Dr.

Eva Gibson, Austin Peay State University

July 20, 2023

 OBJECTIVES

Participants will be able to:

• Apply a data-informed approach to the group planning
process
• Integrate ethical considerations into group work
• Utilize a culturally-affirming lens to deliver services
 PURPOSES OF GROUPS IN SCHOOLS

• Groups serve the purpose of being

proactive/developmental or reactive
• Proactive/prevention groups focus on
developmental issues
• Examples?
• Reactive or intervention groups are
focused on demonstrated needs
• Examples?
What are challenges to
group work at your
school?
 Types of Groups

1. Psychoeducation
2. Counseling
3. Task (work groups)
• i.e. peer helper orientation
4. Psychotherapy
• Used in mental health settings for serious issues
 PSYCHOEDUCATIONAL GROUPS
• Purpose of these groups is to provide information on a
specific topic
• Designed to help students gain knowledge & skills in various
domains (personal identity, interpersonal interactions,
developmental transitions, social maturity, academic
achievement, career planning)
• Focus on central themes that correspond to student’s
developmental levels • Fewer than 10 members
• i.e. younger children- friendship groups, social skills; • Growth-oriented
older children- stress management, assertiveness, study
• Focus to help students learn new skills &
skills
develop & develop awareness of values
• Topics are based on needs and academic, career, &
• More structured & content oriented
social/emotional domain
 Counseling groups
• Crisis-centered
• formed due to emergency (i.e. school tragedy)
• Problem-centered
• focus on concern that is interfering with educational progress
• Growth-centered
• focus on development; purpose is to enable children to explore their
feelings about everyday subjects such as social competence &
transitions

 Designed to help students experiencing some form of stress in their lives

 Less structured & more process oriented
 TASK GROUPS

• Purpose is to focus on the

accomplishment of a task or
work product
• These groups could take the
form of a committee
• i.e. Anti-bullying
campaign/project
What are some possible
groups you would like to
see at your school? Why?
 Use of theories
• Theories originally developed for individual counseling have been
successfully adapted for groups
• Those who do not have a good working knowledge of at least one
theoretical perspective often lead a very shallow group- the group
never goes below surface interaction & sharing
• Ideally, group leaders have multiple theoretical models in order to
provide richness & diversity for conducting groups
• Certain kinds of groups do not require the use of theory
• Discussion, psychoeducation, & task require that the leader
possess a variety of basic leadership skills
 STARTING A GROUP IN THE SCHOOL

• Preplanning and organization of groups includes:

 a choice of topics
 target population
 number of students
 rationale
 goals and assessments
If you were able to implement
your ideal group, how would
you solicit referrals and recruit
participants?
PROMOTION OF THE GROUP

• Recruitment considerations
• E-mail to teachers
• Email to students
• Social media (Facebook, Instagram, etc.)
• Announcements
• Newsletters
• Faculty
• Parent
• Student
• Homeroom visits
 PRACTICAL CONSIDERATIONS

Attention to:
• Group environment including available space
• Privacy
• Group session duration
• Time to conduct group with least amount of
academic interference
• Related arts, after school, lunch, advisory

• Funding
• Student responsibility to make up classroom
assignments
• Teacher communication
 Topics include attention to
the Academic, Career, and
Social/emotional domains

Tie into ASCA Mindsets & Behaviors

 As our work should be data-
informed, what kind of data
would you collect? How would
you collect this?
 Student driven, data informed

• School data SHOULD be analyzed to determine areas to address

• Outcome: achievement, attendance, discipline
• Look for disparities
• Needs assessments also assist in identifying topics of concern
• Teachers, administrators, students, & guardians
SCREENING OF GROUP MEMBERS

• Homogeneity considerations include

group members with commonalities
• Heterogeneity considerations include a
group in which members have diverse
backgrounds to teach and model different
attitudes, ideas, or beliefs
 • Creates the mood for the group
Tone Setting • Considerations:
• Serious? light? In-between?
• Formal? Informal?
• Task-oriented? Relaxed?
• Environment impacts tone (lighting, seating,
decorations)
• Chairs in a circle vs. conference table
• Friendly notes in chairs, music, etc.
• What if you are not creative?
 Group Names

• Group labels can impact view of group

• i.e. Anger Management vs. Ladies of
Distinction/Men on the Move
• i.e. Divorce group vs. Banana Split Club
• Consider allowing group to select own name
• i.e. Soul Squad
 DATA COLLECTION

1. Participation
2. Mindsets & Behavior Data
3. Outcome
Participation- Information showing which students
were involved in which school counseling
activities (# of students served, length of
interaction, how many sessions)
Mindsets & Behavior Data- Information that shows
what progress students have made toward attaining
the ASCA Mindsets & Behaviors standards. How will
you measure this? Pre/post assessment?
Examples:
• % of students can write a goal using the SMART
format
• % of students can name 2 ways to help them calm
down
• % of students believe education is necessary after
high school
Outcome Data
• Achievement- can be measured via promotion rates, GPA,
failure rate, credits earned, graduation rate, etc.
• Attendance- can be measured via number of days absent,
truancy cases, etc.
• Discipline- can be measured via discipline referrals,
suspension rate, etc.
Example goals:
o Academic: At least 70% of students will be able to define
what academic skills are; At least 70% of students will be
able to provide at least 2 reasons why academic skills are
important.
o Attendance- School attendance rate will increase to 85%.
o Discipline- Will review discipline referrals rate pre-group and
compare referral rate post-group for participants.
 COUNSELORS WHO PLAN WELL…

• are aware of the school goals and how they are able to form
partnerships to reach these goals
• utilize research to assist in identifying group topics and
leading groups and use this information when speaking with
partners
• tie research to schools goals & current data
• consult with admin & faculty to garner support for groups
Multicultural Considerations
• Understanding cultural
differences is a must, especially
for counselors who are leading
groups w/diverse populations
• Leaders must always consider
different cultural backgrounds
of members
• Ethically, we have an obligation
to acquire the knowledge &
skills necessary to work in a
multicultural context
 When was the last time you attended a diversity training or conducted a scholary
reading on this issue?

Research indicates that a significant number of counselors self-report multicultural

competency, but are unaware of the Multicultural and Social Justice Counseling
Competencies (developed by the Association for Multicultural Counseling and
Development) and have not attended a multicultural training within the last 2 years.

Be sure to seek out coursework, workshops, readings, & life experiences that will
broaden your understanding.
On a scale of 1-10, with 1 being
minimally prepared and 10 being
well-prepared, how prepared are
you to support our marginalized What would it take to
youth using groups?
move you up the scale 2
points?

What additional support

or resources do you
need?
 CULTURALLY AFFIRMING COUNSELORS…

• Create (AND FOLLOW) a program mission statement that illustrates a commitment to honor
culture
• Disaggregate school data and use data to create action plans (possibly advocate for change in policies)
• Celebrate cultural richness & strengthens
• Use inclusive language/lessons & cultural recognition
• Are available to parents in creative ways
• Discuss, rather than ignore, culture
• Create a brave space for processing issues that occur inside AND outside the school
Explore ASCA resources:
• https://www.schoolcounselor.org/Publications-
Research/Publications/Free-ASCA-Resources/Anti-
Racism-Resources

ASCA Standards in Practice

CULTURALLY
AFFIRMING
COUNSELORS
ALSO…

Use culturally
responsive
implementation of
the model…
CULTURALLY AFFIRMING COUNSELORS ALSO…

• Are intentional about providing specialized support for unique groups…

Sexual minority youth
Students in foster care
Students who lost a parent
Others????
 ETHICAL AND LEGAL CONSIDERATIONS

Ethical Standards for

School Counselors
provide guidance
regarding groups
 ETHICAL AND LEGAL CONSIDERATIONS, CONT.

• Member screening • Guidelines and Rules

• Parent/Guardian Consent • Documentation
• Student Assent • Confidentiality
• Protecting Students • Consultation
• School Policies and
Procedures
 CONFIDENTIALITY

• It is unethical for the leader to divulge session proceedings unless a student is at risk for
harm
• Inform members what is required by ethical code so they understand expectations from
the beginning
• While it is the leader’s ethical responsibility to keep proceedings confidential, the leader
does not have total control over the actions of members
• In group counseling, confidentiality cannot be guaranteed although sensitive information
about the private work of students & families are discussed
• Best way to prevent breach is to stress its importance & discuss whenever necessary
• If a member repeatedly breaches, it may be necessary to ask that member to leave and
provide individual services instead
COUNSELING DILEMMAS
 “CONFIDENTIALITY AND PROTECTIVE
PARENTS/GUARDIANS”

You are working with Esther in a small group on student success skills.
Esther has trouble getting along with others, but some individual work
with you has paid off. You believe she is ready to move to a small group
being formed on school success skills.
You informed the parents in advance and, after many questions, they seem
satisfied. However, despite your explanation that you would give them a
periodic update as to Esther’s progress, they call every week wanting to
know how she did in the group. What do you do?
 Potential approach

• Remind parents/students about confidentiality and their limits

• General comments may be sufficient: “ She is making progress. She is working
hard in the group.” You can back up these statements with facts by allowing the
student to take her completed work home to share what she did.
• Consider a take home folder/handout/email
 Confidentiality in group counseling
A mother asks you to work with her daughter who, for 3 years, was a victim of
incest. The perpetrator has been through the legal system, is no longer in the
home and, until recently, provided financial support for the victim’s counseling.You
are already working with another incest survivor.

When talking about forming the group, you learn from a teacher about a 3rd student.You ask all 3 girls
individually if they would like to be a part of a group. They all readily agree and sign your consent form to be
in the group and to agree to respect confidentiality.

At the 1st meeting you spend a great deal of time on confidentiality and its limits. The students sign a 2nd
pledge for confidentiality in the form of a contract promising never to reveal anything said in the group.You
are comfortable that the students understand the imperative to keep all revelations confidential and how
harmful it would be if they did not honor their pledge.

Are there any ethical dilemmas in this situation?

 Potential approach

• Best practice dictates that we avoid putting young people together in groups where
highly sensitive material may be discussed due to confidentiality concerns as well as
time commitment; certain topics (i,.e. victims of violence)require adequate time and
expertise to adequately address
• Conduct generic small groups
• Utilize other ways to support student victims (i.e. connect them to clubs, activities,
mentors, or carefully made student placements)
 “SMALL GROUP COUNSELING AND SCREENING
POTENTIAL MEMBERS”
You develop a small group in response to complaints from 7th grade teachers who say some students are having
difficulty getting along with their peers and interrupting class lessons. The teachers also say they believe the
behavior is affecting the students’ grades.You establish a set of goals for the group that includes learning ways to get
along with others while improving grades.

The teachers recommend 8 students for the group; the principal requests you also include 2 other students who
are repeatedly in trouble for fighting. This brings your group to 10 students. After you secure parental permission,
you conduct the 1st meeting to discuss the group rules, confidentiality, and goals for the group.

By the 3rd session, bickering escalates. The 2 students who were recommended by the principal are not benefitting
from the group and are fueling the group’s negativity by making threatening comments to the other members. Are
there ethical issues with this group?

Are there any ethical issues with this group?

 POTENTIAL APPROACH

• SCs need to remember that screening is an ethical

practice for conducting small groups in schools and will
contribute to the effectiveness of the group experience
• Sometimes the composition of the group can be too
homogeneous (too many like behaviors and not enough
students to model appropriate behaviors)
• Students willingness to participate also impacts the
effectiveness of the group
MEN ON THE MOVE

Personal and professional

development program for
young men interested in
preparing for future success
in life and careers.
DATA ANALYSIS
GOAL DEVELOPMENT

• By May 2016, 8th grade boys with 10 or more discipline referrals/behavior

notifications in the first marking period will decrease referrals/notifications by 25% in
the last quarter.
PARTICIPANT SELECTION

Considerations:
• Discipline records
• Grades
• Teacher/administrator/parent referral
• Counselor interactions & observations
 SESSION TOPICS

Topic Session focus

Goal-setting aspirations, influences

Perceptions Self-assessment, challenges

College/Career prep Academic preparation, interview skills, resumes,
etiquette
Responsibility Personal & financial responsibility (bills, credit, debt,
budgets)
Preparing for Success applications, scholarships, community service, extra-
curricular activities
Conclusion Moving forward
 CULTURALLY APPROPRIATE RESOURCES

• Experiences
• Movement
• Verve (high levels of stimulation)
• Oral tradition
• “Empowering African American Males” ~ Mychal Wynn
BEST RESOURCE?
CULTURALLY APPROPRIATE RESOURCES
 DATA TRACKING

• Participation data: • Outcome data:

• # of sessions, # of students • Weekly discipline

• Mindsets & Behavior data: • Weekly grades

• Pre-assessment (self-report) • (attendance)

• Post-assessment (self-report)

Use of reinforcers
 RESULTS

15-16:
• In the first marking period, group members
received 36 discipline referrals. In the final
marking period, participants received 10
discipline referrals, indicating a 72% decrease.
SPIN OFF GROUP: SOUL SQUAD
Take some time to jot down some thoughts about a potential group.

What would you do to get started?

 Mistakes in planning
Not planning
• Potential result?
• Waste of time

Planning too much

• Potential result?
• Having too many activities planned often results in superficial coverage of several important
topics
• It is better to cover a few topics in depth than to skim over several
• It is good to have backup plans & additional topics, but it is important for the leader to allow
time in the plan to focus on topics long enough that new learning & impact can occur
 Potential Group Problems
• Be prepared to respond when members:
• Dominate the discussion
• Be “chit-chatty” rather than focused
• Attend sporadically
• Are shy/withdrawn
• Get angry at other members
• Are resistant due to mandatory participation
• Dislike other members
• Stop attending the group
 STAGES OF GROUP WORK

Group Stage Task

Forming Group norms are established. Rules and procedures are set

Storming Conflict or disagreement occurs as group transitions. Group leader skills

include tolerance, patience, and conflict resolution

Norming Members determine their roles in the group.Values are explored. Group
facilitator encourage empathy and self-disclosure

Performing Group members actively work on personal goals. Greater trust develops.

Adjourning Members prepare to transition to life after the group is over

 Reach out

Dr. Eva M. Gibson

gibsone@apsu.edu
https://drevagibson.weebly.com/