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This group is dedicated to supporting single parents aged 30 to 45 who are facing the complexities of balancing employment, parenting, and independent household management.

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Develop strategies for managing stress.

Boost self-efficacy.

Learn how to regulate emotional responses.

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Since this group is designed for single parents dealing with financial, mental, and emotional challenges, the most effective way to share information is by placing flyers and brochures in the lobby of the HHS office. The flyers will be posted on the wall near the clerks' reception area, where clients seek public assistance. Pamphlets will also be accessible on the tables in the office lobby for anyone to review at their convenience.

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Participants will receive a comprehensive group description outlining the objectives and action plan.

They will be given information on the various benefits they can experience, such as strategies for managing stress, increasing self-efficacy, and learning techniques for regulating emotional responses.

They will be informed about the expectations for group members, emphasizing the importance of active participation, mutual respect, and confidentiality to create a safe and supportive environment.

Participants will be made aware that they might not be selected to join the group, and if not chosen, they will receive information about other resources and programs they can explore (Missouri Professional School Counselors and Counselor Educators, 2015).

Participants will be screened individually.

To ensure that participants are willing to participate, it is essential to directly ask how interested they are in the group and its goals. Participants should also understand the group rules, acknowledge the responsibility of confidentiality, and agree to comply with these rules. We want to avoid including individuals who may create difficulties or negatively impact the experience of others (Missouri Professional School Counselors and Counselor Educators, 2015).

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Ensuring participants are informed and voluntarily willing to participate in group therapy activities is very important. Attached is an example of an informed consent that could be edited to fit the needs of this group (Innovative Psychological Consultants, n.d.).

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Stage 1: Getting to Know Each Other and Building Trust

In the initial stage of group formation, participants focus on getting to know one another by sharing personal things about themselves. This process is essential for creating a safe environment where everyone feels comfortable expressing their thoughts and feelings without fear of judgment, which helps create open communication. During this period, conflicts may arise as trust is still developing, and some members might test boundaries through challenging behaviors, typical of the "Storming/Norming Stage." Establishing group norms, like explicitly stating the rules or by implication of expected behavior, becomes crucial at this point. To help build relationships and ease anxieties, icebreakers or short games can significantly lower barriers among participants (Missouri Professional School Counselors and Counselor Educators, 2015).

Stage 2: Working Together for Individual and Group Goals

In this stage, participants collaborate to reach both personal and group goals. Success relies on valuing each other's contributions and creating an environment where everyone feels respected and accepted. Encouraging members to actively listen, understand, and provide feedback to each other is a great way to ensure this. Members must believe in the group’s ability to create positive change, strengthening their commitment to shared goals (Missouri Professional School Counselors and Counselor Educators, 2015).

Stage 3: Concluding the Group

The final stage involves reflecting on individual and group achievements and offering closure to participants. Some may feel nostalgic about the connections made during the process, marking a significant life transition. A great way to conclude is by inviting participants to share their gratitude for the group, allowing self-expression and closure. Additionally, discussing personal learnings and acquired skills for real-world application can be effective (Missouri Professional School Counselors and Counselor Educators, 2015).

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Having a resource similar to the one attached is crucial in counseling. It's important to understand the rules set by the counselor, such as mandatory and timely attendance, respect, maintaining no inner group relationships outside of the counseling process, and ensuring confidentiality. Other participants also establish rules, like refraining from laughing or judging one another and demonstrating understanding and empathy. All participants must recognize and be willing to adhere to these group rules (Missouri Professional School Counselors and Counselor Educators, 2015).

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DOCUMENT 8 PARTICIPANT GUIDELINES AND GROUND RULES

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The most effective leadership style for working with this group is Participative Leadership. This approach combines authority with freedom, allowing leaders to make final decisions while encouraging group members to actively engage in the process. It encourages creativity and motivation among participants.

By using this leadership style, leaders can actively engage with the group and encourage input from other members, leading to higher-quality contributions. This approach is especially beneficial for this particular population, as it helps participants feel involved and valued, reassuring them that they are not alone in their struggles. Ultimately, this increases their commitment to achieving their personal and group goals (MSEd, 2023).

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Participants may experience several feelings and benefits, including:

Universality: The realization that they are not alone in their struggles.

Altruism: The sense of being able to help others and make a positive impact.

Skill Development: Improvement of behavioral and interpersonal skills through learning self-regulation techniques.

Catharsis: The release of strong, pent-up emotions.

Direct Advice: The opportunity to offer or receive straightforward feedback.

Interpersonal Learning: Gaining feedback from other members and exploring new ways of relating to one another.

(Yalom, 1995)

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Legal and Ethical requirements (Slide 1)

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Legal and Ethical requirements (Slide 1)

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According to the Texas Administrative Code, Licensed Professional Counselors (LPCs) cannot make false, misleading, or exaggerated claims about their services. These rules help maintain ethical standards, build trust, and protect clients from fraud while they seek mental health support (Texas Secretary of State, 2020). For example:

Success Rate of Services: LPCs must describe their services realistically, based on evidence, and cannot guarantee results.

Counselor's Credentials and Expertise: LPCs need to accurately present their qualifications, including their education, training, and any licenses they hold. They should not exaggerate their skills or experience.

Professional Fees and Products: Counselors must be clear about their fees, ensuring clients understand the costs without hidden charges. If they sell products or publish materials, they should describe them truthfully and explain any potential benefits.

Understanding of the Counseling Profession: LPCs are expected to honestly represent the counseling profession, including their practice areas and specialties. They should avoid making general statements that could mislead clients about the counseling process.

(Texas Secretary of State, 2020)

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Legal and Ethical requirements (Slide 2)

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Legal and Ethical requirements (Slide 2)

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According to the Texas Administrative Code, Licensed Professional Counselors (LPCs) are required to take reasonable precautions to protect clients from both physical and emotional harm. This responsibility includes creating a safe and supportive environment during both group therapy sessions and individual counseling. LPCs must be vigilant in assessing the dynamics of group interactions and are obligated to report any incidents where a participant is likely to injure themselves or others, or where a participant is being harmed by someone else (Texas Secretary of State, 2020).

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Innovative Psychological Consultants. (n.d.). Informed consent for therapy agreement. https://www.ipc-mn.com/wp-content/uploads/2015/02/ipcinformedconsentfortherapy.pdf

MSEd, K. C. (2023, June 27). How to Lead: 6 Leadership Styles and Frameworks. Verywell Mind. https://www.verywellmind.com/leadership-styles-2795312

Missouri Professional School Counselors and Counselor Educators. (2015). Professional school counselor small group counseling guide: A professional school counselor’s guide to planning, implementing, and evaluating school-based counseling groups.

Texas Secretary of State. (2020, November 19). Texas Administrative Code. https://texreg.sos.state.tx.us/public/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=22&pt=30&ch=681&rl=41

Yalom ID. (1995). The theory and practice of group psychotherapy (4th ed.). New York: Basic Books.