PRE-GROUP PLANNING

**ELEMENTARY SCHOOLS AND GROUP PLANNING(KIMMY)

DIVERSITY AND PRE-GROUP PLANNING (Kalaundra)

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STRATEGIES, TECHNIQUES,AND PRACTICES Chelsea

  1. Develop a clearly written proposal for the formation of a group



PARENT PERMISSION SLIP CANVA

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Diversity in groups promotes empathy and reduces prejudice. Diversity allows students to understand various cultures and social groups. By having those understandings, students are able to make connections from their own lives and their peer’s lives. Teaching diversity increases cultural competence, which in turn allows students to be empathetic to the experiences of others (Bennett, 2018).Bennett, N. A. (n.d.). 5 Benefits of Teaching Classroom Diversity. Retrieved from https://www.kickboardforschools.com/blog/post/5-benefits-of-teaching-classroom-diversity

Group Workers have a basic knowledge of groups and the principles of group dynamics, and are able to perform the core group competencies, as described in the ASGW Professional Standards for the Training of Group Workers (ASGW, 2000). They gain knowledge, personal, personal awareness, sensitivity, and skills pertinent to working with a diverse client population. Additionally, Group Workers have adequate understanding and skill in any group specialty area chosen for practice (psychotherapy, counseling, task, psychoeducation, as described in the ASGW Training Standards) (Thomas and Pender, 2008).

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Group Workers are aware of and monitor their strengths and weaknesses and the effects these have on group members. They explore their own cultural identities and how these affect their values and beliefs about group work. https://www.counseling.org/Resources/Library/ERIC%20Digests/94-02.pdf

Group Workers practice with broad sensitivity to client differences including but not limited to ethnic, gender, religious, sexual, psychological maturity, economic class, family history, physical characteristics or limitations, and geographic location. Group Workers continuously seek information regarding the cultural issues of the diverse population with whom they are working both by interaction with participants and from using outside resources. https://www.counseling.org/Resources/Library/ERIC%20Digests/94-02.pdf

This video shows a group session that displays a diverse group of students.

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Diversity: include students who have different backgrounds and perspectives Gender: include both sexes unless topic or developmental levels indicate same-sex group would be more effective https://dese.mo.gov/sites/default/files/guid-respon-serv-small-group-counseling-guide-2015.pdf

This school counseling blog was designed for first-year school counselors and explains the steps of planning for small groups in a school setting. When school counselors are not sure how to plan for their first group counseling session, there are some things to consider in order to implement to plan and lead an effective group counseling session. Things to consider are: How do I find students for this group, how big should groups be, how do I schedule groups, and how long should groups be.


Davis, R. (2018, July 27). First Year School Counselors: How to Plan Elementary School Counseling Groups — Bright Futures Counseling. Retrieved March 15, 2020, from https://brightfutures-counseling.com/blog/2018/7/27/how-to-plan-elementary-school-counseling-groups-for-first-year-school-counselors


SCREENING OE MEMBERS:
"EVERYONE IS WELCOME"


This article discusses the dilemma of an emergency school counselor who did not have experience with planning and facilitating small groups. When it comes to the many steps of planning a group, the article highlights the importance of pre-screening in order to implement group counseling. Tyson et al(2004) also mentioned that school counselors when engaging in group counseling must have a grasp of basic counseling knowledge and skills as well as a clear assessment of the group members' needs.
Reference
Tyson, L. E., Pérusse, R., Whitledge, J., Coy, D. R., Akos, P., & Moore, I. L. (2004). Screening of Members: "Everyone is Welcome". In Tyson, L. E., Pérusse, R., Whitledge, J., Coy, D. R., Akos, P., & Moore, I. L. Editors (Ed.), Critical Incidents in Group Counseling (pp. 9-14). American Counseling Association.


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2. Present the proposal to your supervisor or adminis- trator and get the idea accepted.**

Concepts of group stages, group dynamics, leadership styles, therapeutic

forces, planning, dealing with problem rnembers, and skills and techniques

(e.g., dyads, rounds, deeper focus, drawing out, cutting of are but a few

examples of specific content knowledge and specific competencies that a

a counselor should have in order to plan and lead a group experience.

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This video is about the common group counseling mistakes that school counselors make when planning and facilitating groups. Examples of common mistakes can include: not seeing what group members have in common,not paying attention to the formation of the group, and not planning the session.

Small_Group_Counseling_1_

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Problems and Issues Facing Beginning Group Leaders

How will I be able to get the group started?


What techniques should I use? • Should I wait for the group to initiate activity?


Will I know how to follow through once something has been initiated? •


What if I don’t like one of the group members? • What if I make mistakes?
Can I do harm to the members of my group?


What do I do if there is a prolonged silence?


Should I interrupt group members who talk too quickly or for too long?


What should I do if a group member is not participating at all?


How much should I participate in or involve myself in a personal way in the groups I lead?


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


3. Announce and market the group in such ways to inform prospective participants

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4. Conduct pregroup interviews for screening and orientation purposes

5. Provide potential members with relevant information necessary for them to make an informed choice about participation

6. Make decision concerning the selection of members and composition of the group

7. Organize the practical details necessary to launch a successful group

8. Get parental permission

9. Prepare psychologically for leadership tasks and meet with the coleader if any

10. Arrange a preliminary group session for the purposes of getting acquainted, orientation to rules, and preparation of members for a successful group experience

11. Make provisions for evaluating the outcomes of the group

12. Meet with the coleader prior to beginning a group to get to know one another and to plan the general structure of the group

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Corey, M. S. Groups: Process and Practice. [MBS Direct]. Retrieved from https://mbsdirect.vitalsource.com/#/books/9781337515719/

12 Main Tasks of a Group Leader

Strategies at Each Stage

The Beginning Stage

Some adolescents might be reluctant or tentative to share, so it is important to understand that the beginning stage may take the entire first, second, or third session. It is important to use rapport-building activities during this time


Schimmel, A.V.A.C. J. Counseling Children and Adolescents. [MBS Direct]. Retrieved from https://mbsdirect.vitalsource.com/#/books/82282-1A/

It is recommended to not begin with the group rules so the students do not feel like they are in class. Instead, first do introductions, then provide the purpose, then provide an engaging activity to set a different tone.


Schimmel, A.V.A.C. J. Counseling Children and Adolescents. [MBS Direct]. Retrieved from https://mbsdirect.vitalsource.com/#/books/82282-1A/

Confidentiality should be discussed in the beginning stage that it is something that cannot be guaranteed, but it is highly desired.


Schimmel, A.V.A.C. J. Counseling Children and Adolescents. [MBS Direct]. Retrieved from https://mbsdirect.vitalsource.com/#/books/82282-1A/

The goal would be to get everyone to share so that they can begin to be comfortable in speaking in front of the group


Schimmel, A.V.A.C. J. Counseling Children and Adolescents. [MBS Direct]. Retrieved from https://mbsdirect.vitalsource.com/#/books/82282-1A/

Common Mistakes

  1. Leaders should give thought to member introductions. It is important to devote time to introductions, but at times they can go for too long. Give specific direction to each member. For example: Share your name, grade and one or two brief facts.

Schimmel, A.V.A.C. J. Counseling Children and Adolescents. [MBS Direct]. Retrieved from https://mbsdirect.vitalsource.com/#/books/82282-1A/

  1. A common mistake is to ask group members what their expectations of the group are. Typically, students do not have expectations. It is more beneficial to share what will happen and ask if the students have any questions, concerns or wishes.

Schimmel, A.V.A.C. J. Counseling Children and Adolescents. [MBS Direct]. Retrieved from https://mbsdirect.vitalsource.com/#/books/82282-1A/

  1. It is a mistake to not allow adequate time for the closure of the group. It is important to take time to learn what members liked or didnt like anout their first session with the group.

Schimmel, A.V.A.C. J. Counseling Children and Adolescents. [MBS Direct]. Retrieved from https://mbsdirect.vitalsource.com/#/books/82282-1A/

The Middle Stage

This is where a majority of the time is spent for the group.

Skills needed at this stage...

-Art of control (not letting group members ramble or dominate
-Getting, holding, shifting, and deepening the focus
-Using counseling theory to help members gain new insight


Schimmel, A.V.A.C. J. Counseling Children and Adolescents. [MBS Direct]. Retrieved from https://mbsdirect.vitalsource.com/#/books/82282-1A/

This step requires engaging activities, but also time to process these activities to take the discussion deeper for the students


Schimmel, A.V.A.C. J. Counseling Children and Adolescents. [MBS Direct]. Retrieved from https://mbsdirect.vitalsource.com/#/books/82282-1A/

The Closing Stage

During this stage, group members review and summarize what they have learned and how the group impacted them. Frequently this is done in a round where everyone briefly shares.


Schimmel, A.V.A.C. J. Counseling Children and Adolescents. [MBS Direct]. Retrieved from https://mbsdirect.vitalsource.com/#/books/82282-1A/

  1. At the last stage, leaders let members bring up new topics and do not keep the focus on the closing.

Schimmel, A.V.A.C. J. Counseling Children and Adolescents. [MBS Direct]. Retrieved from https://mbsdirect.vitalsource.com/#/books/82282-1A/

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Sample Group Flyer on Friendship Sink, C. A., Edwards, C., Eppler, C. School Based Group Counseling, 1e. [MBS Direct]. Retrieved from https://mbsdirect.vitalsource.com/#/books/9781133715429/

Systemic Change

If a counselor desires systemic change, they must match the school counselor's energy to the schools vision. This requires persistence and commitment to establishing group work as a vehicle for systemic change to change the school culture.


Littrell, J. M., & Peterson, J. S. (2002). Establishing a comprehensive group work program in an elementary school: An in-depth case study. Journal for Specialists in Group Work, 27(2), 161–172. https://doi-org.ezp.waldenulibrary.org/10.1177/0193392202027002004

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