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One of the ethical guidelines that I identify as very important for the Productivity Support Group is found in the ASGW Guiding Principles for Group Work. “D.7. Group Member Welfare Specialists in group work manage the flow of communication, addressing safety and pacing of disclosures to enhance the welfare of individuals and the group, as well as protect group members from physical, emotional, or psychological trauma and reenacted oppressive societal dynamics. (Association for Specialist in Group Work, 2021, p.10)”

I believe this guideline is so important to the success of the group because it emphasizes creating a safe and supportive environment where the participants feel like they can express themselves and share their experiences without fear or judgment.

References
Association for Specialists in Group Work. (2021). ASGW Guiding Principles. https://asgw.org/wp-content/uploads/2021/07/ASGW-Guiding-Principles-May-2021.pdf

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Group Leadership Style:

For the Productivity Support Group I will mostly use a democratic leadership style by asking the group to suggest additional ground rules, and decide on group norms. This will encourage more participation and investment in the group, and it will give the students a feeling of empowerment in shaping the group in the way that will work best for them. It also builds trust with the students and lets them know that their opinions matter. College students respond well to democratic leadership and it is considered the most effective leadership style (Cherry, 2023).

However, I will use an authoritarian style when it comes to keeping the group focused on the tasks and discussions at hand, and with confidentiality rules. Confidentiality is vitally important to maintain a feeling of safety for people to open up and share. An authoritarian approach will help to ensure that isn’t compromised. It is also important for the students to stay on track with the activities and discussions because we only have an hour for each session.

References

Cherry, K. (2023, June 27). How to lead: 6 leadership styles and frameworks. Verywell Mind. https://www.verywellmind.com/leadership-styles-2795312

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There are several therapeutic factors I can see in the Productivity Support Group.

Instillation of Hope:

The most important factor is the instillation of hope, which is when participants believe that the treatment will be effective (Yalom, 1995). It is important that the participants feel like they can improve their productivity and that they have support from the group to help them through their journey. Hope can be a powerful motivator towards positive change.

Universality:

Because the program is designed as a support group then universality will be important. Universality according to Yalom, is when the participant doesn’t feel like they are alone in their struggles (Yalom, 1995). Universality helps participates face their challenges with more reassurance that they are supported and understood.

Existential Factors:

Existential factors acknowledge the base aspects of human existence such as feelings of loneliness, facing mortality, and taking responsibility (Yalom, 1995). The Productivity Support Group encourages participants to share and discuss their experiences, which can lead to insights and personal growth on an existential level.

Imparting of Information:

One of the main aspects of the support group is to impart information which is one of Yalom’s factors for group treatment (Yalom, 1995). Each week’s session will focus on learning strategies for overcoming procrastination such as time management, mindfulness, goal setting, understanding procrastination triggers, and overcoming perfectionism. By providing practical strategies and exercises to apply the information, participants will feel equipped to overcome their challenges with homework procrastination more effectively.

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

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Informed Consent Form

Before our first session, before we start, each student will fill out and sign a consent form that describes the group, a brief overview of the lesson plan, and the rules of the group, including confidentiality rules. If the student is a minor, then the parent must sign the consent form.

Confidentiality:

The consent form will also include any school policies that may apply to the support group and emphasize the importance of maintaining confidentiality due to the nature of the support group, and that participants are encouraged to share their struggles and personal experiences. The form will clearly state that participants will not share any personal information about other students and what they have shared in group sessions outside of the group.

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Informing Participants:

Potential student participants who expressed interest or where referred to by a teacher or counselor will be called and emailed to set up an interview consolation. The criteria for the group is that they be a current student at the university and feel that they struggle with completing homework assignments.

Assessing Participants:

The screening process will be done individually. Potential student participants will be interviewed to explore their motivation levels and goals. Questions will include:

1.    On a scale of 1-10, with 10 being the most. How often do you feel a lack of motivation to complete homework assignments?

2.    On a scale of 1-10, with 10 being the most. How much do you feel that you struggle with completing homework assignments?

3.    On a scale of 1-10, with 10 being the most. How often do you feel stress or anxiety when you think about completing homework?
1.    On a scale of 1-10, with 10 being the most. Do you feel that participating in a student support group that will teach skills and techniques on how to overcome procrastination would help you?

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Parents:

Direct Mail: I can send out a postcard to the home address of students across the university. This postcard will have information about the productive path group and how students can sign up for it.

PTA Meetings: Offer a short presentation on the productive path group during a PTA meeting.

Email: Send out emails to parents that advertise the productive path group, its benefits to students, and how students can sign up.

Students:

Social Media: post on social media, making an advertisement for the group

Interactive Workshop: host a one-time workshop on one of the subjects (such as mindfulness and how it can improve focus). Then offer information on the productive path group at the end of the workshop.

In-Class Presentation: Offer a short presentation during class, and provide information on the productivity path group at the end and a signup sheet in which I would contact the student to see if they are a fit for the group.

Personal Invites: send personal invites to students that may benefit from the productivity path group, the list of students can come from recommendations from teachers or counselors, or students who self-report as struggling with finishing homework.

Teachers:

Email Teachers: send an email to teachers across the university with information about the productive path group, and offer to give a short presentation in their classroom. Also, ask if the teachers have any students that may struggle with homework that they would like me to personally reach out to about the group.

Flyers: Create flyers for the teachers to hand out in class and give to their students.

Administrators:

Administrative Meeting: attend an administrative meeting to give a presentation on the productive path group, and provide information on the benefits of the group.

Endorsement: Ask the administrators for their endorsement to be able to promote the productive path group on campus (such as on display screens in the hallways, emails, and flyers around campus).

Counselors:

Counseling Meeting: Ask to attend one of the counseling department meetings to provide a presentation on the productive path group.
Flyers/Referral Forms: Ask the counselors if they can provide a flyer of the group in their office, give them referral forms and ask them to let me know if they have any students that are struggling with finishing homework and either I could (or they could) reach out to them about the group.

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The following is a list of mindsets and behaviors participants will master upon completing this group, based on ASCA Mindsets & Behaviors.

Learning Strategies

Time-management, organization and study skills

Self-motivation and self-direction for learning

Long and short term academic, career and social/emotional goals

Self-Management Skills

Responsibility for self and actions

Self-discipline and self-control

Perseverance to achieve long and short term goals

Ability to identify and overcome barriers

Effective coping skills

Social Skills

Positive, respective and supportive relationships with students who are similar to and different from them

Empathy

Cultural awareness, sensitivity, and responsiveness

References
American School Counselor Association. (2021). ASCA Student Standards: Mindsets & Behaviors for Student Success: K-12 College-, Career- and Life-Readiness Standards for Every Student. Retrieved from https://www.schoolcounselor.org/getmedia/7428a787-a452-4abb-afec-d78ec77870cd/Mindsets-Behaviors.pdf

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The Productive Path: A Support Group for Overcoming Homework Procrastination, aims to provide students with practical strategies and support to overcome homework procrastination. Participants will learn effective time management techniques, task breakdown methods, goal-setting skills, mindfulness practices, and other strategies to manage distractions and overcome perfectionism. The group fosters self-motivation, accountability, and offers a supportive environment for participants to share progress and challenges.

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In the 2014 ACA Code of Ethics, A.2 states, “Clients have the freedom to choose whether to enter into or remain in a counseling relationship and need adequate information about the counseling process and the counselor. Counselors have an obligation to review in writing and verbally with clients the rights and responsibilities of both counselors and clients. Informed consent is an ongoing part of the counseling process, and counselors appropriately document discussions of informed consent throughout the counseling relationship (American Counseling Association, 2014, p.4)

This guideline is import for the Productivity Support Group because informs the participants about what to expect from the group and gives an outline of what the group is about. It also clearly states the group rules and that the group will adhere to all University policies and codes of conduct, and emphasizes the importance of maintaining confidentiality. This gives the participants important information about the group and the rules that they are expected to adhere to, as well as what would happen if those rules are broken. It is a document that makes the rules clear, and builds trust among the group since everyone is expected to abide by the rules.

References
American Counseling Association. (2014). ACA Code of Ethics. https://www.counseling.org/resources/aca-code-of-ethics.pdf

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American Counseling Association (ACA) Code of Ethics

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American Counseling Association (ACA) Code of Ethics

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Productivity Support Group -Ground Rules

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Productivity Support Group -Ground Rules

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The Ground Rules:

The ground rules will be discussed with the group at the beginning of the first session, and be reviewed if there are any violations, as a reminder to the group of the ground rules.

Confidentiality: Participants will maintain confidentiality of any personal information that is shared with the group.

Respect: Participants agree to respectfully listen while another person while they are speaking, and show consideration for different perspectives.

Participation: Participants agree to attend all 6 weekly sessions on time, if they cannot make the session they will contact the facilitator within 1 hours of starting time, to let them know.

Cell Phones: All cell phones will be stowed away or put on mute during sessions.

Ground Rules Determined By The Group:

Feedback: the group will determine if they wish to allow for feedback after sharing.

Sharing Time Limit: the group will determine if there should be a limit on the amount of time each participant can share, and how to determine when their time is up.

Early Leaves/Missed Sessions: The group will determine if they will allow for early leaving of a session and what the procedure will be if someone does need to leave early. The group will also determine how many times a participant may miss a session before they should receive a warning of possible dismissal and be dismissed from the group.

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Bibliotherapy Week - The Procrastinator's Guide to Success

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Bibliotherapy Week - The Procrastinator's Guide to Success

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Are you tired of constantly battling against procrastination, feeling trapped by its grasp on your potential? "The Procrastinator's Guide to Success: Overcoming Resistance and Finding Motivation" is your transformative roadmap to breaking free from the shackles of procrastination and embracing a path of productivity, achievement, and personal growth.

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The Procrastinator's Guide to Success: Overcoming Resistance and Finding Motivation

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Amazon.com: The Procrastinator's Guide to Success: Overcoming Resistance and Finding Motivation eBook : Johnson, Trevor : Kindle Store

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References

American Counseling Association. (2014). ACA Code of Ethics. https://www.counseling.org/resources/aca-code-of-ethics.pdf

American School Counselor Association. (2016). Ethical Standards. https://www.schoolcounselor.org/getmedia/44f30280-ffe8-4b41-9ad8-f15909c3d164/EthicalStandards.pdf

American School Counselor Association. (2021). ASCA Student Standards: Mindsets & Behaviors for Student Success: K-12 College-, Career- and Life-Readiness Standards for Every Student. Retrieved from https://www.schoolcounselor.org/getmedia/7428a787-a452-4abb-afec-d78ec77870cd/Mindsets-Behaviors.pdf

Association for Specialists in Group Work. (2021). ASGW Guiding Principles. https://asgw.org/wp-content/uploads/2021/07/ASGW-Guiding-Principles-May-2021.pdf

Cherry, K. (2023, June 27). How to lead: 6 leadership styles and frameworks. Verywell Mind. https://www.verywellmind.com/leadership-styles-2795312

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

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Building Relationships and Trust

Begin the first session with allowing each student to introduce themselves, and have an ice breaker activity.

Start each of the following sessions with welcoming the group and allowing each student to give a brief overview about how they are feeling or their progress during the week.

Encourage respectful listening while each participant is talking, and encourage supporting each other.

Establishing Group Norms:

Group norms will be developed by the participants, if everyone agrees with them.

Some possible group norms will be:

How we will celebrate personal successes in the group

What is respectful listening when another is talking, for instance, would fidget toys be allowed, and are the other participants allowed to comment or give advice after the participant is finished speaking.

What amount of time will we allow participants to come in late, before closing the group from anyone coming in late.

Confidentiality

Maintaining confidentiality within the group is vitally important to making it a safe space for all participants to feel like they can share personal information.

Include a confidentiality agreement and policy in the informed consent form

Go over confidentiality policy and rules during the first session, and the expectation that everything spoken by participants is to be kept secret from anyone outside of the group

Inform the group that confidentiality cannot be guaranteed even though it is expected

If there are any breaches in confidentiality speak with the student who made the infraction, and review the confidentiality policy in the group, if the behavior does not stop the participant will be dismissed from the group.

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Maintaining Cohesion and Productivity

Check-in with each of the participants at the beginning of each session and encourage a supportive atmosphere.

Check-in with the group as a collective at the end of the session, to address any issues

Encourage participation in discussions and activities

Encourage feedback from the participants about their experience in the group. Have a feedback form that the participants fill out on the last session.

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Group Closure and Follow-Up

Bring up the topic of group closure and have a discussion with the group before we get to the last session.

Ask the group how they might want to celebrate and close the group during the last session

Remind participants about the importance of keeping everything they heard within the group confidential.

Encourage participants to maintain connections with each other if they wish, but it is not mandatory.

Provide resources for the student success coaches, tutoring services, and counseling center

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ASCA Ethnical Standards for School Counselors

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ASCA Ethnical Standards for School Counselors

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the Association for Specialists in Group Work (ASGW) Principles

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the Association for Specialists in Group Work (ASGW) Principles