child and adolescent counseling chapter 18

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Chapter Objectives

After reading this chapter, you should be able

to:

•List reasons for conducting groups

•Define groups and group types

•Outline different theoretical group orientations

•Explain group leadership and planning skills

•Discuss group stages and processes

•Describe a group model for crisis response

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• a reality orientation, what Corey and Corey (2006)

considered a “natural laboratory”

• opportunities to improve relationship skills

• improve awareness of their own and other people’s values and priorities

• develop an appreciation for different views

• provide a place where children can unlearn inappropriate behaviors and learn new ways of relating through

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Rationale

• group members express caring, acceptance, and support for each other, participants learn to trust and share

• the group’s reality and emphasis on conscious thought

allow participants to explore and genuinely express their thoughts, feelings, and actions

• as group members show understanding to each other, they grow in tolerance and an accepting attitude

• Bergin encourages the participation of all group members

in helping each other make educated choices about their

personal behaviors

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Gladding defined a group as “a

collection of two or more individuals who meet in face-to-face interaction, interdependently, with the awareness that each belongs to the group and

for the purpose of achieving mutually agreed-on goals.”

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Types of Groups

• Psychoeducation: Use educational methods to

obtain information and develop meaning and

skills.

• Counseling: growth oriented for members

generally being normal people who are

experiencing stress in their life.

• Group therapy: focus on remediation and

treatment of those who are severely disturbed or who are exhibiting socially deviant behavior.

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Group Counselor Tasks

• Knowledge and use of counseling skills and techniques

• Direct communication traffic

• Facilitate the group process

• Block harmful group behaviors

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Theoretically Oriented Group

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Theory Used in Group Counseling

Adlerian

• focus on person’s history to

understand how individuals have created their lifestyle

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Reality Therapy

• group is microcosm of real world

• members provide feedback about behavior and plans for change

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Behavioral Counseling

• members help each other by providing feedback or reinforcement to change maladaptive behaviors

• directive leader (Corey, 1995)

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REBT

• Members recognize and confront

irrational thoughts, and use feedback

to learn new social skills

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Transactional Analysis (TA)

• used in groups that simulate life’s

interactions

• therapists prefer to use this theory in groups

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Group Leadership Skills

(Association for Specialists in Group Work)

• Encourage the participation of group

members.

• Observe and identify group process events.

• Pay attention to and acknowledge the

behavior of group members.

• Clarify and summarize statements.

• Begin and end group sessions.

• Give information when needed.

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• Model effective behavior

• Engage in appropriate self-disclosure

• Receive and deliver feedback

• Ask open-ended questions

• Empathize with members

• Confront group members’ behavior

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• Help members recognize the meaning

of an experience

• Help group members integrate and

apply what they learn

• Demonstrate ethical and professional standards

• Keep the group focused on

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Leader Characteristics

(Corey)

• Presence – genuine care in “being there” for clients

• Personal power – self confidence and awareness of one’s

power

• Courage – ability to take risks and be vulnerable

• Willingness to confront oneself – being honest and self aware

• Sincerity and authenticity – sincere interest in the well-being of

others and behaving without pretense

• Sense of identity – knowing one’s values, strengths, and

limitations

• Belief and enthusiasm for the group process

• Inventiveness and creativity – open to new ideas and

experience

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Group Focus

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Division of Cengage Le

arning

Group Focus

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Group Stages

(Gladding and Corey)

Initial stage (Orientation and exploration):

• Get acquainted

• Determine structure of group

• Explore members’ expectations

Transition stage (Challenge and resistance occurs):

• Group leader may be challenged

• Increased anxiety in members

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Group Stages

(Gladding and Corey)

Working stage (Cohesion and

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Group Counseling Process

First session:

• Clarify ground rules and guidelines

• Build cohesiveness and trust

• Discuss confidentiality

• Discuss active listening for each other

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Group Counseling Process

Remaining sessions:

• Summary of the initial meeting.

• Establish therapeutic atmosphere.

• Leader models facilitative behaviors.

• Establish a relationship.

• Address members’ concerns/problems.

• Explore previous solutions, look at alternatives.

• Set goals, try new behaviors, assign homework

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Implications for Different

Ages

• Group counseling can help children in

formative years acquire social skills,

improve racial relationships, and shape a positive attitude towards school.

• Group counseling can support

preadolescents in dealing with family, peer pressure, and anger management.

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Implications for Different

Ages

• Group counseling can help high school students with making choices, stress,

aggression, and eating disorders.

• Group counseling can help students with self-esteem, self-determination, body

awareness, and self-concept (ex unity model).

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Evaluation of Groups

Questions to guide assessing

effectiveness:

• What did we set out to accomplish?

• How did the participants respond?

• What participant behavior changed outside the group?

• How effective was the leader?

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Evaluation of Groups

Assess leader’s effectiveness by the

answers to the three previous

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Classroom Meetings

1 Identify topic

2 Ask for definitions

3 Ask for specifics

4 Ask for personal examples

5 Ask for agreements and disagreements

6 Challenge the group

7 Present hypothetical situations

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Group Crisis Intervention

(James and Gilliland )

• Define the problem.

• Ensure the client’s physical and psychological

safety.

• Provide support through verbal and nonverbal

means.

• Examine alternatives.

• Make plans – definite action steps.

• Obtain client’s commitment to take positive action.

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Counselor Responsibilities

• Evaluate severity of crisis in client’s perception.

• Appraise the client’s thinking, feelings, and

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Introductory Phase

• Ask members to introduce themselves and tell why they are in the group.

• Help members clarify their goals regarding

what they would like to accomplish in the

meeting.

• Discuss confidentiality – what group

members talk about stays in the group Get a commitment from all members to maintain

confidentiality.

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Introductory Phase

Discuss basic rules:

1 Take a bathroom break first because no one can

leave the room after the group begins.

2 Encourage group members to stay the entire time The group generally runs 2 hours; the time depends

on the ages of the children.

3 Elect or appoint a co-leader or a peer leader to keep the gate (that is, not let people in or out).

4 Remind the group that no group member holds rank over any other group member and that everyone’s

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Intervention Phases

• Fact Phase

• Focus on discussing what happened

• Encourage everyone to participate

• Feeling Phase

• Ask, “What happened then?”

• Ask, “What are you experiencing

now?”

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Teaching Phase

• Explore the common responses to this incident

• Brainstorm about how people have

been responding to the incident

• Discuss how each response is helpful

or not helpful to people

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Summary Phase

• Raise questions and provide answers

• Summarize what has been learned

and shared

• Develop action plans for individuals

and/or the group, if needed

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Summary Stage

• Provide support for group members to ensure their physical, emotional, and psychological safety An action plan should be made to protect any group member needing protection.

• Conduct a follow-up meeting in 3 to 5 days to see how well the group members are coping.

• Arrange individual counseling sessions for group members who need further assistance.

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