Tier 2: EBI Skills Assignment Guide
Purpose: To provide an opportunity for students to demonstrate competency in basic group helping
and facilitation skills learned in the course; and, to provide an opportunity for feedback based on direct
observation. It meets requirements for NASP Domains 2.4: Interventions and Mental Health Services
to Develop Social and Life Skills; 2.2. Consultation and Collaboration and 2.6: Preventive and
Responsive Services.
Tasks:
1.
Record a group session in class. Digital recording is required via webcam or digital video
recorder.
2.
Transcribe the entire session and analyze/reflect on your skills (described below).
3.
Turn in your assignment on Canvas.
Skills & Analysis:
Transcription & Analysis:
Transcribe your responses (typed word for word, double spaced); complete a corresponding
summative assignment analysis form; and, self analyze/reflect on your performance. You do not need
to transcribe student responses in the group, just yours.
Example Format:
1. Student counselor name: Jack Smith
2. Date:
1/2/14
3. Provide verbatim of counselor/client interaction for the entire session (clients’ verbalizations
may be summarized). Include what the client said before and after the counseling response.
Add additional verbatim if necessary. Include non-verbal behavior in parentheses.
Client: "Yes, my mother did spend a lot of time with my brothers, when they were older."
Counselor: " Um."
Client: " She died a couple of years ago and there are times I would like her to be here." (Client
pauses).
Counselor: " I hear you saying that there are times when you would like your mother to be here
with you.”
Client: " Yea, I really miss her -she died when I was ten." (Client starts to cry.)
4. Provide a rationale for every verbalization that you express to the client. Make sure that I can tell
the difference between the transcription and your rationale (e.g., use columns or different font).
5. Provide a narrative self-analysis of each verbalization you make as a facilitator:
a. Narrate any relevant context: what I was trying to do was…; it was hard to do
because…I felt really uncomfortable when the client started to cry. It was hard to
just sit there. (comments)
b. State what you might have said or done differently, if relevant: On second thought, I
might have had better success if I had…
6. Rate yourself on your facilitator skills using the Group Facilitator Scale below.
7. Give overall impressions of performance (i.e., reflection of Group Facilitator Scale skills),
discussion of values, biases, and assumptions, and future growth: I think I did a nice job
because… (Strengths & improvement areas); My bias is… because I value…; In the future, I need
to grow in…..
GROUP FACILITATOR OR LEADER SKILLS
SCALE
1.
Attending
2.
Open invitation to talk/encouragement to talk
How are you engaging the students?
3.
Clarifying (encouraging, paraphrase)
4.
Responding to feelings and emotion
5.
Summarization
Intrapersonal focused skills (individual):
Support and protection: encourage client growth through
acceptance; normalize client’s experience in group; promote safety.
Examples: “you’ve taken a big step today…”
6.
7.
Drawing out: encouraging client participation in group directly and
indirectly (nonverbally); typically in beginning stages of group;
must be non-coercive/demanding (invitation only); may be used to
even out participation in group. Examples: “It might be helpful to
0-3
0=opportunity
there and not
taken
1= opportunity
taken,
inappropriate
technique
applied
2= opportunity
taken, poor
application of
technique
3–4
5
3=
opportunity
taken, fair
application of
technique
opportunity
taken,
excellent
application
of
technique
4=
opportunity
taken, good
application of
technique
share…Sam would you like to start?...Now, let’s go around and
share…”
8.
Blocking: cutting off a client’s talking to refocus group, protect
another client from hurtful speech, enforce group norms/rules, and
stay on task for time management. Examples: “I’m going to stop
you now Sam. It’s really helpful to hear from you, but (state
inappropriate behavior) goes against our group practice of safety…”
Interpersonal focused skills:
9.
Modeling: demonstrating a skill (verbal, behavioral) for group
directly or indirectly. Examples: going first in turn taking activity,
watch me...
10. Linking: connecting two or more group members together; in
beginning stage to promote bonding, cohesion, & trust; in later
stage to promote interaction, instill hope, & build universality;
indirectly by stating common theme/issue; directly by inviting one
member to address another member. Examples: “So Bob and Sam
both feel angry when they are teased. Anyone one else?”; “Steve, it
sounds like you are relating to what Bob just expressed about his
teacher. Do you want to talk directly to Bob about this?”
11. Description and Feedback: provide a realistic assessment of how a
person appears to others by facilitator and teach members to give
feedback to one another (after trust is developed); specific and
descriptive instead of general and judgmental. Teach this
sequence—“What did you see right then?”, What did you hear her
say?”, What were your thoughts or feelings when he did that?”
Examples: “Sam I noticed while I was talking that you were looking
off and started to shake your feet and look at them. I was wondering
if you were having a reaction to what I was saying, to me, or if
something else unrelated was going on?”
Group focused skills:
12. Reframing: validate one aspect of the group and offer a new
perspective tentatively; to foster healthy understandings by
providing external frame of reference and meaning attribution.
Examples: “It does sound like several of us think teasing is fun. Yet
I also wonder if its fun for all those involved like the one who is
being teased. What do others think?” …Maybe we talk about how
fun it is because admitting that it hurts people makes us feel bad?”
13. Self-disclosure: transparency by revealing personal “here and now”
reactions to the group events as relevant to group process and
growth (not sharing your life story); careful not to undermine leader
credibility. Examples: “I sense the bravery of this group and I’m
proud. It seems that others are also. …”
14. Processing: discussion of thoughts, feelings, and experiences related
to “here and now” events in the group; to reflect on the meaning of
their experience, better understand their selves (thoughts, feelings,
& behavior) and generalize to their life outside. Examples: “We just
spend some time …as this happened, what was going on inside each
of you?.....(paraphrase)…let’s talk more about how something
similar might happen other times in our life…(summarize lesson to
be learned).”
15. Planning and Structuring Session: thoughtful activities (#, type,
developmental level) and time management (ended on time, time
spent on activities in relation to whole).
See Evaluation Rubric Below
EVALUATION:
SKILL
LIMITED LEARNING
1–3
Learning was not demonstrated
sufficiently:
a.
Unsatisfactory application
and inconsistent
demonstration of skill
b. Few to some instances of
thoughtful reflection,
elaboration, & analysis
and synthesis
c.
Few to some instances of
thoughtful integration of
course materials and other
learning
d. Few to some instances of
following directions of
assignment on syllabus,
assignment sheet, & rubric
PROFICIENT
4
Sufficient deep learning
was demonstrated at par
with expectations:
a.
Satisfactory
application and
frequent
demonstration of
skill
b. Thoughtful
reflection,
elaboration, &
analysis and
synthesis
c.
Thoughtful
integration of course
materials and other
learning
d. Followed directions
of assignment on
syllabus, assignment
sheet, & rubric
MASTERY
5
Deep learning was
demonstrated beyond
expectations:
a.
Exceptional application
and consistent
demonstration of skill
b. Extremely thoughtful
reflection, elaboration,
& analysis and
synthesis
c.
Extremely thoughtful
integration of course
materials and other
learning
d. Followed directions of
assignment on syllabus,
assignment sheet, &
rubric
1. Basic Listening Skills: open question,
paraphrase, encourages, reflection,
& summary.
2.
Planning and Structuring Session:
thoughtful activities (#, type,
developmental level) and time
management (ended on time, time
spent on activities in relation to
whole).
3. Group counselor skills facilitated
communication and therapeutic
process: greatly added to and
enriched it; and, demonstrated high
level awareness of particular theory
used within session
30 Points Total