Resiliency Group by Marlana Gurule

Resiliency Group by Marlana Gurule https://padlet.com/gurulemarlana/4m76rduaysf1ppah Marlana Gurule, Tiara Harley, Sequoyah Joseph, and Autumn Hajdari | Group Counseling and Guidance in Schools en-us 2020-12-20 16:50:42 UTC 2022-04-24 04:17:47 UTC hello@padlet.com 2. Needs Assessment gurulemarlana https://padlet.com/gurulemarlana/4m76rduaysf1ppah/wish/2094302277 A needs assessment is a survey completed by students, parents, teachers and administrators that offers a data-informed direction for a comprehensive school counseling program.(ASCA, 2019). It also assists counselors to meet the certain needs of underserved, or high risk students.
The target audience for this project is homeless students in 6th, 7th, and 8th grades. A few sample questions that would be included in the needs assessment are:
1. Where do you live and who do you live with?
2. Do you have transportation to and from school?
3. What is your current address?
4. Do you feel safe where you live?
The results of the needs assessment came back with overwhelming data that shows five percent of the student population is, or has experienced homelessness. This information supports and proves the need for our proposed group.]]> 2022-03-14 17:06:33 UTC https://padlet.com/gurulemarlana/4m76rduaysf1ppah/wish/2094302277 9. Referrals gurulemarlana https://padlet.com/gurulemarlana/4m76rduaysf1ppah/wish/2097808409 A.6. Appropriate Referrals and Advocacy
School counselors:
a. Collaborate with all relevant stakeholders, including students, educators and parents/guardians when student assistance is needed, including the identification of early warning signs of student distress. (ASCA, 2018)
Sometimes not all who are referred or recruited may benefit from the group and the criteria for the larger pool of students interested, or who can benefit from services may also include students who are experiencing, or are at risk for adverse childhood experiences. For example, students who are in foster care, students who are living without parents, and students who are experiencing abuse.]]> 2022-03-16 11:10:25 UTC https://padlet.com/gurulemarlana/4m76rduaysf1ppah/wish/2097808409 8. Target Population gurulemarlana https://padlet.com/gurulemarlana/4m76rduaysf1ppah/wish/2098859845 The target population are students who are experiencing, or have experienced homelessness and have a need for direct services that includes group intervention to build resiliency.
All public school districts must comply with the requirements of the McKinney-Vento Act to identify and serve school-age children and youth experiencing homelessness (Analyst, 2021).
Potential candidates can be recruited or referred by teachers, administration, students or any relevant stakeholders.]]> 2022-03-16 21:46:52 UTC https://padlet.com/gurulemarlana/4m76rduaysf1ppah/wish/2098859845 2. Image gurulemarlana https://padlet.com/gurulemarlana/4m76rduaysf1ppah/wish/2098871876 2022-03-16 22:01:35 UTC https://padlet.com/gurulemarlana/4m76rduaysf1ppah/wish/2098871876 4. Goal and Objectives autumnhajdari https://padlet.com/gurulemarlana/4m76rduaysf1ppah/wish/2099485737 The group’s primary goal is to build and support resilience. Resilience is a valuable adaptive and protective factor against development and health problems, reducing the impact of adverse childhood experiences (ACEs) and other crisis (Hays-Grudo et al., 2021). While resiliency is beneficial to all middle school students, as an increasing amount of children and adolescents experience mental health problems, the group focuses on resiliency in students that have experienced, or are experiencing, homelessness (Tang et al., 2022). The middle school population includes students that have experienced, or are experiencing, homelessness, which “places these [students] at risk of ACE exposure” (NHCHC & NNEFH, 2019, p. 2).

To support the overarching goal of resiliency, the following objectives will be accomplished through the group experience:

· ensure physiological and safety needs are met

· build supportive relationships with adults and peers

· build coping and self-regulation strategies

· build adaptive and problem-solving skills

· build “a sense of self-efficacy and control”

· build a sense of “hope and stability” (Center on the Developing Child, 2015, para. 9).

]]> 2022-03-17 06:52:56 UTC https://padlet.com/gurulemarlana/4m76rduaysf1ppah/wish/2099485737 4. ASCA Mindsets and Behaviors autumnhajdari https://padlet.com/gurulemarlana/4m76rduaysf1ppah/wish/2099496149 The group’s goal and objectives target the following
ASCA Mindset Standards:

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” (ASCA, 2019, p. 3)

The group’s and objective target the following
ASCA Behavior Standards:

Learning Strategies

B-LS 1. “Creative approach to learning, tasks and problem-solving”

B-LS 7. “Long and short-term academic, career, and social/emotional goals” (ASCA, 2019, p. 3).

Self-Management Skills

B-SMS 2. “Self-discipline and self-control”

B-SMS 6. “Ability to identify and overcome barriers”

B-SMS 7. “Effective coping skills”
B-SMS 10. “Ability to manage transitions and adapt to change” (ASCA, 2019, p. 3).

Social Skills

B-SS 2. “Positive, respectful and supportive relationships with students who are similar to and different from them”

B-SS 3. “Positive relationships with adults to support success” (ASCA, 2019, p. 3).

]]> 2022-03-17 07:02:39 UTC https://padlet.com/gurulemarlana/4m76rduaysf1ppah/wish/2099496149 5. Group Parameters autumnhajdari https://padlet.com/gurulemarlana/4m76rduaysf1ppah/wish/2099570514 The group includes students in the sixth, seventh, or eighth grade that have experienced, or are experiencing, homelessness.

The group includes students that lack resilience and would benefit from school-based group intervention.

The group is growth-oriented, as it focuses on “personal and interpersonal” growth, development, and “problems of living,” but the group includes psychoeducational elements, as well (Sink et al., 2012, p. 12).

The group is closed, including five to eight students.

]]> 2022-03-17 07:55:36 UTC https://padlet.com/gurulemarlana/4m76rduaysf1ppah/wish/2099570514 10. Member Selection and Identification autumnhajdari https://padlet.com/gurulemarlana/4m76rduaysf1ppah/wish/2099576207 The needs assessment results provide a specific population of students that may benefit from the group experience. As effective school-based groups include five to seven members, the school counselor must screen for potential group members (Sink et al., 2012). To select “the most appropriate group members,” the school counselor will conduct individual pre-group interviews (Sink et al., 2012, p. 169). The pre-group interviews will include student completion of a resiliency assessment, such as the Child and Youth Resilience Measure (CYRM), to help the school counselor understand and reflect on the students’ resilience or lack of resilience (CYRM/ARM, 2021). The school counselor will discuss each student’s experience with homelessness during the pre-group interviews. The pre-group interviews will allow the school counselor to connect and seek students of “subjective characteristics that will balance” the group, as well (Sink et al., 2012, p. 169). Once potential group members are identified, the school counselor must make contact with their parents to gain consent and support (Sink et al., 2012). ]]> 2022-03-17 07:59:54 UTC https://padlet.com/gurulemarlana/4m76rduaysf1ppah/wish/2099576207 12. Ethical Considerations autumnhajdari https://padlet.com/gurulemarlana/4m76rduaysf1ppah/wish/2099576836 The school counselor must be mindful of ethical consideration, such as confidentiality and scope of practice. ASCA ethical standards (2016) dictate that confidentiality limits must be explained to students and their parents (p. 2). A disadvantage of group counseling is the school counselor’s inability to ensure that other group members do not disclose information. Furthermore, the school counselor must be mindful of functioning “within the boundaries of individual professional competence,” as the nature of homelessness and housing instability may require the school counselor to refer to additional resources and professionals (ASCA, 2016, p. 1). The school counselor must be mindful of the potential range of group member ages and developmental levels, as middle school includes a developmental transition from childhood to adolescence. It is important that the school counselor provides the students and parents with an overview of expectations for group participation (Sink et al., 2012). ]]> 2022-03-17 08:00:20 UTC https://padlet.com/gurulemarlana/4m76rduaysf1ppah/wish/2099576836 1. The Middle School autumnhajdari https://padlet.com/gurulemarlana/4m76rduaysf1ppah/wish/2100461958 This is a Title I Middle School that hosts a population of students in the grade levels of six through eight who come from a low to middle socioeconomic status. Title I is a federally funded program under the U.S. Department of Education. Title I was created to ensure that economically disadvantaged students receive a fair, equal, and high-quality education, by helping to close academic achievement gaps (U.S. Department of Education, 2018). Our middle school hosts approximately 500 students whose developmental levels range from beginner learners to proficient learners. The population of students is somewhat diverse, mainly consisting of African Americans, some Hispanics, and a small number of Caucasian students. A portion of the students experiences homelessness. Due to their unfortunate circumstance, those students experiencing homelessness have more absences and behavioral problems.

Our group is focusing on building resiliency in that portion of students who are experiencing or have experienced homelessness. ]]> 2022-03-17 16:56:24 UTC https://padlet.com/gurulemarlana/4m76rduaysf1ppah/wish/2100461958 3. Group Rationale autumnhajdari https://padlet.com/gurulemarlana/4m76rduaysf1ppah/wish/2100463367 Our group's hope is to properly identify the students who could greatly benefit from solution-focused interventions that will allow them to be able to develop self-motivation despite the obstacles they have encountered. While experiencing homelessness, youths are vulnerable to threats such as untreated mental health disorders, substance use, adverse sexual behaviors, and substance abuse simply because they do not know how to properly combat the adverse experience of homelessness. These threats negatively impact students academically, behaviorally, and socially. Our group will serve as a safe and supportive space for those students to speak about their experiences with us as well as their peers. Resilience requires supportive relationships and opportunities for skill-building (Harvard University, 2020). ]]> 2022-03-17 16:57:17 UTC https://padlet.com/gurulemarlana/4m76rduaysf1ppah/wish/2100463367 13. Efficacy Measurement autumnhajdari https://padlet.com/gurulemarlana/4m76rduaysf1ppah/wish/2100480033 Efficacy is a group's sense of its ability to successfully achieve its goals and objectives (Whiteoak et al., 2004). The efficacy of the small group can be measured using the Brief Resilience Scale and the Academic Resilience Scale. The Brief Resilience Scale (BRS) is a self-rating questionnaire aimed at measuring an individual's ability to overcome stress (Ackerman, 2022). The BRS will pose various questions that will prompt the students to answer questions regarding how they handle adversities and the time it takes them to cope with that adversity. ]]> 2022-03-17 17:07:03 UTC https://padlet.com/gurulemarlana/4m76rduaysf1ppah/wish/2100480033 14. Student Feedback autumnhajdari https://padlet.com/gurulemarlana/4m76rduaysf1ppah/wish/2100480978 There will be an evaluation form available for the students at the end of each session.

Sample Questions:

Which face best captures how you feel about today's session?
😁 🙂 😐 🙁

What did you like best?

What did you like least?

What do you think you learned from today's group meeting?

Circle the best response that best reflects your feelings about that statement:

I feel supported when I attend group meetings. (Strongly Agree, Agree, Disagree, Strongly Disagree)

I feel confident in my ability to solve problems. (Strongly Agree, Agree, Disagree, Strongly Disagree)]]> 2022-03-17 17:07:36 UTC https://padlet.com/gurulemarlana/4m76rduaysf1ppah/wish/2100480978 6. Meeting Logistics tiaraharley1 https://padlet.com/gurulemarlana/4m76rduaysf1ppah/wish/2100715027 Location of group counseling meetings:
- The group will meet in a private designated space such as a classroom that is available during a free period or, the school counselor will ask to use an office space of a nurse or school psychologist for the allotted time. The location of the meeting is highly considered regarding this population of students as the environments that they reside in may change on a constant basis.

Duration and scheduling of group counseling meetings:
- According to Sink et al., (2012), a general timeline of six to eight sessions is the most efficacious number of group meetings. Depending on the time constraints of the school counselor and the limitations on how many periods students can be absent from will determine if an extension is necessary (Sink et al., 2012). The ideal time to meet with group is twice per week for an entire class period.]]> 2022-03-17 19:46:04 UTC https://padlet.com/gurulemarlana/4m76rduaysf1ppah/wish/2100715027 7. Communication of Logistics tiaraharley1 https://padlet.com/gurulemarlana/4m76rduaysf1ppah/wish/2100941208 Parents/ Caregivers
-Due to the standard of living of this population of students and their parent(s)/caregiver(s), it is best to set a schedule to communicate with them on a regular basis about the progress and material that their children are learning (Ferguson & Rodriguez, 2005).

Affected Teachers and Administration
-As school counselors, we must work together with teachers and administration in ensuring student success. It is our responsibility to notify teachers and administration of the beginning, ending, times of day and weekly group sessions (Sink et al., 2012). This keeps them aware of students whereabouts and the classwork that teachers will need to set aside for students to complete at a later time. Providing frequent status reports on students about their attendance and progress (Sink et al., 2012) assures staff and administration of the possible effectiveness of group counseling on students.
-It is also important to consider that most teachers and administrators may not be equipped in assisting homeless students or students who were homeless. The link above provides tips for staff and administration on how to support students experiencing homelessness. ]]> 2022-03-17 23:57:39 UTC https://padlet.com/gurulemarlana/4m76rduaysf1ppah/wish/2100941208 11. Theoretical Orientation tiaraharley1 https://padlet.com/gurulemarlana/4m76rduaysf1ppah/wish/2101105269 The theoretical orientation that will be implemented to help guide the approaches implemented through the group process is the solution-focused brief counseling (SFBC). SFBC's are relatively easy to do, is efficient, and has a strong research base (Sink et al., 2012). Our focus is to help students think through their beliefs about change and for school counselors to pay special attention to student's use of self-defining labels and absolutes that express vulnerability toward change (Sink et al., 2012).]]> 2022-03-18 01:44:59 UTC https://padlet.com/gurulemarlana/4m76rduaysf1ppah/wish/2101105269 References autumnhajdari https://padlet.com/gurulemarlana/4m76rduaysf1ppah/wish/2103143385 Ackerman, C. (2022, February 5). How to measure resilience with these 8 resilience scales. PositivePsychology.com.

American School Counselor Association. (2016). ASCA ethical standards for school counselors. https://www.schoolcounselor.org/getmedia/f041cbd0-7004-47a5-ba01-3a5d657c6743/Ethical-Standards.pdf

American School Counselor (ASCA). (2018). Upgrading your needs assessment. https://www.schoolcounselor.org/newsletters/october-2018/upgrading-your-needs-assessment

American School Counselor Association (ASCA). (2019). ASCA national model: A framework for school counseling programs (4th ed.). Alexandria, VA: Author.

Analyst, A. J. C. S. R. (2021, July 27). Homeless students in public schools across America: Down but not out. www.nsba.org.

Angelou, M. (2008). Letter to my daughter. New York: Random House.

Center on the Developing Child (2015). The Science of Resilience (InBrief). www.developingchild.harvard.edu

Child and Youth Resilience Measure & Adult Resilience Measure (CYRM/ARM).(2021). https://cyrm.resilienceresearch.org/

DurhamHealth. (2015, January 27). Teens can: resilient teens and positive mental health. YouTube. https://www.youtube.com/watch?v=1v9XeApSYNY

Ferguson, C. Rodriguez, V. (2005). Engaging families at the secondary level: What schools can do to support family involvement. https://sedl.org/connections/resources/rb/rb3-Secondary.pdf

Harvard University. (2020, November 6). Inbrief: The science of resilience. Center on the Developing Child at Harvard University.

Hays-Grudo, J., Morris, A. S., Beasley, L., Ciciolla, L., Shreffler, K., & Croff, J. (2021). Integrating and synthesizing adversity and resilience knowledge and action: The ICARE model. American Psychological Association, 76(2), 203-215.

National Health Care for the Homeless Council (NHCHC) & National Network to End Family Homelessness (NNEFH) (2019). Homelessness and adverse childhood experiences: The health and behavioral health consequences of childhood trauma. http://www.nhchc.org/aces

Saul, S., & Scherer, S. (n.d.). Causes and Consequences of Youth Homelessness. Youth homelessness overview.

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

Tang, Y., Diao, H., Jin, F., Pu, Y., & Wang, H. (2022). The effect of peer education based on adolescent health education on the resilience of children and adolescents: A cluster randomized controlled trial. Plos One, 17(2).

U.S. Department of Education. (2018, November 7). Improving Basic Programs Operated by Local Educational Agencies (Title I, Part A). Title I, Part A Program. https://www2.ed.gov/programs/titleiparta/index.html

Whiteoak, J. W., Chalip, L., & Hort, L. K. (2004). Assessing group efficacy. Small Group Research, 35(2), 158–173.

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