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Typical group member's behaviors during first group meeting.

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Typical group member's behaviors during first group meeting.

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The first group meeting may have a lot of awkward pauses, Hesitant statements, and re-occurrence of previously answered questions. In the first stage of counseling, clients are preoccupied with their concerns and not the concerns of the group.  There is a limited amount of group connection between the group members (Alle-Corliss, Lupe, & Randall, 2009).

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Many group members initially display a form of hesitancy during the first few sessions of group. Members may suspicious or hesitant do discuss different aspects of their lives. This may be due to being shy or having some cultural influence that reinforces the idea of keeping family matters private (Fehr, 2014).

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Avoid being vague about the purpose of the group.  

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Avoid being vague about the purpose of the group.  

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It is important that the group members understand what the group is about and what is to be addressed (Jacobs, 2013).

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Other important things for the counselor to avoid during the initial stage of counseling.

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Other important things for the counselor to avoid during the initial stage of counseling.

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According to Sink, Edwards, & Eppler (2012), the counselor should avoid interpreting what the members say without truly listening. The counselor must also avoid taking too large of steps with smaller children. Taking smaller step with clear directions is extremely important for a counselor. Counselors must avoid disruptive behavior within their group by quickly mediate the situation before it escalates.
Video:  The video is of a counselor attempting to control the the members of a shopaholic group with redirecting.

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During this stage, many people avoid discussing issues pertaining to themselves.  They tend to discuss external issues instead of opening up about themselves and their issues(Barbender, Smolar, & Fallong, 2004).

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Each member of the group is is concerned and worried about acceptance, power, identity, and intimacy. Informed consent is paramount when creating trust within a group. Informed consent gives the group members clear perimeters of the counseling relationship (Tyson, Perusse, Whittledge, McDonnell, Craig, Lee, and Forkner, (2004). Spending time meeting with parents and clients during a pre-group stage will help build trust.  During the initial group meeting, the counselor should be genuine, caring and supportive, this will help build trust (Heitler, , S., (2012). According to Heitler (2012), trust within group counseling relationships grow when the students feel that the counselor will nourish positive feelings of hope and self-esteem.

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Worries in a Hat - . Through doing this activity, connections within a group will be achieved by helping children start to address and deal with their worries or fears.  The counselor will tell the students to write down their fears on a piece of paper then put it into a hat that is placed in the middle of the students.  When all of the students finish, the counselor will put out a paper and read the fear.  The students will then offer ways to deal with that fear.  This activity will help students learn how to deal with their fears, but also create a connection among students that have similar fears (ChildworkChildplay, 2017).

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Diversity within a group can help different members of the group appreciate the differences that they have and those differences could also increase their own awareness of their culture.  If conflict arises within the group,  this present an opportunity for the group members to work through cultural differences and grow from the process.  The process must be mediated heavily throughout the conflict by the counselor in order for it to be productive (Psychotherapynet, 2014).

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Group Counseling with Children_ A Multicultural Approach Video.mp4

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Within the ASCA (2016) Ethical Standard A.7.e, it is stated that aspirations for confidentiality within the group is the norm, but confidentiality with minors is a school setting cannot be guaranteed.  Many group members will be hesitant to disclose information because they are fearful of breach of confidentiality.  Once they become comfortable with the other group members, they may feel more like share more about themselves and their issues.

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Reference for typical group member's behaviors

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Reference for typical group member's behaviors

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Alle-Corliss, Lupe, & Randall Alle-Corliss, (2009). Group work: A practical guide to developing groups in agency settings. Retrieved from https://lcc.instructure.com/files/55897494/download?download_frd=1.

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Jacobs, E., (2013). Group Counseling Common Mistakes.  Retrieved from https://youtu.be/Le8tEIHD_hk.

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Fehr, S., (2014).  Introduction to Group Therapy: A Practice Guide, Second Edition.  Retrieved from https://ebookcentral.proquest.com/lib/waldenu/reader.action?docID=1639339&query=.

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References for other important things to avoid

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References for other important things to avoid

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Sink, C. A., Edwards, C., & Eppler, C. (2012). School based group counseling. Belmont, CA: Brooks/Cole.
Video: lorrieslater, (2011).

Shopaholics First Group. Retrieved from https://youtu.be/U3aUoLOJaTE.

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Typical group member's behaviors during transition stage

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Typical group member's behaviors during transition stage

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Behaviors during this stage include issues establishing trust, anxiety, resistance, defensiveness, member conflicts, struggle for control, Challenges to the group leader, confrontation, and problems behaviors become apparent among difficult group members (Corey, Corey, & Corey, 2014).

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During transition stage, confrontation is common and struggles with control within the group arise (Tyson, Perusse, Whittledge, McDonnell, Craig, & Forkner, 2004).  The focus of the group turns to control, dominance, and power.  Each member of the group wants their needs met.  Some group members may challenge the group leader for power.  Some members may try to gain power by getting closer to the group leader (City Vision University, n.d.).

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Personally, I avoid conflict if possible when it presents itself.  In a situation where I know that I must deal with confrontation, I mentally prepare for that and confront it in the best possible way.  Confrontation will happen, so I try to stay calm as much as possible and try to keep an open mind. With children, which is what our group age is, confrontation may cause some anger because I may view it as disrespect as a first thought.  Understanding their need for adjustment to a new environment can help. When there is confrontation between members, I would try to quickly intervene and redirect the confrontation in a productive way.  When things calm down, I would address the topic that caused the confrontation and help the members work through the issue together understanding how to address issues within a group.  I would initially feel like retracting some when conflict arises, but as a group leader, I would need to explore the conflict with the group members to propagate growth within the group.  Conflict does not need to be buried, but explored.

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Typical group member's behaviors during working stage

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Typical group member's behaviors during working stage

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Members interact with each other in a more direct way. Conflicts within the group become a focus of discussion with resolution usually achieved. Group members get in touch with who they are which promotes healing possibilities (Corey, Corey, & Corey, 2014). During this stage, members gain and show genuine concern of other members of the group.  Members are to the point that they are able to self-disclose to the group. Members also establish at what level they wish to be psychologically and physically close to others in the group (Gladding, 2016).

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During this phase, the stress and fear of being in groups has dissipated.  Many members are more prepared to work on their issues.  The group has more cohesion and sessions are more productive.  Group members are more able to communicate with other group members and express emotions more freely.  During this stage, focus can be put on achievement and goals of the group.  The group becomes a more productive unit that is more unified.  This stage is considered to be the "Action Stage" because much progress can be gained (Gladding, 2016).

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My interpretation of six problem behaviors in the transition stage.

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My interpretation of six problem behaviors in the transition stage.

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1. When a group member remains silent most of the time, I think that a lot of the silence is due to fear.  They may have fear of rejection, disapproval from others, lack of self-confidence, or worried about saying something that they prefer to keep secret.
2. When a group member tries to monopolize the activities of the group, it is very likely that that member is anxious about the group process, or he/she could be used to having a lack of attention.
3. When a group member begins to tell many stories (storytelling), I contribute that the the member being nervous and possibly avoiding discussion about the true issues.
4. When a group member questions others a lot, it could be because the member is trying to keep the attention off of themselves.  The member could also use questioning as a way to relate to others.
5. When a member exhibits hostility, he/she may have a fear of getting intimate.  They may also exhibit hostility to hide vulnerability. 6. When a group member offers pseudosupport, it be be due to the fact that they want to avoid delving into the pain and suffering that people experience (Corey, Corey, & Corey, 2014).

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How can counselors work through six problem behaviors during the transition stage

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How can counselors work through six problem behaviors during the transition stage

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1. When a group member is silent and will not participate, the counselor can encourage a other ways of expression such as art or music.
2. If a group member tries to monopolize the group conversation, the counselor must challenge this behavior in order to give others the opportunity to participate.  The counselor must do this in a productive way without criticizing the group member.
3. For the Storytelling member, the counselor must redirect the member's topic in order the help discuss feelings instead of outside interest.
4. For the questioning member, it would be good for the counselor to instruct on how asking questions can interfere with productive group process.  The counselor can tell the member to make statements instead of ask questions.
5.  When a member exhibits hostility, the counselor can asked that member to remain quiet while other members describe how the presented hostility makes them feel.
6. When a group member offers pseudosupport, the counselor would need to educate the member about the value of expressing emotions and what it does for individuals as they deal with painful experiences (Corey, Corey, & Corey, 2014).

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Very important factor in dealing with problem behaviors within the transition stage.

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Very important factor in dealing with problem behaviors within the transition stage.

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It is important to NOT label members as problem members in any way.  It is important that we learn to deal with the behaviors without labeling the student and consider the fact that the problem behavior is a protective mechanism of the student.  When implementing interventions for problem behaviors, counselors should be mindful as to how the intervention would either escalate or deescalate the behavior (Corey, Corey, & Corey, 2014).

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According to Corey, Corey, and Corey (2014), working through conflict in a proper way can cause more cohesion among the group members.  It is important that the school counselor recognize the  conflict and quickly mediate.  It is important that the counselor refrain from smoothing over the situation without address the issue.  Working through conflict is a great chance for member growth.  With proper counselor mediation, the process also helps members learn how to properly deal with conflict and gain conflict resolution skills.

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Things for the counselor to avoid in the transition stage

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Things for the counselor to avoid in the transition stage

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During the transitional stage of group counseling, the counselor should avoid things such as responding with sarcasm, labeling members of the group instead of describing the behavior, using the leadership role to intimidate members, and retreating from conflict (Corey, Corey, & Corey, 2014).

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Confrontation can occur if the diversity of the group members is not addressed. There are certain areas of diversity that may bring about distrust and conflict. The counselor must be able to recognize these differences and be able to explore with the group the emotions involved with the diversity within the group.  According to Anderson (2007), when dealing with human diversity, group counselors must be sensitive and mindful to member's immature processioning and developmental   dynamics.

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This is a good video for our group. It would fit right in with the transition stage. Showing the video followed up by group discussion.

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Controlling Emotions: A Lesson from Angry Birds

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Do angry birds have a choice to be angry?

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Brabender, V., Smolar, A., & Fallon, A., (2004).  Essentials of Group Therapy.  Retrieved from https://ebookcentral.proquest.com/lib/waldenu/reader.action?docID=361900&query=.

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Heitler, S., (2012).  3 Ways a Therapist Establishes Trust in Therapy.  Psychology Today.  Retrieved from https://www.psychologytoday.com/us/.../3-ways-therapist-establishes-trust-in-therapy.

Tyson, L., Perusse, R., Whittledge, J., McDonnell, K., Craig, S., Lee, R., & Forkner, C., (2004). Establishing Trust: “Trust Me, I’m Your Counselor.”  Retrieved from https://eds-b-ebscohost-com.ezp.waldenulibrary.org/eds/detail/detail?vid=6&sid=ca564f14-7c76-436c-b96c-9939203e201f%40sessionmgr120&bdata=JnNpdGU9ZWRzLWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#db=sih&AN=19887702.

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Childswork Childplay, (2017). Icebreaker Activities for Children in Therapy.  Retrieved from https://childswork.com/blogs/childswork-childsplay-blog/best-icebreaker-activities-for-children-and-youth-therapy#.

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Psychotherapynet, (2014). Group Counseling with Children: A Multicultural Approach.

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Reference for confidentiality in small groups

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Reference for confidentiality in small groups

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ASCA ethical standards for school counselors.  Retrieved from http://www.schoolcounsleor.org/asca/media/asaca/Ethics/EthicalStandards2016.pdf.

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Reference for typical group member's behaviors

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Reference for typical group member's behaviors

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Corey, M. S., Corey, G., & Corey, C. (2014). Groups: Process and practice (9th ed.). Belmont, CA: Brooks/Cole.

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City Vision University, (n.d.). Advantages of group counseling. Retrieved from www.cityvision.edu/courses/coursefiles/417/Append_Intro_to_GC.doc   Tyson, L., Perusse, R., Whittledge, J., McDonnell, K., Craig, S., Lee, R., & Forkner, C., (2004). Establishing Trust: “Trust Me, I’m Your Counselor.”  Retrieved from https://eds-b-ebscohost-com.ezp.waldenulibrary.org/eds/detail/detail?vid=6&sid=ca564f14-7c76-436c-b96c-9939203e201f%40sessionmgr120&bdata=JnNpdGU9ZWRzLWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#db=sih&AN=19887702.
Video: Alaskan Skallywag, (2018). Group Confrontation.  Retrieved from https://youtu.be/erxtcp7Glyo.

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Reference to my interpretation to six problem behaviors

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Reference to my interpretation to six problem behaviors

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Corey, M. S., Corey, G., & Corey, C. (2014). Groups: Process and practice (9th ed.). Belmont, CA: Brooks/Cole.

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Reference to how can counselors work through six problems behaviors

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Reference to how can counselors work through six problems behaviors

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Corey, M. S., Corey, G., & Corey, C. (2014). Groups: Process and practice (9th ed.). Belmont, CA: Brooks/Cole.

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Reference for very important factor for dealing with problem behaviors

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Reference for very important factor for dealing with problem behaviors

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Corey, M. S., Corey, G., & Corey, C. (2014). Groups: Process and practice (9th ed.). Belmont, CA: Brooks/Cole.

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Corey, M. S., Corey, G., & Corey, C. (2014). Groups: Process and practice (9th ed.). Belmont, CA: Brooks/Cole.

Video:

BreakthruInMarketing, (2013). Conflict Resolution. Retrieved from https://www.youtube.com/watch?v=KY5TWVz5ZDU

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Reference for things for a counselor to avoid

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Reference for things for a counselor to avoid

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Corey, M. S., Corey, G., & Corey, C. (2014). Groups: Process and practice (9th ed.). Belmont, CA: Brooks/Cole.

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Anderson, D., (2007). Multicultural group work: a force for developing and healing. Retrieved https://eds-a-ebscohost-com.ezp.waldenulibrary.org/eds/detail/detail?vid=1&sid=eeb881fa-5de6-4d5c-aa8f-ab9fe50cb0fb%40sessionmgr4008&bdata=JnNpdGU9ZWRzLWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#db=rzh&AN=106181378.

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According to Harris & Watson (1997), when the group reaches the working stage, they are able to work on complex task together to achieve a productive goal.  There are activities or task that include problem solving.  One example of a group task would be an activity called "Egg Drop" in which the group gets straws, masking tape, eggs, tissue, container, egg carton, and scissors.  The group has to figure out how to position things around the egg in order for it to withstand a drop from at least 8 feet which is the average size of a top supermarket shelf.  This and other activities will help the group's cohesion and reach cooperative learning goals.  Homework is common during this stage to help produce group products.

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EGG DROP CHALLENGE!  Try not to break it!

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Yalom's therapeutic factors are primary factors that help explain why the group process works.
1. One factor is the instillation of hope in which a group member can witness the growth of another member which produces hope.
2. A second factor by Yalom is universality in which members see other with similar problems showing them that they are not alone in their struggle.
3. The third factor is imparting information in which group members can provide information about how they dealt with certain issues.
4. Altruism is the fourth factor in which members realize that they do have something valuable to offer other members concerning the healing process.
5. A fifth factor is the development of socializing techniques in which helps member connect with other members in a meaningful way.
6. Another factor is

imitative behaviors in which members can model in order to handle difficult emotions.

7. A seventh factor is group cohesiveness in which the member has a since of belonging and understands their valuable place within the group.
8. An eighth factor is catharsis in which a member gains insight followed by a major internal shift that creates a more productive way to respond to life's situations.
9. A ninth Yalom factor is existential factors in which the members come to terms to limitations and try to accept life on it's terms (Next Step Therapy, n.d.).

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Link to our Survey produced using Survey Monkey. Because we have the elementary group, I made the survey with cute e-mojis.  https://www.surveymonkey.com/r/P9MLMLZ

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Typical group member's behaviors during the adjourning stage

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Typical group member's behaviors during the adjourning stage

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The members of the group are anxious and confused about the move towards the end of the group. Instead of the smooth running atmosphere of the group, group members may start to criticize each other. They may bicker and things may seem to fall apart. Anger will surface within the group in different ways, and it is very important that the counselor explain what is happening, set boundaries, and validate their feelings. Many of the members will be sad, and they are not sure how to deal with the feelings, so that is the cause of the anger. The ones most effected and may show the most unruly behavior are the ones that abandonment issues (School-Counseling-Zone, n.d).

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There is a mix of feeling with the group that happen in the adjourning stage. Many times, during the adjourning stage, the group has an awkwardness to it by not only with the members, but also with the group leader.  When members know that the end of the counseling process is getting closer, they may withdraw some and be reluctant to bring up new issues for the group to work on.  Investment in the group process my be lacking due to feelings of loss and separation.  For the members that became very close, the ending of the group may be very painful.  With some members that did not connect with other members, the end of the group is a welcomed.  If there was a lot of conflict that was not properly resolved, some group members may welcome the end of the group (Alle-Corliss, Lupe, & Fandall, 2009).

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Yalom's Therapeutic Factor of Instillation of Hope

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Yalom's Therapeutic Factor of Instillation of Hope

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Within the group process, many of the members may feel overwhelmed with different emotions and uncertain how to overcome their impact. The instillation of hope is where a member dealing with things such as a strong emotion such as anger or sadness, and they are able to see another member overcome some aspects of that strong emotion.  When they witness the success of another group member, they gain some hope with their own situation (Next Step Therapy, n.d.).
Video: Instilling Hope - The end of suffering. Narration by Thich Nhat Hanh.

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I fit within the democratic style of group leader. The democratic style tends to be more group-center and less directive compared to the authoritarian style. The democratic style leader would have more trust in the member to be able to develop their own potential. Democratic style leaders act many times as a facilitator of the group process in which they collaborate, cooperate, and share different responsibilities with the members of the group. During certain times in the group process, I think that the counselor may need to act in the authoritarian style from time to time in order to address certain things such as confrontation and redirecting.  Within the working stage, the I would function within my nature democratic style of leadership.  I feel that the democratic style of leadership that I have would be beneficial for the group process the majority of the time (Gladding, 2016).

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The counselor should avoid self-disclosure unless it would be instrumental in helping group members attain goals. Homework and group assignments are common during this stage, but the counselor must avoid choosing homework assignments or task that are too laborious. If the task is too laborious or boring, then the group members may lose interest. It is also very important to avoid any dishonesty during the group process. If dishonesty and superficiality prevails, then real intimacy within the group will not occur (Corey, Corey, & Corey, 2014).
Video: Superficial Conversation

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Why people have shallow conversations with some and deeper talks with others

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The group is very diverse in most group counseling, but with this diversity come similar problems among members. The group assimilates reality because the struggles present within the group also are present in daily life.  Group members start to respect the differences that people have, and they ultimately realize that they are more alike than different.  People's struggles and pain are universal even though the particular situations are different (Alle-Corliss, Lupe, & Fandall, 2009).

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The impacts of diversity on the the group during the working stage

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The impacts of diversity on the the group during the working stage

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According to Corey, Corey, and Corey (2014), differences among members are sill recognized, but the group has a lot more cohesion.  This cohesion helps the differences to fade into the background, and the group tents to focus on how they are like as opposed to different.

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References for typical group member's behaviors during working stage

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References for typical group member's behaviors during working stage

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Corey, M. S., Corey, G., & Corey, C. (2014). Groups: Process and practice (9th ed.). Belmont, CA: Brooks/Cole.
Gladding, S., (2016). Groups: A Counseling Specialty, 7e. Pearson Education.  Retrieved from cbafaculty.org/Counseling/0133998401_PPT6.ppt.

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References for characteristics of the working stage

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References for characteristics of the working stage

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Alle-Corliss, Lupe, and Randall Alle-Corliss. Group work: A practical guide to developing groups in agency settings. John Wiley & Sons, 2009. Retrieved from https://lcc.instructure.com/files/55897494.

Gladding, S., (2016). Groups: A Counseling Specialty, 7e. Pearson Education.  Retrieved from cbafaculty.org/Counseling/0133998401_PPT6.ppt.

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References for tasks of the working stage

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References for tasks of the working stage

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Harris, S., & Watson, K., (1997). Small Group Techniques: Selecting and Developing Activities Based on Stages of Group Development. Retrieved from https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1377&context=podimproveacad.
University of Central Missouri, (n.d.). Team Builders and Ice Breakers. Retrieved from https://www.ucmo.edu/osa/leadership/documents/Ice_Breakers_and_Team_Builders_Packet.pdf.
Video: QuadSquad, (2017).

EGG DROP CHALLENGE! Try not to break it! Retrieved from https://youtu.be/vMDtiYhoymc.

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References for Yalom's nine therapeutic factors

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References for Yalom's nine therapeutic factors

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Next Step Therapy, (n.d.). Yalom's Therapeutic Factors. Retrieved from https://nextsteptherapy.ie/groups/group-psychotherapy/yaloms-therapeutic-factors-2/.
Video: Rachel, (2012).

Yalom's Therapeutic Factors. Retrieved from https://youtu.be/RYpQw8vEEzQ.

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References for Yalom's Therapeutic Factor of Instillation of Hope

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References for Yalom's Therapeutic Factor of Instillation of Hope

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Next Step Therapy, (n.d.). Yalom's Therapeutic Factors. Retrieved from https://nextsteptherapy.ie/groups/group-psychotherapy/yaloms-therapeutic-factors-2/.

Arex, (2017). The Great Bell Chant. Retrieved from https://youtu.be/OqJ2Do1pDbA.

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Gladding, S., (2016). Groups: A Counseling Specialty, 7e. Pearson Education.  Retrieved from cbafaculty.org/Counseling/0133998401_PPT6.ppt.

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Reference for things to avoid in the working stage

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Reference for things to avoid in the working stage

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Corey, M. S., Corey, G., & Corey, C. (2014). Groups: Process and practice (9th ed.). Belmont, CA: Brooks/Cole.

Video: Dubuque, M., (2010).

Why people have shallow conversations with some and deeper talks with others. Retrieved from https://youtu.be/Ydo4u1XSfIA.

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Reference for group representation of a microcosm 

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Reference for group representation of a microcosm 

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Alle-Corliss, Lupe, &  Alle-Corliss, R., (2009). Group work: A practical guide to developing groups in agency settings. Retrieved from https://lcc.instructure.com/files/55897494/download?download_frd=1.

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Reference for the impacts of diversity on the the group during the working stage

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Reference for the impacts of diversity on the the group during the working stage

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Corey, M. S., Corey, G., & Corey, C. (2014). Groups: Process and practice (9th ed.). Belmont, CA: Brooks/Cole.

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AishVideo, (2013).

Controlling Emotions: A Lesson from Angry Birds. Retrieved from https://youtu.be/pFkRbUKy19g.

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Above all, the feelings of the members must be address and directed in a productive way. Once the group's feels have been regulated, the group must evaluate the group experience.  The counselor must lead a discussion about the goals that were set at the beginning of the group process and where the group members are now with relation to the goals.  If there were any unmet goals, then the group must discuss avenues to address the goals and attempt to achieve the goals.  There may be some unanticipated outcomes during the group process that should be discussed and evaluated. The evaluation will help the counselor adjust interventions and processes in order to better serve groups in the future (Corey, Corey, & Corey, 2014).

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The transfer of member group work to the outside world

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The transfer of member group work to the outside world

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The members learn how different people can come together into a cohesive group to achieve goals and make progress even though they are a diverse group.  They realize that others have pain and struggles just as they do, and these realizations can be taken out into the world to help members apply that knowledge to life.  Members can feel confident that they have the ability to accomplish many things due to the instillation of hope that occurred during the group process.   Due to the group process, the member will have the tools to deal with difficult issues in every day life and move forward into productive action (Alle-Corliss, Lupe, & Fandall, 2009).

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If the counselor has a hard time dealing with the separation of the group, then the counselor may want to avoid taking about termination feelings.  During this stage it is important to remain patient with the members and not become the disciplinarian.  It is good to avoid attempting to cover everything that is on the agenda.  Avoid having confidentiality breached by having involved parents limit questions about other children that are in the group if it is a group with children as members. Avoid taking sides with members against institutions or parents.  The counselor should avoid promising the group members that he/she will stay in contact with them (Corey, Corey, & Corey, 2014).

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Pitfalls to avoid in the adjourning stage

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Diversity within the group and how it impact how the adjourning stage operates 

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Diversity within the group and how it impact how the adjourning stage operates 

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In the adjourning stage, different members of the group have hopefully already worked through different cultural barriers and realized that all people have similar issues and have to learn how to deal with them together.  Members may understand diversity better and relate to other individuals better due to group process (Alle-Corliss, Lupe, & Fandall, 2009).

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Closing Activity for the "Fostering Empathy and Emotional Regulation Using Mindfulness" elementary group

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Closing Activity for the "Fostering Empathy and Emotional Regulation Using Mindfulness" elementary group

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Aloha Lei

In this activity, the Hawaiian “aloha lei” is used as a metaphor for

saying goodbye. Explain to the client that the word “aloha” means

hello as well as goodbye, because when something ends, a new

beginning follows. Invite the client to consider that change is

constant and that each new beginning will eventually come to an end. Present the client with a string and cut-out paper flowers with a hole punched through the middle. On each flower, the client is invited to write down coping skills, insights, or important

counseling experiences. Other flowers may represent future goals or people who can be turned to for support. As the client places each

flower on the string, he or she can share what each flower means.

When finished, the counselor can take the string, tie the ends

together, and place it around the client’s neck as a parting gift. This

activity may be expanded to include family members, who can

create their own flowers for the lei (Paylo, Kress, Leskosky, Bratt, Bamby, & Sedall, 2015).

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Reference for typical group member's behaviors during the adjourning stage

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Reference for typical group member's behaviors during the adjourning stage

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School-Counseling-Zone, (n.d.).

Five Stages of Group Development. Retrieved from http://www.school-counseling-zone.com/stages-groups.html.

Video: Deamer1422, 2014. Friends Final Scene HD. Retrieved from https://youtu.be/9snbUbbMqbg.

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Reference for Characteristics of the adjourning stage

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Reference for Characteristics of the adjourning stage

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Alle-Corliss, Lupe, &  Alle-Corliss, R., (2009). Group work: A practical guide to developing groups in agency settings. Retrieved from https://lcc.instructure.com/files/55897494/download?download_frd=1.

Video: Alaskan Skallywag, (2018). Loss, separation, and aloneness.  Retrieved from https://youtu.be/hDAteRx5u90.

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Reference for task of the adjourning stage

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Reference for task of the adjourning stage

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Corey, M. S., Corey, G., & Corey, C. (2014). Groups: Process and practice (9th ed.). Belmont, CA: Brooks/Cole.

Video: Alaskan Skallywag, (2016). Say Goodbye. Retrieved from https://youtu.be/MGLVepUkEDs.

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Reference for the transfer of member group work to the outside world

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Reference for the transfer of member group work to the outside world

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Alle-Corliss, Lupe, and Randall Alle-Corliss. Group work: A practical guide to developing groups in agency settings. John Wiley & Sons, 2009. Retrieved from https://lcc.instructure.com/files/55897494.

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Reference for things to avoid in the adjourning stage

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Reference for things to avoid in the adjourning stage

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Corey, M. S., Corey, G., & Corey, C. (2014). Groups: Process and practice (9th ed.). Belmont, CA: Brooks/Cole.

Video: Alaskan Skallywag, (2018). Pitfalls to avoid in the adjourning stage. Retrieved from https://youtu.be/mbz9A6Q8fhI.

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Reference for iversity within the group and how it impact how the adjourning stage operates

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Reference for iversity within the group and how it impact how the adjourning stage operates

# data[].attributes.body
Alle-Corliss, Lupe, and Randall Alle-Corliss. Group work: A practical guide to developing groups in agency settings. John Wiley & Sons, 2009. Retrieved from https://lcc.instructure.com/files/55897494.

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Reference for Closing Activity for the "Fostering Empathy and Emotional Regulation Using Mindfulness" elementary group

# data[].attributes.subject
Reference for Closing Activity for the "Fostering Empathy and Emotional Regulation Using Mindfulness" elementary group

# data[].attributes.body
Paylo, M., Kress, V., Leskosky, M., Brat, M., Gamby, K., & Sedall, S, (2015). Using Creative Termination

Rituals with Children and

Adolescents. Retrieved from http://www.allohiocc.org/resources/Documents/2015%20Sessions/AOCC%202015%20Session%2052.pdf.

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Reference for Closing Activity for the "Fostering Empathy and Emotional Regulation Using Mindfulness" elementary group

# data[].attributes.subject
Reference for Closing Activity for the "Fostering Empathy and Emotional Regulation Using Mindfulness" elementary group

# data[].attributes.body
Paylo, M., Kress, V., Leskosky, M., Brat, M., Gamby, K., & Sedall, S, (2015). Using Creative Termination

Rituals with Children and

Adolescents. Retrieved from http://www.allohiocc.org/resources/Documents/2015%20Sessions/AOCC%202015%20Session%2052.pdf.

# data[].attributes.headline
Reference for Closing Activity for the "Fostering Empathy and Emotional Regulation Using Mindfulness" elementary group

# data[].attributes.subject
Reference for Closing Activity for the "Fostering Empathy and Emotional Regulation Using Mindfulness" elementary group

# data[].attributes.body
Paylo, M., Kress, V., Leskosky, M., Brat, M., Gamby, K., & Sedall, S, (2015). Using Creative Termination

Rituals with Children and

Adolescents. Retrieved from http://www.allohiocc.org/resources/Documents/2015%20Sessions/AOCC%202015%20Session%2052.pdf.

# data[].attributes.headline
Reference for Closing Activity for the "Fostering Empathy and Emotional Regulation Using Mindfulness" elementary group

# data[].attributes.subject
Reference for Closing Activity for the "Fostering Empathy and Emotional Regulation Using Mindfulness" elementary group

# data[].attributes.body
Paylo, M., Kress, V., Leskosky, M., Brat, M., Gamby, K., & Sedall, S, (2015). Using Creative Termination

Rituals with Children and

Adolescents. Retrieved from http://www.allohiocc.org/resources/Documents/2015%20Sessions/AOCC%202015%20Session%2052.pdf.

# data[].attributes.headline
Reference for Closing Activity for the "Fostering Empathy and Emotional Regulation Using Mindfulness" elementary group

# data[].attributes.subject
Reference for Closing Activity for the "Fostering Empathy and Emotional Regulation Using Mindfulness" elementary group

# data[].attributes.body
Paylo, M., Kress, V., Leskosky, M., Brat, M., Gamby, K., & Sedall, S, (2015). Using Creative Termination

Rituals with Children and

Adolescents. Retrieved from http://www.allohiocc.org/resources/Documents/2015%20Sessions/AOCC%202015%20Session%2052.pdf.

# data[].attributes.headline
Reference for Closing Activity for the "Fostering Empathy and Emotional Regulation Using Mindfulness" elementary group

# data[].attributes.subject
Reference for Closing Activity for the "Fostering Empathy and Emotional Regulation Using Mindfulness" elementary group

# data[].attributes.body
Paylo, M., Kress, V., Leskosky, M., Brat, M., Gamby, K., & Sedall, S, (2015). Using Creative Termination

Rituals with Children and

Adolescents. Retrieved from http://www.allohiocc.org/resources/Documents/2015%20Sessions/AOCC%202015%20Session%2052.pdf.

# data[].attributes.headline
Reference for Closing Activity for the "Fostering Empathy and Emotional Regulation Using Mindfulness" elementary group

# data[].attributes.subject
Reference for Closing Activity for the "Fostering Empathy and Emotional Regulation Using Mindfulness" elementary group

# data[].attributes.body
Paylo, M., Kress, V., Leskosky, M., Brat, M., Gamby, K., & Sedall, S, (2015). Using Creative Termination

Rituals with Children and

Adolescents. Retrieved from http://www.allohiocc.org/resources/Documents/2015%20Sessions/AOCC%202015%20Session%2052.pdf.

# data[].attributes.headline
Reference for Closing Activity for the "Fostering Empathy and Emotional Regulation Using Mindfulness" elementary group

# data[].attributes.subject
Reference for Closing Activity for the "Fostering Empathy and Emotional Regulation Using Mindfulness" elementary group

# data[].attributes.body
Paylo, M., Kress, V., Leskosky, M., Brat, M., Gamby, K., & Sedall, S, (2015). Using Creative Termination

Rituals with Children and

Adolescents. Retrieved from http://www.allohiocc.org/resources/Documents/2015%20Sessions/AOCC%202015%20Session%2052.pdf.

# data[].attributes.headline
Reference for Closing Activity for the "Fostering Empathy and Emotional Regulation Using Mindfulness" elementary group

# data[].attributes.subject
Reference for Closing Activity for the "Fostering Empathy and Emotional Regulation Using Mindfulness" elementary group

# data[].attributes.body
Paylo, M., Kress, V., Leskosky, M., Brat, M., Gamby, K., & Sedall, S, (2015). Using Creative Termination

Rituals with Children and

Adolescents. Retrieved from http://www.allohiocc.org/resources/Documents/2015%20Sessions/AOCC%202015%20Session%2052.pdf.

# data[].attributes.headline
Reference for Closing Activity for the "Fostering Empathy and Emotional Regulation Using Mindfulness" elementary group

# data[].attributes.subject
Reference for Closing Activity for the "Fostering Empathy and Emotional Regulation Using Mindfulness" elementary group

# data[].attributes.body
Paylo, M., Kress, V., Leskosky, M., Brat, M., Gamby, K., & Sedall, S, (2015). Using Creative Termination

Rituals with Children and

Adolescents. Retrieved from http://www.allohiocc.org/resources/Documents/2015%20Sessions/AOCC%202015%20Session%2052.pdf.