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Mindfulness of Ethical Standards When Utilizing Group Counseling

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-American School Counselor Association. (2016). ASCA ethical standards for school counselors. https://www.schoolcounselor.org/getmedia/f041cbd0-7004-47a5-ba01-3a5d657c6743/Ethical-Standards.pdf

-American School Counselor Association (2021). ASCA Student Standards; Mindsets and Behaviors for Student Success. Alexandria, VA: Author.

-American Counseling Association. (2011). Needs assessment: A key evaluation tool for professional . VISTAS Online. Retrieved March 16, 2022, from https://www.counseling.org/resources/library/vistas/2011-V-Online/Article_41.pdf

- A True Interview: Children of Divorce https://youtu.be/OBQ8Wx6JBxY

-Corey, Marianne S., Corey, Gerald, Corey, Cindy (2018) Groups: Process and Practice. Cengage.

-Green, K., McAllister, M., Metcalf, S., Divorce: Recommendations for Teachers and Parents. Retrieved from: https://www.education.udel.edu/wp-content/uploads/2013/01/Divorce.pdf

-Helping preteens and adolescents adjust to divorce. University of Missouri Extension. (n.d.). Retrieved March 16, 2022, from https://extension.missouri.edu/publications/gh6616

-Melton, B. (2022). Understanding the School Counselor- Parent Connection. Retrieved from: https://www.adlit.org/topics/social-emotional-issues/understanding-school-counselor-parent-connection

-Morin, A. (2021, July 28). Developmental milestones for high-schoolers. Understood. Retrieved March 14, 2022, from https://www.understood.org/articles/en/developmental-milestones-for-typical-high-schoolers

-Mulholland DJ, Watt NF, Philpott A, Sarlin N. (1991) Academic performance in children of divorce: psychological resilience and vulnerability. Psychiatry. Retrieved from https://pubmed.ncbi.nlm.nih.gov/1946827/

-NASSP. (Dec. 2018) School Counselors and Principals. v.19  Retrieved from:https://www.nassp.org/publication/principal-leadership/volume-19-2018-2019/principal-leadership-december-2018/school-counselors-and-principals/

-O’Hara, K. L., Sandler, I. N., Wolchik, S. A., & Tein, J.-Y. (2019). Coping in context: The effects of long-term relations between interparental conflict and coping on the development of child psychopathology following parental divorce. Development and Psychopathology, 31(5), 1695–1713. https://doi.org/10.1017/S0954579419000981

-Pedro-Caroll, J., (2010) Eight Ways Teachers Can Help Children When Their Parents Divorce. Retrieved from: http://www.pedro-carroll.com/professionals/education/

-Shabanpour, A. et al. (2017) Comparison of the effectiveness of three methods of cognitive-behavioral therapy (individual counseling, group counseling and parent education) on reduction of ADHD syndrome. EurAsian Journal of Biosciences, [s. l.], v. 11, n. 1, p. 63–71. https://eds.p.ebscohost.com/eds/detail/detail?vid=5&sid=34621e46-cf2f-4630-9485-ccb8e4f827cf%40redis&bdata=JkF1dGhUeXBlPXNoaWImc2l0ZT1lZHMtbGl2ZSZzY29wZT1zaXRl#AN=134558921&db=a9h

-Sink, C. A., Edwards, C., & Eppler, C. (2012). School based group counseling. Belmont, CA: Brooks/Cole.

-Turunen, J., Fransson, E., & Bergström, M. (2017). Self-esteem in children in joint physical custody and other living arrangements. Public Health, 149, 106–112. https://doi.org/10.1016/j.puhe.2017.04.009

-Youtube video -How To Run Teen Therapy https://www.youtube.com/watch?v=GJnmnX7OQXw

- Broderick, P. C., & Blewitt, P. (2020). The life span: Human development for helping professionals (5th ed.). Pearson Education.

- Halima Hadžikapetanović, Tajib Babić, & Edin Bjelošević. (2017). Depression and intimate relationships of adolescents from divorced families. Medicinski Glasnik, 14(1), 132–138. https://doi.org/10.17392/854-16

- Thomas, R. V., & Pender, D. (2008). Association for Specialists in Group Work: Best Practice Guidelines 2007 Revisions. Journal for Specialists in Group Work, 33(2), 111–117. https://doi.org/10.1080/01933920801971184

- Teens dealing with parents divorce. YouTube. (2011, November 28). Retrieved March 17, 2022, from https://youtu.be/rlU5D70ZQWc

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Our target population with our proposed high school group will be children of divorced parents who meet criteria.  Specifically, we will offer two groups; one will be 9th and 10th graders, the other 11th and 12th graders.  The rationale for this population is that children of divorce often suffer from low self-esteem (Turunen, Fransson & Bergstrom, 2017) and are more likely to engage in risky-behaviors (O'hara, 2019).  We want to bring them together in hopes to heal the wounds of divorce. Our potential candidates will be recruited by making personal contact with our potential members. According to Corey, Corey & Corey (2018), this is the best way to recruit for groups. We will also use posters throughout the school and classroom announcements.

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Our criteria for selection will be those students who are from families of divorce, living with predominately one parent and/or have divorced parents who do not communicate well. The student cannot be a part of an after school club or sports team, unless the coach/club leader suggests that the student would benefit from group counseling. Of course, we will conduct personal interviews with all those who wish to attend in case any special concessions arise.

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The details within participation criteria are as followed:

1.According to Turunen, Fransson and Bergstrom (2017), children who live with only one parent, after divorce, are more likely to have low self-esteem.  Low self-esteem is a risk factor for many things but our main focus will be poor academic performance.

2.According to O'Hara et al. (2019), Divorced parents who never learn to bury the hatchet and continually disagree and fight, often influences children's risk taking behaviors.

3.It is our understanding that children of divorce who see both parents regularly, and whose parents communicate well together, though face difficulties, have enough protective factors to combat low self-esteem as well as risk taking behaviors, thus do not meet criteria for selection.  It is also our understanding that those students of divorce who are a part of a club or sports team also have enough protective factors and thus do not meet criteria for selection.

The screening process starts with a survey questionnaire in order to gather information needed. The survey questionnaire will be given during home room and then sorted by the counselors in order to reach out personally.

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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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Our district has a positive school climate. We promote safety, academic achievement, discipline, and the physical environment of the campus.  We strive to create and encourage respectful, trusting, and considerate relationships within the school community at all times.

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Identified Group Topic - Students with separated or divorced parents.

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Identified Group Topic - Students with separated or divorced parents.

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https://extension.missouri.edu/media/wysiwyg/Extensiondata/Pub/pdf/hesguide/humanrel/gh6616.pdf

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Size - 615 Students

44.2% of students were considered at risk of dropping out of school.

2.6% of students were enrolled in bilingual and English language learning programs.

The school received an accountability rating of B for the previous school year.

In the Class of 2021, 98.8% of students received their high school diplomas on time or earlier.

The average SAT score was 1015 for 2020-2021 graduates.

The average ACT score was 19.0.

Demographics:
African American

71 (11.5%)

Group Counseling School: 10%

Statewide: 12.6%

American Indian

2 (0.3%)

Group Counseling School: 0.2%

Statewide: 0.4%

Asian

3 (0.5%)

Group Counseling School: 0.3%

Statewide: 4.6%

Hispanic

257 (41.8%)

Group Counseling School: 49.8%

Statewide: 52.8%

Pacific Islander

1 (0.2%)

Group Counseling School: 0.1%

Statewide: 0.2%

White

267 (43.4%)

Group Counseling School: 37.6%

Statewide: 27%

Two or more races

14 (2.3%)

Group Counseling School: 2.1%

Statewide: 2.5%

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Group's identified population: High school students that come from separated or divorced families.

School setting: The meetings will be held where students can feel comfortable. The location will also help to respect the student's privacy/confidentiality.

Location of group meetings: Media Center

Developmental levels of adolescents: It is important to be aware and sensitive to the developmental levels of adolescents. Teenagers experience behavioral and emotional changes that can create problems of mood, depression, and sexuality. Hormones create play a role in their physical development which can also cause changes. Keeping these aspects in mind will assist school counselors in supporting healthy development in identity construction (Broderick & Blewitt, 2020).

Although adolescents have similar developmental issues, there is a gap in the social and emotional skills between freshman and senior students. This is why we have chosen to split our identified population into 2 groups.

Group 1 (grades 9 & 10)
-Begin to identify personal strengths and challenges

- Family and parents embarrass them

-Desire independence

-Yearn to be accepted by their peers and have friends

- Act self-centered, impulsive, and moody

Group 2 (grades 11 & 12)
- Begin to relate to family better; parents become perceived as real people
- They have a better sense of their identity and what positive things they can contribute to friendships and other important relationships
- Spends most of their time with friends
-More comfortable voicing their emotions whether they are negative or positive
- attempt to solve problems

Group composition: It will consist of high school students both male and female.

Group size: 6 - 8 students

Frequency and duration of meetings:  The group counseling meetings will be held once a week for an hour.

Length of group: The group will meet for 6 weeks.

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YouTube Video: Teens Dealing with Parents Divorce

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YouTube Video: Teens Dealing with Parents Divorce

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https://youtu.be/rlU5D70ZQWc

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Teen Mental Health & Motivation - The Jeff Yalden Foundation, Inc.

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Group Level: High School

Group Age: 14-18 years old

Group Size: multiple groups a week of six to eight students per group.  Keeping groups at a minimal number will reduce any student getting lost in the shuffle.

Type of Group: Closed Group

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adolescent group therapy - Google Search

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The importance of pre-planning the logistics of a group meeting is imperative when constructing the groundwork of a group. Our sessions will be held on school grounds for our high school group. The media center will be best for our sessions as the gym is held up with sports when there is inclement weather, and the cafeteria is often occupied with three different clubs. The media center will allow for a quiet, safe environment for students to reflect on their feelings and express their emotions for our discussions. Sessions will be held immediately after school for 45 minutes for eight weeks.

A pre-screen will take place with the student before joining the group. Counselor will meet with the student for ten minutes to review the following:

1. Discussion and review of what the group is about (topic)

2. Is this student right for the group?

3. Will this group serve the student, and will this student serve the group? What can the group and the student bring to one another?

4. Explain confidentiality

5. hand out consent forms, permission slips and communicate with parents.

Meeting with the student for a pre-screen will also break the ice for the student as well as the counselor for their first meeting. Getting a chance to meet with one another will take the stress or nervousness off the student and give the counselor a better idea of why everyone is here.

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How To Run Teen Therapy Groups ~ How to Lead a Support Group For Adolescents ~ Template for Group

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Relationships that are developed between professional school counselors and others in the interest of students create a school culture that promotes student success, systemic change, advocacy, and reinforces the mission of the school counseling program.

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Relationships that are developed between professional school counselors and others in the interest of students create a school culture that promotes student success, systemic change, advocacy, and reinforces the mission of the school counseling program.

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Teachers: will provide consistency and structure, encourage an evidence-based program in their school to better encourage students.  Teachers can encourage parents to focus on the best interest of the child and communicate with parents and counselors about the child's strengths and or problems and concerns in the classroom.

Parents: School counselors offer options by focusing on parents’ concerns and respecting why these situations matter to you, including better ways to communicate with your child. Both parents and counselors share information, an essential part of establishing a conducive relationship. School counselors are incredible resources; however, they do not provide therapy or long-term counseling. Counselors may refer to an outside agency if needed. School counselors are also advocates for children and provide details on parents’ rights, such as the right to request information. Parents will communicate through phone and email or scheduled meetings if needed.

Administration:  A principal-school counselor agreement, which is a written document that should be completed at the start of each school year, helps guide and prepare the conversation between the principal and school counselor (or school counseling team) about the school counseling program goals, how school counselors will work toward spending 80 percent of their time in direct and indirect service to students, and what professional development activities they will attend. This agreement and the conversations that take place because of it have really helped principals understand what school counselors do—and should be doing—and how they can support the goals and needs of the school so students can be successful. (Nassp.org)

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https://www.counseling.org/resources/library/vistas/2011-v-online/article_41.pdf

A needs assessment is a survey completed by students, parents, teachers, and/or administrators that offers a data-informed direction for a comprehensive school counseling program.

1. I understand that my parent’s divorce is/was not my fault?

Yes        No         Not Sure

2. I know that both my parents still love me?

Yes          No         Not Sure

3. I need someone to talk to about my feelings?

Yes          No        Not Sure

4. I understand why people sometimes get divorced?

Yes            No        Not Sure

5. I feel there have been some positive changes in my life since my parents divorced.

Yes              No         Not Sure

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Pre & Post Group Counseling Student Self-Evaluations

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Pre & Post Group Counseling Student Self-Evaluations

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"School counseling experts suggest that the profession use action research (Rowell, 2006), emphasizing “hands-on” tools for gathering application-based outcome data" (Sink, 2012, p. 96).

Students will be administered a pre & post feelings questionnaire to assess the efficacy of the group counseling experience.

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Divorce Group Pre&Post Feelings Questions

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High School Group Counseling Evaluation Form-Student Version 

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High School Group Counseling Evaluation Form-Student Version 

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This form will be administered to each student during the last session of group counseling or during the post-group meeting.

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Student Version Group Counseling Evaluation Form 

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·Students will explore and articulate feelings related to their changing families

·Students will identify coping skills that can help them manage negative emotions

·Students will identify common problems associated with divorce/separation

·Students will identify strengths of their changing family

·Students will understand positive ways family and group members help in the adjustment

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ASCA Student Standards: Mindsets & Behaviors for Student Success

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ASCA Student Standards: Mindsets & Behaviors for Student Success

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Some research suggests that parental divorce can be a critical event in the academic and social development of children and adolescents (Mullholland, 1991). Creating an environment where students can learn appropriate coping skills associated with their changing families and gain support from their peers can aid in their academic and social/emotional development. A successful group experience will help all students learn and demonstrate the following mindsets and behaviors from the ASCA Student Standards:

·B-SMS 1. Responsibility for self and actions

·B-SMS 2. Self-discipline and self-control

·B-SMS 6. Ability to identify and overcome barriers

·B-SMS 7. Effective coping skills

·B-SMS 10. Ability to manage transitions and adapt to change

·B-SS 2. Positive, respectful, and supportive relationships with students who are similar to and different from them

·B-SS 3. Positive relationships with adults to support success

·B-SS 4. Empathy

·B-SS 7. Leadership and teamwork skills to work effectively in diverse groups

·B-SS 9. Social maturity and behaviors appropriate to the situation and environment

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ASCA Student Standards: Mindsets & Behaviors for Student Success

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ASCA Student Standards: Mindsets & Behaviors for Student Success

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This article explains the significant effect divorce can have on children. They compare it very closely to a death, and discuss the importance of making sure students have support.

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Jordan Eubank

Kelsey Frasier

Paula Hanson

Regina Taylor, Final Group Project Leader
Heather Boner, Group Project 1 Leader

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Target Population Needs Assessment Results

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Target Population Needs Assessment Results

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Target Population Needs Assessment Results

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Association for Specialists in Group Work

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Association for Specialists in Group Work

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https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.372.876&rep=rep1&type=pdf

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Dr. Grimes,
Thank you for the opportunity to do this assignment. As we saw in week 1, many students feel apprehensive about group projects. This has been a fabulous group and learning experience.
We hope you enjoy our Padlet,
Jordan

Kelsey

Paula

Regina
Heather