School Counseling Pre-group Planning

1. Conduct a needs assessment original-3929208-1

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2. Develop an overall focus, goals, and appropriate design and format for the group

1.Survey students, families, and faculty to determine the need and feasibility of the group------2. Devise a survey tool that is individualized to your school, specific grade level, target populations, and has a specific intended use. This may be done through e-surveys or paper-and-pencil formats. Reputable online programs to use for e-survey are SurveyMethods (http://www.surveymethods.com/) or SurveyMonkey (http://www.surveymonkey.com/) -----3. The questionnaire needs to be carefully designed with a clear purpose and be developmentally appropriate.

  1. The group focus or theme should echo the results of the needs/feasibility assessment.------2. The group should fall into three major ASCA (2005,2008) develpmental domains: academic/educational, personal/social, and career/vocational. ------3. Research shows that integrating academic interventions while addressing personal/social issues in group counseling imporved student behavior related to school acheivement (Steen & Kaffenberger, 2007). ------4. An extensive list of suitable topics is listed in School-Based Group Counseling (2012, Table 3.1, pg. 74-75). ------5. Create a developmental crosswalk matrix (see ASCA's National Model, 2005a) this will include core developmental domains, student competencies, and grade-level benchmarks.

4. Consent to participate

  1. Prior to group implementation, relevant administrators, teachers, and associated staff should have an opportunity for input and understand the educational relevance of the group.-------2. Administration and teacher support through a written and agreed upon plan will help the communication to the parents. The group action plan provides a structure for the school counselor to follow. The link below provides free group counseling action plan templates. http://www.schoolcounselor.org/school-counselors/recognized-asca-model-program-(ramp)/templates---third-edition
  1. Group members are aware of the group they are about to take part in and understand the expectations of group participation. They are willingly participating. SEE EXAMPLE: [http://www.clemson.edu/assessment/documents/Consent%20to%20Participate%20in%20Focus%20Group.pdf](

5. Screen and interview potential participants

  1. Group counselors will screen participants to make sure they will likely benefit from group activities, possess sufficient communication, cognitive, appropriate social skills, indicate a readiness to follow group rules, will work cooperatively with group members, committed to attending sessions on time, and have parental consent.------2. When working with younger children consult with teachers and others associated with the child to evaluate their readiness for group participation. The link below is a resource from the Handbook of Child and Adolescent Group Therapy A Practioner's Reference (2016) to use for understanding the identification, selection, and screening of groups. https://www.routledgehandbooks.com/doi/10.4324/9781315666860.ch3.
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6. Develop each session's content and activities

  1. The American Psychological Association (Stroh & Sink, 2002) recommend school counselors incorporate a learner-centered approach to group work.------2. Provide facilitation, guidance, and support in which a dynamic group is created using meaningful and real-life activities for students to work through.------3. The materials and counseling techniques need to be developmentally appropriate, well thought out and promote student reflection. ------4. The groups are individualized to meet each students strengths and needs.

7. Manage logistical issues

  1. Find appropriate space/time and communication these details to the students, teachers, and possibly the family.
  2. Set the ground rules so everyone is treated fairly and with respect. Sample group guidelines may include: Pay attention to group leader or when someone is speaking, take part in activities and sharing information, be on time, maintain confidentiality. SEE EXAMPLE: [http://meetingsift.com/ground-rules-for-meetings/]



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8. Evaluation of the effectiveness of the group

  1. The ASCA's (2010) ethical standards require ongoing assessment of school counselor's group services. The two main accountability questions that need to be asked are: In what ways do students members benefit from the group experience? How does this practice add to the value of the school's comprehensive school counseling program? ------2. This data can be collected by student self-report using a pregroup and postgroup evaluation survey.

Training-Effectiveness-Evaluation-Form

Conducting a Needs Assessment ()

Examples of a Core curriculum school counseling action plan ()

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References---American School Counselor Association.(2005a). The ASCA national model: A framework for school counseling programs* (2nd ed.) Alexandria, VA: Author---American School Counselor Association. (2010). The professional school counselor and students with special needs (Position statement). Alexandria, VA: Author---Sink, C.A., Edwards, C., Eppler, C. (2012). School based group counseling. Belmont, CA: Brooks/Cole.---Steen, S., & Kaffenberger, C. (2007). Integrating academic interventions into small group counseling in elementary school. Professional School Counseling, 10, 516-519.---Stroh, H,R., Sink, C.A. (2002). Applying APA's learner-centered principles to school-based group counseling. Professional School Counseling, 6, 71-78.---Haen, C., &Aronson, S. (2016). Handbook of Child and Adolescent Group Therapy: A Practioner's Reference (1st ed.) Routledge.

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Resources

References .


American School Counselor Association. (2014). The school counselor and group counseling. Retrieved from https://www.schoolcounselor.org/asca/media/asca/PositionStatements/PS_Group-Counseling.pdf


American School Counselor Association. (2016). ASCA ethical standards for school counselors. Retrieved from https://www.schoolcounselor.org/asca/media/asca/Ethics/EthicalStandards2016.pdf



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



Thomas, R. V., & Pender, D. (2008). Association for Specialists in Group Work: Best Practice Guidelines 2007 Revisions. Journal for Specialists in Group Work, 33(2), 111–117. https://doi-org.ezp.waldenulibrary.org/10.1080/01933920801971184


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