Small Group Essentials by Kimberly Lutz

1-Group Overview

klutz19 — 2024-02-06 19:48:49 UTC

EmoExpress for Little Hearts is a supportive group for elementary school-age girls, focusing on emotional expression and regulation, particularly those with possible trauma-induced Emotional Disturbance (ED). The group aims to create a safe space for emotional expression, teach effective strategies for emotional regulation, and foster healthy coping mechanisms. Action Plan:

2-ASCA Mindsets and Behaviors

klutz19 — 2024-02-06 19:56:56 UTC

In this group we will focus on self management skills such as;

Social-Emotional Skills : Participants will develop social-emotional skills such as self-awareness, self-regulation, and relationship-building to foster positive interactions with peers and adults. Coping Strategies: Participants will learn and apply coping strategies to manage stress, anxiety, and other challenging emotions effectively.
Social-Emotional SkillsAcademic Persistence: By enhancing social-emotional skills and coping strategies, participants will demonstrate increased academic persistence and engagement in the learning process.
^{_{American School Counselor Association. (2019). ASCA Mindsets & Behaviors for Student Success: K-12 College- and Career-Readiness Standards for Every Student. Alexandria, VA: Author.}}
^{_{ASCA Mindsets & Behaviors for Student Success - American School Counselor Association (ASCA)}}^{_{. (n.d.).}}^{_{Www.schoolcounselor.org}}^_.^{_{https://www.schoolcounselor.org/Standards-Positions/Standards/ASCA-Mindsets-Behaviors-for-Student-Success}}
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3-Publicity Plans

klutz19 — 2024-02-06 20:06:51 UTC

Information on this group will primarily be word of mouth from Counselor teachers of students who have already been identified as needing this group. However other ways this group will be promoted will be as follows;

Information included in school newsletters( teachers and admin. not the one sent to parents)
Personal invitations to potential participants
Announcement during parent-teacher meetings

4-Pre-Group Interview/Screening

klutz19 — 2024-02-07 17:25:14 UTC

Informing participants about the group's purpose: Participants will be informed about the objectives and structure of EmoExpress for Little Hearts, emphasizing its focus on emotional expression, regulation, and coping strategies.
Assessment of Readiness: Counselors will assess participants' readiness, willingness, and interest in participating in the group through brief interviews or questionnaires.
Individual Screening: Participants will undergo individual screenings to ensure that the group's content and format align with their needs and abilities. ( see action plan for survey)

5-Informed Consent

klutz19 — 2024-02-07 17:25:46 UTC

Parental Consent: Informed consent will be obtained from parents or legal guardians before enrolling their child in EmoExpress for Little Hearts. Consent forms will outline the purpose, goals, and potential benefits of the group, as well as any risks or limitations.
Student Assent: While parental consent is mandatory, student assent will also be sought to ensure that participants understand and agree to participate voluntarily.

6-Ground Rules

klutz19 — 2024-02-07 17:26:13 UTC

Establishing Expectations: Ground rules will be established collaboratively with group participants to create a safe and respectful environment conducive to open sharing and mutual support.
Respecting Confidentiality: Participants will be reminded of the importance of confidentiality within the group setting and encouraged to uphold the privacy and trust of their peers.
Promoting Active Participation: Ground rules will encourage active participation, respect for diverse perspectives, and constructive feedback to foster a supportive group dynamic.
^{_{Bernard, J. M., & Goodyear, R. K. (2014). Fundamentals of Clinical Supervision (5th ed.). Upper Saddle River, NJ: Pearson.}}
^{_{Jacobs, E. E., Masson, R. L., Harvill, R. L., & Schimmel, C. J. (2011). Group Counseling: Strategies and Skills (7th ed.). Belmont, CA: Brooks/Cole.}}

7-Group Dynamics

klutz19 — 2024-02-07 17:27:47 UTC

Stage 1 (Building Relationships): During the initial sessions, emphasis will be placed on building trust and rapport among group members through ice-breaking activities, sharing personal experiences, and establishing group norms.
Stage 2 (Working Cohesively): As the group progresses, activities will focus on promoting cohesion and collaboration among participants, such as group discussions, cooperative tasks, and peer support exercises.
Stage 3 (Group Closure): Towards the end of the group sessions, time will be dedicated to reflecting on the group experience, celebrating achievements, and setting personal goals for continued growth and development.

8-Leadership Style

klutz19 — 2024-02-07 17:29:23 UTC

Leadership Style:

Supportive and facilitative leadership The leadership style adopted for EmoExpress for Little Hearts is supportive and facilitative, aiming to create a nurturing and empowering environment for participants. The counselor will serve as a guide and facilitator, offering support, encouragement, and guidance as needed while allowing participants to take an active role in the group process.
Adapted to Suit Specific Needs: The leadership style will be adapted to suit the specific needs of elementary school-age girls with trauma-induced Emotional Disturbance (ED). Recognizing the unique challenges and sensitivities of this population, the counselor will employ empathy, patience, and flexibility in their approach, ensuring that the group activities and interactions are tailored to meet the participants' emotional and developmental needs.

9-Yalom’s Therapeutic Factors

klutz19 — 2024-02-07 17:30:29 UTC

Instillation of Hope: Throughout the group sessions, the counselor will focus on instilling hope by highlighting participants' strengths, resilience, and potential for growth. Through discussions, activities, and shared experiences, participants will be encouraged to envision a positive future and believe in their ability to overcome challenges.
Universality:The concept of universality will be emphasized to help participants recognize that they are not alone in their struggles. By sharing their experiences and listening to others' stories, participants will gain a sense of connection and belonging, realizing that their feelings and experiences are shared by others in the group.
Interpersonal Learning:Interpersonal learning will be fostered through group interactions, discussions, and collaborative activities. Participants will have the opportunity to develop and practice effective communication skills, conflict resolution strategies, and empathy towards their peers, enhancing their ability to navigate interpersonal relationships both within and outside the group setting.
Altruism:The group sessions will provide opportunities for participants to engage in acts of altruism, such as offering support, encouragement, and validation to their peers. By demonstrating kindness and compassion towards others, participants will experience a sense of fulfillment and purpose, contributing to their overall well-being and sense of connectedness.
Catharsis:The group will provide a safe space for participants to express their emotions freely and openly, facilitating catharsis and emotional release. Through creative expression, storytelling, and reflective exercises, participants will have the opportunity to process and release pent-up emotions, leading to a sense of relief, clarity, and emotional well-being.
^{_{Corsini, R. J., & Wedding, D. (Eds.). (2011). Current Psychotherapies (9th ed.). Belmont, CA: Brooks/Cole.}}
^{_{Corey, G. (2015). Theory and Practice of Counseling and Psychotherapy (10th ed.). Belmont, CA: Brooks/Cole.}}
^{_{Gladding, S. T. (2017). Groups: A Counseling Specialty (8th ed.). Upper Saddle River, NJ: Pearson.}}
^{_{Yalom, I. D., & Leszcz, M. (2008). The Theory and Practice of Group Psychotherapy (5th ed.). New York, NY: Basic Books.}}

10-Ethical Considerations

klutz19 — 2024-02-07 17:31:08 UTC

Informed Consent: Obtaining informed consent from parents or guardians is an ethical requirement before involving students in group counseling sessions. This ensures that parents are aware of the nature and purpose of the group and can make informed decisions about their child's participation.
Dual Relationships: School counselors must avoid engaging in dual relationships that may compromise the integrity of the counseling relationship. This includes maintaining professional boundaries and refraining from personal or social interactions with group members outside of the counseling setting.
Explanation: Ethical considerations are essential in maintaining the integrity and effectiveness of group counseling. By obtaining informed consent and adhering to professional boundaries, school counselors uphold ethical standards and prioritize the well-being of students.

11-Legal Requirements

klutz19 — 2024-02-07 17:38:23 UTC

Confidentiality Guidelines: School counselors must adhere to strict confidentiality guidelines outlined by professional associations such as ASCA and state laws. This includes ensuring that any information shared during group sessions remains confidential unless there is a risk of harm to the student or others.

Compliance with ASCA and School Policies: School counselors are required to comply with the ethical standards set forth by ASCA and adhere to school policies regarding student privacy and confidentiality. This includes obtaining informed consent from parents or guardians before including students in group counseling sessions.

Explanation: Confidentiality is paramount in group counseling to ensure trust and safety among participants. By following established guidelines and policies, school counselors can uphold the rights of students while providing effective support and intervention.

_{Dupper, D. R., & Dingman, C. (2008). Ethical Issues in School Counseling. In J. C. Whitaker (Ed.), The School Counselor’s Book of Lists (pp. 161-174). San Francisco, CA: Jossey-Bass.}

^{_{American Counseling Association. (2014). ACA Code of Ethics. Alexandria, VA: Author.}}

12-References

klutz19 — 2024-02-07 17:38:25 UTC

American School Counselor Association. (2019). ASCA Mindsets & Behaviors for Student Success: K-12 College- and Career-Readiness Standards for Every Student. Alexandria, VA: Author.

American Counseling Association. (2014). ACA Code of Ethics. Alexandria, VA: Author.

Corsini, R. J., & Wedding, D. (Eds.). (2011). Current Psychotherapies (9th ed.). Belmont, CA: Brooks/Cole.

Dupper, D. R., & Dingman, C. (2008). Ethical Issues in School Counseling. In J. C. Whitaker (Ed.), The School Counselor’s Book of Lists (pp. 161-174). San Francisco, CA: Jossey-Bass.

Gladding, S. T. (2017). Groups: A Counseling Specialty (8th ed.). Upper Saddle River, NJ: Pearson.

Jacobs, E. E., Masson, R. L., Harvill, R. L., & Schimmel, C. J. (2011). Group Counseling: Strategies and Skills (7th ed.). Belmont, CA: Brooks/Cole.

Stone, C. B., & Dahir, C. A. (2018). The Transformed School Counselor (3rd ed.). Boston, MA: Cengage Learning.

Yalom, I. D., & Leszcz, M. (2008). The Theory and Practice of Group Psychotherapy (5th ed.). New York, NY: Basic Books.