1. Chapter 18 Group Counseling with Children
Good leadership consists of doing less and being more.
                                         John Heider
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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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Rationale
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 interaction and feedback in a safe practice situation with their peers.
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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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Definition
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
Connect ideas
Obtain a consensus
Moderate discussion
Summarize
Support children who need encouragement and reinforcement
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8. Theoretically Oriented Group Counseling
Adlerian
Reality Therapy
Behavioral
Rational emotive behavior
Transactional analysis
Gestalt therapy
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9. Theory Used in Group Counseling
Adlerian
focus on person’s history to understand how individuals have created their lifestyle
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10. Theory Used in Group Counseling
Reality Therapy
group is microcosm of real world
members provide feedback about behavior and plans for change
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11. Theory Used in Group Counseling
Behavioral Counseling
members help each other by providing feedback or reinforcement to change maladaptive behaviors
directive leader (Corey, 1995)
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12. Theory Used in Group Counseling
REBT
Members recognize and confront irrational thoughts, and use feedback to learn new social skills
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13. Theory Used in Group Counseling
Transactional Analysis (TA)
used in groups that simulate life’s interactions
therapists prefer to use this theory in groups
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14. Theory Used in Group Counseling
Gestalt
Focus on one volunteer client in a group at a time
Example: Hot seat technique
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15. 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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16. Group Leadership Skills (Association for Specialists in Group Work)
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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17. Group Leadership Skills (Association for Specialists in Group Work)
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 accomplishing its goals.
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18. 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
Remedial
Problem-solving
Study skills
Anger management
Listening skills
Handling stress
Overcoming test anxiety
Support
Personal problems
Parental divorce
Bad habits
Greenberg (2003)
New school
Preventative
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Group Focus
Developmental
Conflicts with authority figures, peer groups
Personal identity
Dating
Relationships
Sexual matters
Emotional and behavioral development
Balancing commitments
Academic achievement
Career planning
Topic specific
Grief and loss
Problem-centered (here and now)
Divorce and separation
Suicide
Teen parenting
Bergin (2004)
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Starting a Group
Selecting group members
Heterogeneous/Homogenous
Appropriateness of group due to behavior
Gender balance
Recruiting a Group
Screening interview
Size of a group
Group setting
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22. 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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23. Group Stages (Gladding and Corey)
Working stage (Cohesion and productivity occur):
Members focus on identifying goals and concerns
Work on goals in group and outside of group
Practice new behaviors
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24. 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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25. 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
Report and evaluate results
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26. 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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27. 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 questions.
Other ways to assess include:
Observations by colleagues
Self-reflection
Input from group members: rating scales and other instruments
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Classroom Meetings
Identify topic
Ask for definitions
Ask for specifics
Ask for personal examples
Ask for agreements and disagreements
Challenge the group
Present hypothetical situations
Withhold judgment
Refrain from embarrassing questions
Uphold rights
Use problem-solve model to reach a resolution
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31. 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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32. Counselor Responsibilities
Evaluate severity of crisis in client’s perception.
Appraise the client’s thinking, feelings, and behaviors.
Determine the danger and length of time in the crisis mode.
Look for contributing factors.
Evaluate resources.
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Intervention Phases
Introductory phase
Fact phase
Feeling phase
Symptoms phase
Teaching phase
Summary phase
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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:
Take a bathroom break first because no one can leave the room after the group begins.
Encourage group members to stay the entire time. The group generally runs 2 hours; the time depends on the ages of the children.
Elect or appoint a co-leader or a peer leader to keep the gate (that is, not let people in or out).
Remind the group that no group member holds rank over any other group member and that everyone’s participation is valued equally.
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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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Intervention Phases
Clients’ Symptoms
Ask, “How is this affecting you?” (Is the member having trouble sleeping, studying, or is the member worrying too much?).
Ask, “How is this affecting your grades, your studies, your health?”
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Intervention Phases
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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Intervention Phases
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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Intervention Phases
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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