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Opening Activity – Counseling Group Academic Success

Counselor Keri. (n.d.). Counseling getting to know you activities. [Blog Post]. Retrieved from: https://www.counselorkeri.com/2019/06/20/counseling-icebreakers/

Weave a Web

This is a wonderful ice-breaker opening activity to use with a small group who is beginning group counseling sessions. In this activity, students use a ball or yarn or twine to find commonalities among one another. First, the counselor starts with a ball or yarn or large ball of twine and make a statement about themselves. For example, they could say, “I have a brother and a sister.” Then, if someone shares this in common, they say, “Me too!” The counselor holds on to the end of the yarn and tosses the ball of yarn to the other person. That person then makes another statement about him or herself. If someone shares that is in common, they will say “Me too!” as well. The ball of yarn gets passes as the person making the statement holds on to the string.

Students will continue doing this till everyone has a least one piece of yarn or twine. This activity gives students a great visual of the connectivity and commonalities that people have with one another.

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Concept of Confidentiality in Small Groups

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Concept of Confidentiality in Small Groups

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Concept of Confidentiality in Small Groups

Maintaining individual confidentiality with treatment in small groups is a balancing act for school counselors. Counselors have to deal with the issue of protecting their clients from one another in terms of confidentiality (Plotkin, 1978). If counselors do not follow the legal and ethical guidelines related to confidentiality, there could be dire consequences, such as license removal. Informed consent is an important first step that counselors must take. School counselors develop contracts with students that state the counselor’s duty to maintain confidentiality with the student and the situations where law and ethics require the counselor to breach confidentiality (Plotkin, 1978). This contract should also spell out the student’s responsibility to maintain the confidentiality of the group sessions he or she participates in (Plotkin, 1978). Group rules and procedures should be established to maintain congeniality in small group counseling sessions.

Plotkin, R. (1978). Confidentiality in group counseling: In the balance. APA Monitor, 9(3), 14. https://doi-org.ezp.waldenulibrary.org/10.1037/e388872004-015

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Counselor Keri gives a great demonstration of a warm up activity to get the group focused. I would recommend utilizing this warm up activity because it gets everyone focused and it tunes out distraction.

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What Do Expected  Group Members Behavior Typically Look Like at This Stage?

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What Do Expected  Group Members Behavior Typically Look Like at This Stage?

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The central process during the facilitation process is orientation and exploration.  It's common for group members to appear rather hesitant to get involved. Caution on the part of members is to be expected, and it makes sense.  Many group members hold attitudes and expectations that make it difficult for them to participate fully in group. We also have to remember that some cultures, discourage individuals from expressing their feelings openly, talking about their personal problems with people that they do not know well (Corey, 2018).

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

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Things to Avoid As A Group Counselor Facilitator 

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Things to Avoid As A Group Counselor Facilitator 

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School counselors should avoid adding too much structure and teaching to the group sessions.  Too much emphasis on providing information about the group process can have a negative influence.  All the spontaneous learning can be taken out of the group experience if members have been told too much of what to expect and have not been allowed to learn for themselves (Corey, 2018).  Students will also become dependent on on-the structure and direction provided by the leader.
Reference
Corey, M. S., Corey, G., & Corey, C . (2018). Groups: Process and practice (10th ed.). Belmont, CA: Brooks/Cole.

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Conflict is something that happens in group counseling and in daily living. Conflict should not be avoided within in a group. Instead, it should be worked through to ensure that the group progresses and establishes trust (Corey et al., 2018). If conflict is avoided in a group, problems can occur. When conflict is avoided, group members may display defensive behavior and start to mistrust their fellow group members or the group as a whole (Corey et al., 2018). When conflict is dealt with and managed effectively in a group setting, the level of trust will increase. Group leaders play an important role in teaching members how to work through conflict in constructive ways.

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

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The transition stage is the where group members begin to work on their issues on a deeper level. Characteristics during this stage are anxiety, defensiveness, resistance, member conflicts, confrontation, and the emergence of problem behaviors. There are certain things a counselor need to avoid in order for this stage to run effectively.

·         When a student is having anxiety and resistance to opening up, the counselor should avoid pushing them to open up. The counselor must respect their emotional state and encourage them to move forward in a delicate manner.

·         Counselors should avoid ignoring behaviors that are tied to control and conflict. Ignoring these behaviors will lead to further problems and damage the cohesion of the group.

·         Counselors should refrain from making judgments about a student’s behavior. It is okay to share reactions but avoid making judgments.

Alle-Corliss, L. & Alle-Corliss, R. (2009). Group work: A practical guide to developing groups in agency settings. John Wiley & Sons.

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The Impact of Diversity on the Development of Stage 2

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The Impact of Diversity on the Development of Stage 2

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Counselors will have groups that are comprised of many cultural differences and diverse backgrounds. Students will have fears that their counselor will not understand their worlds and where they come from. One way to ease this anxiety and establish safety and trust in Stage 2 is to build rapport early on. Counselors and students should aim to find shared experiences that can lead to a common understanding and respect. Group rules and guidelines will help students be respectful and accepting of one another’s differences. Group counseling provides an excellent avenue for diverse students to build relationships and see similarities among one another. Fostering acceptance and counseling in a culturally competent manner will help students feel safe during the transition stage.

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

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Things to Avoid in the Working Stage (Stage 3)

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Things to Avoid in the Working Stage (Stage 3)

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Alle-Corliss, L. & Alle-Corliss, R. (2009). Group work: A practical guide to developing groups in agency settings. John Wiley & Sons.

The working phase is the period where members benefit the most from being in a group. Anxiety, discomfort and confrontation should have been addressed in the transition. Due to this, members are now ready to work their issues in a group where cohesion is evident. There are certain things a counselor must avoid to ensure that there is cohesion in the working stage.

·         Do not avoid conflict. There may still be conflict during this stage and it is important to work through conflict in a productive manner.

·         Do not repress feelings. During this stage, it is important to be able to express feelings and share painful experiences. Self-disclosure is important in this stage.

·         Do not feel guilt for past mistakes or inaction.

·         Group leaders need to continually encourage active participation.

·         Group leaders must foster a sense of cohesion where members work together on shared goals.

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Member Interaction: A Microcosm of the World

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Member Interaction: A Microcosm of the World

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The way that group members interact with one another is often a small-scale version of how people interact with one another in the world. In this video, counselor, Lanny Hall, addresses conflict between two members in a small group. The counselor facilitates a discussion between the two group members who are at odds. In our world, conflict is a daily occurrence. People will disagree and have opposing views just like members in a counseling group. It is important to address conflict in a constructive manner.

Lanny Hall. (2013, December 4). Addressing conflict between two members of a small group. [Video File]. Retrieved from: https://www.youtube.com/watch?v=idWeAY0K6kU

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Addressing conflict between two members of a small group

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The Impact of Diversity on the Development of Stage 3

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The Impact of Diversity on the Development of Stage 3

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As students are working on a shared goal in the working stage of group counseling, there will be diverse viewpoints, experiences and backgrounds. It will be important for the school counselor to accept and embrace these differences and help foster a cohesive group that works on a shared goal.  An activity that can help diverse students work toward to a common goal of academic success is called SMART Goals. SMART Goals are S=Specific, M=Measurable, A=Achievable, R=Relevant, T=Timely.  Blogger, the Middle School Counselor, uses this strategy to ensure all her students are on the same page and developing similar goals when it comes to academic success.

The Middle School Counselor, (2014, October 14). Student academic success skills. [Blog post]. Retrieved from: https://www.themiddleschoolcounselor.com/2014/10/student-academic-success-skills.html.

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Things to Avoid in the Termination Stage (Stage 4)

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Things to Avoid in the Termination Stage (Stage 4)

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The final stage of group counseling is devoted to closure. Members are encouraged to share what they have learned, how they have changed and how they plan to use what they learned in the future. Counselors facilitate this process and promote independent functioning of individual members.

·         Counselors should be careful not to end the group abruptly and make sure the members have adequate time to gain closure.

·          Counselors must not ignore unfinished business and discuss any unresolved issues during this stage.

·         Counselors should not wait to the last session to terminate because crisis can occur. This stage will take several sessions.

·         Group leaders must help members consider ways they can incorporate what they have learned into their daily lives. Counselors must be clear, specific and realistic in doing so.

·         Do address the loss and ending relationships that come with the end of group counseling.

Alle-Corliss, L. & Alle-Corliss, R. (2009). Group work: A practical guide to developing groups in agency settings. John Wiley & Sons.

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The Impact of Diversity on the Development of Stage 4

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The Impact of Diversity on the Development of Stage 4

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Students will be at different points in terms of goal attainment at the end of group counseling based on their unique backgrounds and needs. School counselors must use anticipatory planning with diverse students at this stage. Anticipatory planning involves presenting students with realistic situations they may face in the future and encouraging them to apply what they have learned to those situations. Giving students a homework assignment to apply in the real world can help with termination of counseling and addressing diverse needs.

Gladding, S. (1994). Effective Group Counseling. Greensboro, NC: ERIC Counseling and Student Services Clearinghouse.

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Closing Activity – Counseling Group Academic Success

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Closing Activity – Counseling Group Academic Success

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Compliments Mandala

This counseling closure activity from Adventurous School Counselor can be used with upper elementary to high school age students. Each group member draws a large circle and divides it the total number of people in the group including themselves. Then each member writes their name and a word that describes them. The circles are passed around so that each member can write their name and a compliment in a section of the mandala. Students can keep the mandala as personal keepsake of their group counseling experience.

The Adventurous School Counselor. (2014, June 9). Closure Activities. [Blog Post] Retrieved from: https://www.adventurousschoolcounselor.com/adventures-in-counseling/closure-activities

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The Impact of Diversity During the Facilitation Process

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The Impact of Diversity During the Facilitation Process

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This video provides information of how the elements of diversity impact counseling and group work. It provides a breakdown of how characteristic values, behaviors, products and world views affect group work. As group leaders, this video provides important information to consider when selecting students that will participate in a diverse group for counseling. There are many things that need to be considered during this process.

Reference:

https://slideplayer.com/slide/8440511/

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The Depth of Group Process During Facilitation

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The Depth of Group Process During Facilitation

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Facilitation focuses on how people participate in the process of learning or planning, not just what is achieved. During the facilitation stage, it is import to enable the group to discuss, plan learn and grow without trying to direct the group to a particular outcome. There are many important parts of group process during facilitation including but not limited to providing structure to the discussion, guiding the discussion, ensuring productive group behaviors and summarizing the results.

Reference:

How to Facilitate Discussion. January 5 2018. Blink: UC San Diego. Retrieved from https://blink.ucsd.edu/HR/training/instructor/tools/discussions.html#2.-Provide-structure-to-the-dis

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Trusting someone means that you think they are reliable, you have confidence in them and you feel sage with them physically and emotionally. Trust is something that people in a relationship can build together when they learn to trust each other.

Mutual trust among group members is one of the most significant elements increasing the effectiveness of a group. Without trust the group fails to grow and individual group members become suspicious, closed and cut off from one another. (Gladding, 1992) Selection of group members, structured direction and focus are all important for developing a group, trust is the foundation that builds group unity. Group leaders have to trust themselves and establish an atmosphere of trust by being leaders and encouraging others to be appropriately expressive and revealing. Forsyth (1990) recommends that clear communication, consistency, and shared initiatives are crucial in maintaining or reestablishing trust. In groups where trust has been established, the group members are cooperative rather than competitive.

References:

Forsyth, D.R. (1990) Group Dynamics (2nd ed) Pacific Grove, CA: Brooks/Cole

Samuel T. Gladding (1992) Trust and the group process, The Journal for Specialists in Group Work, 17:2, 66, DOI: 10.1080/01933929208413713

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Typical or Expected Group Member Behavior during Stage Two 

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Typical or Expected Group Member Behavior during Stage Two 

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"Anxiety and defensiveness underlies much of members' behavior in the transition phase" (). It's important to establish trust in the initial phase in the evolution of a group.  Trust is gradually created. When trust is high members are usually actively involved in the activities.  Here are a few signs that  trust is lacking:
*Members will not initiate work.
*Members are excessively quiet.
*Members may have split into subgroups.
*Members frequently show up late, leave early or miss sessions.

Reference
Corey, M. S., & Corey, G. (2018). Groups: process and practice (10th ed.). Boston, MA: Cengage Learning.

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Conflict is a difficult subject for some people to deal with, both in groups and in daily living.  There is an assumption that conflict is a sign of something intrinsically wrong and that it should be avoided at all costs.  Unexplored conflict is typically expressed in defensive behavior, indirectness, and a general lack of trust.  The video is great to show elementary students at this stage. Hopefully this will reduce the amount of conflict within the group.

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Kid President's 20 Things We Should Say More Often

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A conflict resolution process poster.
Each side provides information from their point of view ? FACTS ONLY?No Blaming
Each side listens attentively and talks in turn only.
Each side uses appropriate body language and demonstrates respect and maintain confidentially when necessary
Brainstorm solutions to conflict:
Each side states possible solutions
Each side provides the pros and cons of possible solutions.
Here are some sample solutions to conflict:
Take Turns, Avoid/Ignore, Postpone, Share, Get Help, Walk away, Compromise,,Apologize, Use Humor, Make a Deal, Talk it Out, Chance (roll dice, rock paper, scissors, flip coin...)

Reference
https://worksheetplace.com/index.php?function=DisplaySheet&sheet=Conflict-Resolution-Process&links=2&id=&link1=31&link2=507

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My personal reaction to confrontation has been to stop, breathe and think. This gives me and anyone else involved a chance to regroup and consider what could happen if the confrontation becomes extremely negative.

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My personal reaction to conflict is avoidance. I know that all conflict can not be avoided and that all conflict is not negative. But I automatically respond this way because I hate to feel uneasy and uncomfortable. I am always trying to make sure everyone else feels  comfortable in most situations. During confrontation, whether I am involved or not, my mind goes into overdrive as to how fast and effectively I can fix it.

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Conflict is difficult for people to deal with. Most of us assume that conflict is a sign of something gone wrong and that it should always be avoided. Conflict is expected in all relationships, and it is the avoidance of conflict that causes problems. Unaddressed conflict usually shows up in the form of lack of trust, indirectness and defensive behavior. Conflict can arise when diversity issues are not attended to within a group. Potential sources of diversity within a group that may cause issues are age, gender, language, sexual orientation, socioeconomic status, power, privilege, disability, race, ethnicity and educational attainment. Leaders must be aware that people from different cultures may address conflict in different ways. What can look like conflict in one culture may be normal interaction in another culture.
Reference
Corey, M. S., Corey, G., & Corey, C. (2018). Groups: Process and practice (10th ed.). Belmont, CA: Brooks/Cole.

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There are many ways in how people from different cultures confront others and in how they react to confrontations. When working with diverse groups, it is important to remember that being indirect may be a cultural value for some group members.  The level of the confrontations that happen within a group is a measure of how effective the group is.
Reference
Corey, M. S., Corey, G., & Corey, C. (2018). Groups: Process and practice (10th ed.). Belmont, CA: Brooks/Cole.

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Group leaders may be challenged during the transition stage and throughout group counseling. These challenges may be uncomfortable for the group leaders but leaders must recognize that these confrontations are the group members’ way of testing the leader. Leaders must be aware of their own defenses and feelings in these situations. Sharing and doing this builds trust with the group members.
Reference
Corey, M. S., Corey, G., & Corey, C. (2018). Groups: Process and practice (10th ed.). Belmont, CA: Brooks/Cole.

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An important task in the initial phase in the developing of a group is establishing trust.  At this point group members are still wondering if the group is a safe place for them. Groups members at this time are very observant and hesitant. Mistrust is normal during the beginning stages of a group. When members lack trust, they quietly check out what is happening and have little focus to know what is going on within the group. Each member must actively work to open themselves to trust others and addressing their issues that get in their way of doing so.

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

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Problem Behaviors - Defensive and Reluctant Behavior

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Problem Behaviors - Defensive and Reluctant Behavior

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When building safety and trust in groups, participants are often torn between wanting to take a risk and actively participate and wanting to be safe and just observe, so they often proceed with caution. Group leaders and members must respect a member’s resistance and comfort levels. The most effective way for leaders to deal with this behavior is to simple describe to members what they are observing and let members know how they are affected by what they see and hear.  A key role as a group leader is to accurately appraise whether the source of difficulty is the member’s fears or ineffective leadership. Group leaders must always understand that involuntary group members may show a lack of cooperation through sarcasm and silence to help them feel like they still maintain some power in the situation. (Corey, Corey, Corey, 2018)

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

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Problem Behaviors - Common Fears and Anxieties

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Problem Behaviors - Common Fears and Anxieties

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Group members try to maintain control by keeping their fears to themselves and express them by showing avoidant behaviors. Member can not be forced to discuss their fears but they can be encouraged to recognize that they may be experiencing something that is common with other group members. Common fears is a great discussion to have in an effort to help normalize the situation for group members. Some common fears include, fear of disclosure, fear or being vulnerable or exposed, fear of rejection, fear of being misunderstood, fear of being challenged or singled out, and the fear of losing control.
Reference
Corey, M. S., Corey, G., & Corey, C. (2018). Groups: Process and practice (10th ed.). Belmont, CA: Brooks/Cole.

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Problem Behaviors - Struggles with Control

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Problem Behaviors - Struggles with Control

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Maintaining a sense of control is a common theme at the transition stage. The main anxieties that group participants have in the transition phase is having too much or too little responsibility. Members must bring these issues to the surface in order to deal with them constructively. The leaders task in this is to help the members understand that their struggle to maintain control is a way of protecting themselves from doing more in-depth work.
Reference
Corey, M. S., Corey, G., & Corey, C. (2018). Groups: Process and practice (10th ed.). Belmont, CA: Brooks/Cole.

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Group Therapy – Working Stage

Once the transitional stage has settled, group members will start to feel comfortable enough to really get into the deeper issues that the group was designed for. This is called the working stage. This stage comes after all the kinks get worked out during the transition stage and is when each member is able to explore their thoughts and emotions which may be triggered by someone else’s words. The counselor in this stage will guide the group through this process using techniques and challenges that bring out emotions.

A good counselor will know how to guide by using minimal words themselves. Counselors should be able to read each group members verbal and non-verbal language. Group members in this stage need to be honest about their feelings and not be afraid to speak their mind. They should not feel as though they are being judged or criticized and if they are, it is the counselor’s job to address these issues.
Reference
https://www.liverehab.com/group-therapy/

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Tentative feelings about being in a group have pretty much dissipated. The discomfort and anxiety characteristic of the transition phase have been expressed along with conflicts and resistance. At this point, members are ready to work through many of their issues, cohesion is usually stronger, and productivity within the group generally increases.  Members tend to engage in more risk taking and action-oriented behaviors and are more honest as they self disclose. Members may express stronger emotions more freely as they feel more comfortable with the group process. The members are also more likely than before to talk directly to one another rather than to the worker.
Reference
Alle-corliss, Lupe, & Randall Alle-Corliss. Group Work: A Practical Guide to Developing Groups in Setting in Agency Settings. John Wiley & Sons, 20093

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The therapeutic factor I chose is Altruism. Altruism allows clients to gain a sense of value and significance by helping other group members. Altruism is the act of doing good things for others out of concern for their well-being. It is closely related to compassion and empathy, and altruistic people are people who tend to frequently show concern for others’ welfare. Altruistic people tend to be happier than other people. Volunteer work and charity donations can help raise a person’s self-esteem, and some psychotherapists recommend altruistic behavior to help their clients cope with depression, grief or stress. A person’s degree of altruism may also be influenced by his or her relative comfort. A starving person, for example, may be so focused on survival that he or she is unable to focus on altruism, while someone who has his or her basic needs met is better equipped to serve others. The ability to relate to other people is also closely tied to altruism. When a person sees another’s suffering as undeserved, he or she is far more likely to display altruistic behavior.

References:

1.     Colman, A. M. (2006). Oxford dictionary of psychology. New York, NY: Oxford University Press.

2.     Prinz, J. J. (2007). The emotional construction of morals. Oxford: Oxford University Press.

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During this stage students usually feel comfortable sharing information with group.  Everyone has gotten use to each other and what to expect during group sessions.

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My personal leadership style evolves around empowering others. Empowerment means to include the group in decision making, to give them a participatory role where they use their own expertise and judgement, which increases the individual sense of worth and commitment to the group. An empowering leader demonstrates that they have good listening skills and that they care about the input of everyone in the group. Empowering a group motivates and encourages them to work together to increase the overall success of the group. In small group counseling, this type of leadership builds confidence and trust to collectively meet the goals of the group

Empowerment creates a healthy and positive impact in small group counseling.  Without empowerment, how do you know that the group is doing what is needed? How do group members understand the intent? As group leaders we empower, but we also have to check to make sure that empowerment is working. Empowerment should be a part of every leader’s toolbox because it strengthens everyone in the group and builds on trust, which is the most important element in any group.

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Empowering Teen Girls through Group Therapy

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Empowering Teen Girls through Group Therapy

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Nicole Burgess LMFT & Introvert Empowerment Coach (Burgess Counseling and Consulting, LLC)

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30: Empowering Teen Girls through Group Therapy

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Group Work Transfer to the World Outside

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Group Work Transfer to the World Outside

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When doing group counseling we must go in knowing that a group experience is not an end in itself. The purpose of a group is to enable participants to make decisions about how they will change their lives, including being able to be close to the important people in their lives. During the termination stage leaders help members reflect on what they have learned how they have learned it, and what they intend to do with their insights. Doing this, puts members in a position to decide what they are willing to do about what they have learned. (Corey, Corey & Corey, 2018)

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This video provides an example of an active group during the termination stage.

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This blog post identifies four steps for terminating counseling sessions. It's also beneficial for terminating group counseling sessions. The four parts consists of: explain why it ends, preview how it will end, structure the last session and model healthy good byes.

https://www.socialemotionalworkshop.com/2019/05/counseling-termination-school-counseling/

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terminating counseling with elementary students

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Key Characteristics of Termination stage 

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Key Characteristics of Termination stage 

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This is a time for summarizing, pulling together the loose ends and integrating the group experience.  Members may also feel sad; express their anxiety due to separation. Members may also share their experiences of being in the group with other members, they would also provide information about their insights and learning in the group and how they are going to put it into practice outside. They would also plan for follow up meetings for accountability so that members will carry out their plans for change. The leader in turn should help the members consolidate their learning by assisting them to develop a conceptual framework for working. Some group members will engage in behavior that will make it easier for them to leave the group ( Corey, Corey & Corey, 2017).

references
Corey, M. S., Corey, G., & Corey, C. (2017). Groups: process and practice (10th ed.). Australia: Cengage Learning.

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The working stage is characterized by the commitment of members to explore significant problems they bring to the sessions and by their attention to the dynamics with in the groups ( Corey, Corey & Corey, 2017). Groups do not all evolve to a true working level, but significant work takes place at every stage of a group.  Some groups may not reach the . working stage because members do not develop sufficient trust, cohesion, and continuity.  It is common for some members to be stopped by their anxiety and fear. They are unable to create the climate and cohesion within the group that allows for deeper exploration ( Corey, Corey & Corey, 2017).

Reference
Corey, M. S., Corey, G., & Corey, C. (2017). Groups: process and practice (10th ed.). Australia: Cengage Learning.

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Student Success Skills is a program designed to help students develop the academic, social, and self-management skills they need
to be successful in school. Given the climate of educational accountability and focus on improved student achievement outcomes, it is
important for school counselors to identify and implement programs
that have been proven effective and are linked to improved achievement outcomes. School counselors are encouraged to set themselves
up for success in showing outcomes by implementing the intervention
as intended and keeping track of student attendance in group sessions.

References
Webb L, & Brigman GA. (2007). Student Success Skills: a structured group intervention for school counselors. Journal for Specialists in Group Work, 32(2), 190–206. Retrieved from https://search-ebscohost-com.ezp.waldenulibrary.org/login.aspx?direct=true&db=rzh&AN=106121655&site=eds-live&scope=site

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A Focus on Academic Success for Diverse Students

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A Focus on Academic Success for Diverse Students

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This peer reviewed article focuses on the Impact of Diversity on Student Engagement and Academic Success. “Understanding the impact of diversity at post-secondary institutions is important because the population of the United States is becoming increasingly diverse, a trend that is also reflected in educational institutions.” (Thomas, 2016) The article offers a brief history of the topic and provides an overview of the key concepts.

https://pdfs.semanticscholar.org/f73e/b12c0912aaf0ddbee4447f963b0f927401a4.pdf

Reference:

Thomas, LaTosha C., "The Impact of Diversity on Student Engagement and Academic Success" (2016). Graduate Theses and Dissertations. http://scholarcommons.usf.edu/etd/6414

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The effectiveness of conflict resolution and peer mediation (CRPM) training among 10‐ and 11‐year‐old elementary school students was examined. The CRPM training program consisted of skills, such as understanding the nature of interpersonal conflicts, communication, anger management, negotiation and peer mediation.  This is a technique that can be used during stage two of group counseling when conflict arise.

References
Turnuklu, A. abbas. turnuklu@deu. edu. t., Kacmaz, T., Gurler, S., Turk, F., Kalender, A., Zengin, F., & Sevkin, B. (2010). The effects of conflict resolution and peer mediation training on Turkish elementary school students’ conflict resolution strategies. Journal of Peace Education, 7(1), 33–45. https://doi-org.ezp.waldenulibrary.org/10.1080/17400200903370928

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Academic Success for Diverse Students - By Chance or By Plan

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Academic Success for Diverse Students - By Chance or By Plan

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This article, The Academic Success of Nontraditional Students in Higher Education will work in the small group to inform our students of the need to distinguish themselves from others is extremely important in an increasingly crowded graduate market.

https://journals.sagepub.com/doi/10.1177/2332858418782195