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Welcome

Love Doesn't Hurt: Strategies and Support for Identifying Red Flags,Types of Abuse, and Developing a Safe Exit Plan

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Love Doesn’t Hurt: Strategies and Support for Identifying Red Flags, Types of Abuse, and Developing a Safe Exit Plan

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Love Doesn’t Hurt: Strategies and Support for Identifying Red Flags, Types of Abuse, and Developing a Safe Exit Plan

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This support group will serve young men and women attending Angelo State University that believe they are risk or actively experiencing abuse, both Intimate Partner Violence(IPV) and Domestic Violence (DV) which could be from a parent, sibling or other non-partner. 1 in 3 women worldwide, and approximately 1 in 4 men experienced IPV. (Sullivan 2018)

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Slide 2

ASCA Mindsets and Behaviors Goals

M 1. Belief in development of whole self, including a healthy balance of mental, social/emotional and physical well-being

M 4. Self-confidence in ability to succeed

1. Emotional well-being

2. Social well-being

3. Self-Efficacy

4. Hopefulness

5. self-determination and agency

(Sullivan2017)

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Publicity-information about group will be disseminated

Flyers in library, student cafes and lounges, staff lounges and workrooms

Campus wide announcements

Campus newsletter

Numerous highly frequented campus offices such as Advising, Student Services, and Admissions

Department meetings

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Screening Questions.pdf

The times and location for screening will be included in the publicity documents

Over the course of a week students will come to the group room (reserved for predetermined days for the whole semester) to fill out a pre-screening questionnaire.

After completing questionnaire I will meet briefly with students with follow-up questions in a nearby office ( also reserved, for the week).

In this one-on-one screening I will questions to determine their understanding of the group, and their level of commitment and ability to adhere the rules and goals.

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Informed Consent

Students will sign the consent form after the screening process.

Once they are selected they will informed.

At the initial meeting we will have a chance purpose, guidelines, and rules.

They will then sign the consent form and we will proceed with our first lesson.

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Ground Rules

In order to establish rules the group will brainstorm together, while I will provide some pertinent ones such as confidentiality, and respect for each member as they share we will work together to establish rule.

1. Brainstorm session to share group ideas for rules

2. Determine rules together through discussion.

3. Decide which are the final rules to consider

4. Take a vote for each

5. Finalize the rules

(Positive Reset Eatontown, 2024)

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Three Stages of Group Dynamics

1. Forming stages: Students of all backgrounds will be assembled for the group. Through their pre-screenings I will combine students that have common characteristics. In is stage group members will build trust by establishing norms. We will review expectation of confidentiality, rules and goals. We will allow time for introductions and sharing information about themselves as they become acclimated to one another( Vaida 2021)

2. Transition: (or storming/working stages): in this stages group members are familiarizing themselves with each other. In this stage there may be conflict or at least adjustment. As well, this is the stage where role models will arise, once there has been for adjustment I will provide resources and activities to maintain cohesiveness. Students will be given time to journal, and then they will share with each other (what they feel comfortable sharing(Vaida 2021).

3. Termination: (adjourning and integration): we will review their experiences and progress. We will review ways in which they have developed a "development of whole self..a healthy balance of mental, social/emotional/and physical well being. (Vaida 2021)(American School Counselor Association [ASCA], 2021)

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My leadership style for group therapy: Democratic

Students will have input in ground rules and have freedom in input and activities.

Democratic Leadership emphasizes shared decision-making and active participation from all group members. The therapist

acts as a facilitator, encouraging members to contribute to discussions and collaboratively make decisions about the group's

direction. This style fosters a sense of ownership and empowerment among group members, which can enhance cohesion,

mutual support, and personal growth. However, it requires the therapist to skillfully balance input from all members to

prevent dominance by more vocal individual

(Corey 2016 as cited in Mourise, 2024)

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A goal of Love Doesn't Hurt group members is that they will develop these Yalom factors for group therapy throughout the course of the sessions:

1. Instillation of Hope - creates a feeling of optimism about one's future and the ability to cure that which need not be endured and endure that which cannot be cured.

2. Universality - helps group members realize that they are not alone in their suffering and the problems they face and that others are willing to support them, which helps move group members out of isolation and can be be profoundly healing.

3. Imparting of Information - educates and empowers group members with knowledge pertaining to their specific situation, whether it be information about a resource or someone's personal story of how they dealt with difficulties and experienced success.

(Yalom & Leszcz, 2020)

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The following are the ethical requirements of confidentiality which will be essential for Love Doesn't Hurt Group. Referring to the American Counseling Association Code of Ethics

Confidentiality

Ethical requirement: According to the American Counseling Association (ACA) Code of Ethics, counselors must clearly explain the importance and limits of confidentiality in group counseling. While the counselor is bound by confidentiality, group members are not legally bound, so it’s critical to establish ground rules about privacy.

Legal requirement: In many jurisdictions, confidentiality may be broken if there is imminent danger to self or others, suspicion of child/elder abuse, or when required by a court order.

2. Informed Consent

Ethical requirement: Before group counseling begins, counselors must obtain informed consent, which includes explaining the nature, goals, potential risks, rights, and responsibilities of participants in the group setting.

Legal requirement: Clients must voluntarily agree to participate with full understanding—failure to obtain consent could expose the counselor to liability claims or professional misconduct complaints.

(American Counseling Association. (2014).

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Keeping the safety concerns with perpetrators of IPV and DV in mind, the following codes and protocols must be kept in mind:

1. Licensees must take reasonable precautions to protect clients from physical or emotional harm resulting from interaction within a group(22 Tex. Admin. Code § 681.140)

2. Maintaining confidentiality and protecting students’ welfare. Senate Bill 11, 86th R.S., 2019)(

3. Requires public schools to expand mental health support services and school safety protocols. (Senate Bill 11, 86th R.S., 2019)(

4. Ensuring a physically and emotionally safe environment, maintaining confidentiality (with legal limits), equitable access for all students, and appropriate behavior in group settings.(American School Counselor Association [ASCA], 2022)

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American School Counselor Association. (2021). ASCA student standards: Mindsets & behaviors for student success. Alexandria, VA: Author.

American School Counselor Association. (2022). ASCA ethical standards for school counselors. Alexandria, VA: Author. https://www.schoolcounselor.org/getmedia/44f30280-ffe8-4b41-9ad8-f15909c3d164/EthicalStandards.pdf

Corey, G. (2016). Theory and practice of group counseling (9th ed.). Cengage Learning.

Domestic Violence Evidence Project. (n.d.). Domestic violence evidence project. National Resource Center on Domestic Violence. https://www.dvevidenceproject.org/

Rabin, R. F., Jennings, J. M., Campbell, J. C., & Bair-Merritt, M. H. (2009). Intimate partner violence screening tools: A systematic review. American Journal of Preventive Medicine, 36(5), 439–445.e4. https://pmc.ncbi.nlm.nih.gov/articles/PMC2688958/

Ramaswamy, A., Ranji, U., & Salganicoff, A. (2019, December Intimate partner violence (IPV) screening and counseling services in clinical settings. KFF. https://www.kff.org/womens-health-policy/intimate-partner-violence-ipv-screening-and-counseling-services-in-clinical-settings/

Steckl, C. (2025, July 15). What happens during group therapy. MentalHealth.com. Retrieved from https://www.mentalhealth.com/library/what-happens-during-group-therapy

Texas Administrative Code. (n.d.). 22 Tex. Admin. Code § 681.140 — Requirements for continuing education. Texas State Board of Examiners of Professional Counselors. https://www.law.cornell.edu/regulations/texas/22-Tex-Admin-Code-SS-681-140

Texas Legislature, Senate. (2019). Senate Bill 11, 86th Regular Session: Relating to policies, procedures, and measures for school safety and mental health promotion in public schools and the creation of the Texas Child Mental Health Care Consortium (S.B. 11, 86th R.S., ch. 464). State of Texas. https://capitol.texas.gov/tlodocs/86R/billtext/html/SB00011F.HTM

Unknown author. (n.d.). IUCAR support group [PDF]. Indiana University Center for Academic Resources. Retrieved from https://static.medicine.iupui.edu/DOX/IUCAR/pdf/TCL%20Support%20Group.pdf

Vaida, S., & Erban, D. (2021). Group development stages: A brief comparative analysis of various models. Studia Universitatis Babeș-Bolyai Psychologia-Paedagogia, 66(1), 91–110. https://doi.org/10.24193/subbpsyped.2021.1.05

Violence Against Women. (2017). Evidence summary: Screening for interpersonal & domestic violence. Journal of Interpersonal Violence, 33(13), 2077–2095. https://www.womenspreventivehealth.org/wp-content/uploads/Interpersonal-and-Domestic-Violence.pdf

Yalom, I. D., & Leszcz, M. (2020). The theory and practice of group psychotherapy (6th ed.). Basic Books.

Zarling, A., Lawrence, E., & Marchman, J. (2017). The effect of intimate partner violence on psychological outcomes: A meta-analysis. Journal of Family Violence, 32(8), 807–817. https://doi.org/10.1007/s10896-017-9931-6