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This is a funny comic about doing to many trust activities. I think of myself as someone who would do a lot of activities to help build trust. This comic is a funny way to remind me that sometimes you can do too much!

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In this video Drs. Chris Schimmel and Ed Jacobs (West Virginia University) talk about common mistakes made in group counseling. They talk about several different things that could possibly affect the trust built in a group. For example, they talk about how important the dynamics of a group is, if kids hate each other than there won't be must trust build in the group. Also, if students view the school counselor as incompetent than they will not trust the counselor.

Reference

Jacobs, E. (2013). Group Counseling Common Mistakes. Retrieved from https://www.youtube.com/watch?v=Le8tEIHD_hk&list=PLefYtkS1fUm1a94FxiV5g5pLKg_J0sEVz

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In the beginning stages of a group one will encounter students who are shy or who talk less than others. Group members struggle to discover their own voice or place in during group sessions. It is important to give each individual a chance to speak so that one can build rapport with them. If one assigns them to do an activity one creates less anxiety in the students if one notifies them that the job does not have to be perfect.

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One should avoid having one group member dominate the entire session, it prevents others in the group from sharing especially the shy ones. One should avoid the session getting off to a conversation that is not therapeutic or a more productive group session.

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Even though this video doesn't talk about being a school counselor I think it can apply to leading a school counseling group. Being a good leader means making the people you are leading feel safe, feeling safe build trust and cooperation, and ultimately those are the goals for a counseling trying to lead a group. Simon does a great job explaining why feeling safe will create an environment that is devoted to growth and teamwork.

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Why good leaders make you feel safe | Simon Sinek | TED

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The group members consist of the school counselor and the students that are present at the group. The expected behavior for the school counselor is to lead the group, leading the group means they have to establish solid relationships with the members in the group. As a group leader, you must bring your personal talents, ethics, and life experiences to every group session. The school counselor you are acts as a catalyst for bringing about transformation in the groups you they Lead, they have to promote growth in members’ lives, and be committed to reflection and growth in their own life (Corey, Corey, Corey, 2014). Basically, the counselor has to have enough skill to open up clear communication among the group members and help them increase their responsibility for the direction of their group. For the students of the group they are actively listening and when they feel enough trust is built they should be active in the group discussions.

Corey, M. S., Corey, G., & Corey, C. (2014). Groups: Process and practice (9th ed.). Belmont, CA: Brooks/Cole. doi:http://neoraihianstvo.org/forum/wp-content/uploads/2017/05/Marianne-Schneider-Corey-Gerald-Corey-Cindy-Corey-Groups-Process-and-Practice.pdf

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Both group leaders and participants of groups tend to want to get down to business quickly but focusing exclusively on the task at hand can create problems for the group. Failing to to attend to here-and-now factors can result in a group that gets riveted on content concerns and has little appreciation for the role played by process issues in the success of a group (Corey, Corey, Corey, 2014). If personal issues within the group are ignored, support and collaboration will not develop, and it is likely that group goals will not be met. Corey, Corey, and Corey (2014) describe effective characteristics of a group in the following ways:

• The group has a clear purpose.

• There is a balance of process and content issues.

• A culture exists that recognizes and appreciates differences.

• There is a climate of cooperation, collaboration, and mutual respect.

• If conflict exists, it is addressed.

• Feedback is exchanged in a clear and immediate manner.

• Here-and-now issues in the group are addressed.

• Members are invited to be active resources.

• Members are given time to reflect on their work

Corey, M. S., Corey, G., & Corey, C. (2014). Groups: Process and practice (9th ed.). Belmont, CA: Brooks/Cole. doi:http://neoraihianstvo.org/forum/wp-content/uploads/2017/05/Marianne-Schneider-Corey-Gerald-Corey-Cindy-Corey-Groups-Process-and-Practice.pdf

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Confidentiality is very serious  ethical issue for counselors. Liability could be placed on the counselor if he or she breaks the contact that involves the client and counselor (ASCA, 2010). If information from the session is disclosed improperly it becomes a breach of contract. Even if no written contract was used the court can still decide that the counselor is has a duty keep secrecy (Platkin, 1978). According to the ASCA, one must inform students of goals, techniques that they may get in counseling (ASCA, 2010). The limits of confidentiality must be explained to students whether it is a classroom lesson, group sessions, school website, verbally, to an individual student or another method to inform students (ASCA, 2010)

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

Plotkin, R. (1978). Confidentiality in group counseling: In the balance. APA Monitor, 9(3), 14. doi:10.1037/e388872004-015

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During this initial stage the depth of group process is limited to getting to know one another, learning goals of the group, setting the tone for the group (Corey, Corey, & Corey, 2014). Understanding that hesitation is normal in the beginning a good facilitator will keep the group moving. According to Corey, Corey, and Corey (2014), building trust and acknowledging diversity is an important process during this stage. The facilitator is encouraged to share about themselves, as well as be genuine and caring. Corey, Corey, and Corey (2014) note, empathy, genuineness, and the proper use of self-disclosure can help establish a positive bond.

Reference
Corey, M. S., Corey, G., & Corey, C. (2014). Groups: Process and practice (9th ed.). Belmont, CA: Brooks/Cole.

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Diversity impacts the development of every stage of group counseling, however in the facilitation stage counselors need to be aware and knowledgeable about the students in the group as well as as much information about them and their life as possible ( Sink, Edwards, & Eppler, 2012). Learning about students culture, SES, ethnic background, and students with learning challenges will help in appropriately and effectively facilitating the group. It is extremely important as the facilitator of the group not to assume things about a person, just because you cannot see their diversity or differences on the surface (Drawing Change, 2005). Don't be afraid to ask questions and encourage others to ask questions as well as share about themselves. Importantly, depending upon cultural beliefs, lack of sharing may be a reflection of cultural diversity and the facilitator should be aware of this (Corey, Corey, and Corey, 2014).

References
Corey, M. S., Corey, G., & Corey, C. (2014). Groups: Process and practice (9th ed.). Belmont, CA: Brooks/Cole.

Drawing Change (2005). How Visual Practitioners Listen for Diversity: tips from the field. Retrieved from http://drawingchange.com/visual-practitioners-listen-diversity-tips-field/

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

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Establishing trust with the group is very important and the main task of the beginning phase of group counseling(Corey & Corey, 2014). When the group begins it is important to explain confidentiality and the process of the group. As an opening activity everyone can introduce themselves and say anything interesting facts about themselves. Students can identify their own goals that they would like to achieve. As an opening activity they can recognize what do they become angry about and what leads to conflict (Yılmaz & Ersever, 2015). They can be divided into pairs and write it down on a sheet of paper. Write it on a board for the whole group to see (Yılmaz & Ersever, 2015). Then in the same pairs they can write what they do when they are mad and the consequences to their actions (Yılmaz & Ersever, 2015). Ask questions on how their families feel or they feel  about their actions.

-Then tell the students it is a normal feeling and ok to feel if they have a reason to. The way one may portray their anger can make the scenario or situation worse.

References
Corey, M. S., Corey, G., & Corey, C. (2014). GrCorey, Moups: Process and practice (9th ed.).
Belmont, CA: Brooks/Cole.

Yılmaz, D., & Ersever, O. G. (2015). The Effects of the Anger Management Program and the Group Counseling on the Anger Management Skills of Adolescents. Online Journal Of Counseling & Education, 4(4), 16-34.

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The dictionary definition for trust is the firm belief in the reliability, truth, ability, or strength of someone or something. It is imperative to create counseling groups based on trust.

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Some ways to create trust in a group are to engage in the process, have a willingness to show vulnerability, and a commitment to the group and its process ( Sink, Edwards, & Eppler, 2012). Group members can bond and build trust by sharing their personal stories and connecting in some way or another, which can only be attained by participating. Trust is linked to confidentiality. When group members maintain confidentiality, trust is built upon, thus more sharing is involved and the productivity of the group increases.

Group size is linked to trust (Soboroff, 2012). Soboroff notes that studies show smaller groups are more committed and dedicated to the process as well as create stronger bonds(2012).

Closed groups are good practice as once bonds are formed, it is best that new people are not introduced in the group as it can throw of other members and possibly exclude new members (Sink, Edwards, & Eppler, 2012). Sink, edwards, and Eppler add that it is important to long-term group cohesion, that groups remain closed (2012).

Another important factor to building trust in groups is the importance of being a competent group facilitator willing to be open and to show genuineness throughout the process (Sink, Edwards, & Eppler, 2012).

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

Soboroff, S. D. (2012). GROUP SIZE AND THE TRUST, COHESION, AND COMMITMENT OF GROUP MEMBERS. Retrieved from https://ir.uiowa.edu/cgi/viewcontent.cgi?article=3537&context=etd

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Group facilitators should always try to increase multicultural awareness, especially when dealing with group interactions among a variety of students (Sink, Edwards, and Eppler, 2012). It’s important to understand that there will be a fear of being judged or a breech in confidentiality will happen, even more so in a room that is filled with diverse group members. Trust will be an important first step in this regard. A common ground will need to be established in that students need to bond before they will trust each other. This is also true for students who are different from the facilitator, that trust needs to be established, otherwise they may think, you don’t understand them.

As the facilitator, understanding different cultural backgrounds and how each member communicates is important. Sink, Edwards, and Eppler (2012) say, the “lens” in which each student sees the world could be very different from other students as well as the facilitator and groups need to communicate with each other and explore these differences. Facilitated appropriately, groups can provide the opportunity for members to see the world from other viewpoints, in not done appropriately conflict will certainly arise (Corey, Corey, and Corey, 2014).

References

Corey, M. S., Corey, G., & Corey, C. (2014). Groups: Process and practice (9th ed.). Belmont, CA: Brooks/Cole.

Sink, C. A., Edwards, C., & Eppler, C. (2012). Groups for High School Students. In School-based group counseling. (pp. 64–106) Belmont, CA: Brooks/Cole.

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For me, confrontation is something that I have become comfortable because of previous work experience and life situations. Typically during confrontation I try and stay calm, but on occasion I will match someone else’s anger with anger of my own. During confrontation I try and observe the whole situation from all angles so I can respond appropriately. For example, while working in a residential treatment center if a group of students got in my face and start yelling and screaming it was typically because of something else happened or was going to happen, so it was best if I stayed calm and not react quickly. Often times students would try and distract staff so two other students could fight or jump other students. I do my best to stay calm, but depending on the situation that might change.

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I believe that school counselors cannot attempt to prove themselves quickly to students. School counselors need to the process and allow the relationship between the counselor and student unfold naturally. It is much more what school counselors do rather than what they say that gains the respect and trust of groups, especially groups with diverse group members (Corey, Corey, & Corey, 2014). Working through conflict gives the group a voice about their past and present experiences and helps acknowledge how they are feeling before challenging them. Working through conflict in a way that doesn’t paralyze the students or the group helps create a safe and trusting climate that encourages members to take risk and challenge themselves, as well as build trust with the school counselor (Corey, Corey, & Corey, 2014).

Corey, M. S., Corey, G., & Corey, C. (2014). Groups: Process and practice (9th ed.). Belmont, CA: Brooks/Cole. doi:http://neoraihianstvo.org/forum/wp-content/uploads/2017/05/Marianne-Schneider-Corey-Gerald-Corey-Cindy-Corey-Groups-Process-and-Practice.pdf

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There are so many aspects about this video that I enjoy. First, they are building trust in each other. Second, they are getting to know each other and working on one common goal. Third, it proves that things aren't always going to work out the first time, and it takes communication and constant work to improve the situation. Finally, the students are having fun! Most kids in high school enjoy learning about things when they have fun, this seems like a great way for a group to help build some trust in each other.

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This game may or many not be appropriate for seniors in high school but I definitely think it could be used for freshman and sophomores. What I really like about this game is all the different avenues the students could read even if they aren't the correct answer.  This Game creates a classroom that is more conducive to learning when students learn conflict resolution skills. Empower students to resolve conflicts both in and out of school with the skills they will learn playing this game.

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This is a great way for anyone in your group counseling group to feel safe about how they are feeling. It maybe kind of childish but I think it is a great way for a student in a group to have his/her voice heard if they don't feel like talking.

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When working in a group it is important for school counselors to be culturally competent. If the group isn't all the same culture these are things that need to be considered. Not considering these things could cause the students to not trust the counselor.

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Going over the group rules every week will help with the members feeling safe. Also, it is extremely important to make sure these rules are established before the first group session so trust is established.

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I really like this activity because high school kids love free food and candy, and getting students expressing how they feel shows they trust you and are beginning to trust the counselor.

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Because this is a very crucial stage in counseling where the group turns from social to therapeutic, there are some things we need to avoid as group facilitators, especially among high school students where social norms are held in very high regard (Bonney, & Foley, 1963). We, as group leaders want to avoid acting too cool or lenient, as if we are trying too hard to fit in with and be like the students and also, we don’t want to be too rigid and act like a disciplinarian (Sink, Edwards, and Eppler, 2012). It is important to maintain a balance while being a facilitator. We need to ensure that we keep the group moving in a productive manner while maintaining this balance. Bonney & Foley (1963) also note facilitators need to avoid being a wall-flower and actively participate in the group in this stage to ease the resistance and become a trusted member of the group.

Group leaders should not be rigid to group format and remain flexible because as the group goes along, the facilitator may realize that trying another route may be more productive, adaptable and flexible is key (Sink, Edwards, and Eppler, 2012). Sink, Edwards, and Eppler (2012) go on to say that it is important to avoid individual counseling at this time and also avoid being the central interaction for the group as the group needs to do the work, not the facilitator.

Sink, Edwards, and Eppler (2012), remind us that group facilitators need to understand that the transition period is a time of resistance for students and avoid being critical towards avoidance behaviors, as the group members are still trying to find their place among the group. It is also important to avoid rushing through this period because of its uncomfortable-nes, embrace it as some of the healing will occur here (Corey, Corey, and Corey, 2014). Corey, Corey, and Corey (2014) tell us to avoid being disrespectful or over-confrontational as this could make or break a group and group members will likely shut down.

References

Bonney, W. C., & Foley, W. J. (1963). Transition stage in group counseling in terms of congruence theory. Journal of Counseling Psychology, 10136-138. doi:10.1037/h0042461

Corey, M. S., Corey, G., & Corey, C. (2014). Groups: Process and practice (9th ed.). Belmont, CA: Brooks/Cole.

Sink, C. A., Edwards, C., & Eppler, C. (2012). Groups for High School Students. In School-based group counseling. (pp. 64–106) Belmont, CA: Brooks/Cole.

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In the beginning stages of a group one will encounter students who are shy or who talk less than others. Group members struggle to discover their own voice or place in during group sessions. It is important to give each individual a chance to speak so that one can build rapport with them. If one assigns them to do an activity one creates less anxiety in the students if one notifies them that the job does not have to be perfect.

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Our lives are fueled by trust: in our loved ones, our colleagues, our leaders. But how do we cultivate it, and restore if it's lost? This picture is a great illustration of what can happen if a school counselor has lost their trust from their students. Once a counselor has lost trust it is extremely hard to gain it back.

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I really feel that conflict is inevitable, and can also be a great way to build trust with groups. There are healthy ways and unhealthy ways to build trust through conflict.

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In the beginning stages of a group one will encounter students who are shy or who talk less than others. Group members struggle to discover their own voice or place in during group sessions. Nonverbal communication is utilized by the students as well during the session. It is vital to note their facial expressions and reactions during sessions.  It is important to give each individual a chance to speak so that one can build rapport with them. If one assigns them to do an activity one creates less anxiety in the students if one notifies them that the job does not have to be perfect.

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Students in this group session may have issues managing anger, be referred or show signs that they need intervention with controlling this emotion. Students are in high school grades 9-12 either male or female.  Overall characteristics of students is many of the group members may feel anxious, shy, friendly, outspoken. Each group is different so the experience may vary or have a difference in results or reactions. Some students may not convey their thoughts but if they do begin to do it is imperative to be flexible and postpone activity. At times group members may get distracted and if they are one can move onto the next activity.

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Some members may be all in and willing to do the hard work required in group counseling and some may not be committed or willing to take risks at this stage. Increased interaction along with a better foundation of trust exists, therefore more productive work happens. Interpersonal conflicts can be worked through due to increased trust. Mutual respect has developed among group leader/s and members.

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It is important for group members to commit to facing and working through any barriers that prohibit progress within the group at this stage. It is also important for group leaders to assess and measure effectiveness of direction. Members learn and incorporate new information while exploring topics on a deeper level. Group leader should provide more challenging and enriching activities.

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Deeper exploration and better cohesion are typical at this point. Members feel included and have a willingness to risk self-disclosure due to emotional bond. Feedback is shared freely as well as the possibility of confrontation and members seriously reflect on potential changes. Comfort level is at an all time high and mutual support is established.Comfortable and working towards progress.

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Corey, M. S., Corey, G., & Corey, C. (2014). Groups: Process and practice (9th ed.). Belmont, CA: Brooks/Cole.

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

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Yalom’s eleven therapeutic factors that influence change and healing in group therapy:

1. The instillation of hope creates a feeling of optimism.

2. Universality helps group members realize that they are not alone in their impulses, problems, and other issues.

3. Imparting information helps to educate and empower people with knowledge pertaining to their specific psychological situation.

4. Altruism allows clients to gain a sense of value and significance by helping other group members.

5. Corrective recapitulation provides for the resolution of family and childhood events within the safety of the group family.

6. Socializing techniques promote social development, tolerance, empathy, and other interpersonal skills.

7. Through imitative behavior group members learn to adopt the coping strategies and perspectives of other group members.

8. Interpersonal learning teaches clients how to develop supportive interpersonal relationships.

9. Group cohesiveness gives members a sense of acceptance, belonging, value, and security.

10. Catharsis releases suppressed emotions and promotes healing by disclosing information to group members.

11. Existential factors incorporate learning how to just exist as part of something larger than oneself. This factor brings a client into the awareness that life will continue on, with pain, death, sadness, regret, and joy. By living existentially, clients learn how to accept these conditions without escaping from them. Instead, they learn how to live with them and through them.

GoodTherapy.org. (2015, July 8). Retrieved April 06, 2018, from https://www.goodtherapy.org/famous-psychologists/irvin-yalom.html

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Even though this video is done by someone who is in school to be a counselor, I thought she did a good job outlining how important it was for her to talk about how important everyone in the group is and there is not just a focus on one person. That helps create an environment where everyone feels safe and can contribute to the group.

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One serious thing school counselor needs to avoid in the facilitation stage is leadership flaws, especially in the beginning stages of the group. For example, the group leader needs to avoid individual counseling as opposed to leading the group as a team (Sink, 2012). The group leader should be directing the group to one clear purpose, if group members are disengaged for too long they could become disruptive to the flow of the group.

Sink, C. A. (2012). School Based Group Counseling, 1st Edition. [MBS Direct]. Retrieved from https://mbsdirect.vitalsource.com/#/books/9781133715429/

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One of the specific things I found important in Yalom's therapeutic factors was how important interpersonal learning is. Relationships characterized by strong feelings of attachment, intimacy, or commitment but lacking regular contact fail to satisfy every need. Simply knowing that a bond exists may be emotionally reassuring, yet it would not provide full belongingness. Thus, we view the need to belong as something more than either a need for affiliation or a need for intimate attachment. Without deep, positive, reciprocal interpersonal bonds, neither individual nor species survival would have been possible, no one transcends the need for human contact.

Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78.

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In regards to my leadership style, it is hard to describe it, partially because the more I learn the more I change, and I am not 100% sure my leadership style is what I think or what other people think (Hope that makes sense). I do try and base my leadership style on good communication, motivation, and attention to detail, all that rolled up with my personality I feel have become a leader that can be hard when I need to but also give a hug when necessary. In a small group setting I think my leadership style will turn into one where I need to listen more and do less talking, combined with making sure I have a little bit more structure than I usually would, make sure the whole group is attentive, and the flow is correct is important to me. I think my leadership style will be more successful in groups, most of my background is in coaching so I have been working with groups of kids for the last fifteen year. I love the different personalities and values everyone brings to the group, being able to get the whole group to think as one is difficult, entertaining, and fun all in one.

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This is an acronym I found on the website. Each of these are a great way to build trust as a school counselor.

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This picture is a good representation of what can happen if trust is not built. Working with high school kids I know they will close up as tight as a jar if they feel they can not trust someone.

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Students are able to learn from one another, have an insight on how other think and obtain new ideas. Several issues such as power, diversity and privilege are spoken about during the working stage. Amongst the group members a mutual respect for cultural or individual differences is maintained.

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This is the stage where the group members are the most comfortable with each other and each member has a role in supporting each other. The group members are working on their goals and portraying problem solving. This stage is the main group process. Group members learn new information, engage in sessions and topics, therapeutic work, students take responsibility for group goals.

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Corey, M. S., Corey, G., & Corey, C. (2014). Groups: Process and practice (9th ed.). Belmont, CA: Brooks/Cole.

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

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This is the stage where the group members are the most comfortable with each other and each member has a role in supporting each other. The group members are working on their goals and portraying problem solving. This 

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This isn't group therapy but I feel it captures the emotions of a final Session, great stuff!!

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As silly as the picture is, it's not a bad idea. I could see high school students using it daily.

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As silly as the picture is, it's not a bad idea. I could see high school students using it daily.

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Members may feel sad, angry, or anxious about the upcoming goodbyes. Some may event distance themselves from the group in the form of becoming argumentative, distant, and problematic. These examples of behaviors are all ways for people to ease the pain of goodbye.

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Camaraderie has developed so much that group members become emotional about separation. This struggle with separation needs to be addressed and dealt with in a healthy way. Group should be hopeful and look forward to using what they have learned in real life situations.

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The groups leader's responsibility is to ensure all members are able to make sense of the process and resolve any unfinished business. There should be an activity to aid in the letting go process and not skipping the very important task of saying goodbye. Also, there needs to be a bridge from group work to real life and the ability to use the new information they have. Group members must express and process their feelings about the group as well as about the upcoming termination. Groups must have adequate notice so that termination is not abrupt. Confidentiality needs to be discussed and continued after group ends. Last but not least, referrals should be made if necessary.

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Corey, M. S., Corey, G., & Corey, C. (2014). Groups: Process and practice (9th ed.). Belmont, CA: Brooks/Cole.

Developmental Aspects of Group Counseling: Working Stage/Termination. (1991).  https://search-alexanderstreet-com.ezp.waldenulibrary.org/view/work/bibliographic_entity%7Cvideo_work%7C1778845?customer_id=%3F

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

Thompson, E. H. (2011). The Evolution of a Children's Domestic Violence Counseling Group: Stages and Processes. Journal For Specialists In Group Work, 36(3), 178-201. doi:10.1080/01933922.2011.578118

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Even though this is a big group and it may not be a counseling group, I think it shows how different cultures close groups. This is a Filipino support group group, it is kind of long but I like the use of silence and positive words they repeat at the end.

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Terminating the counselor and student relationship gives the counselor an opportunity to help the group with owning their accomplishments, and share mutual gratitude. For students who are diverse this could be hard because they could be dealing with issues that others in the group may not be dealing with. For example, African American students who have dealt with racism their entire life may not have built all the tools they are going to need to help dealing with how people treat them. They might not even realize until the last group session with all of the different ways their race has affected them, so now they could be left feeling alone and not having anyone to turn too.

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Group members prepare for the termination of the group by being notified by the counselor that it will end soon. The school counselor announces the ending of the group ahead of time so that students and teachers can anticipate the termination (Sink, 2012). The last session permits the students to say their good-byes, speak about what they have learned, the ways they learned it and give each other feedback (Corey et al., 2014). School counselors should speak of the having follow-ups or ongoing support they have if they need it after termination of the group (Sink, 2012). Students can speak of their experience, feelings of the group sessions and how they will apply it to their daily lives. For the group members who have negative experiences with saying good-bye the leader can show them how to handle termination, have closure for the group and in real life experiences (Sink, 2012). They take what they have learned and grow strategies to transfer it to real life.  The leader puts into perspective what they have learned and assists in over viewing what they have extracted from the sessions (Corey et al., 2014). If the group is a success group members will use what they have learned in school or home.

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Group counselors should avoid evaluating the group session on their own, thus, ensure that all group members are involved. Group counselors should allow the members to learn and discuss or explore experiences for themselves. Avoid letting one group member dominate the group as the transition stage is vital and where students evaluate what they have learned. Group counselors should also avoid not dealing with the termination properly as it can have a negative impact on the therapy sessions.

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References
Corey, M. S., Corey, G., & Corey, C. (2014). Groups: Process and practice (9th ed.). Belmont, CA: Brooks/Cole.

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

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https://www.surveymonkey.com/r/3WR975Q

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One should avoid the session getting off to a conversatio