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1.  What do typical or expected group member behaviors look or sound like in this stage?

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1.  What do typical or expected group member behaviors look or sound like in this stage?

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According to Coery M., Corey G., Corey C. (2018) some members will engage in behavior that makes it easier for them to leave the group. They might present themselves as distant, problematic, and argumentative.

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

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1. What do typical or expected group member behaviors look or sound like in this stage?

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1. What do typical or expected group member behaviors look or sound like in this stage?

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At the initial stage of counseling group members will show some initial concerns, hesitation, hidden agendas, or have mistrust of others (Corey et al., 2018). Group members will have goals such as, being sensitive to others, promoting self- disclosure and being more open and honest in order for the group to progress.

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

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2. What are overall group characteristics in this stage?

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2. What are overall group characteristics in this stage?

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Beginning groups tend to talk about others and focus on things outside of the group. Some engage in storytelling to avoid talking about their feelings, while others talk excessively (Corey et al., 2018).

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

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3. What things would you avoid as a group counselor in this stage?

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3. What things would you avoid as a group counselor in this stage?

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Taking into considerations all group members' feelings and acknowledge their feelings.  According to Corey M., Corey G., Corey C. (2018), it is important counselors avoid making assumptions and interpretations. Avoiding misreading, ignoring nonverbal messages, or being insensitive to client experience.

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

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Four Stages of Group Development (Forming, Storming, Working, Adjourning)

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Four Stages of Group Development (Forming, Storming, Working, Adjourning)

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by: Michelle Medina, Lara Suwan, Abraham Thomas, Patrice Whaley & David Willrodt

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*Video describes the the different ways of building trust and maintaining a safe environment in groups.

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Three Ways to Feel More Trust and Safety on Your Team - Dr. Gregory P. Nelson - Episode 5 of 5

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4.What is the depth of group process in this stage?

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4.What is the depth of group process in this stage?

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Forming a group is the first stage. Counselors facilitate short term goals and set ground rules. Students discuss their skills and goals.

This is a peer-reviewed article that explains how groups are developed and student selection process.
https://eds-b-ebscohost-com.ezp.waldenulibrary.org/eds/pdfviewer/pdfviewer?vid=9&sid=0928ea16-baaa-4d3b-bd7a-ce444db43753%40pdc-v-sessmgr03

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5. What are some ways to create trust in a group?

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5. What are some ways to create trust in a group?

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One of the best ways of building group trust is through games. In this video, "Dr. Mathieu will discuss how a meaningful leisure activity is an essential source of self-worth and confidence for children and adolescents. She will demonstrate how outcome- based group activities and games can reduce stress and anxiety while providing children opportunities to meet their full potential, and achieve happiness."(EndAbuseLB, 2012)
Counselor need to be supportive and positive to help build trust.

End Abuse Long Beach. 2015, endabuselb.org/.

* The video demonstrates the group leader using different examples of games for trust building exercises.

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"Building Group Trust through Games" - Susan Mathieu - 7/12/07

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6. What is “trust"? How does diversity impact the development of this stage of group counseling?

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6. What is “trust"? How does diversity impact the development of this stage of group counseling?

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"Respect students’ and families’ values, beliefs, sexual orientation, gender identification/expression and cultural background
and exercise great care to avoid imposing personal beliefs or
values rooted in one’s religion, culture or ethnicity." (ASCA, 2016)
Counselors have to treat each student as a unique individual, taking into consideration their background, to gain their trust and have them open up.

There is a book called Elementary School Counseling in a Changing World that talks about the cultural and social issues which face children and their counselors. You can access the book through the Walden Library and download the full copy. It covers cultural diversity, changing families, drug abuse, child neglect, technology, etc. (Eric Publications, 1990)

References:
American School Counselor Association. (2016). ASCA ethical standards for school counselors. Retrieved from https://www.schoolcounselor.org/asca/media/asca/Ethics/EthicalStandards2016.pdf

Gerler, E. R., Jr., Ciechalski, J. C. . E., Parker, L. D., ERIC Clearinghouse on Counseling and Personnel Services, A. A. M., & American School Counselor Association. Alexandria, V. (1990). Elementary School Counseling in a Changing World. Retrieved from
https://eds-a-ebscohos-com.ezp.waldenulibrary.org/eds/detail/detail?vid=4&sid=f0219f90-ab4b-4caf-be42-08e34ca53982%40sessionmgr4008&bdata=JnNpdGU9ZWRzLWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#AN=ED315684&db=eric

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7. Include an example opening activity.  

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7. Include an example opening activity.  

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One Word Exercise
Pick a phrase that is central to the topic why you’ve gathered and have everyone write down or say a word that comes to their mind in relation to it. If you’re leading a meeting about planning an upcoming project, ask participants to share one word that they think describes the goal or the processes that are needed. Once everyone has shared their phrases, discuss the results. This ice breaker helps explore different viewpoints about a common challenge, before starting the meeting.

*Video about simple icebreakers that include games, activities and conversation starters to open group.

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How to Use These 8 Icebreakers to Warm Up Any Meeting

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1.	What do typical or expected group member behaviors look or sound like in this stage?

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1.	What do typical or expected group member behaviors look or sound like in this stage?

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Corey et al (2018), states that during this phase groups are often characterized by anxiety, defensiveness, guardedness, ambivalence, resistance, a range of control issues, inter-member conflicts, challenges to the leader, and various patterns of problematic behaviors. It is a challenging time for members and leaders. Working through issues and challenges in an effective manner can lead to trust and deepening of relationships, which will allow a group to move forward and engage in exploration of emotions and experiences.

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

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8. Share something about the concept of confidentiality in small groups.

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8. Share something about the concept of confidentiality in small groups.

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It is stated and known among the group that confidentiality should be followed and not broken. However, in group work it is impossible to police group members talk outside of group and do breach confidentiality. It is the responsibility and accountability of each group member to follow confidentiality (Pomerantz, Santello, & Kirn, 2006).

Confidentiality in Classroom Assessment Activities: Lessons from Psychotherapy...: @ Walden University Library (waldenulibrary.org)
Pomerantz, A. M., Santanello, C. R., & Kirn, K. L. (2006). Confidentiality in Classroom Assessment Activities: Lessons from Psychotherapy. Assessment Update, 18(5), 1–2.

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2. What are the overall group characteristics in this stage?

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2. What are the overall group characteristics in this stage?

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Hesitation, as a climate of trust is evolving. Building Trust is essential  in order to encourage members to begin disclosing feelings, experiences and make interpersonal exploration.
Caution and defensiveness, are other group characteristics at this stage. Members find themselves in between wanting to feel safe and take risks. Resistance can be a way for members to protect themselves from anxiety and used as a coping strategy.

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

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3. What does your personal reaction to confrontation look like? 

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3. What does your personal reaction to confrontation look like? 

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My personal reaction to confrontation varies. If someone is confronting me on an issue, my default emotional reaction is to feel defensive and angry. Ideally, I attempt to see the situation from the other's perspective so as to empathize. When I witness someone confronting a different person, my reaction is more tempered, in that I can try to understand the point of view of both sides.

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4. What does your personal reaction to conflict look like? (Be sure not to discuss how you resolve conflicts; rather, discuss how you react when you see or are involved in conflict.)

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4. What does your personal reaction to conflict look like? (Be sure not to discuss how you resolve conflicts; rather, discuss how you react when you see or are involved in conflict.)

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Similar to my reaction to when witnessing a confrontation, when I observe others who are involved in a conflict, I attempt to understand the perspective from both sides of the conflict. It can be difficult, however, to be objective and empathize with both sides. I mention this because often I tend to agree with one perspective more than another if I let myself.

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5. Share how you interpret six problem behaviors at this stage. How can leaders work with these behaviors?

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5. Share how you interpret six problem behaviors at this stage. How can leaders work with these behaviors?

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Six brief problem behaviors briefly interpreted here:
1) Poor group attendance or a lack of participation, brought on by a potential lack of trust. Establishing group trust and safety is essential 2) Storytelling, or excessive self-disclosure that doesn't contribute to the goal or purpose. Questions can be asked to narrow or focus on the point.
3) Giving advice, either from the counselor or from other group participants. Advice giving can be redirected to the giver with a question such as "What advice can you give yourself?"
4) Pseudosupport - for example if one participant interrupts another to offer comfort rather than letting the person express or work through a difficult emotion or experience.  5) Acting superior to other participants in different ways including denying their own problems which can inhibit participation from others. The person acting superior can be challenged with questions such as asking what they hope to gain from the group process.
6) Inappropriate socializing such as forming exclusive cliques or relationships. This and its impact would need to be addressed and discussed as a whole group (Corey et. al., 2018).

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

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6. How does working through conflict lead to trust in small group counseling? (Be sure not to discuss how you resolve conflicts.)

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6. How does working through conflict lead to trust in small group counseling? (Be sure not to discuss how you resolve conflicts.)

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Working though conflict will build confidence for the small group to be more open about their differences. Building group trust is a shared psychological state characterized by a willingness to be vulnerable to others in the group based on positive expectations about their intentions and behaviors (Stajkovic & Sergent, 2016). By solving and coming up with resolutions to end the conflict the group will gain problem solving skills to handle future conflicts with in the group. The group members will build their trust for the group leader/counselor in trusting their abilities to run, and control the direction of the group. Thus, group members will gradually trust other members with in the group.

Lee, D., Stajkovic, A. D., & Sergent, K. (2016). A field examination of the moderating role of group trust in group efficacy formation. Journal of Occupational & Organizational Psychology, 89(4), 856–876. https://doi-org.ezp.waldenulibrary.org/10.1111/joop.12161

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7. What things would you avoid as a group counselor in this stage?

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7. What things would you avoid as a group counselor in this stage?

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A counselor should not respond defensively, force members to express fears or promise that willingness to take risks will always end positively. Corey et al, (2018) states, It is important for a counselor to acknowledge that certain behaviors may be a result of members' fear, confusion, and cautiousness. Your attitude should not be one of judgement or defensiveness.

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

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8. How does diversity impact the development of this stage of group counseling?

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8. How does diversity impact the development of this stage of group counseling?

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Diversity impact the development of this stage of group counseling by giving members the opportunity to gain insight and also practice new skills within the group and also in the group members everyday interactions.

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1.What do typical or expected group member behaviors look or sound like in this stage?

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1.What do typical or expected group member behaviors look or sound like in this stage?

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- Students are facing support and challenges. They are encouraged to making behavioral changes.
- There is more interaction with one another and less interaction with the counselor.
- They tend to work their conflicts together based on the focus of discussion.
- They are experiencing acceptance of who they are.
(Corey, Corey, & Corey, 2014)

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

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2.What are the overall group characteristics in this stage?

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2.What are the overall group characteristics in this stage?

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At this stage the group members are examining a deeper exploration of concerns that was stated in the previous stages and also finding ways in which they feel the way the feel.

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According to Corey M., Corey G., Corey C. (2018),

Members are provided with both support and challenges.

The leader employs a variety of therapeutic interventions designed for further self-exploration and that lead to experimentation with new behavior.

Members increasingly interact with one another in more direct ways.

If interpersonal conflicts emerge within the group, they become the basis of discussion and tend to be worked through.

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

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4.What are Yalom’s nine therapeutic factors?

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4.What are Yalom’s nine therapeutic factors?

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1. Installation of Hope
2. Universality
3.  Imparting Information
4. Altruism
5. Corrective Recapitulation
6. Socializing Techniques
7. Imitative Behavior
8. Interpersonal Learning
9. Group Cohesiveness
10. Catharsis
11. External Factors

Stages and Yalom’s Therapeutic Forces. (2021). N.p.: PSYCH-MENTAL HEALTH NP. Retrieved from https://pmhealthnp.com/pmhnp-topics/stages-and-yaloms-therapeutic-forces/

*Video shows some of Yalom's therapeutic factors being used in the group setting.

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Irvin Yalom Outpatient Group Psychotherapy Video

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5. Share something specific about one of Yalom’s nine therapeutic factors.

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5. Share something specific about one of Yalom’s nine therapeutic factors.

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Altruism- Allows clients to gain a sense of value and significance by helping other group members. There strong correlation exists between the well-being, happiness, health, and longevity of people who are emotionally and behaviorally compassionate (Post, 2005).

Post, S. G. (2005). Altuism, happiness, and health: it’s good to be good. International Journal of Behavioral Medicine, 12(2), 66–77

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6.What is your personal leadership style? How does your style change in small group counseling? How do you see your style impacting a group?

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6.What is your personal leadership style? How does your style change in small group counseling? How do you see your style impacting a group?

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This is peer reviewed article focuses on the development and implementation of small groups including the benefits, stages, skills, roles, and group exercises for the elementary school level. It discusses how the tone of the group sets the counselor's attitude, voice, and expectations to model specific behaviors. It emphasis on non-verbal cues and awareness.

https://eds-b-ebscohost-com.ezp.waldenulibrary.org/eds/detail/detail?vid=0&sid=b99bb202-d19a-43a2-8e2d-2f062b41d32a%40pdc-v-sessmgr05&bdata=JnNpdGU9ZWRzLWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#db=eric&AN=EJ506243&anchor=AN9505092005-7

Tomori, B. (1995). Small Group Counselling at the Elementary Level: Theory into Practice. Guidance & Counselling, 10(3), 24–30.

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7.What things would you avoid as a group counselor in this stage?

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7.What things would you avoid as a group counselor in this stage?

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A good counselor will know how to guide by using minimal words themselves. Counselors should be able to read each group members verbal and non-verbal language. Group members in this stage need to be honest about their feelings and not be afraid to speak their mind. They should not feel as though they are being judged or criticized and if they are, it is the counselor’s job to address these issues.

Corey, Marianne Schneider, Gerald Corey, and Cindy Corey. Groups: Process and Practice. Belmont, CA: Brooks/Cole, 2010. Print.

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8.How are member interactions in a small group counseling session a microcosm of the world?

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8.How are member interactions in a small group counseling session a microcosm of the world?

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Goldberg and Hoyt (2015), state, the social microcosm hypothesis, in particular, claims the interpersonal therapy group becomes a reflection of group members’ general tendencies, and can thus be used as information about members’ interpersonal functioning as well as an opportunity for learning and behavior change.
Members will need  to to develop interpersonal skills and interact with a variety of people in an environment that represents the world they live in. Members life experiences will differ, and they may be culturally diverse even though they may share a common problem.

Goldberg, S. B., & Hoyt, W. T. (2015). Group as social microcosm: Within-group interpersonal style is congruent with outside group relational tendencies. Psychotherapy, 52(2), 195–204. https://doi-org.ezp.waldenulibrary.org/10.1037/a0038808

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9.How does diversity impact the development of this stage of group counseling?

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9.How does diversity impact the development of this stage of group counseling?

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It means that due to the differences in the nature of the information learned from other groups members that they have been exposed to, the chances are that they have been exposed to different types of situations as well. This, ultimately, helps in having a  a diverse group in terms of their problem-solving ability and working well together.

How Does Workplace Diversity Impact Team Performance? (2019). Bethpage, NY: Open Source Workplace. Retrieved from https://www.opensourcedworkplace.com/news/how-does-workplace-diversity-impact-team-performance

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2. What are the overall group characteristics in this stage?

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2. What are the overall group characteristics in this stage?

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Members may have anxiety, fear and/or sadness over upcoming end to groupwork. Some may react by holding back or not participating. Others will be evaluating process and preparing to carry on work, stay encouraged and accountable.

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

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Students will express their feelings and thoughts about the group experience.
As a counselor, prepare students to apply their new behaviors in their everyday life and give them the opportunity to give feedback.
Counselor need to give enough time for group ending to prepare emotionally and address any unfinished business. (Corey et. al, 2018)

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

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How do you end individual counseling services with a student? Termination is an important event in counseling and it might be one that we shortchange a bit. Totally get it. The student is ready, they met their goals. BUT, we have an opportunity in that last session to make counseling progress last.

Students need to exit counseling feeling ready to handle problems on their own, proud of their growth, and positive about their relationship with you. If they don't feel ready, proud, or positive about counseling, it can impact how they do on their own.

Cover 4 essentials when you are terminating counseling and use some easy go-to activities to engage and prepare students. Students will leave counseling ready, proud and positive.

4 Parts of Counseling Termination

Explain Termination

From the beginning of counseling, be transparent with the student what the goal is. The goal is for them to learn skills to be their own counselor so they don't need you. They will be able to handle situations on their own.

As students are getting close to exiting counseling, help them understand why it's ending using familiar situations. You can compare it to saying goodbye to a teacher at the end of the year or a coach at the end of a sports season.

Talk with parents and teachers about how they can support the student and the progress they made.Try giving them a short one-page cheat sheet that they can refer to. It can include the student's go-to strategies, common triggers, and goals the student still has.

Structure and Preview the Ending

Think flexibly about the best way to end counseling with a student. For some students going from counseling once a week to none at all can be jarring. You can try a different schedule, such as every other week or once a month.

Have a countdown until the last session. You can have a calendar or just a punch card with the number of session left. It is helpful to have visuals. When you only say it verbally, many students will be taken by surprise the last day.

Before the last counseling session, preview what it will be like with the student. Let them know if you have a special activity planned and briefly tell them what your relationship will be like after counseling has ended.

Last Counseling Sessions

Review Progress

The last session(s) is a great time for students to reflect on all the progress they have made in counseling. You can review their initial goals, how they changed, and praise those achievements.

It is nice to create something they can take with them that will be a reminder of what they have learned and something they can also reference after counseling over. This simple Strategy Pack or Strategy Wallet can easily be adapted for elementary or middle school.

Create cards that will help the student reflect on skills they learned, what they are good at, who is a support for them, and anything else that is relevant.

You can use a different metaphor to represent their growth. For example:

Ready to set sail and packing their boat.

Filling their toolbox with tools for any job.

A flower blooming with the petals representing learned skills.

Create a Prevention Plan

This part of the last counseling session is key to helping a student be successful without your support. They brainstorm possible problems that might come up. For example, say they have a presentation in class or a group project coming up in a couple weeks. This is the kind of situation that would make them so nervous they would skip class or refuse to get up.

They can think of how they will handle these common situations, what strategies will help, and who they can rely on for support.

A simple trifold folder like the one below is perfect for students to take with them.

This is also a great time to determine when and how the student can see you in the future if needed. Consider scheduling a check-in session for a few weeks after counseling ends or include a pass to see you in their prevention plan.

Model Healthy Goodbyes

The end of a counseling relationship is an ideal time to model that relationships can have positive and healthy endings.

Consider giving the student a gift or token of your relationship. A follower on my Instagram account said her counselor collected shells when she was on vacation and gave one to her in their last session. I love this kind of simple and meaningful token.

For elementary and middle school kids, it's nice to take the opportunity to have the token serve multiple purposes. For the Power Word Keychain, students pick a word that represents their growth or a goal they still have. They make the keychain with letter beads or create a code using color beads. They can keep it in their pocket as a fidget or just as a visual reminder.

It's important to model that there may be mixed feelings about counseling ending.

"I feel sad that we won't meet every week and I'm also proud that you can do this on your own."

Express confidence that they are ready and that you are always here if they need you.

Pin for Later!

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Last Counseling Sessions. What Are You Missing? - Social Emotional Workshop

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How do you end individual counseling services with a student? Termination is an important event in counseling and it might be one that we shortchange a bit. Totally get it. The student is ready, they met their goals. BUT, we have an opportunity in that last session to make counseling progress last.

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4. How does member group work transfer to the world outside of the group?

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4. How does member group work transfer to the world outside of the group?

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There are many ways to help group work transfer to the world outside of the group. A few examples are listed here that can be implemented throughout the process but definitely in the final stage. Practice & Future Projection: Real world application can be anticipated and rehearsed to prepare members for specific situations. Continual reflection: Members can continually look at how they can change rather than attempt to change the behavior of others. Letter: Have group members write a letter to themselves to read in 6 months or a year, expressing their thoughts on the group.

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

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5. What things would you avoid as a group counselor at this stage?

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5. What things would you avoid as a group counselor at this stage?

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Each member is going to experience different emotions during the adjourning phase of group counseling depending on how they perceive or their experiences with good bye's.  Counselor's should avoid not preparing members early for termination, and should also avoid not including members in the termination process.  Being an active participant in ending group work will cause members to think about and be better prepared for saying goodbye.

https://www-tandfonline-com.ezp.waldenulibrary.org/doi/abs/10.1521/ijgp.2007.57.1.25

Mangione, L., Forti, R., & Iacuzzi, C. M. (2007). Ethics and Endings in Group Psychotherapy: Saying Good-bye and Saying it Well. International Journal of Group Psychotherapy, 57(1), 25–40. https://doi-org.ezp.waldenulibrary.org/10.1521/ijgp.2007.57.1.25

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6. How does diversity impact the development of this stage of group counseling?

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6. How does diversity impact the development of this stage of group counseling?

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A key element of a group experience is addressing diversity. How group members differ should not be ignored, nor conformity prized. In order to have an effective group process in this stage and all stages, issues of power, privilege and diversity need to be addressed. This is done with the goal of establishing respect of cultural and individual differences. Thus members will be more genuinely empathetic and encouraging with each other as the group reaches adjournment.

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

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7. Include an example of a closing activity.

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7. Include an example of a closing activity.

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Feelings Hot Potato Game:

Played like traditional hot potato games, students pass the potato around the group until the music stops. Whoever is holding the potato at that point has to share. Depending on your group topic, perhaps they share a feeling word, coping skill, family memory, etc.

https://confidentcounselors.com/2019/01/30/10-quick-and-easy-group-counseling-activities/

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https://www.surveymonkey.com/r/PMGCLZL

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* The video describes the proper way of closing for the group be demonstrating ideas and concepts to successfully close the group.