1)

A counselling group is appropriate because it provides the Social Distancing Ambassadors

(SDAs) with support and assistance to develop coping skills to deal with problems

experienced at work. Counselling groups are created with the purpose of helping participants

overcome real-life issues, usually aiming to find solutions for short-term and precise issues

(Corey et al., 2018). As the SDAs come with similar problems such as abusive and

uncooperative members of public, a counselling group would be appropriate and helpful as

they utilise group feedback and meaningful interaction to catalyse changes using members’

strengths and resources (Toseland & Rivas, 2017). Members grow as they use the opportunity

to practise scenarios and behaviour and apply them out of sessions.

The program will span 4 sessions, run for 2 hours per session and occur every week. The

goals are to equip the SDAs with better ability to think, act and respond to difficult and

abusive members of public, and build resilience to manage negative feelings associated with

challenging experiences.

The first session will kick off with the counsellor’s self-introduction, followed by that of each

member. Ice breakers can be used to facilitate members in getting acquainted (Corliss &

Corliss, 2009). Members are invited to negotiate and define the group rules together. They

take turns to share their individual goals which is what they wish to achieve by the end of the

group (Novotney, 2019). Ministry of National Developement’s objectives for the group is

presented, along with a brief outline of the sessions, then members are welcomed to raise

concerns. Confidentiality and non-judgment are emphasized to foster a safe climate, in order

to help members feel comfortable to share (Corey et al., 2018).

In the second session, we will delve further into challenges the members face in their role as

SDAs, and how they are affected by it. Goals are further examined and refined; and leader
guides everyone to find commonalities among their goals to enhance group identity and

cohesiveness (Rockwood et al., 2015). Members are encouraged to give feedback and

challenge each other constructively, and role modelling by the leader is aimed to influence

how members do it (Viknesan, 2020). Experiential activities such as role-plays will facilitate

the demonstration and rehearsal of behaviours, like handling of disputes (Corey et al., 2018).

I would manage various problem behaviours such as power wrestle, acting hostile and

superior, silent members, and story-telling (Viknesan, 2020). Conflicts must also be dealt

with openly and tactfully. Homework would be designed and catered to each member’s

needs, to solidify learning and apply skills learnt (Corliss & Corliss, 2009).

Leaders to provide structure and direction at the beginning and set the tone of the group. In

the first two sessions, it is essential to build rapport and alleviate members’ fears and anxiety

before I can get them to start talking about their problems (Corey et al., 2018). I will assess

group dynamics and trust levels. I must intervene appropriately to understand and address

underlying reasons of members’ reluctance to participate (Viknesan, 2020). For example, it

could be due to past negative experiences of being misunderstood or hurt that made them

fearful of opening up. For members that are completely silent, I may get them to take the first

step by showing their reactions to other’s sharing (Jairum & Viknesan, 2019). It may also be

encouraging to share positive areas of their lives and themselves first.

With the use of empathy and affirmation, members will feel encouraged to share their true

feelings and issues. For example, I will say, “It must be difficult for you to talk about this,

and I really appreciate that you are willing to share.” I will also employ other micro skills

such as reflecting feelings, clarifying and active listening to help them feel heard and

understood (Australian Institute of Professional Counsellors, 2011). The use of humour and

energizers can also liven up the atmosphere and reduce anxiety of members (Gladding,

1994). When members are assured that the material of what they say will be private and not
judged upon, it can help them to let down their guards. Fun exercises and using props are

strategies to facilitate sharing in small portions for a start. For example, using pass the parcel

activity to state of a word or phrase to describe how they feel about their job.

I must be sensitive to possible multicultural and diversity issues, as they can easily evoke

strong reactions and erode trust (Corey et al., 2018). I will role model behaviour of being

multiculturally-aware and avoid stereotypes. I will use disclosure to convey responses to

here-and-now issues (e.g. when the leader feels that a member seems to show

apprehensiveness) and to generate ideas and solutions (Corliss & Corliss, 2009). After

rapport is established and members are ready, leaders can proceed to challenge members

where necessary and explore deeper material.

The third session will explore deeper material and external factors that may affect how

members deal with difficult members of public and confrontations. We will also brainstorm

how to self-care and relieve the mental and emotional impact caused by the abuse they

received. Members are tasked to reflect and self-evaluate on where they stand in terms of

change and progress towards their goals. I will take the back seat and give members more

autonomy with the direction of the session. Skills rehearsal will continue to be used to

explore and practise stressful situations and relaxation techniques (Corey et al., 2018). I will

remind them that the next week will be the final session and prepare them for termination.

In the last session, members and I will express genuine feelings about the closure of group

and the journey together. We will celebrate achievements and growth, appreciate each

member’s strengths and contribution as well as describe the lessons learnt (Viknesan, 2020).

Activities such as group art and letter writing will allow members to have a memento to bring

back. Through the use of vision, I will direct members’ energy towards working for the future
(Toseland & Rivas, 2017). I will guide them to construct contracts to empower them to keep

applying skills that they learnt, and to ensure their development extends beyond the group.

2a)

The group leader will constantly foster active input from all group members. Although the

members have opened up about their issues, thoughts and feelings, it cannot be taken for

granted that things will run on their own. The leader should keep observing the level of

participation, assess possible underlying reasons for limited participation from some

members, and challenge and encourage the members to become more active in the group

process (Corey et al., 2018). They should help quiet and ‘anonymous’ members feel

comfortable in disclosing their issues appropriately, so that all members can explore the

issues fruitfully, and everyone can benefit therapeutically (Forsyth, 2019).

For example, a member may appear guarded and withdrawn in today’s session, although in

the last session he had shared his negative experiences at work and his authentic feelings of

being lost and distressed when he could not overcome certain challenges. The leader asks him

why he seems different today, and he admitted that he had felt ashamed as his encounter

could have reflected his inadequacies and incompetence both personally and professionally.

The leader then invites other members to voice their honest opinions and reactions. With

other members expressing that they appreciate his courage in sharing and that they do not

judge him for that, it will help him to fight his fear, hesitance and mistrust, and assure him

that it is okay to share deep issues again.

While group members are taking charge of the content and issues, the group leader must still

continuously access and evaluate individual members, group process and dynamics (Toseland
& Rivas, 2017). By stressing on group identity and attributes and common goals, it can foster

more cohesiveness and discourage disputes (Corliss & Corliss, 2009). For instance, all of

them agree on the common goal to be able to more resilient in face of challenging work

situations. Leader to encourage members to keep reaching out to others, share their

challenges, honest constructive feedback, as well as humorous and pleasant times (Forsyth,

2019). When such meaningful interactions happen consistently, members connect with each

other and group unity is forged (Gladding, 1994).

Group leaders would manage conflicts effectively and in a productive manner, making them

into teachable moments (Cole, 2019). Leaders must openly address conflicts or anger that

erupt and work through them with members (Novotney, 2019). For example, the leader could

ask parties how they were hurt or triggered by the other’s reactions and words. Leader will

find common ground and help both of them to acknowledge and understand the other’s

perspectives. The leader can tactfully invite helpful input from other members where

appropriate when it helps everyone to recognise the involved parties’ experiences, and offer

alternative solutions (Corey et al., 2018). The leader can get members to think about how

they can apply these conflict resolution techniques in scenarios at work and in life.

Leaders encourage spontaneity by telling members and demonstrating that it is alright to

“rehearse” their thoughts aloud (Toseland & Rivas, 2017). The leader is attentive and will

point out if members are too cautious to avoid offending others. When leaders get members

to speak more freely and respond spontaneously, they become more candid and vocal,

revealing their deep and authentic thoughts. This enables members to peek into each other’s

internal thought process and provide feedback (Corey et al., 2018). It is important for

members to be able to discuss difficult issues comfortably and critically, and the leader
ensures that they can disagree civilly (Cole, 2019). When members try out their unrehearsed

behaviour and interactions in the group, for example how they think and respond to a member

of the public, and they can decide which areas they wish to alter.

The leader would solicit feedback from members, by getting them to share their observations

and comments regarding another member’s behaviour (Corey et al., 2018). He or she will

model and guide them to deliver feedback that is honest, respectful and constructive

(Toseland & Rivas, 2017). Feedback should have a balance between positive or encouraging

elements, and challenging or corrective ones, so that receivers are more likely to accept and

reflect it (Corey et al., 2018). Feedback can also be used to help members review and

evaluate their goals and progress. For example, the leader can give out blank cards, where

members write a statement about themselves, with each side being “then” and “now”.

Members can exchange feedback about the reflection and progress towards their goals. The

leader facilitates the process and asks questions to get them to critically reflect and assess

their goal achievement. He or she will get members to brainstorm ways to modify goals and

action if required, and about how they are applying what they have learnt outside of sessions

(Corliss & Corliss, 2009). Leader encourages members to journal so as to transform insight

into action.

Leaders monitor, assess and balance the disclosure by members to ensure all members have

equal opportunity to work on their issues (Viknesan, 2020). For example, leaders seek

feedback of others when a member is monopolizing the session with his issues, or when

someone is disclosing irrelevant things, or when someone makes an insensitive remark.

Leaders use the influence of the group to remind members of the group’s choices and

direction, ensuring the process is democratic and placing the responsibility onto members

(Corey et al., 2018). Leaders can use self-disclosure when is it is timely, purposeful and

therapeutic to the benefit of members (Toseland & Rivas, 2017). The leader can use here-
and-now reactions related to ongoing interactions within the group, such as to address certain

members’ behaviour, to foster productivity and help members achieve their goals (Corliss &

Corliss, 2009). Leader also can use the disclosure to offer support, encouragement and

acceptance to members.

2b) I will get members to share thoughts and feelings with regards to the closure of the

group. I will conduct a “go-around” exercise that get members to share sentiments by

completing one of the following statements (Corey et al., 2018), “As this group is

approaching the end, I feel that. . .” “ I am satisfied that…” “Something I wish I had done

differently or better during the sessions is...” “I don’t like parting because…” “I want to be

remembered as...” “Something I will like to take away from the last session is...” The activity

can also be used to help surface unresolved business that is present but has not been

examined in past sessions, and to tie lose ends where necessary.

Both positive and negative feelings should be validated. For example, telling them it is

normal to find it difficult to say goodbye as bonds have been forged. It is also common to

have feelings of ambivalence. Leader can lead by expressing how he or she appreciate the

members for their contribution, and get them to continue sharing about how they appreciate

each other, how a fellow member has impacted them, and how they have helped each other in

the journey. For example, “Your positivity has influenced me and I will remember you for

that.”
Facilitate a group art activity in which members work together to design a piece of art,

permitting each member to bring a portion of the creation home as a keepsake (Gladding,

1994). I may get members to paste a piece of paper on their back, and write and/or draw

messages to each other, which can be signed off or anonymous. They can include anything

positive in the message or drawing, such as to remind fellow members of their strengths, give

hope, affirmation, blessings and encouragement for the future. Leaders can remind them that

they can keep in touch and maintain meaningful and supportive friendship beyond the

counselling group, as they are still colleagues.

I will review the group experience by getting members to share accomplishments, what they

learnt and how they grew and transformed over the past 4 weeks (Toseland & Rivas, 2017).

For example, a member would say he discovered a new awareness that they manner he had

subconsciously reacted in the face of confrontation, had stemmed from an old pattern of

behaviour from his family.

I will leave an empowering message that gives hope for new beginnings. I will assist

members in recognizing what they did to create a successful group experience (Corey et al.,

2018). I may say: “The group was successful because of everyone’s contribution and effort. If

you can recall and verbalise clearly what you did in the group that brought by desired

outcomes, then you are more likely to find a context for similar developments in real life

upon the conclusion of the group sessions.” Besides giving hope, this aims to orient

members’ mindset towards the future.

I will challenge members to consolidate their learning (Jairum & Viknesan, 2019). I will help

members identify how they can integrate what was meaningful in the group into their daily

life (Viknesan, 2020). I will tell them, “You must know how to use your experiences and

lessons learned to conquer future challenges in your work as well as in life.” I will reinforce
improvements made by each of the member of the group (Corey et al., 2018). They will

critically discuss on how what they learnt would be of practical use, and the potential of the

changes to further develop in their outside world, together with each other’s feedback.

I will Reemphasize the value of continual practice and application, for example, to continue

role-playing new behavioural patterns in dealing with anticipated scenarios, to reinforce

lasting, positive changes (Toseland & Rivas, 2017). I will get them to determine concrete and

specific steps to be taken to actualize change after they have identified their future goals,

through the use of contracts (Corey et al., 2018). I will get the members to record what they

have discussed so they can retain the information and refer to them in future. They may

construct a timeline of projected events and changes.

To continue with aspects of personal development, I will introduce them to other programs

such as groups or individual therapy that are available, and make referrals if they require.

(Toseland & Rivas, 2017).

Finally, evaluation forms are distributed for members to evaluate the efficacy and outcomes

of the group programme.

 References

Australian Institute of Professional Counsellors. (2011). Skills and role of the group therapist. AIPC

Article Library. Retrieved from https://www.aipc.net.au/articles/skills-and-role-of-the-group-

therapist

Cole, D. (2019). Dealing with anger and conflict in group therapy. Group Solutions Network.

Retrieved from http://www.groupfind.com/dealing-with-anger-and-conflict-in-groups

Corey, M. S., Corey, G. & Corey, C. (2018). Groups: process and practice (10th Ed). Cengage

Learning.

Corliss, L. A. & Corliss, R. A. (2009). Group work: a practical guide to developing groups in

agency settings. John Wiley and Sons Inc.

Forsyth, D. R. (2019). Groups dynamics (7th Ed). Cengage Learning.

Gladding, S. T. (1994). Effective group counseling. Eric Counseling and Student Services

Clearinghouse.

Jairam, P. & Viknesan, S. (2019). COU206 Group facilitation and group counselling (study guide).

Singapore University of Social Sciences.

Novotney, A. (2019). Keys to great group therapy. American Psychological Association. Retrieved

from https://www.apa.org/monitor/2019/04/group-therapy

Rockwood, M., Supraner, C. F., Morico, D. & Thompson, E. (2015). Group counselling guide.

Worcester Polytechnic Institutes.

Toseland, R. W. & Rivas, R. F. (2017). An introduction to group work practice (8th Ed). Pearson.

Viknesan, S. (2020). COU106 Group theory and group dynamics (study guide). Singapore

University of Social Sciences.

Appendix:

Evaluation form

Please give us your feedback on the group therapy programme by putting a tick in each box

that applies and writing your answer for the open-ended questions. Your opinions and

comments are crucial in helping us to evaluate the programme and identify ways improve it

for future runs. You may be assured that all information shared will be kept strictly

confidential and is used solely for evaluation purposes. Thank you.

Strongly Disagree Neutral Agree Strongly

disagree Agree

(1) (2) (3) (4) (5)

1. The programme has met my

goals.

2. It helped me become aware of

how challenges at work have

impacted me.

3. It helped me to develop

resilience and skills to cope

with how the challenges affect

me.

4. I acquired skills to better

manage challenging situations

at work.

5. It helped me to discover my
 own issues that affected the

way I deal with conflicts at

work.

6. It helped me become more

confident with my role as a

SDA.

7. I improved my communication

skills.

8. I strengthened my problem

solving skills.

9. I improved my conflict

resolution skills.

10. It provided me with a safe

space to voice my issues and

feelings

11. I had the opportunity to work

with personal issues beyond

work.

12. I am able to continue to apply

what I learnt after the sessions.

13. I have a better understanding

of my strengths.

14. The group facilitator has good

rapport with members and is

 empathetic.

15. The group facilitator exhibited

strong leadership and is

helpful.

Please answer the open-ended questions:

16. Which aspects of the group therapy were the most successful and effective?

17. Which part of the program was the most beneficial for you?

18. How has it helped you in your work?

19. Do you have any suggestion for improvement?