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Individual counseling is a one-on-one discussion between the counselor and the client. The two form an alliance, relationship or bond that enables trust and personal growth. Individual Counseling is aimed at helping you to cope with addiction, mental health, trauma and with stresses that can cause anxiety and depression, it’s about helping you to heal from the negative things that have happen in everyday life, such as losses, separation and divorce, family conflict, violence or abuse. Individual Counseling can assist in coping with stressful life situations, work/school problems, grief, and emotional distress or relationship difficulties.

Reference:
“Individual and Group Counseling.” Acacsac, acacsac.org/individual-and-group-counseling/.

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ensure every student has an equal opportunity to succeed academically

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ensure every student has an equal opportunity to succeed academically

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Appraisal and Counseling Materials

A counselor may not use different materials in testing or guidance based on the student's sex unless this is essential in eliminating bias and then, provided the materials cover the same occupations and interest areas.

Testing Instruments

Where use of a particular test or other instrument results in disproportionate number of members of one sex in any course of study or classification, a school must make sure the instrument is not discriminatory or administered in a discriminatory manner.

Internal Control

Schools are required to develop and use internal procedures for ensuring that materials for appraising or counseling students are nondiscriminatory.

Disproportionate Classes

If a school finds that a particular class is disproportionately male or female, it must make sure this situation did not result because of sex-biased counseling or the use of discriminatory counseling or appraisal methods.

Reference:

“Guidance Counselor's Role In Ensuring Equal Opportunity.” Home, US Department of Education (ED), 26 Sept. 2018, www2.ed.gov/about/offices/list/ocr/docs/hq43ef.html.

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How school counselors can collaborate with stakeholders 

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How school counselors can collaborate with stakeholders 

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Students

As we discussed, students are the primary focus of any school. The school counselor's role is to support students academically, socially, and emotionally. In order to accomplish this, the school counselor must know the student body.

You may be wondering how you can collaborate with your students to develop a quality school counseling program. After all, you are supposed to be serving them, right? Well, in order to serve them effectively, you should seek their input.

If you work with an adolescent or young adult population, you could send out a survey to your students to get some feedback regarding the strengths and weaknesses of your program. If you work with early elementary students, try to involve their parents as well.

Parents/Guardians

Parent/guardian feedback is invaluable to any school program. Parents have a daily connection to the school through their children. They can also help to reinforce skills and concepts introduced through your program.

Consider sending out parent newsletters regularly. Provide tips and strategies for parents to use at home when talking with their children about topics that you cover in your program. Survey parents annually to solicit their feedback.

Staff Members

It is essential to collaborate with staff members as often as possible. Teachers have daily interaction with students. Counselors' contact with students is typically far less frequent. Therefore, counselors must rely on teachers to reach out to them when they feel that a student's needs can't be met inside the classroom.

Counselors could request to sit in on grade level, team, and/or department meetings on a regular basis. This will provide teachers the opportunity to discuss some of their concerns. It will also allow the counselor to gain a deeper understanding of student behavior inside of the classroom.

Community Organizations

Community organizations are essential contacts for school counselors. In order to meet students' physical needs, counselors may have to reach out for additional support from local organizations, including child protective services, financial assistance agencies, substance abuse programs, and psychological services. In order to meet students' academic needs, counselors should have regular contact with local colleges and universities, tutoring and other academic support services, and special education organizations.

It is a good practice to develop a list of contacts for community organizations. They should develop relationships with these organizations by reaching out, introducing him/herself, and establishing the appropriate course of action, should their services be needed.

Reference:
Study.com, Study.com, study.com/academy/lesson/stakeholder-collaboration-in-school-counseling.html.

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6 pictures  that illustrate various pieces of your assignment

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6 pictures  that illustrate various pieces of your assignment

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American School Counselor Association. (2004). ASCA student standards. Retrieved from http://www.ascanationalmodel.org/files/StudentStandards.pdf

This article explains and outlines for school counselors, what standards each child should possess.  The ASCA National Standards for Students was created to assist school counselors help students. In the article it identifies and prioritize the specific attitudes, knowledge and skills that students should be able to demonstrate as a result of participating in a school counseling program.

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How individual counseling can be utilized to create a safe school environment.

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How individual counseling can be utilized to create a safe school environment.

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School counselors can foster this mindset among students by being highly visible throughout the school.

The approaches school counselors take to cultivate a safe environment must be tailored to their schools’ unique needs, Haviland says, and the first step in that direction is assessment. She suggests that counselors create and administer student surveys with questions related to bullying and other safety indicators, such as whether students feel they have a teacher or other school staff member they can talk to when needed.After reviewing the responses, counselors can help their schools create programs to meet the needs that students identified in the survey. This might range from concerns about dating violence among the student body to a need for additional extracurricular activities for students to get involved in,

NONDISCRIMINATION IN COUNSELING UNDER TITLE VI: Title VI of the Civil Rights Act of 1964 protects students from discrimination based on race, color, or national origin in programs or activities receiving Federal financial assistance.

NONDISCRIMINATION IN COUNSELING UNDER TITLE IX: Title IX of the Education Amendments of 1972 protects students from discrimination based on sex in programs and activities receiving Federal financial assistance.

Section 504 of the Rehabilitation Act of 1973 protects students from discrimination based on handicap in programs and activities receiving Federal financial assistance.

References:

The counselor's role in ensuring school safety. (2016, August 24). Retrieved from https://ct.counseling.org/2016/08/counselors-role-ensuring-school-safety/

“Guidance Counselor's Role In Ensuring Equal Opportunity.” Home, US Department of Education (ED), 26 Sept. 2018, www2.ed.gov/about/offices/list/ocr/docs/hq43ef.html.

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American School Counselor Association. (2012). ASCA national model: A framework for school counseling programs (3rd ed.)
This article discusses academic achievement, career planning and personal/social development. It acts as a guide for states, districts and individual schools in designing, developing, implementing and evaluating a comprehensive, developmental and systematic school counseling program. This article keeps the development of the whole student in mind when addressing the education.

Included in this article is the foundation, which outlines the school's goals for student achievement and highlight what every student should know and should be able to do, the foundation determines how every student will benefit from school counseling. The delivery system, which outlines the activities, interactions and methods to deliver the program. management system, ensure the program is organized, concrete, and is reflective of the school's needs. Accountability, evaluates the program and to hold it accountable by collecting and using data that link the program to student achievement.

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American School Counselor Association. (2012). ASCA school counselor competencies. Retrieved from https://www.schoolcounselor.org/asca/media/asca/home/SCCompetencies.pdf

This article highlights the knowledge, abilities, skills and attitudes that ensure school counselors are equipped to meet the needs of pre-K–12 students. These competencies help school counselors and equips them to establish, maintain and enhance a comprehensive school counseling program by addressing academic achievement, career planning and personal/social development. This source is relevant to our topic because it helps to establish a benchmark for students to progress with the knowledge, skills and attitudes needed for developing comprehensive school counseling programs.

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A school counseling program gains it success by having a collaborative effort from students, parents, teachers, and administrators where all the parties benefits. School counseling programs should be an important part of a student’s educational environment and school counselors should be partners in their achievement (ASCA, 2012).

At the core school counseling curriculum consists of lessons that are designated to assist students obtain competencies by provided all students with the knowledge, attitudes and skills appropriate for their development (ASCA, 2012). The school counseling core curriculum is delivered throughout the schools curriculum and is systematically delivered by school counselors in collaboration with other professional educations (ASCA, 2012).

American School Counselor Association. (2012). ASCA national model: A framework for school counseling programs (3rd ed.). Alexandria, VA: Author

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Bryan, J. A., & Holcomb-McCoy, C. (2010). Editorial introduction: Collaboration and partnerships with families and communities. Professional School Counseling

In this article is discusses collaboration with school stakeholders. It posits that school counselors rely on community connections to help with meeting the needs of children. It highlights that effective school counselors work with school stakeholders to promote academic engagement and success, college-going, and youth empowerment. Through collaboration school counselors help to build partnerships with families, schools, and communities to close the achievement gaps and improve short and long term outcomes.

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Consultation includes collaborating with stakeholders to gain a better understanding of what direction and focus the school is trying to move in and how we can get the students to move in that direction as well. Consultation with stakeholders also gives the counselor a chance to advocate for the students about resources they may have asked for to be better students academically. Consulting and collaborating with stakeholders can also serve as a preventive measure to ensure school safety as well by working with school safety officials.

Consultation is mainly collaboration but in terms of helping both the students and the school be academically successful and safe for everyone.

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How Consultation can ensure every student has an equal opportunity to succeed academically

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How Consultation can ensure every student has an equal opportunity to succeed academically

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By consulting with teachers counselors can find out if students are falling behind academically and they can provide resources for those who may need extra help understanding the subject that is being prevented. Consultation with the students as well can help the counselors understand why students are falling behind and they can give suggestions to the teachers about additional resources that may help them better serve the students.

Consultation can be a preventative measure and an advocate fro the both the students and teachers to ensure that everyone is given the opportunity to succeed with the necessary resources they may need as well.

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How Consultation can be utilized to create a safe school environment

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How Consultation can be utilized to create a safe school environment

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Consultation can be used to create a safe environment by collaborating with other teachers to check the climate of a classroom. It can also be used to check for the mental state of students (Dinkmeyer & Dinkmeyer, 1994) teachers may be concerned about. Consultation can be an early alert system for the school to make sure that all students are mentally and emotionally stable.

Not only does the counselor consult with teachers and other school personnel. They also consult with parents as well in order to better serve all students because sometimes children don't always display worrisome behavior in class or at school and by consulting with parents counselor can gain a better understanding of the students outside of school as well and they can work on preventing unwarranted behaviors to keep the school safe.  Lastly, consulting with school safety officials on preventative measures ensures the safety of all.

References

Dinkmeyer Jr., D., & Dinkmeyer Sr., D. (1984). School Counselors as Consultants in Primary Prevention Programs. Personnel & Guidance Journal, 62(8), 464. https://doi-org.ezp.waldenulibrary.org/10.1111/j.2164-4918.1984.tb00256.x

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A special form of advocacy that  mediate and promote  the actions of at least two parties. It  involves the counselor going to meet with other teachers and stakeholders on behalf of their students.

Reference
Kurpius, D., & Rozecki, T. (1992). Outreach, advocacy, and consultation: A framework for prevention and intervention. Elementary School Guidance & Counseling, 26(3), 176-189. Retrieved from http://www.jstor.org/stable/42869014

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The mission of a middle school counselor is to provide a proactive, comprehensive, and developmentally appropriate program to address students' academic and career goals in addition to supporting their personal and social needs. The goal is to support and encourage students to reach their academic, personal, social, and emotional potential in a safe school environment. School counselors strive to empower students to embrace their full potential and to achieve their personal and academic aspirations. As professional school counselor's, we are committed to advocate for students and collaborate with parents, staff and community partners to ensure all students grow into life-long learners prepared to meet the demands of an increasingly diverse society.

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How Individual Student Planning can be used to create a safe school environment

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How Individual Student Planning can be used to create a safe school environment

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One way that Individual Student Planning can help create a safe school environment is preparing middle school students for changing schools (Dollarhide, 2017). Middle school continues to be a time of transition. To help students transition from elementary to middle school, the middle school counselor can coordinate activities with the elementary school counselor to provide orientation for students. This allows students to become acquainted with their new school and teachers, easing anxieties and concerns. Another transition for middle school students entering high school similar activities can be held to help support students during this transitional period to make them feel safe and comfortable at school.

References:

Dollarhide, C. T, & Saginak, K. A. (2017). Comprehensive school counseling programs: K–12 delivery systems in action (3rd ed.). Chapter 4, The ASCA National Model (pp. 64-86) Upper Saddle River, NJ: Pearson.

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How school counselors can collaborate with stakeholders with Individual Student Planning

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How school counselors can collaborate with stakeholders with Individual Student Planning

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School counselors collaborate with stakeholders with Individual Student Planning due to the fact that parents and guardians, as well as other school personnel are often included in the process (ASCA, 2012). Ideally, parents/guardians would participate in career planning activities and complete needed assessments. Career planning, transitioning information, and test results should be shared and discussed with parents/guardians on a regular basis (Gysbers, 2009). Administrator provide support to school counselors and staff by advocating for the implementation of career planning and transition activities for all students across the curriculum.

References:

American School Counselor Association. (2012). ASCA national model: A framework for school counseling programs (3rd ed.). Alexandria, VA: Author.

Dollarhide, C. T, & Saginak, K. A. (2017). Comprehensive school counseling programs: K–12 delivery systems in action (3rd ed.). Chapter 8, Delivery System: Counseling Activities in the DAP Model (pp. 138-155) Upper Saddle River, NJ: Pearson.

Gysbers, N. C. (2009). Individual student planning in the United States: Rationale, practices, and results.Asian Journal of Counselling, Vol. 15 No. 2, 117–139.

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Definition of Individual Student Planning 

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Definition of Individual Student Planning 

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According to our text, “Individual Student Planning consists of ongoing systematic activities designed to help students establish personal goals and develop future plans” (ASCA, 2012, p. 85). Individual student planning activities help all students to plan, monitor, and manage their academic, career, and Emotional/Social development. Within this component, activities are designed to help students evaluate their educational, career, and personal goals and to develop personal plans of study in collaboration with parents/guardians. “Individual Student Planning ensures that all students have an individual plan intended to support the attainment of personal, educational, and postsecondary and occupational goals” (Dollarhide & Saginak, 2017, p. 80).

References:

American School Counselor Association. (2012). ASCA national model: A framework for school counseling programs (3rd ed.). Alexandria, VA: Author.

Dollarhide, C. T, & Saginak, K. A. (2017). Comprehensive school counseling programs: K–12 delivery systems in action (3rd ed.). Chapter 4, The ASCA National Model (pp. 64-86) Upper Saddle River, NJ: Pearson.

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Individuals with professional backgrounds working together and combining their expertise with other individuals to develop/establish a theory, treatment goals, and plans and ensure that an individual is receiving the best care possible (n.d.).

(n.d.). Retrieved from https://meds.queensu.ca/central/assets/modules/seipcle-01/mod/what_is_collaborative_practice.html

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How Individual Student Planning can ensure that every student has an equal opportunity to succeed academically

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How Individual Student Planning can ensure that every student has an equal opportunity to succeed academically

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There are many ways that Individual Student Planning can help students have an opportunity to succeed academically. With appraisal, school counselors work with students analyzing and evaluating students’ abilities, interests, skills, and achievement. Test information

and other data are often used as the basis for helping students develop immediate and long-range plans (ASCA, 2012). By evaluating these aspects of the student, the school counselor can help the student develop a personal plan that can ensure they can succeed academically. With individual advisement, school counselors advise students using personal/social, educational, career, and labor market information in planning personal,

educational, and occupational goals (Gysbers, 2009).  During middle school, students have career exploration opportunities that reflect their emerging preferences in such things as school and community activities and subject areas. Middle School Individual Student Planning includes gathering information about specific careers within the career paths of greatest interest to individual students. As students prepare for the transition from middle school to high school, they develop a plan of study (Dollarhide, 2017).

References:

American School Counselor Association. (2012). ASCA national model: A framework for school counseling programs (3rd ed.). Alexandria, VA: Author.

Dollarhide, C. T, & Saginak, K. A. (2017). Comprehensive school counseling programs: K–12 delivery systems in action (3rd ed.).

Gysbers, N. C. (2009). Individual student planning in the United States: Rationale, practices, and results.Asian Journal of Counselling, Vol. 15 No. 2, 117–139.

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Two videos related to middle school components of a school counseling delivery system:

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Two videos related to middle school components of a school counseling delivery system:

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https://www.youtube.com/watch?v=0vQYxxSByPM
This video is an example of how the professional school counselor began her group counseling session. It is a great representation of process counseling. She started out talking about how they are not going to focus on the negatives and talked about group counseling in a good light rather than what the myths about group counseling is. She began with a metaphor about a garden. She asked the students to participate in and write down the weed or something they want to change. She went on to talk about stones (things that get in the way that they need to toss out). She then talked about the watering canister and all of the other tools and nutrients in the garden that helps and nurtures the flowers to grow. She had the students work in paris multiple times working with different partners creating positive communication and positive social interactions between the adolescents.

https://www.youtube.com/watch?v=LwL5ZH5BK5I
This video shows the school counselor and 4 girl peers. She has meet with them before one other time. She has them all state names and ages again, and has them state something fun they are going to do over summer. I like that she has them go over the rules for the group in the beginning before they start as well like it is a safe space, and emphasizing that everything is confidential unless hey state harming themselves or another person. The topic of discussion was bullying which is helping create a safe school environment. She asked for their inputs on what bullying is and had an open discussion about the different types of bullying.

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Today, school counselors are deeply-rooted in proactive, system-wide, programmatic involvement that reaches all students (Gibbons, Diambra, & Buchanan, 2010). School counselors are not only advocates for school reform, but also collaborative leaders, at the center of interactions between all stakeholders (ASCA).  Collaborative practices are very vital in ensuring academic success. School counselors can contribute and share lesson plans with other school counselors. This way ideas can be kept fresh and new. This also allows for a diverse range of learning and opening the floor for students to learn things beyond the scope. There could also be times where teaching styles are shared through collaborative practices. Being open to listen to and consider adopting another school counselor’s theoretical orientation to better carry out your duties as a school counselor as well as ensure academic success, would ensure that every approach is being put into action to ensure the wellbeing of the child as well as their academic success. Lastly there will also be instances where students may come in with issues that may be difficult to face or handle as a school counselor because of an experience of our own. Thus, reaching out to collaborate with another counselor or staff member, and getting to speak and discuss a better way to approach this case would be the best route to take because the individual may be able to share how they were able to get through a case like so. They will also be able to collaborate and contribute advice on how they got through the mishap when not being sure of the outcome.

Gibbons, M. M., Diambra, J. F., & Buchanan, D. K. (2010). School Counselor Perceptions and Attitudes about Collaboration. Journal of School Counseling, 8(34). Retrieved from https://ezp.waldenulibrary.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ914263&site=eds-live&scope=site

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When it comes to collaborative practices and creating a safe school, it is very beneficial to have members of the staff and administration to come together to discuss and share their ideas. Not only is it vital for other staff members to be a part of this collaboration, other school counselors as well will be very effective. Because there are different school systems that hold these same counselors, one school may have faced many challenging events while another has not. In this case, when the school that has not faced many issues is faced with one like that of the more eventful school, it is vital that the information gained from their collaboration is applied and the issue is resolved immediately. Having collaborative practices in school counseling can also prevent a lot of unsafe incidents from occurring as well. A dynamic, collaborative relationship, in which knowledge and information are continuously shared, will help ensure that the schoolwide, early, and intensive interventions are aligned to meet the goals of a safe and effective school (Dwyer, Osher, American Institutes for Research, & National Association of School Psychologists, 2000). Speaking with counselors learning about the current trends and the statistics of students’ current behavior as well as the crime that is happening or have happened, can allow for these instances to not only be resolved in a quicker manner but hopefully also prevented.

Dwyer, K., Osher, D., American Institutes for Research, W. D. C. for E. C. and P., & National Association of School Psychologists, W. D. (2000). Safeguarding Our Children: An Action Guide. Implementing Early Warning, Timely Response. Retrieved from https://ezp.waldenulibrary.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED440327&site=eds-live&scope=site

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The additional resource I chose is a Blog titled Confident Counselors. This blog consists of counselors collaborating contributing tips to every school counselor all over the world, that would help them to better thrive as school counselors. For instance, one of the recent topics on this blog is “What Self Care Activity Are You Doing Over Winter Break” two counselors Ashley and Brandy collaborate and share their own self-care activities for other school counselors to view and maybe adopt activities of their own. Two other topics are titled “Supporting Staff as a School Counselor” and “How Do You Practice Gratitude Within Your School Counseling Role”. A great deal of insight is shared within these topics, providing many effective resources which aid school counselors to effectively carry out their duties while ensuring academic success and school safety (n.d.).

This is made for you. (n.d.). Retrieved from https://confidentcounselors.com/

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How school counselors can collaborate to address school safety and academic success?

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How school counselors can collaborate to address school safety and academic success?

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Both academic success and school safety are an attainable goal when engaging in collaborative practices. One reason is because engaging in collaborative practices ensures the information of resources. Whether there are new safety measures to apply and new rules to add to your school, that are followed by the schools of your fellow school counselors who have not had many unsafe occurrences happening at their school, adopting their approach can allow for the trouble of our school to be decreased or removed all together. The ASCA National Model (2005) states that school counselors’ primary responsibility is to develop programs that respond to the academic, social/emotional and career needs of students. It is virtually impossible for school counselors to create a truly comprehensive counseling program that addresses these different components without fostering collaborative relationships (Gibbons, Diambra, & Buchanan, 2010). As mentioned before, learning of or being introduced to new and different theoretical orientations is very vital even if only a small idea is adopted to apply, and add on to your own approach to ensure the success of students. A resource in this case could be being informed about a series of books to read that may help you as a school counselor to understand and get through to students with learning disabilities, or even learning of new play therapy games and activities. Being open to continue to learn and collaborate with other school counselors will always ensure academic success and bring about improvement to a school counselor’s delivery and foundation.

Gibbons, M. M., Diambra, J. F., & Buchanan, D. K. (2010). School Counselor Perceptions and Attitudes about Collaboration. Journal of School Counseling, 8(34). Retrieved from https://ezp.waldenulibrary.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ914263&site=eds-live&scope=site(Gibbons, Diambra, & Buchanan, 2010)

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Collaboration Appropriately with stakeholders through group counseling

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Collaboration Appropriately with stakeholders through group counseling

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Before group counseling, it is a good idea to collaborate with parents to see what skills or abilities they would like their child to work on improving. Maybe the counselor can talk to parents due to a poor grade, and reaching out to the parent to get more of what their studying habits look like to get them into the correct group for counseling.
Another example would be getting with teachers to see what skills are most commonly lacking in the classrooms to get another idea of what another group counseling ideas would be a good idea to begin taking place.

References:
American School Counselor Association. (2012). ASCA school counselor competencies. Retrieved from https://www.schoolcounselor.org/asca/media/asca/home/SCCompetencies.pdf

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Examples on how group counseling can ensure each student has an equal opportunity to succeed academically: 

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Examples on how group counseling can ensure each student has an equal opportunity to succeed academically: 

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One example of a group counseling for academic success would be to help students with truancy and attendance issues. (Dollarhide, 2017). The professional school counselor can get together a group of students who's attendance is poor to meet one or more times a week to talk about barriers and strategies to help improve the attendance rate among them. The students may feel empowered and not alone but helping one another and even find school more enjoyable, and have something to look forward to. This will help them improve academically.

Another example to help students reach academic success through self management group counseling would be to set up a group that helps with increasing productive studying techniques (DuBois, et. al. 2017). The counselor could start off with the structured group to start out, and then use the process groups to let the students bounce ideas off one another. The school counselor can help navigate the students though memory building skills, and different ways they can improve studying at home to ensure academic success in the classroom.

References:
Dollarhide, C. T, & Saginak, K. A. (2017). Comprehensive school counseling programs: K–12 delivery systems in action (3rd ed.). Chapter 8, “Delivery System: Counseling Activities in the DAP Model (pp. 138-155) Upper Saddle River, NJ: Pearson.

DuBois, J. M. B., Briesch, A. M., Hoffman, J. A., Struzziero, J., & Toback, R. (2017). Implementing self‐management within a group counseling context: Effects on academic enabling behaviors. Psychology in the Schools, 54(8), 852–867. https://doi-org.ezp.waldenulibrary.org/10.1002/pits.22029

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Examples to how Group Counseling can be utilized to create a safe school environment: 

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Examples to how Group Counseling can be utilized to create a safe school environment: 

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There are many ways a professional school counselor can create a safe school environment through group counseling sessions. One way to help create a safe school environment is to conduct anger management group sessions. Helping teach the students about anger, and how to help control it can lead to less verbal and physical aggression in the school (Dollarhide, 2017).

The professional school counselor can help lead group counseling topics such as tobacco and alcohol resistance as well to hep promote a safe school environment (Dollarhide, 2017). At the middle school age, the students are beginning to experiment with vapes, cigarettes, and cigarettes as well as alcohol. Helping students see the danger in these can help promote the schools safety so they don't get their friends and others to try it, or even peer pressure them into trying it and getting addicted. The group could help the students find alternatives to their poor habits such as hobbies, or other coping mechanisms.

References:
Dollarhide, C. T, & Saginak, K. A. (2017). Comprehensive school counseling programs: K–12 delivery systems in action (3rd ed.). Chapter 8, “Delivery System: Counseling Activities in the DAP Model (pp. 138-155) Upper Saddle River, NJ: Pearson.

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According to the Dollarhide text, Group counseling "has a therapeutic and intervention focus." Group counseling appears to be more beneficial than individual counseling, studies show. Group counseling gives the individuals in the group a chance to interact with others, learn about others, and importantly, relating to other peers in the group. There are two types of group counseling methods, "structured, or psychoeducational and process groups."

References:
Dollarhide, C. T, & Saginak, K. A. (2017). Comprehensive school counseling programs: K–12 delivery systems in action (3rd ed.). Chapter 8, “Delivery System: Counseling Activities in the DAP Model (pp. 138-155) Upper Saddle River, NJ: Pearson.