ELEM Module 2 Project by Herlande Prospere https://padlet.com/mrs_h_prospere/j2y4phtij1cr The Four Stages of Group Development en-us 2018-06-18 02:46:28 UTC 2026-01-14 14:55:08 UTC hello@padlet.com https://padlet-assets.s3.amazonaws.com/icons/Shakinghands.png Yalom’s Nine Therapeutic Factors mrs_h_prospere https://padlet.com/mrs_h_prospere/j2y4phtij1cr/wish/267719209 4. What are Yalom’s nine therapeutic factors?
  1. According to Corey et al. (2018), the first therapeutic is hope which is something that seemed unreachable now attainable because group members are sharing the same challenges and they can see others overcome these challenges they have the hope that they too will be able to. 
  2. The next therapeutic factor is Group Cohesiveness which refers to the sense of belonging.  
  3. The third therapeutic factor is Catharsis which is an emotion described as an insight that increases when interacting with other group members
  4. The fourth therapeutic factor is humor. 
  5. The fifth factor is the freedom to experiment. It refers to the group's ability to experiment with new behaviors
  6. The sixth factor is a commitment to change which refers to the group members willingness to utilize the tools and group process for change.
  7. The seventh factor is the cognitive component the explaining and clarification of the new perspective on the challenge. 
  8. The eighth factor is a power which refers to the strength that one has to be in control of one's life. 
  9. The ninth factor is catharsis which is the emotional release. 
                     (Corey et al., 2018)

5. Share something specific about one of Yalom’s nine therapeutic factors.

Of the nine of Yalom's therapeutic factors, Hope is ultimately what the goal is for group members upon completion of the grieving process. Hope which is something that seemed unreachable now attainable because group members are sharing the same challenges and they can see others overcome these challenges they have the hope that they too will be able to. In a grief counseling group, hope can be what is gained upon the completion of sessions and grief process. (Corey et al., 2018)

Reference
Corey, M. S., Corey, G., & Corey, C. (2018). Groups: Process and practice (10th ed.). Belmont, CA: Brooks/Cole.
]]> 2018-06-19 02:55:31 UTC https://padlet.com/mrs_h_prospere/j2y4phtij1cr/wish/267719209 Seven Problem Behaviors mrs_h_prospere https://padlet.com/mrs_h_prospere/j2y4phtij1cr/wish/267719228 5. Share how you interpret seven problem behaviors at this stage. How can leaders work with these behaviors?

  1. The fear of self-disclosure is when members are apprehensive about opening up to other group members before they are ready. It is essential for the leader of the group to ensure that the group member understands that it is their choice as to when they are comfortable enough to share. 
  2. The fear of being exposed and vulnerable. During this time, group members struggle with being vulnerable around other group members. As the leader of the group, it's important to foster healthy experiences amongst group members who are sharing within the group in efforts to encourage those who are still apprehensive about being vulnerable around other people in the group.
  3. The fear of Rejection is a behavior that can occur when group members are fearful that others within the group may reject them. As a leader, it is critical to intervene so that members can tell their story. 
  4. The fear of being misunderstood and judged. It can occur when a group member feels as if their judged because they are members of different cultural background. It may hinder a group member from wanting to speak. As the leader, it's important to encourage members to express what they have experienced in the past that will allow other members to understand their plight. 
  5. The fear of being challenged or singled out is when members feel that other members may test them. Therefore, they stay silent. The leader's responsibility is to find ways to include and encourage members to participate with the group. 
  6. The fear of losing control is when members feel as if they may share and it may open up experiences that may be more painful and place them in an even more vulnerable position. As leaders, we should encourage group members and ensure that they know that they are not alone and encourage dialogue amongst other members who can be empathetic to them.
  7. Fear of trusting others within the group. As a leader, it's essential to create an environment that allows them to feel comfortable sharing and facing their fears. Allowing conflicts to be resolved within the group can encourage other members that it is a safe place. 
                      (Corey et al., 2018)

Reference
Corey, M. S., Corey, G., & Corey, C. (2018). Groups: Process and practice (10th ed.). Belmont, CA: Brooks/Cole.
]]> 2018-06-19 02:55:42 UTC https://padlet.com/mrs_h_prospere/j2y4phtij1cr/wish/267719228 GROWING PAINS in Group Development mrs_h_prospere https://padlet.com/mrs_h_prospere/j2y4phtij1cr/wish/268544710 3. What things would you avoid as a group counselor in this stage?

The things to avoid as the group counselor at this stage is to react to what may be misinterpreted behavior from members as it may be members adjusting to being a part of the group. It is imperative that as the group leader, we don't react to group members that may challenge the leader as it may be the opportunity to demonstrate how to deal with conflict by not avoiding it but facing it.The first step toward group development is the forming stage. In the forming stage, team members are anxious, uncertain about what is to take place in the group. It is the first time that team members meet and the bonding experiences could either go left or right. 

In 1965, Bruce Tuckman created the five stages of group development.  The stages which consist of the forming–storming–norming–performing model is essential in ensuring groups grow, man up to their challenges, tackle their problems, find solutions to their problems, devise a plan, and achieve success as a group. 
In the “Forming Stage” of group development, students may acquaint themselves with other members in the group. Ground rules must be set to keep norms and everybody in check as to respect and honor each other's feelings and opinions while processing the grief/bereavement they suffer. According to the ASCA (2016), it states that school counselors must " communicate the aspiration of confidentiality as a group norms, while familiarizing and working from the protective
posture that confidentiality for minors in schools cannot be
guaranteed (A.7.e). Students may tend to shy away due to not having a relationship with the other students in the group. According to Growing Pains in Group Development (2014), it states that “Members in the forming stage are tentative in their interactions and avoid conflicts.” For this reason, students may feel like strangers in the group and may not put their trust at the forefront of meeting someone new for the first time. Therefore, the forming stage sets the tone of who each person is, who they will decide to affiliate themselves with and determine if they will move forward with the group or not.

References
American School Counselor Association. (2016) ASCA standards for school counselor Retrieved From  https://www.schoolcounselor.org/ASCA/media/Ethical Standards2016.pdf

GROWING PAINS in Group Development. (2014). Leadership for Student Activities, 43(1), 4. Retrieved from the Walden Library databases.
]]> 2018-06-26 03:32:42 UTC https://padlet.com/mrs_h_prospere/j2y4phtij1cr/wish/268544710 Team Building mrs_h_prospere https://padlet.com/mrs_h_prospere/j2y4phtij1cr/wish/268544838 2. What are overall group characteristics in this stage?

The overall characteristics of group members are anxiety, feelings of uncertainties, and various doubts, and defensiveness. In a group with children who are dealing with bereavement, these characteristics will be essential to recognize and respond to appropriately, as each member may internalize how they are dealing with their loss, differently.
In building a team of students who are grieving a loss of a loved one, team bonding will help develop and improve relationships of students who are experiencing the same experiences. After students have formed a close bond with one another, they will have a better understanding of each other’s strengths, weaknesses, and interests. Team building helps them work better together in providing support for one another in times of grief.]]> 2018-06-26 03:34:10 UTC https://padlet.com/mrs_h_prospere/j2y4phtij1cr/wish/268544838 Video-Remember the Titans: Forming Stage mrs_h_prospere https://padlet.com/mrs_h_prospere/j2y4phtij1cr/wish/268545475 From the start of the movie Remember the Titans (2015) the Titans are filled with doubt. The black players doubt the relationship with the white players will be fair and equal. The white players suspect that the black players have no right or place to play on their team, attend the same school, or associate with them on any level of communication. A black coach by the name of Boone is the head coach where he receives backlashes from members of the white community. Despite the differences that the teams have for each other, Coach Boone finds a way to hopefully eliminate their first-time jitters and anxiousness by forcing everyone a partner from a different race. Although in a grieving counseling session, the first time is filled with lots of mixed emotions. By introducing students to a different approach to getting to know their group members is one way that trust is built with one another in hopes that students will want to be a part of the group.

Reference
Remember The Titans - Forming, Storming, Norming & Performing [Video file]. (2015, March 1). Retrieved from https://youtu.be/OUxMvhSi51Q
]]> 2018-06-26 03:41:30 UTC https://padlet.com/mrs_h_prospere/j2y4phtij1cr/wish/268545475 Team Building Trust mrs_h_prospere https://padlet.com/mrs_h_prospere/j2y4phtij1cr/wish/268545691 5. What are some ways to create trust in a group? What is “trust”?

Trust is when members of the group are comfortable sharing their innermost thoughts without feeling scared with the entire group.
One way to establish this trust has an individual who feels brave enough to share first. For example, as the group leader that may be you. Doing so can set the stage to encourage others to think that they too can share. Another way to establish trust is to create a scripted activity. An example of that could be an open-ended question that each group member will have a turn to answer. A third way could be to have group members to break into smaller groups and practice open-ended questions. An example of an open issue for group members could be when I think about my loved one I feel... Members can break into homogenous groups of those who have lost of a parent.
In this picture, teams were built to interact with this activity as a "Get to Know You" activity in creating a Group Counseling Team. Also, students learn to collaborate with one another in a new environment that is outside their comfort zone. 

Reference
Hawkins, S. (April 29). Counseling: Team Building. Retrieved from https://www.pinterest.com/pin/214765475955942552/

]]> 2018-06-26 03:43:25 UTC https://padlet.com/mrs_h_prospere/j2y4phtij1cr/wish/268545691 Activity: Using Glory Road mrs_h_prospere https://padlet.com/mrs_h_prospere/j2y4phtij1cr/wish/268545877 There are several different stages of group development. The developmental groups are broken down into five steps which are the following: "Forming, Storming, Norming, Performing, and Adjourning." Children in the loss and grief developmental group could be intimidated in the Storming Stage by what others think and refrain from communication. The Storming Stage can be confrontational but resolved. The students in the loss and grief group will experience each developmental stage by becoming familiar and relating to each other, developing structure, and witnessing the progress while parting with accomplished goals. An activity was administered to a Team Leadership class after they observed the movie Glory Road. A lecture on the film proceeded after the class viewed the Tuckman and Jensen (1977) stages of group development. The students then performed an activity where they listed the stages of the model wrong order and wrote a paper identifying the stages. The paper enhanced their understanding by allowing them to highlight the developmental stages and increase the team's awareness. In the Storming Stage, the film highlighted the group members are becoming agitated, confused about their roles, and developing subgroups. The goal of this activity was to demonstrate leadership skills and improve the understanding of the leadership theory. It is a beneficial strategy for group development and was proven to be successful in the Team Leadership class at Texas Tech University (Porter & Wimmer, 2012).

References
Porter, H., & Wimmer, G. (2012). A winning strategy: Using glory road to illustrate the stages of group development. Journal of Leadership Education, 11(2), 247-256.h. Retrieved from the Walden Library databases. 

Tuckman, B. W., & Jensen, M. C. (2010). Stages of Small-Group Development Revisited. Group Facilitation: A Research & Applications Journal, 1043-48. Retrieved from the Walden Library databases. ]]> 2018-06-26 03:45:46 UTC https://padlet.com/mrs_h_prospere/j2y4phtij1cr/wish/268545877 Confrontation & Personal Reaction mrs_h_prospere https://padlet.com/mrs_h_prospere/j2y4phtij1cr/wish/268545891 3. What does your personal reaction to confrontation look like?

My reaction to confrontation is to observe and to listen. Often when you react too quickly, it can be misinterpreted and can be the difference between whether or not the progression to the next stage of the group will be a smooth transition into the next stage. It is essential that in a grief counseling group because many unexplained emotions can surface as a reaction to the loss of a loved one. As a result, it is important not to react as if it is a deliberate attack and more of an opportunity to show members how to work through conflicts successfully.

In this picture, during this stage, students may begin to voice their opinions, and as a result of this, conflicts between group members may arise. For example, in a grief counseling group, some disagreements or disputes may derive from where students think their loved one has gone after death. Based on the religious belief of students, their views may contradict one another. Before the team can progress, it is essential that the disagreements and personality clashes are resolved to move forward into the next stages of group development. 
4. What does your personal reaction to conflict look like? (Be sure not to discuss how you resolve conflicts; rather, discuss how you react when you see or are involved in conflict.)

My reaction was to respond in a way that protects whomever I feel is making me feel threatened. When I witness the confrontation, I tend to listen and observe. Orloff (2014) states that "Logic alone won’t tell you the whole story about anybody." For this reason, when interpreting verbal and nonverbal cues, I want to see the person for who they are. 

Reference
Orloff, J. (2014, February 26). Three Techniques to Read People. Retrieved from https://www.psychologytoday.com/us/blog/emotional-freedom/201402/three-techniques-read-people
]]> 2018-06-26 03:45:55 UTC https://padlet.com/mrs_h_prospere/j2y4phtij1cr/wish/268545891 Video-Remember the Titans: Storming mrs_h_prospere https://padlet.com/mrs_h_prospere/j2y4phtij1cr/wish/268545899 8. How does diversity impact the development of this stage of group counseling?

Members need to have an understanding of one another so that they won't fear to share with others in the group. In this stage since confrontation will occur because of the differences amongst each member, a leader will need to be able to acknowledge possible conflicts and allow members to be able to resolve them. Also, sessions should be created to create environments that encourage all differences. 
The storming stage plays a vital role in the group development process. In the movie clip of Remember the titans (2015), you will see that it expresses differences in feelings, ideas, or opinions of the players. Also, there is a power or control issue of who should lead the team. Cliques are formed such as whites against blacks which personal attacks made towards one another. Finally, the team demonstrates little spirit and the level of competition remains high. Although the team has learned to accept in playing together did not mean that they enjoyed it. In a situation where a child loses someone they love, despite the circumstances of the person not ever coming back they learn to accept that they are gone, but are not happy with the person now gone. Like in the movie “Remember the Titan’s,” the players go through their ups and downs of disagreements, but eventually come to terms of accepting their positions, but not settling with the opposite team members.

Reference
Remember The Titans - Forming, Storming, Norming & Performing [Video file]. (2015, March 1). Retrieved from https://youtu.be/OUxMvhSi51Q
]]> 2018-06-26 03:45:59 UTC https://padlet.com/mrs_h_prospere/j2y4phtij1cr/wish/268545899 Group Member Behaviors mrs_h_prospere https://padlet.com/mrs_h_prospere/j2y4phtij1cr/wish/268545916 1. What do typical or expected group member behaviors look or sound like in this stage?

In the storming, stage individuals tend to have confrontations. Some people may have issues with group members that they have not yet dealt with in a conflict situation.

 In an Elementary School group Setting a young girl was upset about the death of her pet. The group members consoled her and gave her a hug. This action demonstrated positive interaction skills and resolution of any issues that may have occurred during the Storming Stage. Students can participate in activities that will allow them to build their interaction skills. This strategy can be beneficial during the Storming Stage due to some students being intimidated and fearful of communication. Students should be pre-screened for behavioral confrontational issues that could occur during the Storming Stage. Group members should develop supportive relationships where academic and social confrontation can be resolved in a positive way. These favorable relationships will promote success in the Loss and Bereavement Counseling group.

Reference
Sink, C. A., Edwards, C., & Eppler, C. (2012). School based group counseling. Belmont, CA: Brooks/Cole.]]> 2018-06-26 03:46:08 UTC https://padlet.com/mrs_h_prospere/j2y4phtij1cr/wish/268545916 Activity: Trust Building "Trust the Leader" mrs_h_prospere https://padlet.com/mrs_h_prospere/j2y4phtij1cr/wish/268545939
Divide the students into two groups for this exercise that focuses on building trust. Each team will assign a leader, and the remaining group members remain standing in a line behind the leader with their arms extended on each other's shoulders. Every group member is blindfolded except for the leader. Create a pathway with random objects such as cones on the ground so that the leader can lead the group without bumping into anything from one end of the class to the other. The leaders must take their team through the track without anyone touching or knocking down any objects. Each group requires keen attention and making sure each person turns at the precise time and in the correct direction. The teams can race to see which team will make it to the other side first. Repeat the game several times, and switch leaders to allow everyone to participate as a leader. (Hughes,2013, May 4)

Reference
Hughes, Z. (2013, May 4). Trust-Building Exercises for Kids. Retrieved from https://howtoadult.com/trustbuilding-exercises-kids-10797.html
]]> 2018-06-26 03:46:20 UTC https://padlet.com/mrs_h_prospere/j2y4phtij1cr/wish/268545939 Avoiding Confrontation mrs_h_prospere https://padlet.com/mrs_h_prospere/j2y4phtij1cr/wish/268545948 7. What things would you avoid as a group counselor in this stage?

As a group leader, it will be essential to avoid engaging in confrontation. According to the Growing Pains in Group Development (2014), it states that  "in the storming stage, council members become more familiar with each other and small power struggles can arise as members try to define their roles better." Interaction is happening more than the prior stage, and members have learned how to work through confrontations and stay on track.

Reference
GROWING PAINS in Group Development. (2014). Leadership for Student Activities, 43(1), 4. Retrieved from the Walden Library databases.]]> 2018-06-26 03:46:27 UTC https://padlet.com/mrs_h_prospere/j2y4phtij1cr/wish/268545948 Tasks of Working Stage mrs_h_prospere https://padlet.com/mrs_h_prospere/j2y4phtij1cr/wish/268545978 3. What are the tasks of this stage?
The tasks that are occurring in this stage is interaction with other group members and the collaboration amongst each group member (5 Stages of Team Development, n.d.). The picture shows a group of people in a circle One person is outside of the circle and looks different than the others, however, once one of the group members invites the outside member to join the ring, he is no longer out of the circle, and he blends in and looks like everyone else. The significance of the picture represents how though the storming stage may have been challenging because of group member differences, techniques and experiences have shaped members and separation are replaced with unity regardless of differences.
Reference
5 Stages of Team Development. (n.d.). Retrieved from https://toggl.com/stages-of-team-development/]]> 2018-06-26 03:46:49 UTC https://padlet.com/mrs_h_prospere/j2y4phtij1cr/wish/268545978 Video-Remember the Titans: Working/Norming mrs_h_prospere https://padlet.com/mrs_h_prospere/j2y4phtij1cr/wish/268545986
6. What is your personal leadership style? How does your style change in small group counseling? How do you see your style impacting a group?

My leadership style is similar to the video Remember the Titans (2015) to be approachable and a person who empowers individuals also to be leaders. My style may change to adjust to being a mentor to members who may need to overcome challenges that may be occurring, so they are ready to be leaders, which I believe will impact the group. For a bereavement group, this could mean facilitating the group to aid in helping them through there grief so that they can continue with their goals and be able to help another person who may face the loss of a loved one and need help getting through it. 

Reference
Remember The Titans - Forming, Storming, Norming & Performing [Video file]. (2015, March 1). Retrieved from https://youtu.be/OUxMvhSi51Q
]]> 2018-06-26 03:46:52 UTC https://padlet.com/mrs_h_prospere/j2y4phtij1cr/wish/268545986 Interacting mrs_h_prospere https://padlet.com/mrs_h_prospere/j2y4phtij1cr/wish/268545996
According to text Groups: Process and Practice Chapter 8, Corey et al. (2018) asserts that the working stage is a period where members of the group have found ways to work through challenges that may have existed in the transition stage. More of an emphasis placed on members that are completing tasks, as the expectations communicated beforehand. There is more interaction that occurs as group members are learning to be a more cohesive group. During this stage, if there are conflicts that arise it becomes a discussion of efforts to resolve.

Reference
Corey, M. S., Corey, G., & Corey, C. (2018). Groups: Process and practice (10th ed.). Belmont, CA: Brooks/Cole.]]> 2018-06-26 03:46:59 UTC https://padlet.com/mrs_h_prospere/j2y4phtij1cr/wish/268545996 Group Member Behaviors mrs_h_prospere https://padlet.com/mrs_h_prospere/j2y4phtij1cr/wish/268546007 1. What do typical or expected group member behaviors look or sound like in this stage?

At the working stage members of the group have learned to overcome confrontations and understand the expectations of the tasks to be implemented within the group. The behavior of group members at this stage is there is more cohesion amongst group members and interaction.

2. What are the overall group characteristics in this stage?

The overall group characteristics in the working stage are deep levels of exploration and mutuality. What once appeared to be a difficult circumstance has now become an opportunity for growth and learning. At this point, differences and confrontations have occurred and have been resolved. In the event that another arises, members are equipped with tools to work through them and be able to complete what is needed. Members gained a level of trust that will become what binds the group together and encourages dialogue and reaching levels of completion amongst one another. (Corey et al., 2018).

References
Corey, M. S., Corey, G., & Corey, C. (2018). Groups: Process and practice (10th ed.). Belmont, CA: Brooks/Cole.

Maassen van den Brink, G. (2013, October 20). good teamwork and bad teamwork. Retrieved from https://youtu.be/fUXdrl9ch_Q]]> 2018-06-26 03:47:08 UTC https://padlet.com/mrs_h_prospere/j2y4phtij1cr/wish/268546007 Group Member Behaviors mrs_h_prospere https://padlet.com/mrs_h_prospere/j2y4phtij1cr/wish/268546014 An adequately planned termination and a healthy goodbye will enhance the experience and promote lifelong learning.

1. What do typical or expected group member behaviors look or sound like in this stage?

According to the Process and Groups text, Corey et al. (2018) discuss some of the common behavioral characteristics in the adjourning stage;"Some members will engage in behavior that makes it easier for them to leave the group (Corey et al., 2018, p. 318).  Some group members began to appear withdrawn and argumentative. While other members have prepared themselves for the termination of the group and they have developed a sense of closure. Tuckman & Jensen (2010) asserts that the final phase of disengagement, anxiety about separation and termination, and positive feelings toward the leader begin to surface. For this reason, activities should be set in place to help calm the different emotions.

References
Corey, M. S., Corey, G., & Corey, C. (2018). Groups: Process and practice (10th ed.). Belmont, CA: Brooks/Cole.

Tuckman, B. W., & Jensen, M. C. (2010). Stages of Small-Group Development Revisited. Group Facilitation: A Research & Applications Journal, 1043-48. Retrieved from the Walden Library databases.]]> 2018-06-26 03:47:16 UTC https://padlet.com/mrs_h_prospere/j2y4phtij1cr/wish/268546014 Video-Remember the Titans: Adjourning mrs_h_prospere https://padlet.com/mrs_h_prospere/j2y4phtij1cr/wish/268546038 4. How does member group work transfer to the world outside of the group?

 One way that member group work can transfer to the world outside world is by taking what has been learned in the group experience and applying it to similar life situations. In the video Remember the Titans (2015), The scene is of the coach's daughter at Gary's funeral. The coach's daughter reflects on the challenges the teams faced that divided them at the beginning, became their catalysts at the end. Ultimately, they were able to accomplish the goals that they had set out to. This is an example of how group members can take what appeared to be an unattainable goal to be one that was accomplished, with a lesson learned and that can be used in everyday life. In a grief group, members will learn each other, work through the storm of colliding differences, gain and establish trust, implement the tasks needed to achieve goals, and reach their goal with lessons learned that can be utilized for the future. Another way that group work transfer outside of the group is through the use of working with a diverse community. Members of a grief group can have different set of challenges that they may have never imagined they would experience. For example, amongst the group there may be loved ones that have lost parents or siblings. Other differences can be how grief is observed in different cultures. The acknowledgement, learning, accepting and working with these type of differences will be a skill set that will be learned along the way. In the world, the ability to coexist and work with others from various backgrounds will be essential to the environment that they live in everyday. Having the opportunity to participate in a grief group can allow members to can teach effective ways to have healthy interactions with a myriad of people in school or in any other environment.

Reference
Remember The Titans - Forming, Storming, Norming & Performing [Video file]. (2015, March 1). Retrieved from https://youtu.be/OUxMvhSi51Q
]]> 2018-06-26 03:47:41 UTC https://padlet.com/mrs_h_prospere/j2y4phtij1cr/wish/268546038 Diversity Impact mrs_h_prospere https://padlet.com/mrs_h_prospere/j2y4phtij1cr/wish/268546043 6. How does diversity impact the development of this stage of group counseling?

Members from diverse backgrounds may perceive the termination stage as temporary. "Explore cultural influences on members' perceptions and understandings of endings. For cultures that emphasize the continuity of relationships, endings may be viewed as an interruption rather than a permanent reality" (Corey et al., 2018, p. 318). As one of the tasks that are to be performed by the group leader, it's important to know of what those differences are and accommodate accordingly.

Reference
Corey, M. S., Corey, G., & Corey, C. (2018). Groups: Process and practice (10th ed.). Belmont, CA: Brooks/Cole.
]]> 2018-06-26 03:47:46 UTC https://padlet.com/mrs_h_prospere/j2y4phtij1cr/wish/268546043 Closing Activity: Memory Box mrs_h_prospere https://padlet.com/mrs_h_prospere/j2y4phtij1cr/wish/268546064 7. Include an example of a closing activity.

The purpose of the Activities for Grieving Children (n.d.) is to create a memory box that reminds them of their loved one and the relationship they shared. The box can be used to keep items of their loved one and the pictures glued to the box will represent the relationship between the child and the loved one. This activity will allow students to cherish the memories they had with their loved one and hold on to unique items that are meaningful to them throughout their lives. As students age, they can always look back and reminisce over the special times. Creating a memory box is appropriate, especially if children have worries and fears that have been addressed (Malchiodi, 2003). .This activity will promote coping skills, encouragement, and support.

Reference
Activities for Grieving Children. (n.d.). Retrieved from https://youthlight.com/

 Malchiodi, C. A. (2003). Using Creative Activities as Intervention for Grieving Children. Trauma & Loss: Research & Interventions, 3(1), 1-5. Retrieved from the Walden Library databases. ]]> 2018-06-26 03:47:56 UTC https://padlet.com/mrs_h_prospere/j2y4phtij1cr/wish/268546064 Survey Monkey mrs_h_prospere https://padlet.com/mrs_h_prospere/j2y4phtij1cr/wish/268546124 2018-06-26 03:48:43 UTC https://padlet.com/mrs_h_prospere/j2y4phtij1cr/wish/268546124 GROWING PAINS in Group Development mrs_h_prospere https://padlet.com/mrs_h_prospere/j2y4phtij1cr/wish/268800659 When a child or an adult loses someone close and dear to their hearts, the process weighs heavily on their minds, and they do not have the proper strategies to cope with it. Finding ways to seek help or comfort from others may not always serve a positive reflection of what they request due to not being in the same position as that person. Therefore, in the “Storming Stage” of group development, students now have a bright idea of who their members are in the group and try to relate to each other, but does not know how to understand their feelings when grieving. Students may feel less shy about expressing their opinions about grief/bereavement with their peers in the group. Although they may share their similarities, sometimes their differences may cause them to create struggles in understanding others feelings. Growing Pains in Group Development (2014) asserts that group members are more comfortable in expressing their disagreements or exhibit less conformity. Due to the imbalance of situations that children go through when experiencing the loss of a loved one, another student cannot relate to how they feel and may never understand that. For this reason, tension develops as each student may struggle to make connections with one another while grieving.

Reference
GROWING PAINS in Group Development. (2014). Leadership for Student Activities, 43(1), 4. Retrieved from the Walden Library databases.]]> 2018-06-28 01:10:40 UTC https://padlet.com/mrs_h_prospere/j2y4phtij1cr/wish/268800659 Letting Go of Grief mrs_h_prospere https://padlet.com/mrs_h_prospere/j2y4phtij1cr/wish/268801131 4. What is the depth of group process in this stage?

The depth of the group process at this stage is everyone getting to know each other and discovering the dynamics of each group member and how to overcome challenges. For a grief counseling group, this an opportunity to explore cultural differences that may exist when experiencing the loss of a loved one.
Grief can have a tremendous impact on children. It can affect children academically and emotionally. They may experience many emotions such as guilt, sadness, and fear. "The needs of the grieving child are myriad and complex."  Due to the different stages of development children's response to grief can vary within age groups. Counselors must take proper steps in planning a grief support group by examining developmental levels, conducting screenings and creating time frames for the group.  The group must be goal oriented and must include intervention strategies, activities, and references to the thematic framework(Samide & Stockton, 2002). Goals can be broken down into sessions. The bereavement group allows children to move forward in life and express their thoughts and feelings.

Reference
Samide, L. L., & Stockton, R. (2002). Letting go of grief. Journal for Specialists in Group Work, 27(2), 192-204. Retrieved from the Walden Library databases. ]]> 2018-06-28 01:16:24 UTC https://padlet.com/mrs_h_prospere/j2y4phtij1cr/wish/268801131 Diversity Impact & Activity mrs_h_prospere https://padlet.com/mrs_h_prospere/j2y4phtij1cr/wish/268801429 9. How does diversity impact the development of this stage of group counseling?

 The challenges associated with group members who bring differences such as race, gender, and world perspectives is now the strength and cohesion of the group. As mentioned in the text Groups: Process and Practice group, Corey et al. (2018) discusses how the Transition stage was a time for any conflicts or opposing differences to occur and result in resolution. The Working stage now allows a newly developed level of trust and problem-solving skills that get the job done. (Corey et al., 2018). Also, Betts & Healy (2015) states that "One important aspect of teamwork is the dynamic process by which teams are formed and become functional" (p. 3).

References
Betts, S., & Healy, W. (2015). HAVING A BALL CATCHING ON TO TEAMWORK: AN EXPERIENTIAL LEARNING APPROACH TO TEACHING THE PHASES OF GROUP DEVELOPMENT. Academy Of Educational Leadership Journal, 19(2), 1-9. Retrieved from the Walden Library databases.

Corey, M. S., Corey, G., & Corey, C. (2018). Groups: Process and practice (10th ed.). Belmont, CA: Brooks/Cole.]]> 2018-06-28 01:19:04 UTC https://padlet.com/mrs_h_prospere/j2y4phtij1cr/wish/268801429 Adjourning Group Tasks mrs_h_prospere https://padlet.com/mrs_h_prospere/j2y4phtij1cr/wish/268801487 3. What are the tasks of this stage?
Corey et al. (2018) advise the following as the tasks in this stage:
  • Educate members about the termination process and that it's best to give adequate notice to members so that they can prepare themselves. 
  • Allow the group members the time they need to deal with the separation.
  • Give the members an opportunity to have a proper goodbye. Feelings can be expressed among the group reacting to people leaving. 
  • Ensure that you have an understanding of how other cultures may view the ending of the group. As stated in the chapter different cultures may look at it as an interruption and not something that is permanent.
  • Help members understand, review, and apply what they have learned and apply it to their daily lives upon their departure.
  • Make any necessary referrals.

Teamwork has been proven to be beneficial in the workplace and builds a steady foundation. It is essential among employees and assists with performance skills. Team members bring individual characteristics and abilities to a team. It gives them the opportunity to create ideas, gathers thoughts and promotes productivity. Individuals work in different ways when working alone which allows them to benefit and learn new skills from each other. There was a test conducted that followed Tuckman's Stages of Group Development covering experiential learning by the use of tennis balls. The experiment proved the success of teamwork. Teamwork has been stated to "develop long-term competitive advantage by utilizing its human capital." It highlights the adjourning stage because it focuses on the success and performance of the team while developing a bond between team members. "Adjourning from the exercise is not characterized by the sadness and negative emotions described by the adjourning stage" (Betts & Healy, 2015, p. 6). That is because they will see each other in class many more times, they understand it is a one-off class exercise, and it was a fun but trivial task.

References
Betts, S., & Healy, W. (2015). HAVING A BALL CATCHING ON TO TEAMWORK: AN EXPERIENTIAL LEARNING APPROACH TO TEACHING THE PHASES OF GROUP DEVELOPMENT. Academy Of Educational Leadership Journal, 19(2), 1-9.

Corey, M. S., Corey, G., & Corey, C. (2018). Groups: Process and practice (10th ed.). Belmont, CA: Brooks/Cole.
]]> 2018-06-28 01:19:25 UTC https://padlet.com/mrs_h_prospere/j2y4phtij1cr/wish/268801487 School Based Group Counseling & Opening Activity mrs_h_prospere https://padlet.com/mrs_h_prospere/j2y4phtij1cr/wish/268802766 During the formatting stage, it is imperative that school counseling groups built on a "strong foundation" and covers beliefs and philosophy. The National Model four pillars should be applied when developing a school counseling group. In the Formatting stage, group members are unfamiliar with what requires of them, and many may refrain from openly expressing themselves. It is the school counselors responsibility to cover guidelines and instructions and ensure students are comfortable (Sink et. al., 2012. They should also encourage group members to engage in positive communications and build respectful relationships. These interactions will become essential in the Loss and Bereavement Group. It will give students the opportunity to relate to others and develop a supportive relationship. Group counselors should assist students with becoming familiar with themselves and use their awareness in their school and environment. The guidelines must be applied to contribute to the effectiveness of the Loss and Bereavement group.

7. Include an example opening activity.

An opening activity that used is an activity Found on Pinterest that uses M&M's that each represents how a person is feeling. For every red m&m members express what makes them happy; every brown m&m members express what makes them sad; green expresses what makes you angry, and yellow what makes you excited. (M&Ms Feelings Activity, 2013)

References
M&Ms Feelings Activity. (2013, November 24). Retrieved from http://radathome.blogspot.com/2013/11/m-feelings-activity.html

Sink, C. A., Edwards, C., & Eppler, C. (2011). School based group counseling. Cengage Learning.]]> 2018-06-28 01:32:53 UTC https://padlet.com/mrs_h_prospere/j2y4phtij1cr/wish/268802766 Diversity Impact: I AM FEELING... mrs_h_prospere https://padlet.com/mrs_h_prospere/j2y4phtij1cr/wish/268802932 6. How does diversity impact the development of this stage of group counseling?

Diversity has a significant impact at this stage because members need to feel comfortable in a group of members who will all have a myriad of diversities. Members need to have an understanding of one another so that they won't fear to share with others in the group. Learning about how each group member recognizes the loss of a loved one will aid in developing appropriate activities that will address everyone's differences.
Forming a team is not always easy and takes time to organize. Members of the group usually go through recognizable stages and will eventually change from being a group of strangers to a unified group with common purposes. The diverse populations in the forming stage, most team members are confident, polite, but at the same time have feelings of anxiousness based on their biases. During the forming stage, people make an effort to get to know each other. As a get to know you activity, students can share the feelings they are experiencing with other members in the group using the emotions in the time of their grieving. "During the beginning stages of a group
the leader may allow some storytelling, for people who are new to groups frequently
need to hear facts about others or to share some of their own past" (Sink, Edwards & Eppler, 2012, p. 201). In doing this activity will help everyone to get a better understanding of other's feelings and work towards looking up to someone who could eventually help them cope with their grief.

References
Disney/Pixar characters. (n.d.). Retrieved from https://www.pinterest.com/pin/532972937134329530/

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

]]> 2018-06-28 01:34:47 UTC https://padlet.com/mrs_h_prospere/j2y4phtij1cr/wish/268802932 ASCA Ethical Standards: Avoiding Conflict mrs_h_prospere https://padlet.com/mrs_h_prospere/j2y4phtij1cr/wish/268802980 7. What things would you avoid as a group counselor in this stage?

Since this stage will bring about confrontation, it will be essential to recognize defensive behavior and deal with the defenses constructively. Another thing to avoid as a leader is to make promises to group members that everyone's experience may not end positively.

School counselors must follow the ASCA ethical standards and apply the guidelines to the different stages. The school counselor must consider the student's developmental stage and competence when screening for a group (ASCA, 2016) . It is crucial during the Storming Stage due to behavioral issues that could occur. The Loss and Bereavement counseling group should be evaluated to determine the success of the social and emotional development throughout the program. 

Reference
American School Counselor Association. (2016) ASCA ethical standards for school counselor Retrieved from https://www.school counselor.org/ASCA/media/ASCA/Ethics/Ethical Standrards2016.pdf.
]]> 2018-06-28 01:35:22 UTC https://padlet.com/mrs_h_prospere/j2y4phtij1cr/wish/268802980 Confidentiality mrs_h_prospere https://padlet.com/mrs_h_prospere/j2y4phtij1cr/wish/268803396 8. Share something about the concept of confidentiality in small groups.

Confidentiality will be especially essential at this stage as it is a part of formulating an environment that is conducive to safety and trust. A group member will be more likely to want to share with other members if they feel that what they say won't leave the group. 
According to the 5 Stages of Team Development (n.d.), as the group starts to familiarize themselves with one another, individual roles and responsibilities will form. In developing relationships with each other sets the stage, so that each member could focus on each other, rather than the team task at hand which will later cause confusion and disagreements.

Reference
5 Stages of Team Development. (n.d.). Retrieved from https://toggl.com/stages-of-team-development/

]]> 2018-06-28 01:39:15 UTC https://padlet.com/mrs_h_prospere/j2y4phtij1cr/wish/268803396 Group Member Behaviors mrs_h_prospere https://padlet.com/mrs_h_prospere/j2y4phtij1cr/wish/268803407 1. What do typical or expected group member behaviors look or sound like in this stage?

In the forming stage group members are trying to define their roles, expectations are established, and members are shy because they are getting to know each other (Sink, 2012). 

The meme above depicts how students may feel at the beginning stage of group development in a grief counseling group. Instead of jumping in and introducing people to their problems, they get a feel of everyone in the group before deciding who they would like to partner up with while they grieve and learn strategies to help them cope with their grief.

Reference
Sink, C. A., Edwards, C., & Eppler, C. (2012). School based group counseling. Belmont, CA: Brooks/Cole.
]]> 2018-06-28 01:39:21 UTC https://padlet.com/mrs_h_prospere/j2y4phtij1cr/wish/268803407 Working Through Conflict mrs_h_prospere https://padlet.com/mrs_h_prospere/j2y4phtij1cr/wish/268803881 6. How does working through conflict lead to trust in small group counseling? (Be sure not to discuss how you resolve conflicts.)

If the conflict is acknowledged and resolved in a practical way the level of trust can increase because it allows group members to be more cohesive. For example, if in a grief counseling group, if members have had to face the challenges that come with the grieving process and faced their fears, they will be closed after the resolution has occurred. In order to share with others, this will make it a lot easier.

In the storming stage, lots of mixed emotions rise (5 Stages of Team Development, n.d.). During this stage, conflicts such as individual, personality, and cliques formed. Tensions may explode between team members due to lack of interest or disagreements. Team members demonstrate their true colors, the character that was known to all was not what everyone expected. For this reason, disputes, fights, and disagreements surface creating a hostile environment. The key to resolving conflicts is to include every team member; don't acknowledge subgroups to complain about others (Vik, 2001).

Reference
5 Stages of Team Development. (n.d.). Retrieved from https://toggl.com/stages-of-team-development/

Vik, G. N. (2001). Doing More To Teach Teamwork Than Telling Students To Sink or Swim. Business Communication Quarterly, 64(4), 112-19. Retrieved from the Walden Library databases. 
]]> 2018-06-28 01:45:41 UTC https://padlet.com/mrs_h_prospere/j2y4phtij1cr/wish/268803881 Characteristics of Small Groups mrs_h_prospere https://padlet.com/mrs_h_prospere/j2y4phtij1cr/wish/268805176 2. What are the overall group characteristics in this stage?

The overall group characteristics of this stage are anxiety and avoidance. Group members are learning how to deal with confrontation that occurs during this period.

In the norming stage, group members may realize unique qualities in other even though they still have some conflicts with one another (5 Stages of Team Development, n.d.). Despite the insecurities the group members may have for one another, they learn to put their differences aside, acknowledge their strengths and weaknesses, and move into working together to succeed in their tasks.

Reference
5 Stages of Team Development. (n.d.). Retrieved from https://toggl.com/stages-of-team-development/
]]> 2018-06-28 02:00:37 UTC https://padlet.com/mrs_h_prospere/j2y4phtij1cr/wish/268805176 Microcosm of the World mrs_h_prospere https://padlet.com/mrs_h_prospere/j2y4phtij1cr/wish/268805181 8. How are member interactions in a small group counseling session a microcosm of the world?

Microcosm is a small piece of something bigger. Members and interactions in a little group session are a microcosm of the world because Group member interactions make up a part of a, diverse, small community that shares challenges. The counseling group becomes a microcosm of society with a membership that is diverse but that shares common problems (Corey et al., 2018). Corey continues to compare and explain, how a small group is similar to the short version of the real world people dealing with everyday challenges.

Reference
Corey, M. S., Corey, G., & Corey, C. (2018). Groups: Process and practice (10th ed.). Belmont, CA: Brooks/Cole.]]> 2018-06-28 02:00:41 UTC https://padlet.com/mrs_h_prospere/j2y4phtij1cr/wish/268805181 Activity: Balloon Release mrs_h_prospere https://padlet.com/mrs_h_prospere/j2y4phtij1cr/wish/268805239 As a closing activity in this stage, the balloon release is a simple, yet meaningful way to remember the loved ones that passed away. Students will be able to give closure to their pain of loss. Students will write messages on the balloons to their loved ones who passed away. Students have a chance to think about the precious moments they spent with their loved one while writing their message. Students will combine their balloons together to make one huge colorful balloon that will resemble a rainbow of colors. Afterward, the counselor can direct everyone outside into an open field countdown from 5 to 0 to release the balloons.  The sky will fill up with dozens of colorful balloons. 

Reference
Schultz, D. (2011, January 12). Grief and Loss Group: Balloon Release. Retrieved from http://www.schcounselor.com/2011/01/grief-and-loss-group-balloon-release.html]]> 2018-06-28 02:01:11 UTC https://padlet.com/mrs_h_prospere/j2y4phtij1cr/wish/268805239 Group Characteristics mrs_h_prospere https://padlet.com/mrs_h_prospere/j2y4phtij1cr/wish/268806705 2. What are the overall group characteristics in this stage?

According to Corey, overall characteristics during this stage are that there emotionally charged and complex. This is because, there are a lot of different transitions that are occurring within this stage. Members are having to come to grips with the fact that the group is coming to an end and how they feel about it. Members are also having to consider what they have learned and what they will take of the group experience and use to help them in their lives as they move forward. Saying good bye in a healthy way can be yet another challenge in itself for some members. If the group was a closed group members will complete their experience and say goodbye to those who were there at the beginning that they may have established a bond with.  If the group is an open group as members leave the group new members join throughout the entire process which makes adjusting to one another difficult most of the time. (Corey et al., 2018)

Reference
Corey, M. S., Corey, G., & Corey, C. (2018). Groups: Process and practice (10th ed.). Belmont, CA: Brooks/Cole.]]> 2018-06-28 02:16:22 UTC https://padlet.com/mrs_h_prospere/j2y4phtij1cr/wish/268806705 Avoiding Negative Impression mrs_h_prospere https://padlet.com/mrs_h_prospere/j2y4phtij1cr/wish/268806723 5. What things would you avoid as a group counselor at this stage?

As a group counselor in this stage, I would avoid leaving a negative impression about the termination of the group. It includes ensuring that have appropriately advised members of the end of the group so that they are well prepared when the time comes and acknowledging and addressing emotions that could arise. Leaders and teams attempt to maintain their goals about what stages of the team the development process genuinely revisited, and determine how to once more grow through them as easily as possible (Miller, 2014). ]]> 2018-06-28 02:16:30 UTC https://padlet.com/mrs_h_prospere/j2y4phtij1cr/wish/268806723 STAGE 4- Termination Stage of Group Counseling mrs_h_prospere https://padlet.com/mrs_h_prospere/j2y4phtij1cr/wish/270183852 2018-07-14 04:49:26 UTC https://padlet.com/mrs_h_prospere/j2y4phtij1cr/wish/270183852 STAGE 1- Facilitating Process mrs_h_prospere https://padlet.com/mrs_h_prospere/j2y4phtij1cr/wish/270183982 2018-07-14 04:54:20 UTC https://padlet.com/mrs_h_prospere/j2y4phtij1cr/wish/270183982 STAGE 2- Safety and Trust in Groups mrs_h_prospere https://padlet.com/mrs_h_prospere/j2y4phtij1cr/wish/270184325 2018-07-14 05:14:13 UTC https://padlet.com/mrs_h_prospere/j2y4phtij1cr/wish/270184325 STAGE 3- Working Stage of Group Counseling mrs_h_prospere https://padlet.com/mrs_h_prospere/j2y4phtij1cr/wish/270184409 2018-07-14 05:18:11 UTC https://padlet.com/mrs_h_prospere/j2y4phtij1cr/wish/270184409 mrs_h_prospere https://padlet.com/mrs_h_prospere/j2y4phtij1cr/wish/270185217 Sink, C. A., Edwards, C., & Eppler, C. (2012). School based group counseling. Belmont, CA: Brooks/Cole.]]> 2018-07-14 05:59:07 UTC https://padlet.com/mrs_h_prospere/j2y4phtij1cr/wish/270185217 mrs_h_prospere https://padlet.com/mrs_h_prospere/j2y4phtij1cr/wish/270185238 American School Counselor Association. (2016) ASCA standards for school counselor Retrieved From  https://www.schoolcounselor.org/ASCA/media/Ethical Standards2016.pdf]]> 2018-07-14 05:59:51 UTC https://padlet.com/mrs_h_prospere/j2y4phtij1cr/wish/270185238 mrs_h_prospere https://padlet.com/mrs_h_prospere/j2y4phtij1cr/wish/270185241 GROWING PAINS in Group Development. (2014). Leadership for Student Activities, 43(1), 4. Retrieved from the Walden Library databases.]]> 2018-07-14 06:00:12 UTC https://padlet.com/mrs_h_prospere/j2y4phtij1cr/wish/270185241 mrs_h_prospere https://padlet.com/mrs_h_prospere/j2y4phtij1cr/wish/270185257 Samide, L. L., & Stockton, R. (2002). Letting go of grief. Journal for Specialists in Group Work, 27(2), 192-204. Retrieved from the Walden Library databases. ]]> 2018-07-14 06:00:27 UTC https://padlet.com/mrs_h_prospere/j2y4phtij1cr/wish/270185257 mrs_h_prospere https://padlet.com/mrs_h_prospere/j2y4phtij1cr/wish/270185262 Remember The Titans - Forming, Storming, Norming & Performing [Video file]. (2015, March 1). Retrieved from https://youtu.be/OUxMvhSi51Q]]> 2018-07-14 06:00:44 UTC https://padlet.com/mrs_h_prospere/j2y4phtij1cr/wish/270185262 mrs_h_prospere https://padlet.com/mrs_h_prospere/j2y4phtij1cr/wish/270185263 Hawkins, S. (April 29). Counseling: Team Building. Retrieved from https://www.pinterest.com/pin/214765475955942552/]]> 2018-07-14 06:01:00 UTC https://padlet.com/mrs_h_prospere/j2y4phtij1cr/wish/270185263 mrs_h_prospere https://padlet.com/mrs_h_prospere/j2y4phtij1cr/wish/270185267 Disney/Pixar characters. (n.d.). Retrieved from https://www.pinterest.com/pin/532972937134329530/

]]> 2018-07-14 06:01:14 UTC https://padlet.com/mrs_h_prospere/j2y4phtij1cr/wish/270185267 mrs_h_prospere https://padlet.com/mrs_h_prospere/j2y4phtij1cr/wish/270185275 M&Ms Feelings Activity. (2013, November 24). Retrieved from http://radathome.blogspot.com/2013/11/m-feelings-activity.html]]> 2018-07-14 06:01:32 UTC https://padlet.com/mrs_h_prospere/j2y4phtij1cr/wish/270185275 mrs_h_prospere https://padlet.com/mrs_h_prospere/j2y4phtij1cr/wish/270185278 5 Stages of Team Development. (n.d.). Retrieved from https://toggl.com/stages-of-team-development/]]> 2018-07-14 06:01:45 UTC https://padlet.com/mrs_h_prospere/j2y4phtij1cr/wish/270185278 mrs_h_prospere https://padlet.com/mrs_h_prospere/j2y4phtij1cr/wish/270185292 Orloff, J. (2014, February 26). Three Techniques to Read People. Retrieved from https://www.psychologytoday.com/us/blog/emotional-freedom/201402/three-techniques-read-people]]> 2018-07-14 06:02:15 UTC https://padlet.com/mrs_h_prospere/j2y4phtij1cr/wish/270185292 mrs_h_prospere https://padlet.com/mrs_h_prospere/j2y4phtij1cr/wish/270185305 Corey, M. S., Corey, G., & Corey, C. (2018). Groups: Process and practice (10th ed.). Belmont, CA: Brooks/Cole.]]> 2018-07-14 06:02:39 UTC https://padlet.com/mrs_h_prospere/j2y4phtij1cr/wish/270185305 mrs_h_prospere https://padlet.com/mrs_h_prospere/j2y4phtij1cr/wish/270185309 Porter, H., & Wimmer, G. (2012). A winning strategy: Using glory road to illustrate the stages of group development. Journal of Leadership Education, 11(2), 247-256.h. Retrieved from the Walden Library databases.  ]]> 2018-07-14 06:02:52 UTC https://padlet.com/mrs_h_prospere/j2y4phtij1cr/wish/270185309 mrs_h_prospere https://padlet.com/mrs_h_prospere/j2y4phtij1cr/wish/270185322 Tuckman, B. W., & Jensen, M. C. (2010). Stages of Small-Group Development Revisited. Group Facilitation: A Research & Applications Journal, 1043-48. Retrieved from the Walden Library databases. ]]> 2018-07-14 06:03:10 UTC https://padlet.com/mrs_h_prospere/j2y4phtij1cr/wish/270185322 mrs_h_prospere https://padlet.com/mrs_h_prospere/j2y4phtij1cr/wish/270185334 American School Counselor Association. (2016) ASCA ethical standards for school counselor Retrieved from https://www.school counselor.org/ASCA/media/ASCA/Ethics/Ethical Standrards2016.pdf]]> 2018-07-14 06:03:24 UTC https://padlet.com/mrs_h_prospere/j2y4phtij1cr/wish/270185334 mrs_h_prospere https://padlet.com/mrs_h_prospere/j2y4phtij1cr/wish/270185342 Hughes, Z. (2013, May 4). Trust-Building Exercises for Kids. Retrieved from https://howtoadult.com/trustbuilding-exercises-kids-10797.html]]> 2018-07-14 06:03:57 UTC https://padlet.com/mrs_h_prospere/j2y4phtij1cr/wish/270185342 mrs_h_prospere https://padlet.com/mrs_h_prospere/j2y4phtij1cr/wish/270185348 Maassen van den Brink, G. (2013, October 20). good teamwork and bad teamwork. Retrieved from https://youtu.be/fUXdrl9ch_Q]]> 2018-07-14 06:04:13 UTC https://padlet.com/mrs_h_prospere/j2y4phtij1cr/wish/270185348 mrs_h_prospere https://padlet.com/mrs_h_prospere/j2y4phtij1cr/wish/270185402 Betts, S., & Healy, W. (2015). HAVING A BALL CATCHING ON TO TEAMWORK: AN EXPERIENTIAL LEARNING APPROACH TO TEACHING THE PHASES OF GROUP DEVELOPMENT. Academy Of Educational Leadership Journal, 19(2), 1-9. Retrieved from the Walden Library databases. ]]> 2018-07-14 06:06:13 UTC https://padlet.com/mrs_h_prospere/j2y4phtij1cr/wish/270185402 mrs_h_prospere https://padlet.com/mrs_h_prospere/j2y4phtij1cr/wish/270185409 Schultz, D. (2011, January 12). Grief and Loss Group: Balloon Release. Retrieved from http://www.schcounselor.com/2011/01/grief-and-loss-group-balloon-release.html]]> 2018-07-14 06:06:28 UTC https://padlet.com/mrs_h_prospere/j2y4phtij1cr/wish/270185409 mrs_h_prospere https://padlet.com/mrs_h_prospere/j2y4phtij1cr/wish/270185432 Activities for Grieving Children. (n.d.). Retrieved from https://youthlight.com/ ]]> 2018-07-14 06:07:34 UTC https://padlet.com/mrs_h_prospere/j2y4phtij1cr/wish/270185432 mrs_h_prospere https://padlet.com/mrs_h_prospere/j2y4phtij1cr/wish/270185911 Malchiodi, C. A. (2003). Using Creative Activities as Intervention for Grieving Children. Trauma & Loss: Research & Interventions, 3(1), 1-5. Retrieved from the Walden Library databases. ]]> 2018-07-14 06:27:22 UTC https://padlet.com/mrs_h_prospere/j2y4phtij1cr/wish/270185911 mrs_h_prospere https://padlet.com/mrs_h_prospere/j2y4phtij1cr/wish/270186212 Miller, T. (2014). When four worlds collide. Training Journal, 22-27. Retrieved from the Walden Library databases. ]]> 2018-07-14 06:41:58 UTC https://padlet.com/mrs_h_prospere/j2y4phtij1cr/wish/270186212 mrs_h_prospere https://padlet.com/mrs_h_prospere/j2y4phtij1cr/wish/270186393 Vik, G. N. (2001). Doing More To Teach Teamwork Than Telling Students To Sink or Swim. Business Communication Quarterly, 64(4), 112-19. Retrieved from the Walden Library databases. ]]> 2018-07-14 06:49:06 UTC https://padlet.com/mrs_h_prospere/j2y4phtij1cr/wish/270186393