chapter 12: groups in schools

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Chapter 12: Groups in Schools Introduction to Group Work, 5th Edition Edited by David Capuzzi, Douglas R. Gross, and Mark D. Stauffer

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Chapter 12: Groups in Schools. Introduction to Group Work, 5th Edition Edited by David Capuzzi, Douglas R. Gross, and Mark D. Stauffer. Types of Groups and Examples. Remedial Study skills Assertiveness Anger management Supportive Grief Bullying ADHD Psychoeducational - PowerPoint PPT Presentation

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Page 1: Chapter 12:  Groups in Schools

Chapter 12: Groups in Schools

Introduction to Group Work, 5th EditionEdited by David Capuzzi, Douglas R.

Gross, and Mark D. Stauffer

Page 2: Chapter 12:  Groups in Schools

Introduction to Group Work, 5th Edition Edited by: David Capuzzi, Douglas R. Gross, and Mark. D. Stauffer

Types of Groups and Examples

Remedial Study skills Assertiveness Anger management

Supportive Grief Bullying ADHD

Psychoeducational Peer relationships Dating Decision making

Page 3: Chapter 12:  Groups in Schools

Introduction to Group Work, 5th Edition Edited by: David Capuzzi, Douglas R. Gross, and Mark. D. Stauffer

Group Counseling: Elementary

Being involved in counseling does not appear to bear the stigma for students that might be present in other settings.

Time schedules in elementary schools are more flexible than in secondary schools.

Page 4: Chapter 12:  Groups in Schools

Introduction to Group Work, 5th Edition Edited by: David Capuzzi, Douglas R. Gross, and Mark. D. Stauffer

Group Counseling: Middle School

Scheduling can be challenging, so alternative methods are sought: Altering the block or period each week

Lunch Homework period Before or after school

Page 5: Chapter 12:  Groups in Schools

Introduction to Group Work, 5th Edition Edited by: David Capuzzi, Douglas R. Gross, and Mark. D. Stauffer

Group Counseling: High School

Developmental needs shift as the topics of career and college move to the forefront.

Issues around dating, relationships, graduation, changing family relationships, and sexuality are also important focuses for group counseling.

Time constraints and academic demands may put constraints on the scheduling of groups.

Page 6: Chapter 12:  Groups in Schools

Introduction to Group Work, 5th Edition Edited by: David Capuzzi, Douglas R. Gross, and Mark. D. Stauffer

Benefits of Groups in Schools

A resource to support students, parents, and teachers

Safe environment for sharing Serves greater numbers Increased likelihood of behavior change due to peer influence

Page 7: Chapter 12:  Groups in Schools

Introduction to Group Work, 5th Edition Edited by: David Capuzzi, Douglas R. Gross, and Mark. D. Stauffer

General Challenges of Groups in Schools

Missed class time Teacher resistance Scheduling Students might feel ostracized when participating in group sessions

Large numbers of referrals

Page 8: Chapter 12:  Groups in Schools

Introduction to Group Work, 5th Edition Edited by: David Capuzzi, Douglas R. Gross, and Mark. D. Stauffer

Ethical Considerations

Screening Consent Confidentiality Record keeping

Page 9: Chapter 12:  Groups in Schools

Introduction to Group Work, 5th Edition Edited by: David Capuzzi, Douglas R. Gross, and Mark. D. Stauffer

What Works, According to Research?

A short-term, action-oriented approach lends itself naturally to the time constraints of the school setting.

This may be the most appropriate approach for group work in schools.

Page 10: Chapter 12:  Groups in Schools

Introduction to Group Work, 5th Edition Edited by: David Capuzzi, Douglas R. Gross, and Mark. D. Stauffer

Cultural Considerations

Research supports a mixed composition of students in group counseling in order to promote increased understanding of cultural differences.

Research also advocates for homogeneous groups of students from similar cultural backgrounds so that sources of support within the school setting are more easily accessible.