Group efficacy is an extension to Bandura’s self-efficacy concept to groups. According to Whiteoak, Chalip and Hort(n.d.), it is understood to be the groups sense of its capacity to complete a task successfully or to reach its objective. The measuring of group efficacy used according to Whiteoak et al., (n.d.) would involve aggregating members appraisal of their personal capabilities for the particular functions that they perform in their group. Using this method asking each group member to estimate their confidence in their own ability to successfully meet the groups objectives for a given work would give an average of individuals members estimate of their personal efficacy when performing group tasks. Having group members complete a questionnaire on self-efficacy which is defined by Mark and Wells (2019) as the belief that one can achieve a particular outcome. Authors Mark and Wells (2019) stated that having self-efficacy can be enhanced through mastery experience (enactive attainment), the modeling of the tasks (vicarious persuasion), and managing negative emotional stimulus (physiological arousal).  Understanding self-efficacy would help define roles, responsibility and teamwork that are needed in group settings to be effective and successful.

 

 

 

Hipp J. R. (2016). Collective efficacy: How is it conceptualized, how is it measured, and does it really 

matter for understanding perceived neighborhood crime and disorder?. Journal of criminal justice, 46, 32–44. https://doi.org/10.1016/j.jcrimjus.2016.02.016

 

Mark, A. D., & Wells, S. (2019). Evaluation of an Afterschool Mentorship Program for Self-Efficacy. Journal of Educational Research and Practice.

 

Whiteoak, J. W., Chalip, L., & Hort, L. K. (n.d.). ASSESSING GROUP EFFICACY Comparing Three Methods
of Measurement (Vol. 35). Sage Publications Inc. https://doi.org/10.1177/1046496403258495

 

Survey research is designed to provide a snapshot of how things are at a particular time. According to Kelley, Clark, Brown, and Sitzia, J. (2003) anyone involved in collecting data from patients has an ethical duty to respect each individual participant autonomy. When gathering feedback from students according to Marshall & Cameron (2010) it is preferable if a different person than the treatment provider asks for participation and collects the completed questionnaire, it is recommended that the members be approached to complete questionnaire as soon as possible after the completion of the group. The students will answer the survey using the following choices: Completely False, Mostly False, Neither True nor False, Mostly True or Completely True.

1.The facilitator cared about me as a person.

2. I was able to participate and express myself in the group.

3. The focus on the group was on the right issues.

4. I learned what I was hoping to learn.

5. Would you recommend this group to others why or why not?

 

Marshall, L. E., Serran, G., & Cameron, C. (2010). The Group Satisfaction Scale. Unpublished Manuscript available from the first author: liam@rockwoodpsyc.com.

KELLEY, K., CLARK, B., BROWN, V., & SITZIA, J. (2003). Good practice in the conduct and reporting of survey research. International Journal for Quality in Health Care, 15(3), 261–266.

Our recruitment will involve referral forms (example attached) from teachers and staff; administrators; and parents. Because groups need to be focused on each member’s specific needs (Corey et al, 2018), referrals will then be separated based on levels of aggression.  Students that have had no disciplinary action will be in a separate group, split by grade level, than students that have had 2 or more disciplinary actions. Students that have not been violent will be in a group apart from those that have. It will be possible to have groups for each grade level, but the way groups are set up will be necessarily much different for younger ages, i.e. kindergarten vs. 5^th grade. It will also be necessary to separate the bullies from the bully/victims.



References
Broderick, P. C., & Blewitt, P. (2020). The life span: Human development for helping

professionals (5th ed.). Hoboken, NJ: Pearson Education.

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

CA: Brooks/Cole.

Work. https://asgw.org/wp-content/uploads/2021/07/ASGW-Guiding-Principles

May2021.pdf 

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

CA: Brooks/Cole.

It is also necessary to make sure students have an understanding of what group will be like, and get buy in for the group. In her video, counselor Keri (2022) shared questions that she typically asks students before they enroll in group. She asks about how school is for them, including what is hard for school in general and with peers; what they think the group will be like, and what things they like to earn.  

The intake will also include the necessary information in order for parents to sign informed consent. The information needed will include but not be limited to a disclosure statement; explanation of the goals/ purposes of the group as well as the modality that will be used; policies regarding starting and ending group as well as group expectations; confidentiality and exceptions to confidentiality as well as rights and responsibilities of group members and group leaders; what services are realistically possible within a group setting as well as possible benefits and risks of taking part in the group (Corey et al, 2018).

The Association for Specialists in Group Work (ASGW, 2021) explain the importance of “mak[ing] every effort to provide appropriate and accessible referrals for those who are screened out (p. 8)…”, so it will be important to have resources available to refer students to when we are unable to serve them.

References
Association for Specialists in Group Work. (2021). ASGW  
guiding principles for group

Work. https://asgw.org/wp-content/uploads/2021/07/ASGW-Guiding-Principles

May2021.pdf            

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

CA: Brooks/Cole.

Counselor Keri (2022). 5 Questions I ask students before group [Video]. YouTube.

https://youtu.be/Rny_WQmyjsE 

“Hello wonderful teachers! I will begin a bullying prevention group within the next two weeks. I would like to take a strength-based approach of addressing bullying. We will learn and practice some communication skills (such as “I” statements) and we will have a chance to develop a plan for improving, communication, building, friendships, and increasing self-esteem, as well as communicating more positive ways of expressing themselves.  At this point, I’m thinking Thursday afternoons during intervention period may be a good time, but I’m open to suggestions! The groups will be divided into two groups consisting of k-2 and 3-5^th grade, the groups will be 30-45 minutes long and will last a total of 8 weeks. Would you PLEASE suggest a few students you think would benefit from the group?  If I don’t hear from you in a week, I’ll stop by your classroom for a brief chat. My goal is to support you and the students with these difficult issues! “

Thanks, 

School Counselor

 Reference:

Sink, C. A., Edwards, C., & Eppler, C. (2012). School Based Group Counseling (School Counseling). Cengage Textbook. 

Reference: 

American School Counselor Association. (2020). The school counselor and group counseling Links to an external site.. Retrieved from https://www.schoolcounselor.org/Standards-Positions/Position-Statements/ASCA-Position-Statements/The-School-Counselor-and-Group-Counseling

References: 

Gladding, S. T. (1994) Effective group counseling. Eric Digest. https://www.counseling.org/resources/library/eric%20digests/94-02.pdf

Schneider-Corey, M., Corey, G., & Corey, C. (2010). Groups Process and Practice (8th ed.). Belmont, CA: Brooks/Cole Cengage Learning.

 

 

KELLEY, K., CLARK, B., BROWN, V., & SITZIA, J. (2003). Good practice in the conduct and reporting of survey research. International Journal for Quality in Health Care, 15(3), 261–266.
 

Mark, A. D., & Wells, S. (2019). Evaluation of an Afterschool Mentorship Program for Self-Efficacy. Journal of Educational Research and Practice.

Marshall, L. E., Serran, G., & Cameron, C. (2010). The Group Satisfaction Scale. Unpublished Manuscript available from the first author: liam@rockwoodpsyc.com.

Whiteoak, J. W., Chalip, L., & Hort, L. K. (n.d.). ASSESSING GROUP EFFICACY Comparing Three Methods of Measurement (Vol. 35). Sage Publications Inc.https://doi.org/10.1177/1046496403258495

https://theresponsivecounselor.com/2019/10/group-counseling-data-measuring-success.html