American School Counseling Association. (2021). ASCA Student Standards: Mindsets & Behaviors for Student Success. https://www.schoolcounselor.org/getmedia/7428a787-a452-4abb-afec-d78ec77870cd/Mindsets-Behaviors.pdf

Cherry, K. (2024, June 19). How Transformational Leadership Can Inspire Others. Very Well Mind. https://www.verywellmind.com/what-is-transformational-leadership-2795313

Missouri Professional School Counselors and Counselor Educators. (2015). Professional school counselor small group counseling guide: A professional school counselor’s guide to planning, implementing, and evaluating school-based counseling groups.

Morganett, R. S. (1990). Skills for living: Group counseling activities for young adolescents. Chicago: Research Press.

Yalom ID. (1995). The theory and practice of group psychotherapy (4th ed.). New York: Basic Books.

Mindsets are divided into six items, which are encouraged by counselors for the group members. They include the belief in developing the whole self-which involves balancing mental, social, emotional, and physical well-being while fostering a sense of acceptance, respect, and inclusion. Mindsets also includes maintaining a positive attitude toward learning and work, having confidence in one’s ability to succeed, striving to use abilities to their fullest, and recognizing the importance of lifelong learning for long-term success.

For "Breaking Free, Building Futures" group members, Behavior Standards will also be implemented. Behavior Standards are categorized into three domains: Learning Strategies, Self-Management Skills, and Social Skills. This group will be primarily focused on the Self-management and Social Skills domains, but will also include Learning Strategies Standards. For example, a Learning Strategy that will be implemented will be B-LS 4., Self-motivation and self-direction for learning. In the Self-management Skills domain, one example for a behavior standard in the group would be B-SMS 7., using effective coping skills, and B-SMS 6., Ability to identify and overcome barriers in their lives and as they develop during group counseling sessions. An example of the Social Skills standard that will be implemented is B-SS1, effective communication skills, which will be developed during sessions as well. Many of the Social Skills domains will apply to this counseling group.

The group will be developed from referrals by other mental health professionals and healthcare providers, such as social workers and counselors. Flyers will be posted in counseling centers and shelters. Flyers will note that a referral is needed to the group, and how to obtain a referral. Referral cards will be provided that are discreet and easy to store once an individual has obtained one. Information and referral forms will also be mailed to various shelters, healthcare providers, social workers and other mental health professionals.

The group will also be posted online where those who refer frequent, such as counseling websites and domestic violence resource websites.

Participants will be screened individually through the referral process by a qualified mental health professional or physicians.

Developed by Rosemarie Smead, the “TAP-In” process is a method for pre-group screening interviews (Morganett, 1990). “T” is for Tell about the Group. This entails describing the topics, meeting times and sessions, expectations of the member, why they have been considered for the group and that their participation is voluntary. It includes telling the members the goals, outcomes, skills, potential for growth and fun as well as a way to meet other similar people (Morganett, 1990). Explaining the expectations, confidentiality, and limitations of counselor confidentiality, and that they are expected to participate by listening and contributing (Morganett, 1990). “A” is for Asking questions. Asking the member to explain what they think they group is about, if they have any questions, if they are interested in participating, and if they can adhere to all expectations and ground rules of the group (Morganett, 1990). It is important to ask the member what her goals are for growth, and her interest in participating on a scale of 1-10 rating. “P” represents picking members. Are the members willing to participate in primary group tasks, and why do they want to participate? Consider whether the member will be able to work with other group members, and how it can meet their personal needs or goals, and if they will enjoy the group (Morganett, 1990). The counselor will rate the member on a scale of 1-10 on likelihood of being able to fully participate in the group as well (Morganett, 1990). Was the member able to interact on a personal level during the interview, and are her expectations aligned with the group's outcomes and other members' expectations? The counselor will take into account if the member has experienced any recent crisis or domestic violence, and whether or not she is currently in an abusive relationship. 

I plan to utilize this handout as a reminder of group ground rules and development of ground rules. These examples on the handout provided are ground rules that are predetermined by the counselor, and are static. Other ground rules in the group may be established through communication and discussion within the group, with the final decision being made by the counselor.

Stage 1 of the group dynamics will be to build rapport and trust between members and the counselor. Through creating a safe space for members to speak and feel heard, the group will explore expectations for confidentiality and limits of confidentiality within the group. The counselor will explain that there is no guarantee that everything will be confidential, even though it is an expectation. Domestic violence survivors often have difficulty speaking up, so the counselor will encourage dialogue between members and self. The counselor will also review that participation is voluntary, and establish group ground rules. The counselor will foster connections between members and develop a sense of belonging between members. Lastly, the counselor will establish the expectation that there will be homework to complete outside of the sessions. After establishing the group guidelines and expectations, the counselor will help the members of the group process their initial thoughts on the session and what they have learned. 

Stage 2 is the “Working together to accomplish individual and group goals” sessions. These sessions focus on members valuing themselves and others within the group, and believing that the group will help with growth. This is where the trust and safety of the group members is maintained as members work together through topics, homework, and discussions during sessions together. The counselor will help the members process the information learned, check in with each member, and relate content from prior sessions. Stage 2 also includes preparing for end of group concerns among members. 

Stage 3 is the closing session for the group, in which members learn how to apply the skills and knowledge learned throughout the group sessions. The counselor again reviews confidentiality, and that it must continue even after the sessions are over. The counselor will set up a post-group follow up survey 4-6 weeks later to assess growth and goals progress. Finally, a “saying goodbye” to each member and the counselor will occur, recognizing that this group dynamic has ended but made the experience meaningful. 

(Missouri Professional School Counselors and Counselor Educators, 2015). 

Transformational leadership focuses on helping members of the group support one another, and provide them with guidance, support, and inspiration that they need to achieve growth within the group (Cherry, 2024). Four main components of transformational leadership are intellectual stimulation, individualized consideration, inspirational motivation, and idealized influence (Cherry, 2024). It is important to be a genuine, passionate, supportive and trustworthy leader to the group in order to facilitate growth and learning (Cherry, 2024). Benefits of taking on a transformational leadership role in the workplace have shown better performance among employees, better well-being, and a sense of empowerment in employees (Cherry, 2024). This leadership style would be beneficial to take on as a counselor for this group, as these are the goals for the members (better well-being, sense of empowerment).

This approach would work best with the young adult women in the group who are looking for a sense of belonging, well-being and empowerment.

Cherry, K. (2024, June 19). How Transformational Leadership Can Inspire Others. Very Well Mind. https://www.verywellmind.com/what-is-transformational-leadership-2795313

Through installation of hope with survivors of domestic violence, creating a sense of faith that the group's sessions will help them learn skills and grow is integral to success. By doing this, the counselor can help support and motivate the group members through their own journey. 

Universality would also be experienced through the group members sharing their personal stories and growth throughout the sessions as they progress. An important aspect of Yalom’s Curative Factors for this group would also be the imparting of information, as teaching new communication skills, how to create and observe boundaries, and coping skills will be a part of the group progression. This will also help with the development of socializing techniques, or the social learning and interpersonal skill growth. Members are  encouraged to relate to one another and invite feedback and constructive criticism from the group members and counselor. 

Interpersonal skill learning would be another aspect considered in the group, as feedback will be given in discussions and the member will try new ways of relating to other members. Catharsis will be experienced during group sessions, as members are encouraged to express their experiences with domestic violence, which can elicit strong emotions. 

Yalom ID. (1995). The theory and practice of group psychotherapy (4th ed.). New York: Basic Books.

Informed consent is essential when conducting any counseling groups as a professional. In the American Counseling Association’s (ACA) Code of Ethics, section A.2 reviews informed consent within the counseling relationship with the client. Clients or group members have the freedom to choose whether to enter into or stay in a counseling relationship and must be provided adequate information about the counseling process and the counselor to make this decision (American Counseling Association, 2014). Counselors must review in writing and verbally their rights and responsibilities of both the counselor and clients (American Counseling Association, 2014). Informed consent is ongoing, and counselors must document discussions of informed consent within the group counseling sessions (American Counseling Association, 2014). This applies to the group counseling for domestic violence survivors by always obtaining consent of participation and ongoing consent. By keeping members informed of their rights and providing information regarding the group counseling process, the counselor can adhere to the ACA Code of Ethics and ensure best outcomes for the group members (American Counseling Association, 2014).

Another important aspect of the ACA Code of Ethics is the counselor’s responsibility to avoid harm and impose personal values upon clients, section A.4.a and A.4.b (American Counseling Association, 2014). It is imperative that counselors are self-aware, and actively avoid imposing their own attitudes, beliefs, and behaviors onto their clients (American Counseling Association, 2014). This is essential within the context of the domestic violence group to avoid any judgment or imposition of personal values by the counselor onto group members. Members should feel as if they are in a safe environment, and that there is no risk of being imposed upon by a counselor by their values. 

American Counseling Association. (2014). 2014 ACA Code of Ethics. https://www.counseling.org/docs/default-source/default-document-library/ethics/2014-aca-code-of-ethics.pdf

Counselors are also expected to take reasonable precautions to protect members from physical, emotional or psychological trauma while working with the group per A.9.b of the ACA handbook (American Counseling Association, 2014). 

These expectations of the counselor in this group dynamic will help survivors of domestic violence by aligning them with similar people in terms of experiences, needs and future goals. This will help support the group by creating a sense of universality for the members, as they all share common experiences and hopes for their futures. As a counselor it is also important to take into consideration the sensitive nature of this group, and ensure that all measures are taken to not impart more trauma or damage to the members. Domestic violence is a sensitive topic and a counselor must closely observe for any negative impacts or concerns for group members. 

American Counseling Association. (2014). 2014 ACA Code of Ethics. https://www.counseling.org/docs/default-source/default-document-library/ethics/2014-aca-code-of-ethics.pdf

Through installation of hope with survivors of domestic violence, creating a sense of faith that the group's sessions will help them learn skills and grow is integral to success. By doing this, the counselor can help support and motivate the group members through their own journey. 

Universality would also be experienced through the group members sharing their personal stories and growth throughout the sessions as they progress. An important aspect of Yalom’s Curative Factors for this group would also be the imparting of information, as teaching new communication skills, how to create and observe boundaries, and coping skills will be a part of the group progression. This will also help with the development of socializing techniques, or the social learning and interpersonal skill growth. Members are  encouraged to relate to one another and invite feedback and constructive criticism from the group members and counselor. 

Interpersonal skill learning would be another aspect considered in the group, as feedback will be given in discussions and the member will try new ways of relating to other members. Catharsis will be experienced during group sessions, as members are encouraged to express their experiences with domestic violence, which can elicit strong emotions.