Chapter 17
Group Counseling with Children
Copyright 2007 Brooks/Cole, a division of Thomson
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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.”
Copyright 2007 Brooks/Cole, a division of Thomson
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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
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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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Theoretically Oriented Group
Counseling
 Adlerian
 Reality Therapy
 Behavioral
 Rational emotive behavior
 Transactional analysis
 Gestalt therapy
Copyright 2007 Brooks/Cole, a division of Thomson
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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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Delves into the early childhood to work forward.
 Individuals are seen as social beings who do
best in groups
 Groups work together on cooperative tasks to
make improvements in their lives.
Copyright 2007 Brooks/Cole, a division of Thomson
Learning
Theory used in Group Counseling:
Reality Therapy
 Focuses on the ideas of belonging, power,
freedom, and fun.
 Group is microcosm of real world. By acting in
the group in a changed manner, change will
generalize.
 Members provide feedback to each other about
behavior and plans for change.
Copyright 2007 Brooks/Cole, a division of Thomson
Learning
Theory used in Group Counseling:
Behavioral Counseling
 Members help each other by providing feedback
or reinforcement to change maladaptive
behaviors
 Directive leader who provides instruction for
the training and helps establish any behavioral
modification plans.
 Use techniques such as: training, positive
reinforcement, extinction, desensitization, and
modeling.
Copyright 2007 Brooks/Cole, a division of Thomson
Learning
Theory used in Group Counseling:
REBT
 Members recognize and confront irrational
thoughts, and use feedback to learn new social
skills
 Leaders are role models for responsible,
reality-oriented behavior.
 Helps students understand moods and solve
problems.
Copyright 2007 Brooks/Cole, a division of Thomson
Learning
Theory used in Group Counseling:
Transactional Analysis (TA)
 TA therapists prefer to use this theory in groups
 Used in groups that simulate life’s interactions
by having the participates simulate a previous
or real world event.
 The group members then analyze the
interaction between the individuals represented
and generate reasons why it happened the way
it did and how it could’ve been improved.
 Great for social skills training.
Copyright 2007 Brooks/Cole, a division of Thomson
Learning
Theory used in Group Counseling:
Gestalt
 Focus on one volunteer client in a group at a
time
 Does not explore the past, instead it focuses on
the “here and now.”
 The leader must plan structured interactions to
be successful.
 Example: Hot seat technique
Copyright 2007 Brooks/Cole, a division of Thomson
Learning
Group Leadership Skills
(Association for Specialists in Group Work)
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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.
Copyright 2007 Brooks/Cole, a division of Thomson
Learning
Group Leadership Skills
(Association for Specialists in Group Work)
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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.
Copyright 2007 Brooks/Cole, a division of Thomson
Learning
Group Leadership Skills
(Association for Specialists in Group Work)
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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 accomplishing its goals.
Copyright 2007 Brooks/Cole, a division of Thomson
Learning
Leader Characteristics (Corey)
 Presence – genuine care in “being there” for clients
 Personal power – self confidence and awareness of
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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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Learning
Group Focus
Remedial
 Study skills
 Listening skills
 Overcoming test anxiety
Support
 Personal problems
 Parental divorce
 Bad habits
 New school
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Preventative
 Problem-solving
 Anger management
 Handling stress
Greenberg (2003)
Group Focus
Developmental
Personal identity
Relationships
Emotional and behavioral
development
 Academic achievement
 Career planning
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Bergin (2004)
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 Problem-centered (here and
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now)
Relationships
Conflicts with authority figures,
peer groups
Dating
Sexual matters
Balancing commitments
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Topic specific
Grief and loss
Divorce and separation
Suicide
Teen parenting
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Starting a Group
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Selecting group members
Heterogeneous/Homogenous
Appropriateness of group due to behavior
Gender balance
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Recruiting a Group
Screening interview
Size of a group
Group setting
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Learning
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
Copyright 2007 Brooks/Cole, a division of Thomson
Learning
GROUP STAGES
(Gladding and Corey)
Working stage (Cohesion and productivity occurs):
 Members focus on identifying goals and concerns
 Work on goals in group and outside of group
 Practice new behaviors
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Learning
Group Counseling Process
First session:
 Clarify ground rules and guidelines.
 Build cohesiveness and trust.
 Discuss confidentiality.
 Discuss active listening for each other.
Copyright 2007 Brooks/Cole, a division of Thomson
Learning
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
Copyright 2007 Brooks/Cole, a division of Thomson
Learning
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.
Copyright 2007 Brooks/Cole, a division of Thomson
Learning
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).
Copyright 2007 Brooks/Cole, a division of Thomson
Learning
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?
Copyright 2007 Brooks/Cole, a division of Thomson
Learning
Evaluation of Groups
1. Assess leader’s effectiveness by the answers to the
three previous questions. Other ways to assess
include:
2. Observations by colleagues
3. Self-reflection
4. Input from group members: rating scales and other
instruments
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Learning
Classroom Meetings
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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
Copyright 2007 Brooks/Cole, a division of Thomson
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(James and Gilliland )
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Define the problem.
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Ensure the client’s physical and psychological safety.
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Provide support through verbal and nonverbal means.
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Examine alternatives.
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Make plans – definite action steps.
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Obtain client’s commitment to take positive action.
Copyright 2007 Brooks/Cole, a division of Thomson
Learning
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.
Copyright 2007 Brooks/Cole, a division of Thomson
Learning
INTERVENTION PHASES
 Introductory phase
 Fact phase
 Feeling phase
 Symptoms phase
 Teaching phase
 Summary phase
Copyright 2007 Brooks/Cole, a division of Thomson
Learning
Introductory Phase
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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.
Copyright 2007 Brooks/Cole, a division of Thomson
Learning
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.
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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 participation is valued equally.
Copyright 2007 Brooks/Cole, a division of Thomson
Learning
Intervention Phases
Fact Phase
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Focus on discussing what happened.
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Encourage everyone to participate.
Feeling Phase
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Ask, “What happened then?”
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Ask, “What are you experiencing now?”
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Intervention Phases
Clients’ Symptoms
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Ask, “How is this affecting you?” (Is the member
having trouble sleeping, studying, or is the
member worrying too much?).
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Ask, “How is this affecting your grades, your
studies, your health?”
Copyright 2007 Brooks/Cole, a division of Thomson
Learning
Intervention Phases
Teaching Phase
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Explore the common responses to this
incident.
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Brainstorm about how people have been
responding to the incident.
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Discuss how each response is helpful or not
helpful to people.
Copyright 2007 Brooks/Cole, a division of Thomson
Learning
Intervention Phases
Summary Phase
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Raise questions and provide answers.
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Summarize what has been learned and
shared.
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Develop action plans for individuals and/or
the group, if needed.
Copyright 2007 Brooks/Cole, a division of Thomson
Learning
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.
Copyright 2007 Brooks/Cole, a division of Thomson
Learning