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o      Exploring various emotions and their impact on behavior.

o      The importance of emotional self-awareness: Help tweens recognize and understand their emotions in a non-judgmental environment.

Key Points

Emotions are psychological and physiological

Emotions serve as important cues for understanding and navigating our social environment.

Emotions can be complex and influenced by a combination of genetic, biological, and environmental factors.

Validate Emotions

Emotional Intelligence

Seeking therapy or counseling,

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Identifying personal triggers that lead to emotional responses.

Develop emotional regulation techniques: Practical strategies to identify and manage their emotions effectively.

Key Points

Emotion Recognition: understanding one's own emotions

Importance: Emotion recognition and emotional regulation are crucial for interpersonal relationships, communication,

Strategies for Improvement: Involve self-reflection, mindfulness practices, seeking feedback from others, and engaging in therapy or counseling.

Continuous Learning: Emotion recognition and emotional regulation are skills that can be developed and improved over time with practice and effort.

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Strategies for managing anger and frustration in healthy ways.

Encourage positive communication: Teach tweens effective communication skills to express their emotions and needs within their families.

Key Points

Anger management involves understanding and controlling one's emotions of anger healthily and constructively.

Understanding Anger Cues

Healthy Expression

Practicing Relaxation Techniques: Incorporating relaxation techniques such as deep breathing, meditation, progressive muscle relaxation, or mindfulness can help calm your mind and body when feeling angry.

Problem-Solving: Instead of reacting impulsively in anger, try to approach the situation with a problem-solving mindset.

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Techniques to bounce back from challenging family situations.

Key Points

Positive Thinking: Cultivating a positive mindset can help build resilience.

Building Relationships: Strong social connections and a support system.

Prioritizing self-care

Problem-Solving Skills

Emotional Regulation: Practicing emotional regulation techniques like deep breathing.

Flexibility: Being flexible and adaptable in the face of change.

Seeking Meaning and Purpose: Finding meaning in difficult experiences and identifying personal values and goals.

Learning from Experience: Reflecting on past challenges and setbacks.

Setting Boundaries: Establishing healthy boundaries in relationships.

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Learning to express emotions constructively within the family.

Key Points

Effective communication is essential for building and maintaining healthy relationships, resolving conflicts, and overall understanding.

Active Listening skills.

Clear and Concise: Use clear and simple language to convey your message effectively.

Nonverbal Cues: Pay attention to your nonverbal cues, such as body language, facial expressions, and tone of voice.

Empathy: Show empathy by putting yourself in the other person's shoes helps to build rapport.

Respect

Feedback: Provide constructive feedback in a positive and respectful manner.

Stay Calm: Keep your emotions in check during difficult conversations.

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Developing skills to resolve conflicts and build healthier relationships.

Peer-to-peer support: Allowing Students to connect with peers who share similar experiences and learn from one another's challenges and successes.

Key Points

Identify the Issue: Clearly identify and define the source of conflict.

Communicate Effectively.

Collaboration: Work together with the other party to find a mutually acceptable solution.

Focus on Solutions.

Follow-Up: Once a resolution has been reached, follow up with all parties involved.

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Self-Management Skills

Students will learn skills to regulate their emotions and behaviors in response to family dynamics. Students will develop coping strategies to deal with challenging family situations.

Social Awareness

Students will gain an understanding of how their family dynamics impact their behavior and relationships with others. Students will learn to empathize with family members and understand different perspectives. Students will be able to apply the gained awareness to the classroom. Students will develop effective communication and conflict resolution skills to navigate family issues. Students will learn to build and maintain positive relationships with family members.

Responsible Decision-Making

Students will learn to make choices that positively impact their family dynamics and overall well-being. Students will gain skills in problem-solving and critical thinking when faced with family challenges. Students will take ownership of their actions and behaviors within the family dynamic. Students will learn to set boundaries and assert themselves in a healthy manner within their family. By mastering these ASCA mindsets and behaviors, students will be equipped with the necessary skills to navigate and overcome behavioral issues caused by family dynamics.

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To disseminate information about the behavioral issues caused by family dynamics support group for ages 12 through 14 years old to various audiences, the following strategies will be implemented:

Parents:

Send out informational flyers or emails to parents through school communication channels. Schedule a meeting with the parents and other necessary stakeholders for informational dissemination. We will host a parent information session or webinar to provide details about the support group and its benefits. Then utilize social media platforms to share information and updates about the support group. We also must encourage teachers or counselors to refer students to the support group and communicate with parents about the resources available.

Students:

After we get full support from the parents, we will respectfully present information about the support group during classroom presentations or school assemblies. We will create posters or announcements to display in common areas of the school to raise awareness about the support group. A very important factor to include would be the utilization of student-led organizations or clubs to promote the support group and encourage participation. Finally, provide information about the support group on the school website or student portals for easy access.

Teachers:

Now that the teachers are aware and supportive, it’s time to provide professional development sessions for teachers to educate them about the support group and how they can refer students who may benefit from the services. We will collaborate with teachers to identify students who may be experiencing behavioral issues related to family dynamics and could benefit from the support group. Distribute informational materials or resources to teachers to share with their students or colleagues.

Administrators:

We will meet with school administrators to discuss the importance of addressing behavioral issues related to family dynamics and the impact it can have on student well-being. Seek support from administrators in promoting the support group and allocating resources for its implementation. Include information about the support group in school newsletters or announcements to reach a wider audience.

Counselors:

Probably one of the most impactful and important functions of any group is collaborating with school counselors. This collaboration will take place to identify students who may benefit from the support group and provide them with information about the services available. Coordinate with counselors to provide additional support or resources for students who participate in the support group.

Then we will include the support group as a referral option in counseling sessions for students experiencing behavioral issues related to family dynamics. These strategies and the information about the behavioral issues caused by family dynamics support groups can be effectively disseminated to various audiences, including parents, students, teachers, administrators, and counselors.

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Plan to Inform the Student Group (Slide 4)

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Plan to Inform the Student Group (Slide 4)

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To inform the students of the behavioral issues caused by family dynamics support group for ages 12 through 14 years old, the following plans will be implemented:

School Presentations, and flyers:

Conduct informational sessions or presentations at the school to introduce the support group to potential Students. This can be done during homeroom periods, assemblies, or classroom visits. Create visually appealing flyers and posters to display around the school in high-traffic areas such as hallways, bulletin boards, and common areas. These materials will include details about the support group, its benefits, and how to sign up.

School Website to include other social media:

Include information about the support group on the school website, ensuring that it is easily accessible to students and parents. This will include a dedicated page with details about the group, schedules, and contact information for registration. Utilize school social media channels to promote the support group and reach a wider audience of students. Create posts, stories, or events to generate interest and encourage participation.

Personal Invitations and Peer recommendations:

Reach out to students who may benefit from the support group through personal invitations. This can be done through individual conversations with school counselors, teachers, or administrators who can recommend the group to specific students. Encourage current or past Students of the support group to share their positive experiences with their peers. Peer recommendations can be a powerful tool in increasing interest and participation.

Parent Communication: Send out informational emails or newsletters to parents to inform them about the support group and encourage them to discuss it with their children. Parents play a crucial role in supporting their child's participation in the group. We will explain to the parents in great detail

Registration Process: Clearly outline the registration process for the support group, including deadlines, requirements, and any necessary forms. Make sure the process is easy to understand and accessible for students.

By implementing these plans to inform the students of the behavioral issues caused by the family dynamics support group, we can ensure that students are aware of the resources available to them and are encouraged to participate in the group to address their needs effectively.

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In most educational institutions or organizations working with minors, obtaining parental consent is a standard practice when involving minors in programs or activities. Additionally, it is recommended to seek student buy in, which involves explaining the program to the students in a way they can understand and obtaining their agreement to participate. A potential consent form would include the following:

Parental Consent Form:

·         Explanation of the program, including its purpose, activities, and potential benefits.

·         Participation requirements and expectations.

·         Confidentiality and privacy policies.

·         Contact information for the organizers in case of questions or concerns.

·         Permission for participation and agreement to follow program guidelines.

Student Buy-In Form:

·         Simplified explanation of the program, tailored to the student's age and understanding.

·         Description of activities and what is expected from the student.

·         Assurance of confidentiality and privacy.

·         Opportunity for the student to voice any concerns or ask questions.

·         Agreement to participate in the program.

These forms will be created with clear, easily understandable language and provide the necessary information for both parents and students to make an informed decision about participation. I will ensure that parents and students are provided an opportunity to ask questions and receive clarification before signing the consent and buy-in forms.

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I utilized the Mental Health America (MHA guide). This guide can be beneficial for setting clear expectations and establishing a safe and supportive environment for the behavioral issues caused by family dynamics support groups.

Setting Ground Rules and Expectations:

Review the provided guidelines and ground rules with the students at the beginning of the support group sessions. Explain the purpose of the rules and how they contribute to creating a respectful and supportive space for everyone. I will encourage students to ask questions or seek clarification on any of the rules.

Predetermined Rules:

As the facilitator, some predetermined rules that I will establish will include:

Respecting confidentiality, active listening, communicating respectfully, attendance, and participation.

Group-Determined Rules:

Some rules can be determined as a group through a collaborative discussion among students. As a starting point, I will provide the following:

·         Setting expectations for sharing personal experiences or stories.

·         Agreeing on the use of electronic devices during sessions.

·         Establishing guidelines for addressing disagreements or conflicts within the group.

·         Identifying ways to provide feedback and support to each other.

·         By utilizing the participant guidelines and ground rules resource, you can create a framework for the support group that promotes a sense of safety, respect, and trust among the Students. It is essential to emphasize the importance of adhering to the rules to ensure a positive and productive experience for everyone involved.

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Stage 1: Building Relationships and Trust

To build relationships and trust among group members and myself, I will implement icebreaker activities, open discussions, and active listening. Discuss and agree on expectations for communication, participation, and respect within the group. Be upfront about the limits of confidentiality by explaining to group members that confidentiality is an expectation. Sometimes there may be circumstances where confidentiality cannot be guaranteed, such as the risk of harm to themselves or someone else. Make it clear regarding the importance of mutual responsibility for keeping each other's secrets and maintaining trust within the group.

Stage 2: Keeping Members Cohesive and Productive

From day one I will encourage group cohesion and productivity by setting clear learning outcomes and goals for each session. The key is to keep the group focused on the objectives. Check in with group members regularly to gauge progress, address any challenges or concerns, and ensure alignment with the session's purpose. Create a supportive and collaborative environment where group members feel motivated to contribute to discussions, share insights, and work together towards common goals.

Stage 3: Group Closure

This must be intentional, thoughtful, and structured to create an effective group closure process. I will allow members to reflect on their experiences, learning, and growth throughout the sessions. Monitor and explore how group members are feeling about the group ending, acknowledging any emotions or concerns they may have. I will continue to reinforce the importance of confidentiality even as the group ends by reminding members of their commitment to respect each other's privacy and maintaining trust beyond the group's conclusion.

Finally, one of the key components to group closure is to develop a follow-up plan. The follow-up plan will support group members post-closure, such as providing resources for ongoing support, facilitating individual check-ins, or offering referrals to other services if needed.

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When working with a support group focused on behavioral issues caused by family dynamics, it is important to consider a leadership style that promotes trust, empathy, and collaboration among students. The following leadership styles that may be effective for this specific population are as follows:

Servant Leadership:

A servant leader prioritizes the needs of their group members. This style would allow me to focus on supporting their growth, development, and well-being. This approach will prove beneficial for a support group dealing with sensitive topics related to family dynamics, as it emphasizes empathy, active listening, and creating a safe and supportive environment for members to share their experiences.

Transformational Leadership:

Transformational leadership style will allow me to inspire and motivate group members to reach their full potential by fostering personal connections, vision, and empowerment.

This leadership style encourages group members to explore new perspectives, challenge assumptions, and work collaboratively towards positive change, which can be particularly beneficial for addressing behavioral issues within family dynamics.

Democratic Leadership:

Applying democratic leadership style will allow me to involve group members in decision-making processes, seeking input and feedback to promote shared ownership and participation. This style can empower support group members to feel included, valued, and heard, leading to a sense of community and collective responsibility in addressing family-related challenges and emotional issues.

Coaching Leadership:

Coaching leaders provide guidance, feedback, and support to help group members overcome challenges, develop skills, and achieve their goals. This approach can be effective for a support group dealing with behavioral issues caused by family dynamics. It offers individualized attention, personalized strategies, and growth-oriented feedback to promote personal and relational growth within the group.

Each of these leadership styles will prove effective. Depending on the specific needs and dynamics of the group, a combination of these leadership styles may be utilized to effectively guide and support Students in their journey towards healing and growth.

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Instillation of Hope:

Group members may experience the instillation of hope by witnessing the progress and growth of their peers within the group. By sharing stories of resilience, recovery, and positive change, group members can gain encouragement and motivation to believe in their capacity for healing and transformation.

Universality:

Members of the group may experience universality as they realize that they are not alone in their struggles with family dynamics and behavioral issues. By connecting with others who share similar experiences and emotions, group members can feel a sense of belonging, empathy, and camaraderie in knowing that their challenges are not unique to them.

Group members may demonstrate altruism by providing support, guidance, and encouragement to their peers within the group. By offering empathy, insights, and resources to others, group members can experience a sense of fulfillment, purpose, and interconnectedness through helping each other navigate their shared struggles.

Imparting Information:

Group sessions can provide a platform for psychoeducation, skill-building, and sharing of resources to help members better understand and cope with behavioral issues related to family dynamics. By exchanging knowledge, strategies, and tools for managing emotions, communication, and relationships, group members can learn from each other's experiences and expertise.

Catharsis or Cathartic release:

This is one that I learned about in a de-escalation class I attended many years ago. This has proven to be effective when applied to a situation that requires rapport building by allowing them to vent. Group members may experience catharsis by expressing and releasing pent-up emotions, thoughts, and memories related to their family dynamics and behavioral challenges. By sharing their vulnerabilities, fears, and frustrations within a safe and supportive space, group members can process and heal from past wounds, leading to emotional release and possible breakthroughs.

By recognizing and leveraging these therapeutic factors during group sessions focused on behavioral issues caused by family dynamics, facilitators can create a transformative and healing environment where group members can gain insight, support, and growth in their journey toward improved mental health and well-being.

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Requirement: Confidentiality and Privacy

Counselors must maintain the confidentiality and privacy of group counseling sessions to protect the sensitive information shared by group members. This legal requirement is supported by laws such as the Health Insurance Portability and Accountability Act (HIPAA) and ethical guidelines from organizations like the American Counseling Association (ACA) and the American School Counselor Association (ASCA).

Upholding confidentiality and privacy creates a safe and trusting environment for group members to openly share their thoughts, feelings, and experiences without fear of judgment or breach of confidentiality.

Legal Requirement:

Requirement: Texas Administrative Code §681.142 - Confidentiality of Counseling

According to the Texas Administrative Code, counselors are required to maintain the confidentiality of information shared during counseling sessions, including group counseling. This legal requirement ensures that group members' privacy and sensitive information are protected, and counselors must obtain written consent from clients before disclosing any confidential information.

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Requirement: Informed Consent

Counselors must obtain informed consent from group members before engaging in group counseling sessions, explaining the purpose, goals, expectations, and limitations of the group process. This ethical requirement is outlined in the ethical standards of the Association for Specialists in Group Work (ASGW) and the ACA.

Obtaining informed consent ensures that group members are fully aware of what to expect from group counseling, their rights, and the voluntary nature of their participation, fostering transparency, autonomy, and a collaborative therapeutic relationship within the group setting.

By adhering to legal and ethical requirements such as confidentiality privacy, and informed consent, counselors can uphold professional standards, protect the rights and well-being of group members, and maintain the integrity of the group counseling process. These requirements provide a solid framework for conducting group counseling sessions in an ethical, responsible, and effective manner, ultimately promoting the best interests and outcomes for all individuals involved.

Ethical Requirement:

Requirement: ASCA Ethical Standards Group Counseling Informed Consent

Explanation:

According to the American School Counselor Association (ASCA) Ethical Standards, counselors must obtain informed consent from group members before beginning group counseling sessions. Informed consent should include information about the purpose, goals, procedures, and expectations of the group counseling process, as well as the confidentiality and limits of the counselor-client relationship.

This ethical requirement ensures that group members have a clear understanding of the group counseling dynamics, their rights, and responsibilities, empowering them to make informed decisions about their participation in the group. By adhering to legal requirements such as confidentiality under the Texas Administrative Code and ethical standards like informed consent outlined by ASCA, counselors can uphold professional standards, protect the privacy and rights of group members, and facilitate effective and ethical group counseling sessions. These requirements set clear guidelines for counselors to follow, ensuring ethical practice and promoting the well-being of clients in group counseling settings.

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