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Rationale and Relevance of our Group Topic

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Rationale and Relevance of our Group Topic

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Over the years we have seen an increase in the aggressive behavior among high schools students.  Therefore, this is our rationale for selecting this group and topic.  High school students show increased aggression compared to other age groups, it is important that these students have the tools they need to successfully cope with feelings of anger. High school students may take out their feelings of anger in aggressive ways towards other students or staff.  Literature on best practices for violence prevention emphasizes a need for comprehensive programs that target individual and environmental risk and protective factors (HHS, 2001).

We believe that addressing this topic is relevance for high school students.  There has been an increase in the frequency and intensity of violence within our schools.  Our group will help these adolescents learn effective ways to deal with anger through interpersonal skills development and problem solving.

References:
Corey, M. S., Corey, G., & Corey, C. (2018). Groups: Process and practice (10th ed.). Belmont, CA: Brooks/Cole.

Iranian Journal of Health Education & Health Promotion, 7(3), 306–315. https://doi.org/10.30699/ijhehp.7.3.306

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The group process consists of forming a group, the initial stage of the group, the transition stage of the group, the working stage, and the final stage (Corey et al., 2018).  This is the development of groups, whether a task group, counseling group, or brief group (Corey et al., 2018).

The initial stage is where group expectations are decided. Confidentiality is explained and emphasized. The group is learning the individual roles of each student and how everyone works together.  Trust is starting to be established; the leader's style plays a vital role in the group's comfort and anxiety levels.

The transition stage is where members test the leader and group. Control or power issues may present, and trustworthiness may be tested. The leader works with the defenses and reactions to help the members express hidden feelings.

The working stage shows high trust and members interacting with each other with lowered defenses. Conflict is worked on, and members feel they can make changes. Feedback is accepted and given, and new skills and behaviors are practiced.

The final stage is ending the group due to goals being met or the group not changing the behavior and needing re-evaluation. Members show anxiety or sadness by pulling away or not participating as much as they had. The members are tasked with dealing with separation feelings and putting their new skills into everyday life. Another aspect of this stage is to have the group members evaluate the sessions and find ways to continue the skills through self-directed ways.

References
Corey, M. S., Corey, G., & Corey, C (2018). Groups: Process and practice (10th ed.). Belmont, CA: Brooks/Cole.

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School counselors aim to determine peer facilitators who demonstrate the diversity of the population being serviced (ASCA,2022). Diversity has an impact not only on the preparation for this group but also on this crucial stage for the group. Throughout this stage group members should be supported by school counselors to improve interpersonal relationships (Stone,2022). Group leaders should also show insight and awareness while working with students who are of diverse backgrounds (Stone,2022).

References

American School Counselor Association. (2022). ASCA ethical standards for school counselorsLinks to an external site.. Retrieved from https://schoolcounselor.org/getmedia/44f30280-ffe8-4b41-9ad8-f15909c3d164/EthicalStandards.pdf

Stone, C. (2022). Groups in schools: Legal and ethical concerns. In S.I. Springer, L.J. Moss & C.J. Schimmel (Eds.),  A school counselor’s guide to small groups: Coordination, leadership, and assessment  (2nd ed., pp. 12-18). Cognella.

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Petty, T. (2023). Five ways to build trust with your customers [Photograph]. thomaspetty.com/five-ways-to-build-trust-with-your-customers/

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Trust in a group counseling session is created through many different ways. Some of the ways are:
1) Appropriate self-disclosure that helpfully adds to the group (Corey et al., 2018).
2) Allowing the client to be the "expert" (Heaney, 2023).
3) Hearing the client and paying attention to their verbal and nonverbal cues (Corey et al., 2018).
4) Being genuine, modeling, and sharing what we are thinking (Corey et al., 2018).
5) Respect through our words and actions (Corey et al., 2018).
6) Confrontation done in a caring way to show we are trying to help (Corey et al., 2018).

References.
Corey, M. S., Corey, G., & Corey, C (2018). Groups: Process and practice (10th ed.). Belmont, CA: Brooks/Cole.

Heaney, Elizabeth. (2023, April 9). Establishing Trust

The challenging process of a client's wariness. Psychology Today. Retrieved from https://www.psychologytoday.com/us/blog/the-
therapeutic-relationship/202304/establishing-trust.

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Pham, D. (2023). People Holding Shoulders on a dock [Photograph]. unsplash.com/s/photos/group

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The closing of a group, both during each session and at the end of the group after all the sessions are complete, is essential. Corey et al. (2018) recommends summarizing the session, reflecting on what was liked or disliked, and each member participating in a brief checkout process.

If this is a weekly session, the leaders can have members suggest what can be brought up in the next session and identify unfinished business.

For closing a closed group like ours, the review of patterns from beginning to end is included. The group closing experience will vary based on how members handle endings.  Celebration of success may also be incorporated into the closing process and for new skills learned.

References
Corey, M. S., Corey, G., & Corey, C (2018). Groups: Process and practice (10th ed.). Belmont, CA: Brooks/Cole.

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In Cognitive Behavioral Therapy (CBT), deep breathing is used to calm the body and help reduce anger. The goal of anger management approaches in CBT is to replace unhealthy, confrontational communication with assertive, calm communication. Anger is a normal human emotion that, in the case of a valid reason, ought to be expressed. The secret is to develop flexible techniques for expressing anger without exceeding proper limits (Choosing Therapy, 2023). We will practice the 4-7-8 breathing methods to help students lower and manage their aggression. When discussing everyone's triggers in the group, this activity can be applied. Students can detect physical strain with this activity, and as a group, we can discuss strategies for releasing tension brought on by anger.

The goal of this activity is to teach students how to breathe and relax, which will enable them to think things through before behaving aggressively. Breathing and heart rate both increase when someone is outraged. You will feel relieved and more in control if you take slow, deep breaths through your nose into your abdomen and then gently exhale.  (Choosing Therapy, 2023). Students will be able to relax and focus on the here and now and gain control of their mind and body. There will be some process questions that will be followed after the 4-7-8 breathing activity. Some of those questions are:

1. Before we began the breathing exercise, how did you feel? How do you feel right now?

2. During the breathing exercise, did you experience any physical sensations or changes in your body?

3. Could you concentrate on your breathing, or did your thoughts wander?

4. Was this breathing exercise beneficial for you? Why not, and why?

5. Were you able to control any anger or aggression by using the breathing techniques we went over?

6. How might you use these breathing exercises while experiencing anger or aggression in the real world?

7. During the breathing exercise, did you notice any changes in your ability to interact or communicate with others?

8. What techniques can you apply from this exercise to assist you in controlling and avoiding becoming aggressive in the future?

References:

Choosing Therapy. (2023, October 27). CBT for Anger: How It Works, Techniques, & Effectiveness. https://www.choosingtherapy.com/cbt-for-anger/

Divine_Gqug1j. (2021, February 23). 4-7-8 breathing. Divine Feminine Wellness. https://divinefemininede.com/4-7-8-breathing/

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Session 1- Beach Ball Activity (Group Introduction)

Session 2- Music Therapy (Recognizing Feelings)

Session 3- Art Journal Entry (Owning Feelings)

Session 4- Blowing Bubbles (Breathing/Relaxing Skill)

Session 5- 4-7-8 Breathing Activity (Breathing/Relaxing Skill)

Session 6- Visual Art Journal (Teaches Self-Regulation)

Session 7- Role Play Activity (Practice new skills/ Increase Confidence)

Session 8- So What? Activity (Recap and Review sessions)

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Expressing feelings through journal writing supports students in revealing their emotions and self-reflecting skills (ASCA,2013). With this activity, group members of our social aggression sessions can participate in self-awareness and self-compassion by acknowledging their feelings. Our goal is for group members to express their feelings through art journaling to encourage growth and healing. The students will be provided with a journal and watercolor markers so they can express themselves through colors. Students will draw three intersecting circles which will be associated with threat, drive, and soothe. There will be some prompting questions to go along with this activity for clarity and inspiration. At the end, students will jot down at least three words or ideas that currently apply to them. After students will then write down at least three to six words or ideas in each circle that are true for them right now. Below are the prompting questions to support and encourage.

1. What colors do you associate with positivity and/or negativity?

2.     What do you consider to be threats in your life?

3.     What is your drive?

4.     What drives you to get out of bed in the morning?

5.     When do feel at ease or soothed?

6.     How did you feel before we started the art journaling activity?

7.     How do you feel now?

8.     What did you notice about your ability to communicate through art journaling?

9.     Did you discover some similarities or differences of another peer in the group?

10. How can you use this activity in the future to help with aggression?

References

ACA. (2013). Girl Wars: Using Play Therapy to Address Relational Aggression With Middle School Girls. www.counseling.org./docs/default-source/vistas/girl-wars-using-play-therapy-to-address-relational.pdf?sfvrsn=93908b67_13Links to an external site.

Art journaling tips for self compassion and self awareness | three circle model. (2022a). Retrieved from https://www.youtube.com/watch?v=E2kTcNNchtc

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Art Journaling Tips for Self Compassion and Self Awareness | Three Circle Model

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There are multiple ways to address aggression, which can significantly impact student's behavior.  Cognitive behavior therapy (CBT) is one approach for working with this population and can dramatically reduce violence and aggression.  CBT interventions aim to teach coping skills and enable the student to think and ultimately behave differently (Down, Willner, Watts, & Griffiths, 2011).  CBT also lends itself very well to creative techniques such as using bubbles.

This activity is a creative and unique manner for students to visualize and conceptualize the thoughts and feelings that they may be experiencing.  When students are angry, asking them to "take deep breaths" can be challenging and ineffective.  However, physically blowing bubbles can allow the student to understand the importance of deep breathing, which helps reduce anxiety, anger, and stress.  This activity would best fit in the norming stage after about the second or third session because, at this point, the group has settled down and is more comfortable asking for help and completing tasks.

The goal is to teach students how to use blowing bubbles and breathing techniques in a fun, calm manner to help them process their thoughts, feelings, and behaviors surrounding their aggression.  The metaphor of bubble blowing can be easy for many students to understand and process.  First, prep the bubble wand with solution. Take a deep methodical breath in and then exhale, blowing as many bubbles as you can with that breath. Keep your breath steady to produce a constant stream of bubbles. Imagine those bubbles and your negatives thoughts or stressors as you blow them away. Repeat as many times as needed. Some process questions could be
1) How did you feel when blowing bubbles?
2) Did you feel more relaxed after blowing bubbles?
3) Did blowing bubbles help you calm down?

Reference:

Barnes, T. N., Smith, S. W., & Miller, M. D. (2014).  School-based cognitive-behavioral interventions in the treatment of aggression in the United States: A meta-analysis.  Aggression and Violent Behavior, 19, 311-321. doi:10.1016/j.avb.  2014.04.013

www.mindfulresourcecenter.com

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Music Therapy aids in alleviation of symptoms of anxiety, aggression, and depression in students through a trauma-informed lens. The goal of this intervention is to provide cognitive behavioral education and techniques to students who are experiencing symptoms of depression, anxiety, or aggressive behaviors. For this activity students are required to identify their emotions, triggers to their emotions, and coping strategies. I feel that this is a good intervention of adolescent students because they enjoy listening to music and music is something that helps them relax and calm down.

1.      Students will be asked to identify the emotion they are feeling in one to two (1-2) words and write it down on the white board.

2.      As a group, the students will sing two (2) songs that are relevant to the emotion that is most prevalent on said day. Facilitator may play instruments or music to go along with songs.

3.     The facilitator will discuss coping strategies for emotions and will have students write down one (1) coping strategy of their choosing on the white board that they would be able/willing to use.

4.     The group will spend 10 minutes creating their own rhythm using drumsticks or other hand instruments. The facilitator will begin, and each student/group member will join in along with their own beat until all members are playing (drumsticks can be used on the floor or on the ground if outside).

5.      Wrap-up will include having each student write their current emotion on the white board and giving a ‘homework assignment’ of having each member write a verse about their emotions before the next group or give specific handouts of coping skills or other relevant skills to practice.

References

https://www.memphis.edu/smartcenter/community/expressiveartmanual.pdf

Ye, P., Huang, Z., Zhou, H., & Tang, Q. (2021). Music-based intervention to reduce aggressive behavior in children and adolescents: A meta-analysis. Medicine, 100(4), e23894. https://doi.org/10.1097/MD.0000000000023894

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This activity is to introduce each other to the group, explain the purpose of the group and start building trust.

Beach Ball Activity:

On a beach ball, write different questions about getting to know each other. This icebreaker is used at the first meeting for introductions and introductions to why they are there. Some questions could include:

Why do you think you are here?

Do you have a hobby?

What do you like to do?

Tell us about your family.

What is your favorite subject in school?

What is your least favorite subject in school?
Where might you have been today if not here? (Akerman, 2017).
What is a positive thing about you? (Akerman, 2017).
Is there something new in your life right now? (Akerman, 2017).

The ball gets tossed, and the question under the right thumb is answered. The following is a video that demonstrates this icebreaker.

Reference

Akerman, Courtney. (2017, July 26). Your Ultimate Group Therapy Guide (+ Activities & Ideas). Positive Psychology. Retrieved from https://positivepsychology.com/group-therapy/

Corey, M. S., Corey, G., & Corey, C. (2018). Groups: Process and practice (10th ed.). Belmont, CA: Brooks/Cole.

Healthy Marriage Info. (2011, January 13). Facilitator’s Toolkit- “Beach Ball Toss”-Icebreakers [Video]. Youtube. https:// www.youtube.com/watch?v=34yOi9sKyIk.

Speckled Moose Counseling. (2023). Confident Counselor. 10 Quick and Easy Group Counseling Activities. Retrieved from https://confidentcounselors.com/2019/01/30/10-quick-and-easy-group-counseling-activities/

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Facilitator Toolkit - "Beach Ball Toss" - Icebreakers

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The intention of visual journaling is to help group members to find a way to express their emotions and experiences through art using journals (Elswick et al 2019). This intervention would work well with our high school group because they don’t require as much guidance as a younger group so this experience can be done individually. The materials needed for this activity are a journal/notebook, pens, markers, crayons, pencils, magazines, safety scissors, tape, and glue sticks. For this activity group members will be asked to identify occasions where they were affected by an issue. Next, they will determine if it was past or present. Afterward, students will open their journals and begin using materials giving them the freedom to create their own masterpieces. Group members will then share their feelings and receive feedback before the counselors give input. Engaging in expressive art activities such as journaling in counseling sessions can provide a non-threatening outlet for disclosing information and it also encourages confidence (Elswick et al 2019). This activity is meant to show that group members relate and that they are not alone in their struggles. It assists with expanding relationships and developing social interactions (Sackett & McKeeman, 2017). There will be a questionnaire provided at the end of the session where students will answer yes, no, or maybe to express how they felt about the session and to help the counselor understand if the intervention worked.

Questions:

1.     When you entered the session did you feel safe?

Yes b. No c. Maybe

2.     Do you feel that the surroundings were safe?

Yes b. No c. Maybe

3. Did you feel safe discussing your drawing?

Yes b. No c. Maybe

4. Did you feel like you were forced to discuss your drawing?

Yes b. No c. Maybe

5. Rate your experience on a scale from 1,2,3,4,5. (Circle one)

6. Based on your experience, would you recommend this club to a friend?

Yes b. No c. Maybe

References:

Sackett, C. R., & McKeeman, A. (2017). Using Visual Journaling in Individual Counseling: A Case Example. Journal of Creativity in Mental Health, 12(2), 242–248. https://doi.org/10.1080/15401383.2016.1246993

University of Memphis School of Social Work students and Dr. Susan Elswick. (2019). Expressive Arts Toolkit Manual Collection of Toolkit Interventions for Teachers. https://www.memphis.edu/smartcenter/community/expressiveartmanual.pdf

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A helpful approach for high school students who struggle with anger management is role-playing.  By modifying unfavorable thought patterns and behaviors, cognitive behavioral therapy (CBT) is a psychotherapy technique that enhances mental health and well-being. A cognitive behavioral therapy strategy called role-play is utilized in which the patient and therapist role-play events to confront harmful thought patterns and behaviors (Grouport, n.d). The goal is for students to practice recognizing and controlling their emotions in a safe and encouraging setting. To improve relationships and general well-being, the ultimate goal is to enable high school students to become more emotionally intelligent, develop healthier coping strategies, and effectively manage their aggression.

The students will be role-playing different scenarios that involve anger and aggression—for example, a heated argument with a friend over a misunderstanding or handling a frustrating situation with a teacher over a low grade. One student will be playing the role of the person who is experiencing aggression, and the other person will be playing the role of trying to help manage their aggression. Students will be able to observe and learn to identify triggers that lead to aggression. After each role-play, there will be process questions to follow to reflect on the role-playing. These are the questions:

1. What worked well in this role-play scenario?

2. What triggered the anger in this scenario?

3. Was an effort made to understand the other person's perspective?

4. Which communication techniques were used to diffuse the conflict?

5. What may have been done differently to improve the outcome?

6. How may this activity help you in your day-to-day life

7. What did this role-play teach you about your responses to aggression?

References:

grouport. (n.d.). Cognitive Behavior Therapy (CBT) And Role Play Techniques | Grouport Journal. Grouport. https://www.grouporttherapy.com/blog/cognitive-behavioral-therapy-role-play

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Closing activities are essential in group sessions as they provide a chance to answer any remaining questions, show what skills the student will bring to everyday life, and provide closure in a constructive way that helps students realize endings are not always negative. The closing activity chosen is a way for each student to incorporate the knowledge and skills learned and help them start looking at how it will fit into their lives in a constructive and natural way. It also provides feedback to the instructor on the group process and what worked or didn't work.

So What!

Have the students answer the following questions:

1) What did you learn from this group? (Ashley, 2023)

2) What will you remember from this group in one year? (Ashley, 2023)

3) What is One Thing you will remember from this group in 3 years? (Ashley, 2023)

4) What is one thing you will remember from this group in 5 years? (Ashley, 2023)

5) What was it like for you to be in this group?  (Corey et al., 2018).

6) What is one thing you will use from the skills learned in this group? (Corey et al., 2018).

7) What is one new thing you learned about a fellow participant?

8) Did you have a similar answer to another peer?

9) Did you discover something similar about another peer with a different cultural view?

10) What is one thing you liked about the group experience?

11) What is one thing you would change about the group session?

References

Ashley. (2023). 20 Free Closure Activities. Retrieved from mrsbellthecraftycounselor.com/2019/09/closure-activities/

Corey, M. S., Corey, G., & Corey, C (2018). Groups: Process and practice (10th ed.). Belmont, CA: Brooks/Cole.