Establishing a Group by Rachel Coy https://padlet.com/rcoy4/ds5hg3w28aft7mqq en-us 2023-09-11 13:12:25 UTC 2023-09-25 01:19:17 UTC hello@padlet.com The New Kids on the Block rcoy4 https://padlet.com/rcoy4/ds5hg3w28aft7mqq/wish/2697578754 This closed group will consist of students who recently (within the last calendar year) transitioned from Mexico to America. Ages for this group with range from third to fourth grade (8-10 years old). The issue we will address in this group is acculturation stress these students face when leaving their native country and culture and entering a brand new one. ]]> 2023-09-11 14:49:41 UTC https://padlet.com/rcoy4/ds5hg3w28aft7mqq/wish/2697578754 What mindsets and behaviors will students master? rcoy4 https://padlet.com/rcoy4/ds5hg3w28aft7mqq/wish/2697581681 Mindsets
(M.2) Sense of acceptance, respect, support and inclusion for self and others in the school environment
(M.4) Self-confidence in ability to succeed

Behaviors
(B-LS 5) Media and technology skills to 
enhance learning
(B-SMS 3) Independent work
(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
(B-SS 1) Effective oral and written 
communication skills and 
listening skills

(ASCA, 2014)

]]> 2023-09-11 14:51:14 UTC https://padlet.com/rcoy4/ds5hg3w28aft7mqq/wish/2697581681 How will information be shared? rcoy4 https://padlet.com/rcoy4/ds5hg3w28aft7mqq/wish/2697589873 Intially, information will be shared to students, parents, and teachers through email, social media, and Class Dojo. This communication will provide information on the group topic and goals, and provide a chance for participants to be nominated.
Once interviews have conlcuded, and participants have been chosen, group members, member's family, and teachers of participants will receive weekly newsletters with an overview of topics, tools, and resources discussed in the session. This will be beneficial for both members, parents, and teachers to refer to at home and throughout the week. This way, if situations arise where these resources can be useful, teachers and parents also know and understand the resources and tools and can contribute to the success of the student by reminding them to utilize them. These newsletters will be written in both English and Spanish. They will be provided as a hard copy, and digitally by email.]]> 2023-09-11 14:54:56 UTC https://padlet.com/rcoy4/ds5hg3w28aft7mqq/wish/2697589873 How will members be selected? rcoy4 https://padlet.com/rcoy4/ds5hg3w28aft7mqq/wish/2697639680 To gather potential participants, teachers, staff, and parents will first be asked to nominate students. This will be advertised and distributed through teachers' email and posted as a Google Form on the school’s webpage, as well as Class Dojo. Once nominations have been submitted, individual interviews will be conducted to ensure this group will be beneficial to potential participants. Those who will benefit from the group, based on the interview, will then be invited to join through written invitation.

The interview process will follow the TAP process of screening as outlined in the Missouri Comprehensive Guidance and Counseling Program (2015). This process is outlined below.

Tell about the Group:
□ Describe the group:
  • Group topic
  • Meetings: day, time, length of each session, total number of sessions
  • Expectations of participants: attend every meeting unless there is an illness or an emergency
  • Reason student is being considered for membership in group .
  • Participation in the group is voluntary/involuntary.
□ Tell student what he or she will gain from being in the group
  • Goals/outcomes
  • Meet new people and get to know others better
  • Work on individual as well as group goals.
  • Learn new skills
  • Being in a group can be fun.
□ Tell the student about the expectations of members of a small group.
  •  Attend the group every week
  •  He or she is expected to maintain confidentiality about what occurs in the group.
  • Everything said in the group stays in the group.
  • Facilitator keeps information confidential unless:
    • Someone (outside the group) is hurting a participant
    • A group member is hurting someone
    • A group member is thinking about hurting himself or herself

  • Facilitator will make sure everyone gets a chance to talk
  • He or she is expected to participate.
  • Listening is a part of participation
  • Members help others in the group
  • Members respect and value each other’s situation.
Ask the student about his or her interest and commitment
□ Ask student to explain his or her understanding of what you have said about the group
□ Ask student what questions he or she has about any part of the group process
□ Ask student if he or she is interested in the group, and why or why not
□ Ask if student is seeing another counselor, inside or outside school
□ Ask if student is willing to adhere to expectations/ground rules (e.g. attendance, confidentiality,
cooperative participation, sharing information about thoughts and feelings related to topic).
□ Ask student what his or her goals for growth are (or might be).
□ Ask student to rate his or her interest in participating in the group on a scale of 1-10.
Pick members
□ Is the student willing to participate in the primary tasks of the group?
□ What is the student’s reason for wanting to be in the group?
□ Hypothesize whether student will be satisfied with:
  • The group focus and being able to meet personal needs or goals
  • Other members in the group
  • The process of working in a group and an overall enjoyment of group work
□ Will student be able to apply/transfer group experiences to other life areas/relationships?
□ Has student experienced a recent crisis or situation that would block participation in this group?
□ During interview, was student able to interact with you on a personal level?
□ Are student’s expectations aligned with stated group outcomes/other members’ expectations?
□ On a scale of 1-10, how motivated is student to participate fully in the group experience?
]]> 2023-09-11 15:19:16 UTC https://padlet.com/rcoy4/ds5hg3w28aft7mqq/wish/2697639680 What are the group expectations and rules? rcoy4 https://padlet.com/rcoy4/ds5hg3w28aft7mqq/wish/2697675013 The rules listed above will be disussed with the group in-depth during the first session. Due to the population of this group, there will be time to discuss what certain word meanings, as well as how these rules can be demonstrated. The group will be invited to add rules they feel would be benefical to this group, as well.
Confidentiality will be stressed to the group. If a student is caught sharing another group members discussions, removal from the group is possible. This will be explained to the group in the first session and reminded at the closure of each lesson. 

]]> 2023-09-11 15:37:34 UTC https://padlet.com/rcoy4/ds5hg3w28aft7mqq/wish/2697675013 What will be the leadership style of the facilitator? rcoy4 https://padlet.com/rcoy4/ds5hg3w28aft7mqq/wish/2697676423 This group will be facilitated with a Participative Leadership (Democratic) style. According to Cherry (2023), "leaders offer guidance to group members, but they also participate in the group and allow input from other group members (p. 5)." While I hope to pre-plan lessons and topics, I believe allowing student input and creating a space where students can be a part of the problem-solving journey, as well as openly discuss session topics with other group members, will create the most successful environment for these students.]]> 2023-09-11 15:38:17 UTC https://padlet.com/rcoy4/ds5hg3w28aft7mqq/wish/2697676423 What therapuetic factors could possibly be seen in this group? rcoy4 https://padlet.com/rcoy4/ds5hg3w28aft7mqq/wish/2697677468 Universality: Demonstration that we are not alone in our misery or our "problems". Feeling alone in this journey of acculturation will be a commonality among group members. While in the group, members will gain a sense of belonging and feeling less alone in their struggles and journey.

Decelopment of Socializing Techiques: Social learning or development of interpersonal skills. Coming to a new country, facing language barriers, and adapting to a new culture is difficult. In this group, members will learn more about socializing and being successful in this new environment, while not losing who they are or the culture they came from, either.

Direct Advice: Receiving and giving suggestions for strategies for handling problems. Members will face similar problems. However, there will be members who have already learned to cope with some struggles through experience. While the facilitator offers support and resources, members will also be able to give and receive suggestive strategies for handling their problems to and from one another.
 


]]> 2023-09-11 15:38:50 UTC https://padlet.com/rcoy4/ds5hg3w28aft7mqq/wish/2697677468 How will student dynamics adjust through each stage of the group session process? rcoy4 https://padlet.com/rcoy4/ds5hg3w28aft7mqq/wish/2697679435 Stage 1: Getting Aquainted
Group members will share about themselves and learn about others in the group. This will provide a sense of belonging and help for each member to find commonality with the other members of the group. For many members, feeling as though they are an outsider may feel normal while at school. By creating a safe space with others sharing their journey, trust can be formed and these feelings of misplacement can start to reside. Group members will review and establish group rules set by both the facilitator and themelves. The importance of protecting the stories within the group will be discussed and promoted, while consequences for breaking confidentiality will be established, as well.

Stage 2: Teamwork Makes the Dream Work
To ensure purposeful and meaningful sessions, norms will be established from the beginning. Routines will be followed to create consistency and dependability. The members will feel safer in the group simply because they know what to expect.  Likewise, sessions will be planned and materials ready so that sessions run smoothly and goals of each session can be met. All members will be encouraged to share and join discussions openly, as long as it is beneficial and not putting down another member in some way. In this instance, the facilitator will step in to redirect conversation. Similarly, members will not be allowed to do overshare, as it is important for each member to feel they have a voice and can contribute to their own, and the group's success.

Stage 3: Closure
To ensure members feel confident at the closure of the group, a few steps can be followed. One, members will be given an outline of the group's meeting dates and topics and made sure to understand the duration of the group's meeting. This will ensure members do not feel suprised or misled in anyway to the duration of the group. At the closure, group members will reflect on what they learned, what they take with them, and what to do and whom to turn to when they feel familiar struggles. Just because the group not longer meets, does not mean the group no longer exist. We will all continue to grow, learn, and support each other along the way. They will also be given post-assessment survey's the gauge the success of the group for the facilitor's review. ]]> 2023-09-11 15:39:50 UTC https://padlet.com/rcoy4/ds5hg3w28aft7mqq/wish/2697679435 How will parents be notified and provide consent? rcoy4 https://padlet.com/rcoy4/ds5hg3w28aft7mqq/wish/2697786891 Once students have been selected, parental consent will be sent home. Our district requires consent before a student can particiapte in any session. A template is already in place for group counseling partental consent (see attached). This template will be used and revised to give information on this specific group's information.

After the first session, when students understand rules, expectations, goals, and routines, a student assent will be provided. This allows the student, should they feel uncomfortable with the group, to dismiss themselves. This is not required by our district.]]> 2023-09-11 16:42:30 UTC https://padlet.com/rcoy4/ds5hg3w28aft7mqq/wish/2697786891 Ethical Requirement #1 rcoy4 https://padlet.com/rcoy4/ds5hg3w28aft7mqq/wish/2697789970 A.2.a. Informed Consent
Clients have the freedom to choose whether to enter into or remain in a counseling relationship and need adequate information about the counseling process and the counselor. Counselors have an obligation to review in writing and verbally with clients the rights and responsibilities of both counselors and clients. Informed consent is an ongoing part of the counseling process, and counselors appropriately document discussions of informed consent throughout the counseling relationship.  (ASCA, 2014)

Infomed consent is required for all groups. Through consent, parents will be notified of the group purpose, topics, goals, and expectations. This provides a clear understanding so parents can feel confident and comfortable with their child's participation.]]> 2023-09-11 16:44:14 UTC https://padlet.com/rcoy4/ds5hg3w28aft7mqq/wish/2697789970 Ethical Requirement #2 rcoy4 https://padlet.com/rcoy4/ds5hg3w28aft7mqq/wish/2697790199 A.2.c. Developmental and Cultural Sensitivity
Counselors communicate information in ways that are both developmentally and culturally appropriate. Counselors use clear and understandable language when discussing issues related to informed consent. When clients have diffculty understanding the language that counselors use, counselors provide necessary services (e.g., arranging for a qualifed interpreter or translator) to ensure comprehension by clients. In collaboration with clients, counselors consider cultural implications of informed consent procedures and, where possible, counselors adjust their practices accordingly.  (ASCA, 2014)

Due to the nature of this group, cultural sensitivitiy is vital. When commuicating with parents and students alike, it is important to use native language and explain any unknown vocabulary. Similarly, when developing lessons for session, it is important the counselor provides a translator (as needed) and does not plan activites, use materials, or encourage actions that could be offensive or insensitive to the culture of the participants. ]]> 2023-09-11 16:44:22 UTC https://padlet.com/rcoy4/ds5hg3w28aft7mqq/wish/2697790199 References rcoy4 https://padlet.com/rcoy4/ds5hg3w28aft7mqq/wish/2697790556 American Counseling Association. (2014). 2014 ACA code of ethics. https://www.counseling.org/resources/aca-code-of-ethics.pdf 

American School Counselor Association. (2014). ASCA Student Standards: Mindsets & Behaviors for Student Success. https://www.schoolcounselor.org/getmedia/7428a787-a452-4abb-afec-d78ec77870cd/Mindsets-Behaviors.pdf

American School Counselor Association. (2020). The school counselor and group counseling. https://www.schoolcounselor.org/StandardsPositions/Position-Statements/ASCA-Position-Statements/The-School-Counselor-and-Group-Counseling#:~:text=Best%20practice%20will%20include%20parental,issues%20impeding%20achievement%20or%20success

Cherry, K. (2023, June 27). How to lead: 6 leadership styles and frameworks. Very Well Mind. https://www.verywellmind.com/leadership-styles-2795312
Encyclopedia of Mental Disorders. (n.d.). Group therapy. http://www.minddisorders.com/Flu-Inv/Group-therapy.html#b

Corsicana Independent School District (2023). Parental consent form

Missouri Comprehensive Guidance And Counseling Program: Responsive Services. (2015). Professional school counselor small group counseling guide. https://www.missouricareereducation.org/doc/smallgroup/SmallGroupCounseling.pdf

Yalom, I. (1995) Yalom's curative factors of group treatment.
The Theory and Practice of Group Psychotherapy. 




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