School Counseling Pre-group Planning
1. Conduct a needs assessment
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.
- 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
- 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
- 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
- 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.
6. Develop each session's content and activities
- 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
- Find appropriate space/time and communication these details to the students, teachers, and possibly the family.
- 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/]
()
8. Evaluation of the effectiveness of the group
- 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.
Conducting a Needs Assessment ()
Examples of a Core curriculum school counseling action plan ()
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.
click to edit
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
:
Richmond’s Breavement Resource Manual (https://fullcirclegc.org/wp-content/uploads/2019/11/FCGC-BRM-November-2019.pdf)
Grief at school: A guide for school (https://hospicefoundation.org/getattachment/End-of-Life-Support-and-Resources/Grief-Support/Children-and-Grief/Grief-at-School-A-Guide-for-School-Personnel/Grief-at-School2.pdf.aspx)
Helping Kids Grieve
(https://sesamestreetincommunities.org/wp-content/uploads/2016/08/Grief_PRINT_FullTopic.pdf)
Elementary School Counseling: Grief
(http://www.elementaryschoolcounseling.org/sg-grief.html)