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Confronting Without Fronting Small Group Action Plan

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Confronting Without Fronting Small Group Action Plan

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Confronting Without Fronting: A group for youth in upper secondary grade levels (ages 14-18) working towards refined communication skills.  Members will learn Nonviolent Communication (NVC) strategies to advocate for needs clearly and address conflict with peers, family, or school staff.  Additionally, participants will gain understanding of underlying emotions, ultimately expressions of unmet needs, that influence reactions experienced during communication.

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American Counseling Association. (2014). 2014 ACA code of ethics. https://www.counseling.org/docs/default-source/default-

document-library/ethics/2014-aca-code-of-ethics.pdf?sfvrsn=55ab73d0_1.

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

VA: Author.

Calvillo, E. (2023, October 18). How to earn your team’s trust and hearts. https://www.productreleasenotes.com/p/how-to-earn-

your-teams-trust-and.

Cherry, K. (2023, June 27). 6 leadership styles and Frameworks. Verywell Mind. https://www.verywellmind.com/leadership-styles-

2795312.

Ming, J. (2020, August 6). Visual summary of “nonviolent communication” by Marshall Rosenberg. Medium.

https://joycming.medium.com/visual-summary-of-nonviolent-communication-by-marshall-rosenberg-4bc7bbbdcbf0.

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.

NVC Academy (n.d.). Feelings and Needs Reference Guide. Nonviolent Communication Academy. https://nvcacademy.com/.

Rosenberg, M. B. (2015). Nonviolent communication: A language of life. PuddleDancer Press.

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

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American School Counselor Association Standards for Student Success

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American School Counselor Association Standards for Student Success

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Mindsets

M 1. Belief in development of whole self, including a healthy

balance of mental, social/emotional, and physical well-being

M 2. Sense of acceptance, respect, support, and inclusion for self

and others in the school environment

M 4. Self-confidence in ability to succeed

Behaviors

B-LS 9. Decision-making informed by gathering evidence, getting

others' perspectives, and recognizing personal bias

B-SS 1. Effective oral and written communication skills and

listening skills

B-SS 4. Empathy

B-SS 8. Advocacy skills for self and others and ability to assert

self, when necessary

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Group facilitator will pitch plan to School Counselors and Communities In Schools Site Coordinators during a weekly planning meeting in November, as they will be the primary referral source for eligible participants since they know the students best. They should be encouraged to consider at-risk students who struggle with communication and are higher in need of self-advocacy and empathy skills. Once enough referrals have been amassed, personal invitations to a pre-screening meeting will be distributed to the ten most fitting candidates.

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flyer for diverse group at a high school empathy communication

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Students selected to participate will be contacted individually to complete a pre-screen tool consisting of the following questions:

1. Do you think communication is important? why?

2. Do you think understanding others helps communication? why?

3. When or with whom do you think communication is most difficult?

4. What does empathy mean to you?

Potential members should be willing to participate and open-minded to growth strategies, though still experiencing struggles (interpersonal communication difficulties, academic concerns, peer/family/staff conflict) that could benefit from increased communication and empathy.

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Each participant will need to have a completed informed consent returned at least two (2) weeks prior to beginning of group.

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Group Norms will be determined the first meeting collectively utilizing the formatting guide to the right. All will be determined by group members as a shared power and collective responsibility exercise. There are three (3) norms that are nonnegotiable:

1. Vegas Rules (confidentiality expectations)

2. Confidentiality exceptions (hurt/kills self/others)

3. Each participant and their contributions are valuable and therefore will be treated as such

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Step 1: Storming/Norming

Building trust will begin with establishing Group Norms as collectively in interest of sharing power. This will increase the likelihood that participants will buy in to maintaining stable group dynamics. Positive reinforcement through praising desired interactions/behaviors/communications in the face of testing the facilitator and/or participants. Group Norms will be reviewed at the beginning of each session to set expectations for interactions, confidentiality, and participation.

Step 2: Performing

One nonnegotiable Group Norm is that each participant's contributions are valuable and will be treated as such. Group activities are highly interactive between participants and facilitator functioning as ample opportunity to consistently gauge live progress. This also allows for regular positive reinforcement of cohesive and productive engagements between participants and within group activities.

Step 3: Mourning

At the end of each session, participants will be reminded of the last session date, with increased emphasis with its proximity. One (1) additional meeting focused on fellowship and celebration of progress only will be held two (2) weeks following the final session. The celebration will begin with the Group Norms, as typical. The facilitator will formulate and present a celebratory statement containing behavior specific praise for each participant. All participants will be encouraged to engage skills gleaned throughout their future endeavors. Thank you/encouragement notes will be written for each participant including the aforementioned specific celebratory statement.

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Given the reliance on shared power to ensure group cohesion, the most fitting leadership style is Transformational. Teenagers thrive in environments infused with inspiration, energy, and collaboration rooted in shared power. Confronting Without Fronting requires a leader dedicated to clear goals that are only achieved when participants capable to reach their utmost potential. Additionally, NVC requires brave engagement following a specific formula, a standard that must be set by the group facilitator; goal achievement is vital to ensure successful NVC implementation and is a central tenant of Transformational Leadership.

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Imparting of Information

NVC is a formulated communication strategy based on psychodynamics. Each session will add a layer of this formula alongside evidence-based, yet age appropriate, explanation behind processes.

Instillation of Hope

Participants will learn a variety of emotions increasing their feelings intelligence, as well as build an understanding of how unmet needs and related emotions influence interpersonal interactions. They will also learn the importance of empathy in relation to communication and conflict resolution.

Development of Socializing Techniques

A central aspect of NVC is increasing quality and function of interpersonal interaction. Effective communication is vital to conflict resolution; this will be practiced in safe social learning scenarios.

Direct Advice

The group facilitator will consistently provide feedback and suggestions throughout group sessions. Activities are set up in interest of facilitating live support strategies for applying NVC.

Interpersonal Learning

Each participant will engage new communication styles in a brave environment. Because modeling is a significant learning style for teens, observing other participants engage in NVC will encourage experimentation with the skill and build empathy both within and outside the group.

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"Counselors make every effort to ensure that privacy and confidentiality of clients are maintained by subordinates, including employees, supervisees, students, clerical assistants, and volunteers" (ACA, 2014).

When facilitating a group in a public location, such as a school or community center, participants will likely come in contact with several individuals regularly on the way to attend group. Advocating for group members' confidentiality also includes ensuring staff members, reception, administration, etc. are aware of expectations regarding privacy for unavoidable interactions surrounding group attendance.

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"In a group setting, counselors take reasonable precautions to protect clients from physical, emotional, or psychological trauma" (ACA, 2014).

Group facilitators must effectively communicate and uphold expectations for group interactions. Considering potential conflict or triggers within group content in relation to participants is vital to protecting participants from undue trauma. Should concern or conflict arise, group facilitators should have a plan to address and support.

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Nonviolent Communication Feelings & Needs Reference Guide by NVCAcademy

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Giraffe vs Jackal Language by Elena Calvillo

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Nonviolent Communication summary by Joy Ming