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Leadership Styles for Small Group Counseling

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Leadership Styles for Small Group Counseling

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The leader of the small group must make everyone feel comfortable, safe and motivated to participate in the discussion. At times, students may feel nervous or fearful to express themselves, the leader needs to recognize those fears and help the student through them. This can include asking the student to tell the group how they are feeling, asking specifically what they are scared of and reminding the student that many others are probably feeling the same way, Another way is to talk with the student after the group session and see what they need and maybe then you could suggest ways to help the student with expression their feelings (Corey, Corey & Corey, 2018).
References:
Corey, M. S., Corey, G., & Corey, C . (2018). Groups: Process and practice (10th ed.). Belmont, CA: Brooks/Cole.

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This video introduces us to group counseling planning stages. The four stages include the initial or forming stage, storming or transition stage, norming stage, the performing stage, and finally the termination stage. For elementary students it is important to group students together by age as fifth graders may intimidate k-1 graders. It might also mean putting genders together so students can relate to one another.
Reference:
How to make a group: 5 stage model of group Development: Industrial psychology. (2017, December 29). Retrieved from https://youtu.be/J1Pvfo2Ntsc

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How to make a group| 5 stage model of group Development | Industrial psychology

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What are some ways to create trust in a group? What is "trust"?

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What are some ways to create trust in a group? What is "trust"?

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"Trust" is defined as a firm belief in the reliability, truth, ability, or strength or someone or something. It is also a central part of all human relationships.

1. Developing meaningful conversations improving clarity of goals and expectations.
2. Developing meaningful relationships that improve trust between people.
When these two things happen, we have a trusting beginning to a trusting environment (Sandhar, 2019).

Reference

Sandhar, A. (2019). How to create trusting environments. Training Journal. Retrieved from https://www.trainingjournal.com/articles/features/how-create-trusting-environments

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Being able to TRUST is very significant during the facilitating process of a group

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Being able to TRUST is very significant during the facilitating process of a group

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

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

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Typical or expected group member behaviors look and sound like individuals moving through a process together. The facilitator organizes the group and is always neutral and never takes sides. Welcoming members, summarizing group rules and procedures, also having great communication skills to effectively communicate with the group is essential to mobilizing the actions and the group process (Sink, Edwards, & Eppler, 2012).

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

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Since students may be apart of multiple groups throughout the school year they may discuss other groups they have been apart of. As the leader, the school counselor must explain to the students not to mention names of the students or other personal information about that individual (Corey, Corey & Corey, 2018).
References:
Corey, M. S., Corey, G., & Corey, C . (2018). Groups: Process and practice (10th ed.). Belmont, CA: Brooks/Cole.

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According to the ASCA Code of Ethics, school counselors must inform students and their parents or guardians that you have a responsibility to the student, but if they stated they want to hurt themselves or others you must disclose (ASCA, 2010). Within a small group counseling session, the counselor still has the responsibility to every student. The counselor must advocate for every participant and make sure every student knows what is said within the group stays in the group.
References:
American School Counselor Association. (2010). Ethical standards for school counselors (PDF). Alexandria, VA: Author.

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Students may my nervous to participate in the group because other students may share their information. The school counselor must create trust within the group by explaining the nature of the group and that we need to keep all information private within the group. If the information needs to be disclosed, the counselor will take care of that (Corey, Corey & Corey, 2018).
References:
Corey, M. S., Corey, G., & Corey, C . (2018). Groups: Process and practice (10th ed.). Belmont, CA: Brooks/Cole.

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During the initial stage, group leaders are establishing norms and building cohesion, thinking of how conflict will be resolved and establishing ways to problem solve (Sink, Edwards & Eppler, 2012).
References:
Sink, C. A., Edwards, C., & Eppler, C. (2012). School based group counseling. Belmont, CA: Brooks/Cole.

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During the initial stage, members are asking each other what their expectations are and what they believe should happen within the group (Sink, 2012). This allows everyone to begin communication and establishing what they believe the norm should be for their group.
References:
Sink, C. A., Edwards, C., & Eppler, C. (2012). School based group counseling. Belmont, CA: Brooks/Cole.

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This is the time when members of the group are getting to know one another. This time can be awkward at first because people are not familiar with one another (Sink, 2012). This is a time when the group comes together to set their goals of how they will make the group successful.
References:
Sink, C. A., Edwards, C., & Eppler, C. (2012). School based group counseling. Belmont, CA: Brooks/Cole.

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Group Leadership Training and Supervision Manual for Adolescent Group Counseling in Schools

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Group Leadership Training and Supervision Manual for Adolescent Group Counseling in Schools

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This article on group leadership training and supervisor outlines good leadership skills, tasks the group leader should do, and how to conduct the first session. Krieg (1988) states that a group leader should have a positive self-concept, a strong sense of self-awareness, positive feelings toward children and adolescents, and feel positive about ability to even handle the group.

References:

Krieg, F. J. (1988). Group Leadership Training and Supervision Manual for Adolescent Group Counseling in Schools. 3rd Edition. Retrieved from https://search-ebscohost-com.ezp.waldenulibrary.org/login.aspx?direct=true&db=eric&AN=ED346381&site=eds-live&scope=site

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What should you avoid as a group counselor in this stage?

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What should you avoid as a group counselor in this stage?

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As a group leader, it is important to involve the whole group as their client rather than using their individual counseling skills to manage a group (Sink, Edwards, & Eppler, 2012). Additionally, according to Sink, Edwards, and Eppler (2012), it is important for group leaders to re-frame the presenting problems into strengths and to be emotionally available for the students but not over-extending yourself. For example, if you are working with a group of students who are misbehaving in class, you would not name the group bad students, rather you would name is something like anger management skills or social skills group. I think it is also important for a counselor conducting a group to not take sides or choose favorites as that would make the other participants feel unwelcomed, not heard, and lack trust within the group.

References:

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

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An opening activity when starting a counseling group is important in order for the members to get to know one another, the group leader, and develop trust within the group. Sink, Edwards, and Eppler (2012) say that starting the group off on a fun and creative path is usually a good idea and can be done thorough icebreakers. Within the opening activity, it is also important for the group leader to explain the rules of confidentiality and to clarify why it is important to keep the conversations in the group.

References:

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

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You would expect that the group members would include everyone in the discussions, and not act superior then others. The leader must have flexibility, especially at the elementary level. The leader must demonstrate effective management skills including time and behavioral. The leader is in charge of keeping the discussion moving and making sure everyone is respecting each other and taking their turns (Sink, Edwards & Eppler, 2012).
References:
Sink, C. A., Edwards, C., & Eppler, C. (2012). School based group counseling. Belmont, CA: Brooks/Cole.

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The group leader should set rules for the group members so everyone knows how to behave. I think it is important for the elementary students to have a say in the group rules, this could be done by asking each of them to suggest a rule and then making a "group rules" poster together.

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The group leader will take on the role of leading the group to form a sense of compatibility and togetherness. The group members are feeling anxious and resistance as they get familiar with the other group members. The leader needs to be patient as the clients work through their feelings of stress and fear of social sanctions. The client needs to be open to the idea of sharing and also see the leader as someone who wants to help, and not someone who is judging them. Bonney and Foley (1963) suggest that the leader take an active role early on in the group process to make sure the clients know the proposed group climate and to allow them to get to know the leader so they build that essential relationship (Bonney & Foley, 1963).
References:

Bonney, W. C., & Foley, W. J. (1963). The transition stage in group counseling in terms on congruence theory. Journal of Counseling Psychology, ₁₀(2), 136–138. https://doi-org.ezp.waldenulibrary.org/10.1037/h0042461

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Group members are reluctant and defensive at this stage, especially in elementary school. They tend to be torn between taking a risk by sharing information and being safe and staying quiet. It is up to the leader to lay out clear behavioral expectations for the students. If students are not focused and ready to learn, they will not be able to absorb any of the group material and may keep other students from learning as well.
References:
Set Clear Behavior Expectations. (2018). Retrieved June 29, 2019, from https://confidentcounselors.com/

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A Multicultural Perspective on Group Work

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A Multicultural Perspective on Group Work

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This is a slide that outlines some of the differences and similarities that may occur within a group.

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What does your personal reaction to conflict look like?

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What does your personal reaction to conflict look like?

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This picture lists the feelings that elementary school age children are able to describe how they might feel when faced with conflict.

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How does working through conflict lead to trust in small group counseling?

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How does working through conflict lead to trust in small group counseling?

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This video displays how the group leaders helps the members work through conflict. In the video the leader gets the member to address the issues directly with the person they have the issue with. They are able to talk to each other in a non threatening way. Once the group member addresses the issue the leader asks that the person repeat what they hear the other saying to show they value and understand feelings the member has shared about the conflict.
Reference:
Hall, L. [Lanny Hall]. (2013, December 4]. Addressing Conflict between two members of a small group [Video File]. Retrieved from: https://youtu.be/idWeAYOK6ky.

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Addressing conflict between two members of a small group

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What does your personal reaction to confrontation look like?

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What does your personal reaction to confrontation look like?

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One of the main purposes of confrontation is to develop a closer and more genuine relationship with others and to bring about awareness to the things the members may have suppressed (Corey, 2018). Leaders will guide members through this process so that they may not react in a way that is negative when giving and receiving feedback.  When challenged by a group member, it is essential that the leader not take the challenge personal but to get the member to express what they need or want from the leader or the group (Shechtman & Yanov, 2001).

The process of confrontation should be done in a caring and respectful way to encourage the members to remain open to express themselves openly and honestly (Corey, 2018).

The school counselor should lead the group in teaching the members how to be supportive and accurately reflect what the member has shared with the other group members (LoFrisco, 2012).  Confrontation includes an empathic reaction along with the reflection of feelings, rather than a cognitive perception, and a caring and supportive approach ( Shechtman & Yanov, 2001).

References:

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

LoFrisco, B. (2012, November 8). The skill of Confrontation: What you need to know. [Blog post]. Retrieved from: https://www.mastersincounseling.org/counseling/confrontation-skill/

Shechtman, Z., & Yanov, H. (2001). Interpretives (confrontation, interpretation, and feedback) in preadolescent counseling groups. Group Dynamics: Theory, Research, and Practice, 5(2), 124–135. https://doi-org.ezp.waldenulibrary.org/10.1037/1089-2699.5.2.124

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How Does Diversity Impact The Development Of This Stage Of Group Counseling?

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How Does Diversity Impact The Development Of This Stage Of Group Counseling?

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Group leaders should be aware of the diversity within the group. Leaders can become aware during the screening process.  It is during that time things like ethnicity, social, economic status, gender, or education level.  Leaders learn about similarities and the differences about group members.  They are aware of how these factors will affect the success of the group sessions. Effective leaders will acknowledge the differences and learning ways from the members how to work together without compromising heritage, values, or backgrounds (Corey, 2018).

Leaders should also be aware of their own biases and values when learning about group members. It Is their ethical responsibility when working with diverse groups (Tyson, Perusse, Whitledge, Forker and Bodernhorn, 2004).  Leaders are working with groups with common problems at the same time, respecting the diversity within the group. When leaders and other members acknowledge the differences in each other, it allows for a more trusting relationship allowing the members to participate openly and honestly with the group.

References:

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

Tyson, L. E., Pérusse, R., Whitledge, J., Astramovich, R. L., Forkner, C. W., & Bodenhorn, N. (2004). Chapter 32: Respecting Diversity: “We’re Really All the Same.” In Critical Incidents in Group Counseling (pp. 229–240). American Counseling Association. Retrieved from https://search-ebscohost-com.ezp.waldenulibrary.org/login.aspx?direct=true&db=sih&AN=19887697&site=eds-live&scope=site

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1. Task Processing
2. Anxiety
3. Resistance
4. Defensiveness
5. Confrontation
6. Transference

I interpret these behaviors as vital behaviors that every group has to conquer.  At the beginning of most groups, norms may not be as clear or well-defined as later in the group. When they are not as defined or interpreted well then that's when these problem behaviors occur (Chism, 2018).

Reference
Chism, M. (2018). The Stages of the Group Experience in Counseling. Retrieved from https://study.com/academy/lesson/the-stages-of-the-group-experience-in-counseling.html

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Initial Stage is the orientation and exploration of the group members and the dynamics of the group.

This process involves members getting acquainted with each other. The group leader identified at this time.  Members use guidance from the leader and other group members what behaviors expected of them and in what ways they are expected to participate during group.

Group members will also during this time voice any fears or concerns they might have about being in a group setting.  It is also during this time that the group gains an understanding of any cultural differences within the group.  The group members will set personal goals during the initial stage of group counseling.

Members may hesitate to express hopes and expectations because of the fears that they have during the initial stage of group counseling (Corey, Corey & Corey, 2018). An effective group leader will create a safe and comfortable space for each member by providing clear guidelines, information, and structure, by listening with compassion and keeping communication open and respectfully (Hansen, 2009).  Feeling safe and comfortable will allow the group members to be open to doing what is necessary to achieve the personal goals they have set for themselves.

Characteristics of initial stage

1. Participants test the atmosphere and get acquainted

2. Risk taking is relatively low – exploration is tentative

3. Members are concerned with whether they are included or excluded

4.  A central issue is trust versus mistrust

5.  There are periods of silence and awkwardness

6.  Members are deciding how much they will disclose and how safe the group is

Corey & Corey, 2002, slide 26)

References:

Corey, M.S., & Corey, G. (2002). Groups: Process and practice [PowerPoint slides]. Retrieved from https://slideplayer.com/slide/5689980

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

Hansen, M.S., S. (2009). Five Stages of Group Development. Retrieved from: www.school-counseling-Zon.com

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How can LEADERS work with 6 problem behaviors?

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How can LEADERS work with 6 problem behaviors?

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A LEADER can work with 6 problem behaviors by practicing group engagement, organization, task management, and motivation. By implimenting these factors it will allow the group to be positive and allow the group to be challenged and grow sufficiently from the experiences (Courtright, Colbert, & Choi, 2014).

Reference
Courtright, S.H., Colbert, A.E., & Choi, D. (2014). Fired up or burned out? How developmental challenge differentially impacts leader behavior. Journal of Applied Psychology, 99(4), 712-712. doi:10.1037/a0036409

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The Impact of Diversity on the Transition Stage of Group Counseling

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The Impact of Diversity on the Transition Stage of Group Counseling

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When forming a group, a school counselor needs to keep in mind that the beliefs, values, and biases of the group members may vary greatly. It may be beneficial to have an open discussion about diversity as well. In fact, Corey, Corey, and Corey (2018) said that “leaders need to balance what can feel like opposing sides with great care and attention, challenging members to hear the experiences of others”. The key for leaders, is to facilitate the group in a way that motivates members to accept each other and gain greater self-awareness. Interestingly. Corey, Corey, and Corey (2018) said that after a conflict within a group is noticed and expressed in a healthy way, group cohesion increases significantly.

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

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Things to Avoid as a Group Counselor in this Stage

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Things to Avoid as a Group Counselor in this Stage

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A school counselor should not “cut off the expression of conflict but rather facilitate a more direct and personal expression of feeling and thinking among the members” (Corey, Corey, and Corey, 2018). Additionally, group leaders should not ignore the behaviors of members towards other members as it may give you clues about their feelings toward other members and their culture or views. Make sure to not to be judgmental toward the group members as this may also create conflict and mistrust within the group.

References:

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

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Barriers to Group Psychotherapy Among Racially and Ethnically Diverse College Students 

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Barriers to Group Psychotherapy Among Racially and Ethnically Diverse College Students 

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This article talks about barriers to group therapy among students. It mentions the fears group members may have about joining due to cultural differences and that others may not understand them. It is important to note that the expectations for how to deal with conflict for other group members may be different for each person. This shows how important it is to address how to resolve conflict as a group in the beginning.

References:

Suri, R. (2015). Barriers to Group Psychotherapy Among Raciallyand Ethnically Diverse College Students. Retrieved from https://pdfs.semanticscholar.org/4dda/84f718b661a49feebfa7364cfe8a9651c627.pdf

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Barriers to Group Psychotherapy Among Racially and Ethnically Diverse College Students

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This website offers different activities to teach children about diversity. Using the multicultural paper doll puppets can be a good opening activity when starting a group to get to know everyone and their background. After this, you can discuss ways in which the group can express differences and reduce conflict.

References:

D. (2017, October 24). Teaching Diversity with Crafts and Activities. Retrieved from https://funlearningforkids.com/teaching-diversity-crafts-activities/

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Teaching Diversity with Crafts and Activities

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If you want to begin teaching diversity to young kids, then you will definitely want to check out these crafts and activities that are fun and hands-on!

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I enjoyed watching this school counselor lead this small group; right away she asks everyone how they are doing and feeling and reminds them to respect everyone in the group. She asks each member to tell her something that made them angry or upset, it was great to watch each student open up and have the chance to express themselves to her. It is also encouraging to watch the boys interact and talk with one another about what they said.
References:
Mindy Bell's Small Counseling Group on Anger Management. (2019). Retrieved from
https://vimeo.com/157461771

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Mindy Bell's Small Counseling Group on Anger Management

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One thing I would like to avoid as a leader of a small group during the working stage is communication apprehension. A leader must provide structure to the group while considering every member and being compassionate to their feelings (Hawkins & Stewart, 1990).
A leader who is highly considerate of all members will acknowledge the members who are apprehensive and will help them participate.
Hawkins and Stewart tested the theory of leadership styles affecting the group members apprehension and found that leadership styles play an important role in how the members will participate. Characteristics include treating others as equals and asking for their inputs on group decisions could reduce feelings that they are not apart of the group, and decreasing their anxiety levels (Hawkins, 1990). Another important characteristic is to praise the students for their participation so you can decrease their fears and anxieties (Hawkins, 1990).
References:
Hawkins, K. W., & Stewart, R. A. (1990). Temporal effects of leadership style on state communication anxiety in small task-oriented groups. Communication Research Reports, ₇(1), 3–8. https://doi-org.ezp.waldenulibrary.org/10.1080/08824099009359846

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When I think of my own leadership styles and how I would be in a small group with elementary students, I realize some things I would be good at, and some things I would need to change. I think I am a compassionate, fair and positive person which will allow me to create a trusting environment for my students. However, I realize when I am communicating with young students I will be managing different personalities and at times I will need to discipline those who are not being fair to others. This may be difficult for me because I do not want to shut down any members, and young students may think I am, so they may not participate.

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Leadership is not about yelling at the group, it is including every member and creating a respectful environment for everyone to share their ideas.

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Group Counseling with Children: A Multicultural Approach Video

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Group Counseling with Children: A Multicultural Approach Video

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Group Counseling with Children: A Multicultural Approach Video

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

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

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According to the Goldberg and Hoyt (2015), "the group becomes a "social microcosm" in which members assume and play out interpersonally-- for better or worse-- their relational habits. This theory is consequential: it grounds the claim that behavior in the group provides a unique source of data for group facilitators, allowing for assessment and conceptualization of members' interpersonal styles. it is also a rich opportunity for interpersonal learning for the members themselves (Goldberg & Hoyt, 2015)."

Reference
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.http://dx.doi.org/10.1037/a0038808

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

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

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The development of diversity impacts the working stage of group counseling by

1. Helping members accept and appreciate differences in others

2. Teaching appropriate terminology when discussing diversity issues.

3. Helping members explore their own biases and prejudices.

4. Teaching about diverse cultures and ethnic groups.

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

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

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Group Counseling: Techniques for Teaching Social Skills to Students with Special Needs article reviews the effectiveness and benefits that group counseling has when teaching social skills to students in a group setting. It examines the results for both young woman and young woman. The article implies that school counselors consider the severity of some behaviors among elementary school students when using group work to teach social skills.
Stephens, D., Jain, S., & Kim, K. (2010). Group counseling: techniques for teaching social skills to students with special needs. Education, (3), 509. Retrieved from https://search-ebscohost-com.ezp.waldenulibrary.org/login.aspx?direct=true&db=edsgea&AN=edsgcl.222314899&site=eds-live&scope=site

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What are the overall group characteristics in this stage? What are the tasks of this stage?

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What are the overall group characteristics in this stage? What are the tasks of this stage?

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During this stage the group is able to work with each other with the group leader and without the group leader once the leader has demonstrated what is expected.  In this video the the facilitator describes the Social Skills ball play activity that helps students with improving their social skills. On the beach ball the facilitator will write different social skills that are appropriate for the students within the group. During this activity the ball is tossed and the person that catches will act out the social skill that closest to the thumb. This activity can be started by having someone toss the ball to the leader and they demonstrate what to do. This is a great activity to get everyone engaged. You can also change out the topic or skills to discussed or learned,  by having a ball with coping skill for example.

Reference:
AutPlayTherapy. (2014, March 11). Social Skills Ball Play Intervention [Video File]. Retrieved from: https:youtu.be/DEas7qkuji8.

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Social Skills Ball Play Therapy Intervention

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Peer Review Resources
Larkin, R., & Thyer, B. A. (1999). Evaluating cognitive–behavioral group counseling to improve elementary school students’ self-esteem, self-control, and classroom behavior. Behavioral Interventions, 14(3), 147–161. https://doi-org.ezp.waldenulibrary.org/10.1002/(SICI)1099-078X(199907/09)14:3<147::AID-BIN32>3.0.CO;2-H

Tyson, L. E., Pérusse, R., Whitledge, J., Astramovich, R. L., Forkner, C. W., & Bodenhorn, N. (2004). Chapter 32: Respecting Diversity: “We’re Really All the Same.” In Critical Incidents in Group Counseling (pp. 229–240). American Counseling Association. Retrieved from https://search-ebscohost-com.ezp.waldenulibrary.org/login.aspx?direct=true&db=sih&AN=19887697&site=eds-live&scope=site

Shechtman, Z., & Yanov, H. (2001). Interpretives (confrontation, interpretation, and feedback) in preadolescent counseling groups. Group Dynamics: Theory, Research, and Practice, 5(2), 124–135. https://doi-org.ezp.waldenulibrary.org/10.1037/1089-2699.5.2.124

Stephens, D., Jain, S., & Kim, K. (2010). Group counseling: techniques for teaching social skills to students with special needs. Education, (3), 509. Retrieved from https://search-ebscohost-com.ezp.waldenulibrary.org/login.aspx?direct=true&db=edsgea&AN=edsgcl.222314899&site=eds-live&scope=site

Video Resources
AutPlayTherapy. (2014, March 11). Social Skills Ball Play Intervention [Video File]. Retrieved from: https:youtu.be/DEas7qkuji8.

Hall, L. [Lanny Hall]. (2013, December 4]. Addressing Conflict between two members of a small group [Video File]. Retrieved from: https://youtu.be/idWeAYOK6ky.

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

Additional Resources

Corey, M.S., & Corey, G. (2002). Groups: Process and practice [PowerPoint slides]. Retrieved from https://slideplayer.com/slide/5689980

Hansen, M.S., S. (2009). Five Stages of Group Development. Retrieved from: www.school-counseling-Zon.com

LoFrisco, B. (2012, November 8). The skill of Confrontation: What you need to know. [Blog post]. Retrieved from: https://www.mastersincounseling.org/counseling/confrontation-skill/

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Many therapeutic factors have been identified and described by Yalom and are forces that allow for constructive changes to happen within a group dynamic (Corey, Corey, & Corey, 2018). Nine of the therapeutic factors are:

1.     Self-disclosure and the group member

·       Willingness of group members to make oneself known to others. This will allow for the group member to grow and deepen their self-knowledge.

2.     Self-disclosure and the group leader

·       Leaders must be aware of how much they are self-disclosing but do so in order to build trust in the group.

3.     Feedback

·       Reactions and observations about the behavior of a group member. This leads to an increase in motivation to change.

4.     Confrontation

·       Respectful confrontation to other group members so that individuals can put their insights into action.

5.     Cohesion and universality

·       Cohesion leads members to feel comfortable working in the group and universality makes the members feel connected.

·       Yalom (2005b) says that high levels of group cohesion leads to many positive characteristics within the group.

6.     Hope

·       The belief that change is possible.

7.     Willingness to risk and to trust

·       The degree to which group members are open and honest with each other and trusting them in order to look at themselves in new ways.

8.     Caring and acceptance

·       Caring and acceptance involves listening and staying present in the conversations with group members. It involves developing empathy towards one another.

9.     Power

·       A sense that one has the resources necessary to direct one’s own life path.

References:

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

Yalom, I. D., (with Leszcz, M.). (2005b). The theory and practice of group psychotherapy (5th ed.). New York, NY: Basic Books

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Sometimes when people are in a group situation, they may feel powerless to make changes. Corey, Corey, and Corey (2018) write that “hope is therapeutic in itself because it gives members confidence that they have the power to choose to be different or to change their life circumstances”. Members may also feel discouraged to change because of their past experiences. This is why it is important as a group leader to make sure you are supporting each group member and instilling a sense of hope in them that change is possible.

References:

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

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Sometimes when people are in a group situation, they may feel powerless to make changes. Corey, Corey, and Corey (2018) write that “hope is therapeutic in itself because it gives members confidence that they have the power to choose to be different or to change their life circumstances”. Members may also feel discouraged to change because of their past experiences. This is why it is important as a group leader to make sure you are supporting each group member and instilling a sense of hope in them that change is possible.

References:

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

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Peer Review Resources:
Bonney, W. C., & Foley, W. J. (1963). The transition stage in group counseling in terms on congruence theory. Journal of Counseling Psychology, 10(2), 136–138. https://doi-org.ezp.waldenulibrary.org/10.1037/h0042461

Hawkins, K. W., & Stewart, R. A. (1990). Temporal effects of leadership style on state communication anxiety in small task-oriented groups. Communication Research Reports, 7(1), 3–8. https://doi-org.ezp.waldenulibrary.org/10.1080/08824099009359846

Guth, L. J., Lorelle, S., Hinkle, J. S., & Remley, T. P. (2015). Development and Implementation of an International Counseling Outreach Effort in Bhutan: A Group Stage Conceptualization. Journal for Specialists in Group Work, 40(1), 22–37. https://doi-org.ezp.waldenulibrary.org/10.1080/01933922.2014.992502
Video Resources:
Mindy Bell's Small Counseling Group on Anger Management. (2019). Retrieved from
https://vimeo.com/157461771

How to make a group: 5 stage model of group Development: Industrial psychology. (2017, December 29). Retrieved from https://youtu.be/J1Pvfo2Ntsc

Course Learning Resources:
American School Counselor Association. (2010). Ethical standards for school counselors (PDF). Alexandria, VA: Author.

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

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

Additional Resources:
Set Clear Behavior Expectations. (2018). Retrieved June 29, 2019, from https://confidentcounselors.com/

Social-Skills-Board-Game-Elementary. (n.d.). Retrieved July 11, 2019, from https://www.teacherspayteachers.com/

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Peer Review Resources:
Courtright, S.H., Colbert, A.E., & Choi, D. (2014). Fired up or burned out? How developmental challenge differentially impacts leader behavior. Journal of Applied Psychology, 99(4), 712-712. doi:10.1037/a0036409

Sandhar, A. (2019). How to create trusting environments. Training Journal. Retrieved from https://www.trainingjournal.com/articles/features/how-create-trusting-environments

Video Resources:
Microtraining Associates (Producer). (1991). Working Stage/Termination [Video file]. Retrieved from Alexander Street database.

Kowalczyk, D. (2018). Termination During the Counseling Process: Function, Timing, & Related Issues. Retrieved from https://study.com/academy/lesson/termination-during-the-counseling-process-function-timing-related-issues.html

Steen, S., Bauman, S. (2014). Group Counseling with Children: A Multicultural Approach Video. Retrieved from https://www.youtube.com/watch?v=bSOGSDGmNt4

Course Learning Resources:
Corey, G., Corey, M. S., Callanan, P., & Corey, G. (1982). Instructors resource manual for Groups: Process and practice (Second edition) / Gerald Corey and Marianne Schneider Corey ; and, Group techniques / by Gerald Corey : A casebook of ethical guidelines for group leaders. Monterey, CA: Brooks/Cole Pub.
Sink, C. A., Edwards, C., & Eppler, C. (2012). School based group counseling. Belmont, CA: Brooks/Cole.

ACA Code of Ethics Alexandria, VA: Author. American Counseling Association. (2014).

Additional Resources:
Chism, M. (2018). The Stages of the Group Experience in Counseling. Retrieved from https://study.com/academy/lesson/the-stages-of-the-group-experience-in-counseling.html

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.http://dx.doi.org/10.1037/a0038808

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The need for mental health is growing, so it is important for counselors to understand the different cultures and how each perceives therapy (Guth, Lorelle, Hinkle & Remley, 2015). At the elementary level, the counselors will often need to communicate with the parents about what happened in the group sessions or will provide follow up for continue learning at home. It is essential that the counselor practices multiculturalism and seeks help if they need help explaining what we have done in the group.
References:
Guth, L. J., Lorelle, S., Hinkle, J. S., & Remley, T. P. (2015). Development and Implementation of an International Counseling Outreach Effort in Bhutan: A Group Stage Conceptualization. Journal for Specialists in Group Work, ₄₀(1), 22–37. https://doi-org.ezp.waldenulibrary.org/10.1080/01933922.2014.992502

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Closing activity for the termination stage that I found was the social skills board game. This would be a great way to wrap up our group sessions on teaching social skills. Each player has a chance to pick cards and react to a situation or move along the board. It is a fun way for elementary students to review the skills and practice interacting with the group in a positive way.
Reference:
Social-Skills-Board-Game-Elementary. (n.d.). Retrieved July 11, 2019, from https://www.teacherspayteachers.com/

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Perceived benefits of a multiple family group for children with behavior problems and their families

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Perceived benefits of a multiple family group for children with behavior problems and their families

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This article is a study on children with behavioral difficulties such as disruptive behavior disorders and their perceived benefits from a group based on Yalom’s therapeutic factors. What they found is that the Multiple Family Group (MFG) had multiple benefits that aligned with Yalom’s therapeutic factors. MFG’s have been proposed to “decrease social isolation and enhance support, facilitate the exchange of skills, foster hope and morale for families, and enhance engagement in services” (Acri, Hamovitch, Lambert, Galler, Parchment, & Bornheimer, 2019). When caregivers were given the survey on the perceived benefits of this group, they stated that they truly felt like they were part of a family, members understood each other, and they felt supported.

References

Acri, M. C., Hamovitch, E. K., Lambert, K., Galler, M., Parchment, T. M., & Bornheimer, L. A. (2019). Perceived benefits of a multiple family group for children with behavior problems and their families. Social Work with Groups, 42(3), 197–212. https://doi-org.ezp.waldenulibrary.org/10.1080/01609513.2019.1567437

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Perceived benefits of a multiple family group forchildren with behavior problems and their families

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Peer Reviewed Resources:

Acri, M. C., Hamovitch, E. K., Lambert, K., Galler, M., Parchment, T. M., & Bornheimer, L. A. (2019). Perceived benefits of a multiple family group for children with behavior problems and their families. Social Work with Groups, 42(3), 197–212. https://doi-org.ezp.waldenulibrary.org/10.1080/01609513.2019.1567437

Knox, S., Adrians, N., Everson, E., Hess, S., Hill, C., & Crook-Lyon, R. (2011). Clients’ perspectives on therapy termination. Psychotherapy Research: Journal Of The Society For Psychotherapy Research, 21(2), 154–167. https://doi-org.ezp.waldenulibrary.org/10.1080/10503307.2010.534509

Krieg, F. J. (1988). Group Leadership Training and Supervision Manual for Adolescent Group Counseling in Schools. 3rd Edition. Retrieved from https://search-ebscohost-com.ezp.waldenulibrary.org/login.aspx?direct=true&db=eric&AN=ED346381&site=eds-live&scope=site

Suri, R. (2015). Barriers to Group Psychotherapy Among Raciallyand Ethnically Diverse College Students. Retrieved from https://pdfs.semanticscholar.org/4dda/84f718b661a49feebfa7364cfe8a9651c627.pdf

Yalom, I. D., (with Leszcz, M.). (2005b). The theory and practice of group psychotherapy (5th ed.). New York, NY: Basic Books

Course Learning Resources:

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

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

Additional Resources:

D. (2017, October 24). Teaching Diversity with Crafts and Activities. Retrieved from https://funlearningforkids.com/teaching-diversity-crafts-activities/

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

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

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When a group is coming to an end, group members may be experiencing different emotions and behaviors. Group members should be accustomed to each other by now and trust within the group has been developed (Corey, Corey, & Corey, 2018). Emotions during the termination stage of the group can be that of sadness and loss, but members should be able to take away strategies to use in their daily lives that they have learned from group. Additionally, some members who have a hard time with goodbyes may distance themselves, become problematic, and/or argumentative (Corey, Corey, & Corey, 2018).

References:

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

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What are the overall group characteristics in this stage?

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What are the overall group characteristics in this stage?

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Towards the end of a counseling group, members will be emotionally charged whether those emotions are positive or negative (Corey, Corey, & Corey, 2018). There should be a sense of trust within the group and members should be able to express their group experience and how they intend to continue after group is over. Members should have a sense of closure about the things they have learned and any additional goals that have been established and not met yet should be discussed.

References:

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

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Developmental Aspects of Group Counseling, Working Stage/Termination | Alexander Street, a ProQuest Company

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Search streaming video, audio, and text content for academic, public, and K-12 institutions. Alexander Street is an imprint of ProQuest that promotes teaching, research, and learning across music, counseling, history, anthropology, drama, film, and more.

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During the termination stage of group counseling the major tasks facing members is consolidating their learning and transferring it to the outside environment:

Deal with feelings about separation and termination

Prepare to generalize learning to everyday life

Complete unfinished business

Make future plans

Reference
Corey, G., Corey, M. S., Callanan, P., & Corey, G. (1982). Instructors resource manual for Groups: Process and practice (Second edition) / Gerald Corey and Marianne Schneider Corey ; and, Group techniques / by Gerald Corey : A casebook of ethical guidelines for group leaders. Monterey, CA: Brooks/Cole Pub.

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

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

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Counselors should avoid harm and imposing values. The American Counseling Association Code of Ethics and Standards of Practice, 2014 states:
A.4. Avoiding Harm and Imposing Values
A.4.a. Avoiding Harm- Counselors act to avoid harming their clients, trainees, and research participants and to minimize or to remedy unavoidable or unanticipated harm. Also as a counselor it is important to avoid inappropriate termination. The American Counseling Association Code of Ethics and Standards of Practice 2014 also states:
A.11.c.-Appropriate Termination
Counselors terminate counseling relationship when it becomes reasonably apparent that the client no longer needs assistance, is not likely to benefit and is being harmed by continued counseling. Counselors may terminate counseling when in jeopardy of harm by the client, or another person with whom the client has a relationship, or when clients do not pay fees as agreed upon. Counselors provide predetermination counseling and recommend other service providers when necessary.

Reference
ACA Code of Ethics. Alexandria, VA: Author. American Counseling Association. (2014).

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Defining Termination

All that is good must come to an end. The counseling process is one that is deep and requires personal investment. If it has gone well, then there will be significant personal growth and the next step will come easily. If there is something occurring that is impeding personal growth, then the next step will be difficult. But regardless of the good or the bad, the end is inevitable.

Termination is the final stage of counseling and marks the close of the relationship. Termination is the counselor and the client ending the therapeutic alliance. The termination stage can be as important as the initial stage in that it is the last interaction many clients will have with the counselor. If the termination leaves on a sour note, then the client may look back on the time as a waste of effort and resources. If the termination goes well, then this has a multiplying effect, as the former client sees that their time was well spent and this will be one more person who is helping reduce the stigma of mental health.

With termination, there may be some safety features put into place. Many counselors feel the need to check in with their clients after some time or have their clients check in with them. This is commonly referred to as a follow up and involves communicating with the client to ensure stability and well-being. It's no different than a doctor's office calling in and checking up on you.

If the relationship was not established or the client is afflicted by an issue that is beyond the skill of the counselor, then a referral is needed. A referral is a recommendation to the client to seek services from a suggested counselor familiar with the concern. A suggested counselor would be someone the current counselor knows can handle the issue.

Being able to recognize your own limits is a sign that you have developed a high level of insight and skill. If you think you can work with everyone about anything, you are likely going to do some harm.

Termination can happen for a myriad of reasons but could be easily placed under 'natural termination' and 'unnatural termination.' These are my own terms, and I don't believe you will find them in the literature. However, they will help you easily understand the different ways termination can occur. Let's look at what qualifies for each of these.

Natural Termination

The purpose of counseling is to make people better. Yes, it has many specific objectives, but really, overall, you could boil it down to that. A good counselor will know when a person is better and ready to move on. The client does not need to be 100% better, since no one ever really is.

There is no absolute rule on time with the natural termination - it happens when the client and the therapist come to a consensus. The question of termination can be approached by the counselor, which is counselor-initiated termination. This would likely be done when the counselor feels the client no longer has sufficient reason to stay in counseling. It should never been done spur of the moment, and adequate time should be given to ensure open discussion.

Some clients will be resistant to leave the therapeutic relationship due to this being their first positive relationship or because they have a feeling of being lost or abandoned. These concerns should not be discouraged or argued. Arguing with a client will just leave them embittered, and progress that had been made will be jeopardized. The counselor's best move is to explore these feelings and thoughts and to show to the client that they have accomplished what they have set out to do.

The question of termination can be approached by the client, which is obviously called client-initiated termination. Likely, the client may feel they are no longer getting anything useful from the therapist or the initial situation that brought them in is resolved. For example, a client may seek out a counselor following the death of someone. As the client improves, they may feel they no longer need the counselor and attempt to terminate. Just like the counselor-initiated, there will be some questions and discussion regarding whether this is appropriate.

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termination during the counseling process: function

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timing & related issues - video & lesson transcript | study.com

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Termination During the Counseling Process: Function, Timing & Related Issues - Video & Lesson Transcript | Study.com

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All that is good must come to an end. The counseling process is one that is deep and requires personal investment. If it has gone well, then there will be significant personal growth and the next step will come easily. If there is something occurring that is impeding personal growth, then the next step will be difficult.

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Evaluating Cognitive-Behavioral Group Counseling to Improve Elementary School Students' Self-Esteem, Self-Control, and Classroom Behavior

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Evaluating Cognitive-Behavioral Group Counseling to Improve Elementary School Students' Self-Esteem, Self-Control, and Classroom Behavior

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This article demonstrates the effectiveness of group counseling provided to elementary students with the lack of or need for improvement of social behavior in a classroom setting. The approach used for this group counseling session was cognitive-behavioral.

The negative influence that disruptive behavior has in the classroom setting can make it difficult to manage the classroom and prevents all students from achieving a positive learning experience and accomplishing academic goals.

School counselors may introduce problem-solving strategies, self-instruction and modeling social skills training with activities that would allow students to participate and achieve the goal in changing problematic behaviors into more productive ones (Larkin & Thyer, 1999).

The goal for group leaders and facilitators is to give the students techniques that they can use long after participating in group counseling helping them transfer group work to the world outside of the group. Group leader and facilitators should be aware of the process leading up to the termination stage in group counseling understanding that some students will have to adjust when they no longer connected to the present support of facilitators and group members.  It is during this stage that the group reviews strategies used to maintain progress and discuss the main points of the group experience.  Facilitators encourage students to continue to use what they have learned from the group sessions by closing the group with a final activity celebrating the student's accomplishments in their group work.

Reference:

Larkin, R., & Thyer, B. A. (1999). Evaluating cognitive–behavioral group counseling to improve elementary school students’ self-esteem, self-control, and classroom behavior. Behavioral Interventions, 14(3), 147–161. https://doi-org.ezp.waldenulibrary.org/10.1002/(SICI)1099-078X(199907/09)14:3<147::AID-BIN32>3.0.CO;2-H

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Here is our social skills survey we came up with. We worked together to come up with questions we thought elementary students could answer on their own.

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Web survey powered by SurveyMonkey.com. Create your own online survey now with SurveyMonkey's expert certified FREE templates.

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Client's perspectives on therapy termination

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Client's perspectives on therapy termination

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This article is a study where clients were asked about their opinions on the termination of their psychotherapy. What the researchers found is that those who had positive termination experiences reported a strong therapeutic relationship and positive outcomes of therapy. On the other hand, the clients who had negative terminations reported that they had a mixed therapeutic relationship and mixed outcomes of therapy (Knox, Adrians, Everson, Hess, Hill, & Crook-Lyon, 2011). This article shows how important it is for a counselor to establish rapport and build therapeutic relationships with their clients.

Reference:

Knox, S., Adrians, N., Everson, E., Hess, S., Hill, C., & Crook-Lyon, R. (2011). Clients’ perspectives on therapy termination. Psychotherapy Research: Journal Of The Society For Psychotherapy Research, 21(2), 154–167. https://doi-org.ezp.waldenulibrary.org/10.1080/10503307.2010.534509

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Clients perspectives on therapy termination

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The Ending of a Group Counseling Session

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The Ending of a Group Counseling Session