Group Proposal

Phoebe O’Sullivan and Erika R. Voss

Department of Counselor Education, Bridgewater State University

CNGC 538: Group Theory I

Dr. Victoria Bacon

July 17, 2021

Type of Group

The focus of this group is to provide psychoeducation and social support for LGBTQ high school

students as well as their binary and heterosexual peers. We suggest an inclusive group

Membership is voluntary and

 Open-ended 

Voluntary

Heterogeneous

High school-aged students

All genders

Rationale

The Need for Group Work

How would the LGBTQ youth community benefit from group therapy? There have been

numerous studies and articles posted about how group therapy can positively affect the LGBTQ

community. The LGBTQ youth community is at an elevated risk for depression, anxiety, and

psychiatric distress (Heck, 2015). Distal stressors have been reported to be one of the main

causes of the elevated risk in LGBTQ youth. Distal stressors are caused by external events or

experiences that a person has. These stressors can begin at a very young age, with bullying and

rejection by family members being the main events that contribute to the mental health outcomes

in these youth groups (Heck, 2015). 

When researching partner violence, Langenderfer-Magruder (2015) found that LGTBQ youths

experience a higher rate of victimization. Looking at the difference between heterosexual partner
violence data and LGBTQ partner violence data, reports have shown that there is a higher

percentage of partner violence among LGBTQ youth. In a recent study by Martin-Storey, a youth

risk behavior survey was conducted, and it found that LGBTQ youths experienced dating

violence victimization at a higher percentage than heterosexual youth (Langenderfer-Magruder,

2015). In Massachusetts, over 10,000 youths were surveyed, and this survey would show that

LGBTQ youth were more likely to experience partner violence. Looking at girls who identified

as either lesbian, bisexual, or unsure, 16% reported that they have experienced partner violence

at some point in their lives. This statistic is the same for boys, with 6% of gay, bisexual, or

unsure boys having experienced partner violence (Langenderfer-Magruder, 2015).

Multiple studies have been conducted on the rate of suicide within the LGBTQ community. One

study which was researching the negative effects of conversion therapy stated that “this

population has been found to report suicide attempts at more than 4 times the rate of non-

LGBTQ youths” (Green, 2018). The CDC has conducted multiple studies and has found that, in

a study of youths in grades 7-12, LGBTQ youths have attempted suicide twice as much as their

heterosexual peers (CDC, 2016). 

 The Benefits of Group Work for LGBTQ Youth

Research reveals that group involvement has had positive outcomes for LGBTQ youth. An

increasingly prevalent and effective form of a group in U.S. high schools is the GSA— the Gay-

Straight Alliance— which aims to be inclusive and is now sometimes branded as the Gender and

Sexualities Alliance (Poteat, 2017). GSA groups provide both support for members as well as

advocate for equity in their schools. Poteat (2017) explains that while groups differ in their level

of focus on support and/or advocacy, “providing support for LGBTQ students continues to be
one of GSAs’ core functions” (p.11). Through both support and advocacy, GSAs help students

find purpose, and improve students’ self-esteem and ability to achieve their goals (Poteat, 2017).

 McCormick et al. (2015) found that GSA groups helped students academically and socially.

Students in the study affirmed that GSA membership helped them establish a sense of

connectedness. They felt belonging within their school. Furthermore, the group gave them hope.

Through group work, the students were optimistic about their relationship issues, educational

goals, and family acceptance. Hearing from other students instilled hope.

Goal

           The goal of this group is to create a safe and supportive, inclusive environment for people

of all genders and sexual orientations.

 To provide opportunities to build self-esteem 

 To Explore issues of equity within the LGBTQ community

 To reflect upon the relationships in your life

IV. Basic Information

The preferred size of our group would be around 8 to 10 group members. For this group, there

will not be a selection or screening procedure. This group will be open and whoever wants to

attend can. No one will be excluded from the group; we want to emphasize this is an inclusive

group for all. 

The group will meet for one hour after school in a designated classroom. The classroom will be a

more private and safe space for the group to meet. The group will take place once a week every

Wednesday. 

V. Basic Group Rules

The goal of group rules or norms is to create a safe and inclusive environment in which members

know to what expect and feel comfortable. The formation of the group rules will be a joint effort

by both the facilitators and group members. One rule that has ethical factors and is therefore

important to establish is confidentiality. We can discuss that what is said in the group may be

personal and that what people say in the group stays here, and what is learned here can leave

here. We will respectfully as that outside of this group, members can share what they have

learned, but we ask that outside of group members' names or identifying aspects are not

mentioned. 

It is important to establish a culture in which the members contribute and shape the group.

Therefore, the facilitators will help guide the group as they create norms but will ultimately let

them lead the process. Some other norms the group may consider could include, being flexible—

reserving the right to change one’s mind, sharing speaking time, use of devices, and attendance

and timeliness. The group members will determine what expectations they are comfortable with.

VI. Possible Topics or Exercises

This is a psychoeducational group that will involve both social support and structured

educational activities as well. The educational activities will align with the objectives of our

program. Some activities might help examine the perspective of the LGBTQ community and

reflect on issues of justice and equity. These are a few examples of the activities we would be

using in the group setting: F(earfully) Asked Questions, First Impressions of LGBTQ People,

Demystifying Coming Out. Additionally, other activities will focus on the exploration of self-

esteem. These activities can include, Writing an I AM Poem, drawing yourself as a tree, charting

your life, draw yourself as a superhero. 

Lastly, we want the group to be a place where students can bring any concerns or issues they

want to into the group. We will provide time for the members to process the activities at the end

of the meeting. During this time, members will have the opportunity to share any concerns or

goals they have for the rest of the group. 

VII. Ethical and Multicultural Considerations

Explain how you have met the Best Practice Guidelines as outlined by the Association for

Specialists in Group Work. http://www.asgw.org/best.htm 

(Planning, Performing, Processing). How will you attend to diversity in the group? 

A.3. Assessment 

a. Assessment of self. Group Workers actively assess their knowledge and skills related to the

specific group(s) offered. Group Workers assess their values, beliefs, and theoretical orientation

and how these impact the group, particularly when working with a diverse and multicultural

population.

VIII. Special Considerations

 
 IX. References

Hatchel, T., Espelage, D. L., & Huang, Y. (2018). Sexual harassment victimization, school

belonging, and depressive symptoms among LGBTQ adolescents: Temporal insights.

American Journal of Orthopsychiatry, 88(4), 422–430.

https://doi-org.libserv-prd.bridgew.edu/10.1037/ort0000279 

Heck N., C. (2015). The Potential to Promote Resilience: Piloting a Minority Stress-Informed,

GSA-Based, 

Mental Health Promotion Program for LGBTQ Youth. Psychology of sexual orientation

and gender diversity, 2(3), 225–231. https://doi.org/10.1037/sgd0000110

Langenderfer-Magruder, L., Walls, N. E., Whitfield, D. L., Brown, S. M., & Barrett, C. M.

(2016). Partner violence victimization among lesbian, gay, bisexual, transgender, and

queer youth: Associations among risk factors. Child & Adolescent Social Work Journal,

33(1), 55. https://doi-org.libserv-prd.bridgew.edu/10.1007/s10560-015-0402-8

McCormick, A., Schmidt, K., & Clifton, E. (2015). Gay-straight alliances: Understanding their

impact on the academic and social experiences of lesbian, gay, bisexual,

transgender, and questioning high school students. Children & Schools, 37(2), 71–77.

http://dx.doi.org.libserv-prd.bridgew.edu/10.1093/cs/cdu028 

Poteat, V. P. (2017). Gay-straight alliances: Promoting student resilience and safer school

climates. American Educator, 40(4), 10–14.