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(Taylor, 2024a).

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Fun Therapy to Mitigate An Absence of a Family Member

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Fun Therapy to Mitigate An Absence of a Family Member

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"This group will introduce age-related play therapy activities to promote safe emotional expression and development of positive psychosocial and behavioral tendencies in children who have a family member away from home," (Taylor, 2024b, p. 2).

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(American School Counselor Association, 2021).

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

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. Retrieved from https://dese.mo.gov/sites/default/files/guid-respon-serv-small-group-counseling-guide-2015.pdf

Taylor, J. (2024a). Group Action Plan. Unpublished Manuscript, Angelo State University.

Taylor, J. (2024b). Group Proposal. Unpublished Manuscript, Angelo State University.

S. B. No. 11. (2019). Relating to policies, procedures, and measures for school safety and mental health promotion in public schools and the creation of the Texas Child Mental Health Care Consortium. 86th Legislation. https://capitol.texas.gov/tlodocs/86R/billtext/html/SB00011I.HTM

VeryWell Mind. (2024). How to Lead: 6 Leadership Styles and Frameworks.

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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Due to the sensitive nature of this counseling group and the topics that are involved, telling others about the group will be done in various fashions. One of which will be through flyers and wall posters in schools so that children can have access to the information and invitation at all times. Additionally, teachers and parents/caregivers will be sent an email with a copy of the flyer and further details about the purposes of this group. This method of sending group information in multiple ways allows children to be a part of the decision for attending, and gives parents/caregivers/teachers who see a child having difficulties an option for suggesting some support.

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Ultimately, the children who will benefit most from this group are children who are finding it hard to process and communicate their feelings, as well as having difficulty functioning since missing their parent/family member. In order to get the most out of counseling, members must pass a pre-screening for appropriateness of group. The children who are a right fit for this specific approach are those who are willing to participate, can benefit from working on relevant group skills, are advantageous to other members, and who are not going through an extreme crisis otherwise (Missouri Professional School Counselors and Counselor Educators, 2015). To find these participants, the counselor will administer a individual, brief, in-person or over the phone surveys with the potential candidates to determine those who will benefit the most with this group. Others who are not chosen will be directed to a different resource for assistance (Missouri Professional School Counselors and Counselor Educators, 2015).

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When building a counseling group, all members including parents and children should be briefed about the purpose of the group and encompassing details so that they can decide if they are going to attend. Permission must be obtained by caregivers and minors when they sign a consent form (Missouri Professional School Counselors and Counselor Educators, 2015) prior to treatment.

As a previous employee of Dallas Children's Advocacy Center, and hopeful re-entry in the future, I know that the therapy department obtained consent to group treatment forms and signatures during the individual sessions with clients when they are deemed a good fit for group. Although I do not have access to a form from their organization, attached is an example of a consent/assent form used for attaining permission for group counseling.

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(Missouri Professional School Counselors and Counselor Educators, 2015).

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(Missouri Professional School Counselors and Counselor Educators, 2015).

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As a future counselor, and as a person who enjoys leading, I tend to follow a democratic (VeryWell Mind, 2024) approach to leading. While the groups I oversee will have opportunity for lots of input, I will ultimately guide the sessions as I see fit.

This leadership style will be efficacious because members often benefit from guidance and support from their leaders especially if they have never been in a group setting or counseling meeting before. Additionally, research suggests that outcomes of groups with participative leaders are of increased quality (VeryWell Mind, 2024).

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This guideline will be referenced every session and throughout meetings as needed to reinforce the obligation to follow regulations and respect themselves and others (Missouri Professional School Counselors and Counselor Educators, 2015). As a leader, I will enforce the rules on the form, as well as any rules that we as a group may produce during meetings.

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There may be several positive and advantageous products of group therapy interactivity. With the group counseling modality offered here, and the skills being worked on such as expression of feelings, behaviors, and psychosocial capabilities, one can expect to experience several of Yalom's therapeutic factors. These may include: Development of Socializing Techniques (Yalom, 1995) for children who will learn how to communicate effectively and with others, Interpersonal Learning (Yalom, 1995) for those who are working with others and adopting better strategies for solving problems, and possibly Catharsis (Yalom, 1995) for the members who have an emotive reaction to previously suppressed feelings.

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While there are various meaningful objectives and end-goals for group counseling, the mindset and behavior skills and connections this group will share include: time control, realizing biases, engaging in fruitful exercises, accepting liabilities, determination to reach objectives, pragmatic and civil connections with alike and distinguished members, empathetic capabilities, productive associations and group work skills, and situational and age appropriate actions (American School Counselor Association, 2021).

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It is ethically and legally imperative that I stay informed with the most current mental health research and verified best-practices. Additionally, helping professionals are to be aware of all other local wellness and mental health resources in the area (S.B. No. 11, 86th, 2019). As children's needs change and advance, there may occur instances when additional or alternate support is needed. A wellness worker will need to be equipped and ready to adapt when met with such obstacles.

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Other legal and ethical considerations include being capable of realizing forthcoming and harmful actions amongst those who may be hazardous to themselves or those around them. It is also vital that mental health professionals in schools guide other personnel on mental health issues and apprehension and are available as a source of information on other matters such as: bullying, using substances, interventions, etc., (S.B. No. 11, 86th, 2019).

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Stage 1: The group will begin with establishing trust and outlining confidentiality parameters. Secure associations with other members and protected mental/emotional states are

important for constructing confidence within the group (Missouri Professional School Counselors and Counselor Educators, 2015). To further create a trustworthy environment, navigating the group through initial rule setting will set the tone for expectations now and moving forward. Though there may be some push back by members, mitigating those behaviors safely and immediately can help to build trust (Missouri Professional School Counselors and Counselor Educators, 2015). An activity that can be implemented to ease participation in the group can be an introductory task such as stating one's name and favorite play exercise (Taylor, 2024a).

Stage 2: During group sessions, the counselor will ensure that the group members are adapting socially and learning through interactive associations (Yalom, 1995). The group tasks for each session are chosen to allow the children to work on collaboration and communication skills. Additionally, the activities on the agenda can help members think introspectively and utilize their ideas to work positively with others. As the children advance through group, the counselor will observe for evidence of progressed skills with every child (Missouri Professional School Counselors and Counselor Educators, 2015).

Stage 3: To positively end group and ensure the transition is smooth, confidentiality parameters will be again discussed and privacy beyond group will enumerated (Missouri Professional School Counselors and Counselor Educators, 2015). Children will be encouraged to utilize their newly gained skills past the final session and will be given an opportunity to attend a post-group session scheduled a month after group has ended to share positive experiences (Missouri Professional School Counselors and Counselor Educators, 2015). Any and all concerns regarding the conclusion of group will be validated, processed, and mitigated.