ms. suzy milano-berrios, director ms. isabel rodriguez-duncan, chairperson mental health and crisis...
TRANSCRIPT
Ms. Suzy Milano-Berrios, DirectorMs. Isabel Rodriguez-Duncan, Chairperson
Mental Health and Crisis Management Services
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Group counseling in the United States can be traced back to the late nineteenth and early twentieth centuries, when millions of immigrants moved to American shores.
Most of these immigrants settled in large cities, and organizations such as Hull House in Chicago were founded to assist them adjust to life in the United States. Known as settlement houses, these agencies helped immigrant groups lobby for better housing, working conditions, and recreational facilities.
These early social work groups valued group participation, the democratic process, and personal growth.
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Some early psychoanalysts, especially Alfred Adler, a student of Sigmund Freud, believed that many individual problems were social in origin. In the 1930s Adler encouraged his patients to meet in groups to provide mutual support.
At around the same time, social work groups began forming in mental hospitals, child guidance clinics, prisons, and public assistance agencies.
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Group counseling offers multiple relationships to assist an individual in growth and problem solving. In group counseling sessions, members are encouraged to discuss the issues that brought them into counseling openly and honestly. The facilitator works to create an atmosphere of trust and acceptance that encourages members to support one another.
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Unlike the simple two-person relationship found in individual counseling, group counseling offers multiple relationships to assist the individual in growth and problem solving.
Counseling groups exist to help individuals grow emotionally and solve personal problems. All utilize the power of the group, as well as the facilitator who leads it, in this process.
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Dr. Irvin D. Yalom, Psychiatrist, identified 11 "curative factors" that are the "primary agents of change" in group therapy.
1. Instillation of hope
2. Universality
3. Imparting of information
4. Altruism
5. Corrective Recapitulation of Primary Family
6. Improved Social Skills
7. Imitative Behavior
8. Interpersonal learning
9. Group Cohesiveness
10. Catharsis
11. Existential Factors
Conduct a needs assessment. Tell students about the group. One way to
do this is to mention the group(s) in classrooms.
Inform Administrators and Teachers Obtain Parent /Guardian consent. (Passive
Consent) Screen potential group members. Select group members. Use an evaluation procedure that will
demonstrate the effectiveness of the group.8
“I need to facilitate a group for my IPEGS Goal”
“If I facilitate a group, I can see more students at one time with the same problem.”
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Individuals that share a common problem or concern are often good candidates for group counseling, where they can share their mutual struggles and feelings.
In schools, groups for students who have or are currently experiencing their parents divorce, grief/loss, social skills deficiencies
Consider the age, grade level, gender,
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Children who are suicidal or who have a psychiatric diagnosis that indicates a need for therapy, or are in the midst of a major life crisis are not typically placed in group counseling until their behavior and emotional states have stabilized.
People with severe cognitive impairments may also be poor candidates for group counseling, as are patients with sociopathic traits, who show little ability to empathize with others.
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Siblings or relatives should not be in the same group.
Children who habitually lie or steal Children who are victims of abuse Children who are so different from the
others that they may not be accepted Children who are extremely aggressive
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Some students may participate in both individual counseling and group counseling
Before a student begins group counseling, the facilitator should interview them to ensure a good fit between their needs and the group's.
The student should be given preliminary information before sessions begin, such as guidelines and ground rules, and information about the problem on which the group is focused.
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Therapy groups may be homogeneous or heterogeneous.
Homogeneous groups have members with similar presenting issues (for example, they may all have parents who are divorced).
Heterogeneous groups contain a mix of individuals with different presenting issues
The number of group members typically ranges from five to 10.
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The number of group counseling sessions depends upon the group's makeup, goals, and setting.
Some are time limited, with a predetermined number of sessions known to all members at the beginning.
Others are indeterminate, and the group and/or counselor determines when the group is ready to disband.
Membership may be closed or open to new members. Plan for the group: one fun exercise and one structured
activity
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Groups for prevention may be strictly informational, concerned with providing information on subjects timely to adolescents such as peer pressure or decision-making.
Or, they may be designed to help students improve their coping skills though such techniques as problem-solving or the reframing of situations.
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OBJECTIVES Analyze how to make new friends Identify important qualities of a friend Understand common friendship
problems Learn how to manage conflicts Develop a plan to improve friendships
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OBJECTIVES Learn dangers of drugs and alcohol Understand and utilize the problem
solving model Learn refusal skills Identify ways to have fun and keep
friends while staying out of trouble Develop a plan to handle peer pressure19
Groups concerned with specific problems and their resolution.
Grief / Loss Parental Divorce / Separation Social Skills Anger (selectively) Attendance (selectively) LGBT Support (selectively) NOT Appropriate: Eating Disorders, Self
Injury, Bullying, and others that require the behavior for group membership
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OBJECTIVES Express feelings about loss Learn five stages of grief (denial,
anger, bargaining, depression, acceptance)
Discuss happy memories Identify ways to handle stress and
loss
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OBJECTIVES Express feelings about changing family Understand that divorce/separation is
not child’s fault Identify common problems associated
with divorce/separation Understand positive ways family and
group members can help in adjustment23
OBJECTIVES Identify factors that cause anger Understand the consequences of
irrational behavior when angry Examine why some situations make
everyone mad and others do not Identify different anger reduction
techniques
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OBJECTIVES Identify feelings and appropriately
express them Learn Win/Win resolutions Speak clearly Understand others point of view (be
empathic) Learn how to talk out conflicts
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Students are encouraged to discuss the issues that brought them into the group openly and honestly. Physical and Emotional Safety
The Counselor / Facilitator works to create an atmosphere of trust and acceptance that encourages members to support one another.
Ground rules must be set at the beginning, such as maintaining confidentiality of group discussions, showing respect for each other, taking turns talking, etc. (Students assist in creating rules)
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The Counselor facilitates the group process; the effective functioning of the group, and guides individuals in self-discovery.
Depending upon the group's goals, sessions may be either highly structured or fluid and relatively undirected.
Typically, the facilitator steers a middle course, providing direction when the group gets off track, yet letting members set their own agenda.
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The facilitator should guide the group by reinforcing the positive behaviors they engage in. For example, if one student shows empathy and supportive listening to another, the facilitator should compliment them and explain the value of that behavior to the group.
The facilitator should emphasize the commonalities among members during each session to instill a sense of group identity.
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Careful Planning Selection Group Composition Creation of GroupCareful Observation of Group Process Formative Stages Subgrouping Conflict Self-disclosure Termination Problem Behaviors
I. The Initial Stage: Orientation, Hesitant Participation,
Search for Meaning, Dependency
II. The Second Stage: Conflict, Dominance, Rebellion
III. The Third Stage: Development of Cohesion
IV. The Fourth Stage: Termination/Transparency
Fractionalization - splitting off of smaller units extra group socialization - cliques of 3-4; two become sexually involved; coalitions form within the group
Inevitable often disruptive event in life of group
If used properly may further work of group
‘conspiracy of silence’
Inevitable; absence suggests impairment of developmental sequence
Two step process includes:1) experience (affect expression);2) understanding of that experience
Can control conflict by having members switch from 1 to 2 - request group discuss their experience and understand it can learn to express anger more directly
Involves some risk on part of discloser As disclosure proceeds in a group, entire
membership gradually increase it’s involvement, responsibility and obligation to one another.
Facilitator must check-in with students individually to assess the value of group participation (difficulty communicating in a group setting, unable to handle aggressive / hostile comments from other members,
On-going assessment of group participation during the group
Recognize the role of each group member: leader,
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Groups terminate for various reasonsbrief therapy - preset termination dates Counselor’s role is to:
A. keep task in focus for membersB. remind group regularly of the
approaching terminationC. ensure focus on goal attainment prior to
terminationD. share own feelings about separation;
real loss for all
The termination of a group may cause feelings of grief, loss, abandonment, anger, or rejection in some members.
The facilitator should attempt to deal with these feelings and foster a sense of closure by encouraging the exploration of feelings and the use of newly acquired coping techniques for handling them.
Working through this termination phase is an important part of the process.
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