Build Trust

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"Coming together is a beginning. Keeping together is progress. Working together is a success." - Henry Ford In this article, you will find several team-building activities useful in developing closeness, trust, cooperation, and team spirit among teens. Besides being applicable in the classroom and teen workshops, some of these activities can be enjoyed at parties,...

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Diversity impacts the development of this stage of group counseling?

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Diversity impacts the development of this stage of group counseling?

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Diversity is definitely something to consider when creating a peer group.  Diverse groups can be identified in a variety of ways:

gender

age

ethnicity

race

socio-economic background

intelligence, development levels

exposure to trauma

family dynamics

career pathways

and more.

Understanding the focus of one's group, would determine with diverse factors would be appropriate in inviting group members.

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Team building equates to "trust building." -(Nobel Coaching, 2018.)

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Via Youtube.com, Reece Doppenberg (2017) shares his personal story about Self-Esteem and Self-Confidence

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Lessons on Self Confidence from a Teenager | Reece Doppenberg | TEDxYouth@Langley

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After determining the Focus of the group, the invited group members, and their overall learning objectives, the consent forms will be sent out for parental consent. -(Cox, Hazzard-Reed & Smalls, 2019)

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In the end, the objective is to have the group participants increase their own self-esteem, so it makes sense to have them self-evaluate in the beginning and at the end.  -Teachers Pay Teachers, 2019.)

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Group Counseling for Teen Girls with Anxiety, Depression or Low Self-Esteem

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Group Counseling for Teen Girls with Anxiety, Depression or Low Self-Esteem

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(Grimste, Mallory, LCSW, 2017) Teen Therapist.
Mallory explored the reasons for girls expressed such repressed self-esteem and confidence. She discovered that, typically, girls feel the effects of some traumatic social-emotional setback due to peer interactions. This information led to her creating teen girl groups.

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wellbeing "coping skills" advice "mental health" "life hacks" support therapist inspiration "personal development" "teen help"

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Hi, I'm Mallory Grimste and I'm a teen therapist! I LOVE sharing my favorite coping skills and life hacks in NEW videos every week. I'm here to help you Buil...

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During the initial session, take time out to set the stage for expectations: "punctuality, trust, involvement, providing feedback to others, provide encouragement, respect for other's opinions"
-(Corey, Corey, Corey, 2018

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Sharemylesson.com (2019) This website offers sample lesson plans for all subject areas, including social emotional supports. It also offers integrative lessons to cover behavior supports within the mainstream core curriculum, thus providing assistance for teachers to work with students in a tier I capacity on system issues affecting the school culture.

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Created and maintained by the American Federation of Teachers, Share My Lesson is a community of teachers, paraprofessionals and school-related personnel, specialized instructional support personnel, higher education faculty, and parents and caregivers who contribute content, collaborate, and stay up to date on the issues that matter to students and educators everywhere.

Sign up to receive our newsletter.

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Share My Lesson | Free Lesson Plans & Teacher Resources

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Share My Lesson is a community of teachers, paraprofessionals and school-related personnel, specialized instructional support personnel, higher education faculty, and parents and caregivers who contribute content, collaborate, and stay up to date on the issues that matter to students and educators everywhere.

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

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

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Counselors need to constantly consider the "why" of therapy.  The biggest behavior to avoid as a counselor, is lack of communication to their members about the "why" they are coming to therapy.  The "why" should drive the direction of topics, and be revisited often.
Therapists should initiate termination as intended to be in the "best interest" of the clients and/or group.  Counselors should not avoid discussing termination; the dissolution of sessions should be determined, revisited and discussed often, to prepare for the emotional stress of ending sessions.
It is natural for people to feel uncomfortable discussing subjects that evoke emotional strain, but this is the nature of why someone comes to group or counseling. Counselors need not be uncomfortable having uncomfortable conversations. (Howes, 2014.) Counselors need to be aware of the potential for transference and counter transference in working with a population, especially in addressing the termination phase of a therapeutic relationship. (Howes, 2014)

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Termination Capsule - Luke, Melissa (2016)
The "termination capsule" is a great narrative activity that allows for the members to reflect on the work they have done during the sessions, extensions to the real world, and also encourage them to offer supports for their session mates.

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Termination Capsule - Luke, Melissa (2016)

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How does diversity impact the development of this stage of group counseling?

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How does diversity impact the development of this stage of group counseling?

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Though our group will be homogeneous in gender, age and development, the diversity of the experiences, background and expectations will lend themselves to conflict.  "Diversity reveals differences and thus conflict" (Bedrick, 2017.) The conflict is what drives perspective, learning and growth.

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He who rules men lives in confusion;
He who is ruled by men lives in sorrow.
Yao therefore desired
Neither to influence others
Nor to be influenced by them.
The way to get clear of confusion
And free of sorrow
Is to live with Tao
In the land of the great Void.

If a man is crossing a river
And an empty boat collides with his own skiff,
Even though he be a bad-tempered man
He will not become very angry.
But if he sees a man in the boat,
He will shout at him to steer clear.
If the shout is not heard, he will shout again,
And yet again, and begin cursing.
And all because there is somebody in the boat.
Yet if the boat were empty.
He would not be shouting, and not angry.

If you can empty your own boat
Crossing the river of the world,
No one will oppose you,
No one will seek to harm you.

The straight tree is the first to be cut down,
The spring of clear water is the first to be drained dry.
If you wish to improve your wisdom
And shame the ignorant,
To cultivate your character
And outshine others;
A light will shine around you
As if you had swallowed the sun and the moon:
You will not avoid calamity.

A wise man has said:
"He who is content with himself
Has done a worthless work.
Achievement is the beginning of failure.
Fame is beginning of disgrace."

Who can free himself from achievement
And from fame, descend and be lost
Amid the masses of men?
He will flow like Tao, unseen,
He will go about like Life itself
With no name and no home.
Simple is he, without distinction.
To all appearances he is a fool.
His steps leave no trace. He has no power.
He achieves nothing, has no reputation.
Since he judges no one
No one judges him.
Such is the perfect man:
His boat is empty.

-Chuang Tzu

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He who rules men lives in confusion; He who is ruled by men lives in sorrow. Yao therefore desired Neither to influence others Nor to be influenced by them. The way to get clear of confusion And free of sorrow Is to live with Tao In the land of the great Void.

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How to boost self-esteem in teenage girls

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How to boost self-esteem in teenage girls

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Self-esteem can affect a teen girl in her adult years if she doesn't receive help. Her parents should provide healthy ways to boost her self- esteem, so when she does go to school and decides to participate in group counseling, her self-esteem is positive and she feel good about herself enough to trust and feel safe to speak.

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Written by James Kicinski-McCoy

In today's overwhelming world of altered photos, filters, and fillers, the thought of raising a teenager (let alone a teenage girl) may be a scary one. As mothers, we remember being teens ourselves, and recall the pressures and anxieties that we faced. Nowadays, more than ever, it's a time to focus on shaping girls into strong, independent young women, to help them rise up, be heard, and exude confidence. So, what can we as parents do to encourage our daughters in all of the above? We've tapped Kristi Hoffman, M.S., author of the best-selling book Total Package Girl: Discover The Ultimate You For Life, to offer some insight on the personal and social development of pre-teen and teenaged girls. Read below for her take on the ins-and-outs of teenage girls and how we as parents can help build their self-esteem.

How does a girl's self-esteem in her teen years affect her as an adult?
"When girls plant the seeds of positive self-esteem early in life, it pays dividends later on. Early positive self-esteem leads to making constructive choices in times of conflict or during peer pressure moments. This pertains to decisions regarding friendships, relationships, and social media choices. I often tell girls, 'the right choice isn't necessarily the easy choice' and they quickly learn after making one brave decision that it was worth it when the consequences play out. When kids feel good about themselves, they are more likely to trust their own judgment. Self-trust plays a giant role in navigating, and even thriving, during the teen years and beyond."

What are healthy ways that a parent can help boost their daughter's self-esteem?
"As parents, we play a pivotal role in the formulation of our childrens' actions. Parents need to exemplify assertiveness and confidence in their everyday engagements, but also show that even as adults we make mistakes, and the importance of forgiving ourselves and moving forward. Letting your girls know that you as a parent believe in them-that when they make solid choices, you truly support and recognize the courage it took for them to make those decisions. This will be hugely beneficial. Likewise, when they make mistakes, being there for them, loving them unconditionally, and helping them through it is critical for their blossoming self-esteem and self-worth. Children need to feel support when they succeed and perhaps even more when they fail."

What are some confidence boosters that young girls can do proactively?
"Teach your daughter to practice daily affirmations. Emphasize physical activity, which research has shown can combat some of the negative effects of stress or anxiety. Journal. Talk about real-life scenarios using people in the media or in the news to bring the point home. Encourage her to pay attention to her inner thoughts and feelings, so she can develop self-assuredness when peer pressure moments arise. These activities teach kids that how they feel about themselves is what matters, and not what others think of them."

What advice do you have for parents who want to help their teen overcome low self-image?​
"Parents need to set example by being supportive and not critical. Refrain from gossip, mean words, and envious comparisons. I suggest to all parents to let your girls talk. For example, when someone asks your daughter a question in your presence, don't jump in and talk for her. If you listen, she might reveal something you've never heard her say before. Simply listening to their voices and their thoughts without talking over them or placing your opinions upon them in that moment might teach you a valuable lesson. Let them know you support them. Give them hugs. Take the negative out of the equation as much as you can by focusing on what truly matters and what they are doing well. Emphasizing and supporting their involvement in positive activities and smart choices and steering them towards supportive friendships is important. They really are listening to your words, believe it or not."

How can parents find the balance between over-parenting and being too hands-off?
"I know first-hand (as a parent to teens myself) that it is difficult to watch our kids fail, particularly when we could easily step in and make it right for them. If we can envision ourselves taking a second-row seat, not a front-row seat, in our teens' lives, then they will have room to grow and gain confidence and self-esteem. I do not mean to step out of their lives completely, but rather stepping back a bit, so they can make their own decisions-that is how we will watch our teens grow and gain more confidence and self-esteem."

What can more parents be doing to lay a strong foundation during the teenage years?
"Be there for support, guidance, and love. Maintain a loving home environment. Engage them in two-way dialogue at the dinner table. Listen, truly listen. Make sure they are held responsible for their actions. Teach them how to think-not just what to think-when it comes to working through decisions. For instance, you can ask your child how they would handle a certain scenario, and compare and contrast how you'd do it without passing judgment on their opinions. Let them know that the difficult situations they are working through now will truly help them as an adult."

How do you think social media is impacting teen girls and their self-image, and what can parents do to encourage healthy social media use?
"While social media has opened lines of communication with people around the globe and does provide some advantages to our teens, much of social media is not healthy for our daughters' self-esteem. The images, selfies, and videos they see and post every day at such a young age can not only become addictive, but also expose them to a variety of inappropriate things. Children need to be taught not to engage in inappropriate behavior in the digital world. The ramifications can be devastating to their confidence. Sending personal photos or selfies, for example, could lead to that photo being shared amongst peer groups and around the Internet. To help your child's self-esteem in social media, emphasize time limits, monitor her usage, reiterate to her that she should post using excellent judgment, and only download appropriate apps. Remind your kids of the permanence of social media and make sure they know to stay away from negative activity online."

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How To Boost Self Esteem In Teenage Girls

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Written by James Kicinski-McCoy In today's overwhelming world of altered photos, filters, and fillers, the thought of raising a teenager (let alone a teenage girl) may be a scary one. As mothers, we remember being teens ourselves, and recall the pressures and anxieties that we faced.

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Adults are capable of reflecting over their therapeutic experiences, but adolescents need a more metaphoric, tangibly visible, concrete symbol of their newly adaptive skills and learning. --(Creative Social Worker, 2014)

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Termination is a highly important part of every therapeutic relationship that should be addressed throughout each stage of the process. While many adult clients have the ability to easily think back to their experience in therapy, for youth this is often more difficult. Because of this I like to provide clients with some sort of physical representation of their time in therapy that will help them reflect on their experiences, highlight their strengths, remind them of what they learned and provide them with tools they can use to help prevent regression, and even continue their progress on their own.

These activities let you both reflect on their time in therapy and transition out of services in an engaging way. I've also found that using metaphors often helps young clients to better understand termination and makes after-care instructions more salient. Below are some ideas for creative termination activities that are easily adaptable to fit your clients' needs. I am not sure of the origins of all of them, so please let me know if there is someone that I should be citing.

Session Trackers

I recently spoke to an intern who was confused when a number of her clients seemed surprised when it came time to terminate, despite her verbal reminders. It is sometimes helpful for young children to be able to have a visual representation of how many sessions are left, and it can help them better prepare for termination. One way to do this is to create a session-tracking chart. In the examples above clients color in one image, or choose a sticker, at the end of each session. The activity is quick and also provides a good opportunity for therapists to check-in with clients and help process any feelings surrounding termination that come up throughout the process.

Ready to Set Sail: Termination Activity

By Jodi Smith, LCSW, RPT-S at "Play is Powerful"

Supplies: Toy boat, paper boat, paper mache boat, box with a boat drawn on it, etc.
Directions:

I've found that the use of metaphors increases the amount of information that clients retain and internalize so I use them frequently in termination. Start by explaining to the client that because of the progress they have made they are ready to sail off on their own.

Reflect on what that feels like and process any anxiety, and transition into talking about all the things they will "take" with them to help with their journey.

Have the client answer each question and write their response on the back of the cards. The boat will contain cards related to tools they will take with them (supports, coping skills, etc.), things that may get in their way and strengths (as identified by the client and therapist). Along with my pre-made cards, I also give them blank ones.

Treasure Chest Termination Activity

Supplies: Treasure box (Michaels Crafts has wooden "treasure" boxes that are cheap and easy to decorate. A link to directions on how to make a paper one can be found here; Stick-on plastic jewels (found at crafts stores, oriental trading co., etc.); Small note cards (cut to fit the box); Pen.

Directions: First, have your client decorate a treasure chest. Then stick a jewel to each card as your client writes down the "task" that is assigned to that specific color (see below). On the back of the card they include a specific example of how what they identified has helped them in the past and/or how it will help them in the future. Below are examples of possible color codes, but you should change them to meet your client's specific age and needs. In the end the chest will be full with a stack of jeweled cards.

Blue: Strengths (Identified by both the client and therapist)

Red: Coping skills

Green: Supportive people in their life

Orange: Resources from therapist (ex. hotline numbers, therapist referrals or directions for reenrolling in services.)

Purple: Self-care activities

Pink: Inspiration (future goals, motivational quotes, etc.)

Yellow: Things they have learned in therapy

Suitcase Termination Activity

At termination, your client is finally ready to continue their journey on their own. Even though they will be leaving you behind, they can pack up everything that they have learned during their time with you to take with them. This metaphor is easy for most people to identify with and it is a fun activity.

Supplies: Plastic or cardboard suitcase; Blank sticker labels; Paper luggage tag; String; Cards; Travel stickers.

Goals: Process termination; Provide transitional object; Help prevent regression; Identify accomplishments, goals, coping tools, etc.
Directions:

Have your client make and/or decorate their suitcase.

Then they write something they will "take with them" from their time in therapy on each card provided (I print cards with travel clip-art on the back). This can be things they have learned, coping skills, supports, resources etc.

You can also integrate this with the after-care kit I posted.

On the labels they write or draw goals they have accomplished. (Like the old suitcases in movies that are covered with stickers of past travels). I also provide additional travel stickers.

On the luggage tag they write where they are going next. This could be a new life stage (ex. my 8th graders usually write "high school") or a goal they would like to accomplish that the contents of the box will help them achieve on their own.

Process feelings about termination throughout the activity.

Therapeutic Goodbye Cards

This is such a simple, yet powerful termination activity. I got this idea from a client who gave me a very touching thank you note during our last session. It is something I have kept and reflect back on, and i realized that it could potentially play a similar role for a client.

The focus of the content is on the journey through therapy and what has been accomplished. I highlight strengths, review coping tools and lessons learned, and express my thoughts about termination. At the end I usually include instructions of what to do if they decide to enter therapy again. You could also have the client write a letter to their future self that they can read when they are struggling.

Summer Bucket List

I put a therapeutic twist on this summer craft. Most school therapists are unable to see clients throughout the summer but may pick up treatment again during the following school year, which is not ideal. This activity can help encourage adherence to after-care recommendations.

Directions: Have your client design a bucket that will help them to continue your work together on their own and prevent regression. On the back of the paper bucket they can write goals for the summer, self-care activities, etc. For the 3D buckets these can go on cards placed inside the bucket. On the shovel they write down "tools" that will help them to accomplish their goals (social supports, coping skills, resources, etc.)

You've Got Mail: Group Termination Activity

Directions: First, have your clients create their own paper mailbox. Then, each person, including the therapist, writes a short note to every other member of the group. You can instruct them to write something that they have gained by knowing that person, a strength they can identify in that person, a motivating message, etc. The notes are then placed in the mailboxes for the group members to take home.

Graduation

Certificates are very simple to create in programs like Word, Pages, etc. and are a good wrap-up for clients who have worked hard to meet their therapeutic goals. In my example I left space to write specifics about progress, accomplishments, reflection, etc. One the last group session we have a "graduation party" where we have fun, reflect on our time together/progress made and process termination. They are then presented with their certificate.[/emaillocker]

Are you a fan of "Bachelor in Paradise?" Whether you realize it or not, this season of the "Bachelor" franchise spinoff took on the topic of disability empowerment. Which is not exactly an expected topic for mainstream television. For years, the "Bachelor" series has been criticized for featuring primarily White contestants, and has worked to diversify the races and ethnicities of the people they draw on the show. But what about people from the disability community or people who identify as Deaf or hard-of-hearing?

Being disabled or Deaf or hard of hearing are also social identities in American culture - identities that should not be overlooked in the show's representation. These communities represent what some refer to as the largest minority community in the United States at 26 percent of the U.S. population according to the Centers for Disease Control and Prevention. In the following, we'll discuss more about why this year's "Bachelor in Paradise" was so significant and what that may mean for social workers.

Introducing Abigail

A few years ago, we did have Sarah Herron on the show, a woman with a physical disability, although her presence was short-lived. But this season, the very first person down the stairs to the Mexican beachfront hacienda was Abigail Heringer, a 26 year-old woman who identifies as Deaf due to congenital hearing loss from birth. She received cochlear implants at the age of two but does consider herself disabled due to her hearing impairment and loss. Abigail was a central figure in this summer's Bachelor in Paradise due to her romance with Noah Erb.

It was refreshing to see a disabled person in a romantic relationship given the history our culture has of thinking that disabled folks are asexual, incapable of having sex or in need of being protected from any kind of sexual contact. Abigail and Noah's relationship has played out on television screens across Bachelor Nation - from their devastating breakup at the show's conclusion to their rekindled romance announced subtly on social media later. This demonstrates that members of the disability community have relationships too, and that this is 100% normative behavior, with breakups, glitches, awkwardness, kissing and all!

The Dignity of Risk

So how does this relate to social work practice? One of the central tenets of good disability social work is how we need to honor the concept of the dignity of risk. This is the idea that everyone can learn from everyday risks. Central to honoring the dignity of risk is respecting an individual's autonomy and self-determination to make choices. Also important, is the right for our clients to make choices even if social workers or other professionals in the person's life feel that they could endanger the decision-maker in question. In order to respect a person's dignity of risk, one should provide intermittent support even if others do not approve of the choice.

As there is inherent dignity in the experience of everyday risk, this concept suggests that limiting a disabled person's ability to make even a risky choice, or limiting their access to the learning that comes along with a potentially emotionally painful risk, such as dating, does not foster overall wellness in the long run. Abigail, from this year's "Bachelor in Paradise" is a wonderful example of the kind of empowerment needed, rather than sheltering one from risks in life.

Robert Perske famously wrote:
"Overprotection may appear on the surface to be kind, but it can be really evil. An oversupply can smother people emotionally, squeeze the life out of their hopes and expectations, and strip them of their dignity. Overprotection can keep people from becoming all they could become..."
Arguably, the dignity of risk may be among the most challenging tenets for social workers to embrace in their practice, but it is vital to accept given its intersection with self-determination. The dignity of risk also involves learning about the part of life that involves sexual and romantic relationships. Social workers need to remember to talk to their clients about sexuality in a developmentally appropriate manner. It is important not to cut off conversations about this topic, or to skirt the subject when it comes up. We must also support our clients in exploring how to engage in healthy relationships when they have the opportunities to be in them.

It's wonderful that Abigail Heringer can be a model in reminding us of this important lesson for empowerment-oriented disability social work. One that embraces the dignity of risk for those who wish to date! With that being said, here's to Noah and Abigail's relationship!

A key part of anti-racist social work practice is engaging in the art of reflection as we consider the person in the environment. This also involves being aware of the larger social context in which we live and practice. The social context can, for some people, include experiences of racism and ableism. Recently, I wrote about the symbiotic relationship between racism and ableism and why social workers should care about it. Now, I want to take a step back and look at the historical context that leads us to where we are today with the relationship for disabled people of color. Through the consideration of history, we can understand how to better move forward with integrity as anti-racist social work practitioners.

As the poet Maya Angelou said "History, despite its wrenching pain, cannot be unlived, but if faced with courage, need not be lived again." So what are the historical roots of this relationship between racism and ableism? Let's explore.

Historical Roots of Ableism and Racism

We began to see the interaction between ableism and racism way back in our nation's history. Let's look at four examples to make this relationship clear. During slavery times, slaveowners conjured up the idea of drapetomania, the alleged psychosis that was experienced by runaway slaves which in retrospect was emblematic of the interaction of ableism and racism. This is an example of how race is pathologized to create racism. In other words, people of color were treated in specific oppressive ways in order to create barriers and conditions that resulted in the origination of disability categories. In reflecting on drapetomania, Isabella Kres-Nash points out that "the concept of disability has been used to justify discrimination against other groups by attributing disability to them." Of drapetomania specifically, Kres-Nash says this is an example of a "disability being created by people in power in order to preserve social order" all of which occurred in a racialized context during slavery.

Moving into the 19 th century, we can point to the popularity of phrenology, a pseudoscientific technique originally developed in the late 1700s which purports to determine an individual's character and abilities (and therefore, alleged superiority). This could be deduced from the size and shape of various bumps on a person's head. Phrenology, among other things, was used to justify the practice of slavery, as was depicted in the film Django, Unchained. Although this pseudoscience has long been discredited, this technique is considered a precursor to modern neuropsychology and rears its ugly head once in a while in current-day conversations about the use of technology and facial recognition (which is known to be much less accurate for people of color).

Scientific Racism

If we look to more recent times, such as the turn of the 20th century, we can see connections between racism and the ableist Eugenics movement which sought to breed a perfect human race through a form of " scientific racism." This movement often targeted what were known as "feebleminded" people (now known as intellectually and developmentally disabled people), among others, for sterilization, many of whom were people of color. In his discussion on the treatment of African American and Black "feebleminded" people, historian Gregory Dorr says "African Americans had become the targets of extra-institutional and extra-legal sterilizations, reflective of a more general southern racist view that it was necessary to further protect the white race itself from black folks." Thus, scientific racism is a prime example of the relationship between racism and ableism.

An Unusual Island in Maine

In the early 1900s, what transpired with the inhabitants of Malaga Island in Maine is also emblematic of the relationship between racism and ableism. This small coastal island was a multiracial fishing community originally founded by an ex-slave. While inter-racial marriage was illegal, the community apparently allowed people to live and let live in this regard. It is said that many of the inhabitants of the island were "feebleminded" or intellectually and developmentally disabled, as we would now say. Whether this is accurate is unknown. As the Eugenics movement gained popularity and as the value of Maine's coastal islands became more clear as potential tourist destinations, state government officials issued an eviction order to all of the Malaga residents - of all races and ethnicities. All residents who had no place to go were to be placed in the Maine School for the Feebleminded, where some were eventually sterilized and lived out the rest of their lives. The price of miscegenation was banishment from a happy community due in large part to ableism and racism.

An Inextricable Link

These four historical lessons give us some important context for what we may see in social work practice today. So, to put it all together, when we look at how structural racism works, we see the ways in which it has pathologized Black and Brown bodies for the purpose of keeping the White status quo in place. We can see how a society that benefits from structural racism is simultaneously responsible for facilitating environments that promote the development or highlighting of disability. These historical situations set the foundations for present day scenarios in which racism and ableism interact regularly - in our criminal justice system, in our education system, in our health care system, in our child welfare system and beyond.

Action Steps

How can you learn from this history and move on in a positive direction? Your job is to reflect on the ways in which the past plays out in the present day, and to identify the ways in which you can disrupt the powerful relationship between ableism and racism in your social work practice. Here are five steps you can consider taking today as an equity-minded social work practitioner:

1. Become aware of all of your client's social identities, think about disability as an identity, not just race.

2. Use data to identify inequitable processes and outcomes based on both race and disability.

3. Reflect on the differential consequences of social work practices on people and communities based on race and disability.

4. Exercise agency to produce equity across racial and disability groups.

5. View the practice context as a potentially oppressive and marginalizing space and self-monitor interactions with clients/patients/constituents of different racial and disability social identities.

What do you get when you mix the taboo nature of discussing sexual intimacy with the social stigma surrounding intellectual and developmental disabilities? The answer: a heck of a lot more problems than you might think. Sexual education in the school setting is already a hot-button issue for non-disabled students. But when students with intellectual and developmental disabilities are introduced into the mix, so too are the ableist stigmas we all hold.

Taboo-Nature

I would like to start this piece with a brief exercise one of the health teachers at my high school conducted at the beginning of sex ed. Repeat after me: Penis. Vagina. Penis. Vagina. Why do you think she would make a room of teenagers yell these words in school? Isn't that inappropriate? If you think it is, you proved my point from earlier. Sexual intimacy and anything loosely related to sex are currently incredibly taboo topics. To help break down the air of discomfort surrounding such topics, that health teacher did something many are afraid to do: she spoke openly and encouraged others to follow suit.

One could argue these topics are not to be spoken about simply because we are taught to not speak about them. A child can ask why their anatomy is different from their siblings, but they will often be met with shushes or roundabout answers. In many cases, there is no reason for this reaction other than traditional values. Those same values are often times what causes conflict in regard to sexual education in public schools.

My sex ed experience at a public school was mediocre at best. Genitalia, STIs, and contraceptive methods were discussed. Consent was not taught nor were the proper ways to actually engage in sex, just that if we did it we should do it safely. This was not the most educational experience. And if this is what I received, what is the experience of children and adolescents with intellectual and developmental disabilities?

The Institutional Deficit

Working in a behavioral school for boys with emotional, developmental, and intellectual disabilities yields an interesting perspective. These students are taught the same subjects most other students in the country are taught just with more academic and therapeutic support. However, they are not always provided with a health class.

I worry greatly about this institutional deficit, partly due to my own ableism. These students are receiving very little, if any, sexual education during the school year from our faculty and who knows what they see on the Internet and what their families and friends are telling them. As they get older and begin to develop their curiosity, I am worried that they might not always have a reliable source of sexual education. With that, the concept of consent is often discussed but not in the context of intimacy. I don't know if the connection between consent and sexual activities has been made or if it ever will be in this school setting. I don't know if some of these students would understand the magnitude of these topics. I'd like to think these kids can do anything, but from what I've seen I don't know if I would feel confident in their understanding. I wish I could feel otherwise.

Deeper Issues

Individuals with an intellectual or developmental disability are seven times more likely to experience sexual assault than non-disabled people. In many cases, the perpetrator is another individual with an intellectual or developmental disability. Ableism likely prevents people from thinking this to be possible. Common stereotypes around this population convince the non-disabled community that these individuals can do no wrong and are by default sweet and innocent. Of course, this is not realistic. Another ableist stereotype, as seen above, is the incapability of this population to understand topics related to sexual education and sexual intimacy. Like the non-disabled community, however, individuals with an intellectual or developmental disability prove that idea wrong.

Why This Matters to Social Workers

So, if people with intellectual and developmental disabilities are able to learn about sexual education, and learning about sexual education dramatically decreases instances of sexual assault, then what is the reason for this population to not receive sexual education? The signs point towards ableism held by those in helping professions, with social workers being a perfect example. While the social work community prides itself on how educated and accepting they are of different identities, very rarely do social workers take the time to reflect upon identities they may not be as familiar with. Race and sexual orientation are examples of identities social workers study extensively, but disability as an identity and the depths of disability culture are rarely examined. To combat this, social workers need to begin the process of confronting personal ableism.

Confronting personal ableism is difficult, but doing so will only benefit social workers and others who choose to do so. It is important and necessary to challenge internal biases. Critically examining personal ableist ideas pushes social workers to gain a different perspective. Through this difficult process, one gains clarity in the issues they may not even know they wrestle with. Understanding how ableism impacts perceptions allows social workers to get a firm grasp on the disability community. They may begin to feel empowered to advocate for a change they never once considered, such as a stronger sexual education program for people with an intellectual or developmental disability. The importance of critically examining personal biases should be emphasized throughout the entirety of the social work community and by every social worker.

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Ending the Therapeutic Relationship: Creative Termination Activities

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Termination is a highly important part of every therapeutic relationship that should be addressed throughout each stage of the process. While many adult clients have the ability to easily think back to their experience in therapy, for youth this is often more difficult.

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In the end, we, as group counseling facilitators hope to have provided, through, peer sessions, the tools, strength and opportunities to allow our clients to feel they can nurture their emotional strengths and continue to grow! Our efforts should be equivalent to planting seeds for future blooming.

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Post Assessment/Group survey. Based on the initial survey, this particular survey delves deeper into the self-esteem pieces of the group sessions to determine if goals and objectives were met, and to solicit emotional responses from the client regarding their experiences from group.

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Web survey powered by SurveyMonkey.com. Create your own online survey now with SurveyMonkey's expert certified FREE templates.