Reflection Of Group Counseling Process And Mental Health Group Activities

Within this specific scholarly, peer-reviewed article the problem that was assessed by the researchers was whether a couple different types of group counseling had any effects on ninth-grade at-risk students’ characteristics (Page, R.C., & Chandler, J., 1994). To become more specific with the problem the researchers wanted to address, null hypotheses were created that consisted of: “There will be no significant differences among the effects of activity-oriented self-concept building group counseling, discussion-oriented group counseling, and no group counseling on the self-concepts of the participants of these groups and There will be no significant differences among the effects of activity-oriented self-concept building group counseling, discussion-oriented group counseling, and no group counseling on problem school behaviors (including school attendance, academic performance, and numbers of disciplinary referrals) of the participants of these groups (Page, R. C. & Chandler, J., 1994). The sample used to carry out this study consisted of thirty-six out of

Thus, examinees must understand common school-based intervention programs, such as bullying prevention and promoting good health. The foundation of school psychology delves into the importance of culture, background and individual values. Examinees must demonstrate understanding of research design, evaluation and statistics. Finally, the children’s service section covers instructional strategies, curricular accommodations and effective group interventions. In fact, examinees must clearly understand school-based intervention skills and techniques. They must also be familiar with child and adolescent psychopathology, such as common symptoms of mental health problems and how these impact a student’s

The process of writing this paper has given me the opportunity to reflect on my beliefs about school counseling. As I am just beginning the school counseling program and my beliefs are still evolving, I have a foundation to build upon as I learn more through my coursework and experiences as a practicing school

School counselors provide individual and group counseling for issues that impact academic achievement (Erford, 2015). Counselors in schools typically provide prevention, education, crisis response, and short term intervention services (ASCA, 2008). School counselors create groups from data, and usually develop psychoeducational groups to address identified skills needed (ASCA, 2008). While school counselors are taught how to respond to mental health issues, they concentrate on problems that are impeding personal, social, career, or educational development (Erford, 2015). Professional school counselors often choose strengths based and brief approaches to counseling to support student success (Erford, 2015). Individual counseling in schools provides students with resilience, encouragement, empowerment, acceptance, and a secure relationship (Erford, 2015). School counselors provide either counseling or psychoeducational groups. The counseling groups are crisis, problem, or growth centered. School counselors are able to provide many

I enjoyed reading your post. You provided relevant and important members that you would include in your group. I agree that teachers are essential for the school counselor to collaborate with as they are with the students most of the day (American School Counselor Association, 2012). I like how you would collaborate with the school or district psychologist in order to create the school counseling program. Is this something that your school or district psychologists do in your school district? I think that would be a great resource. An important addition to group would be the students. Students are the ones that are receiving the services that the school counseling program is providing. They have direct information about themselves

A school counselor’s role is vital in many schools across America. Many students see their counselor, to work on any emotional stressors, academic changes and challenges. This may include, interventions, group therapy and changes in class schedule, but sometimes with all the implementations given, students do not succeed in school. Perhaps one needs to take a closer look at the programs being implemented and its success rate. In addition, a counselor should guide itself using the ASCA (American School Counselor Association) to provide evidence based practices in schools.

Certainly, school counselors are in an ideal position in terms of access to, and identification of, students in need. Despite, job descriptions, duties and responsibilities, and large student to school counselor rate limit the amount of time school counselor can give to student with ongoing mental health needs (Brown et al., 2009). The American School Counselor Association (ASCA) has long advocate for the elimination of non-counseling duties such as plan testing programs, writing excuses for students who are absent or tardy, teaching classes when teachers are absent, and providing long-term therapy for students with psychological disorders (ASCA). A designation of time for school counselors to provide appropriate activities related to responsive

The philosophy of the group counseling approach is to focus on the strengths and life skills opposed to punitive measures

Corey& Corey (2010) said that group counseling is especially suitable because adolescents can identify and experience their conflicting feelings, learn to communicate with peers and adults, learn from the modeling provided by the leader, and learn how to accept what others offer and give of themselves in return. (Corey& Corey p. 330)

My internship site is a group mental health practice. There are more than 20 clinicians with various specialties at 2 office locations, providing services to community clients. Among the providers, there are psychologists, master’s level mental health counselors, and nurse practitioners. Psychologists and counselors see people for psychotherapy and nurse practitioners primary see people for mediation management. The majority of clients are insurance clients. There are a small number of private pay clients who are seen at this site. The clinicians at this site work with people of all ages and with a wide variety of concerns.

Group counseling can be defined as a therapeutic and educational method to facilitate interpersonal problem solving processes among members, as they learn how to resolve difficult, but manageable problems of living and how to apply gains in the future (Stockton, 2010). A therapeutic group can be helpful for individuals especially if they are experiencing the same presenting issues. They can offer support and guidance from those who have experienced that issue in their past. It can also be comforting for others to speak to those who can relate to them.

The authors purpose for creating the group was to serve as a therapeutic intervention method which in turn could be used to form an alternative support system of sharing and trust; creating life altering changes for member’s future academic and developmental

As a counselor, it is important to conduct pre-group assessments to determine if the client will benefit from the group. Considering the client's are high school students, one should consult the parent(s) and obtain consent before beginning. Because this group is psychoeducational, it is important to present the client with information about the material related to the group. Additionally, it is essential to discuss the dynamics, and goals of the group with the client, to determine whether one stands to benefit from group counseling. Subsequent notice of client rights and responsibilities are provided, along with the consent. Boundaries and anonymity are crucial to communication; therefore client's will be encouraged to keep group discussions

By connecting with other girls who are experiencing similar thoughts and feeling, it provides a place to learn to express emotions and not emotionally isolate. It can be expected that towards the beginning of the group, members thoughts and feeling will be pessimistic and focused on external things they cannot control. As the group continues the language will shift to things that are in their control and will be strengths-based, instead of focusing on their weaknesses. As their thoughts change, their self-concept improves and they begin to relate to other in healthier ways (Zinck, & Littrell, 2000). Group work is especially effective with adolescents because at this stage they value their peers and learn more effectively from one another, than from adults (Skudrzyk, Zera, McMahon, Schmidt, Boyne, & Spannaus, 2009). Group work has been found to also be more effective in areas of self-awareness and social skills Skudryzk, et al., 2009). These things are the key components to decreasing feelings of depression, anxiety, and risk-taking behaviors (Smith-Adcock, et al., 2008). For all these reason, a psychoeducational group is very effective for the chosen

Impacting the lives of children must be approached from a team perspective to address all aspects of the child’s environment and relationships including caregivers, peers, teachers and school. Behavioral Counselors must collaborate with school counselors to understand the impact that school and teachers have on the child’s life. To appreciate School Counseling a review of the specialization’s history is important. School Counselors have evolved from vocational guidance and job-orientated counseling following World War I to educational guidance following World War II due to the passing of the GI bill as veterans were given right to education counseling (Minkoff, 1985). Today School Counselors support a wide variety of needs from a wide variety of student populations including but not limited to depression, college guidance, anxiety, oppositional disorder and developmentally delayed due to change in access to mental health care being more privatized (Lockhart & Keys, 1998). Lockhart states that because of the restructuring in access to care school counselors have been pushed to handle a wider variety of needs within mental health (1998).