All About Groups
Most school counselors are required to take only one graduate level course in Group Counseling. Having taught this course as an adjunct professor, I know how important this training can be and how essential group work is to a school counseling program. In this section I highlight some of the major components of running a group at the elementary school level. However, I highly encourage further training on this important topic.
Part of a successful group counseling program at a school requires educating parents and teachers about the benefits of groups for their students. This is done by communicating with parents prior to the group beginning. In most cases I would do this via emails and some times calls. Some parents are reluctant to have their children participate and I have always respected this concern. Often teachers do not let those students who most belong in a group go because they think we are "rewarding" negative behavior. So it might take some time to build a counseling group program.
Some benefits of participating in groups
1. Instills a feeling of hope for group member.
2. Students don't feel so alone when they find others with same concerns
3. Learn new skills and information about themselves and others
4. Opportunity to practice new skills or behaviors in a smaller group environment
5. Learn to interact with others and from others modeling for them
6. Experience group cohesiveness and sense of belonging.
Prior to running groups in schools it is essential to learn the basic foundations of counseling groups. Counselors who try to run groups without the fundamentals end up just running a small group guidance lesson. or doing individual counseling in a small group. This in itself is not bad but technically they are not "counseling groups" in the true sense.
What do I mean by counseling group in true sense? This is a group that works in the Here and Now. Members use I statements rather than asking questions, repeating stories that have happened in the past, or giving advice. The focus is on what is happening in the group presently. The members address each other directly rather than through the leader.
The group leaders role is two fold. First, the leader must understand group dynamics and allow for the group members to work through the stages. Secondly, the leader must provide the opportunities for this to occur through different types of interventions. It is a delicate balance but can be done with proper skills and strategies. Below # 7 addresses some examples of how a leader can facilitate this.
The group must go through the stages before actual counseling work is done. It is important to note that it does not matter what type of group or style of leadership, all groups go through these stages. Most leaders rush these stages due to time constraints. Unfortunately rushing the stages prevents the groups from getting the full benefit of group work and from getting into the Here and Now Process. Below #2 addresses information regarding the stages of groups.
Contrary to what many say, an elementary school counseling program can have true counseling groups. The stages may be different based on the type of group and developmental ages of the students. The key is in the execution of the group and the leaders knowledge and experience. In fact over the years I have found grade school students are often less resistent and less defensive than adults group members. Students develop trust and take risk more easily, thus get to the working stages with less conflict.
Here are some of the basics
1. All groups have both content and process occurring at the same time. For more details on content and process see below # 4 and 5.
2. All groups go through four basic stages and each stage has varies time frames depending on type of group.
3. All groups provide opportunities for learning of some type.
4. More about content
5. More about process
6. Sample of what is covered in first sessions.
First Session
Second Session
7. Leader techniques to help move the group into Here and Now Process. It is important to not use too many these interventions in the beginning stages. Let the process guide you on your timing of when to begin using these techniques.
8. Levels of Trust
Part of a successful group counseling program at a school requires educating parents and teachers about the benefits of groups for their students. This is done by communicating with parents prior to the group beginning. In most cases I would do this via emails and some times calls. Some parents are reluctant to have their children participate and I have always respected this concern. Often teachers do not let those students who most belong in a group go because they think we are "rewarding" negative behavior. So it might take some time to build a counseling group program.
Some benefits of participating in groups
1. Instills a feeling of hope for group member.
2. Students don't feel so alone when they find others with same concerns
3. Learn new skills and information about themselves and others
4. Opportunity to practice new skills or behaviors in a smaller group environment
5. Learn to interact with others and from others modeling for them
6. Experience group cohesiveness and sense of belonging.
Prior to running groups in schools it is essential to learn the basic foundations of counseling groups. Counselors who try to run groups without the fundamentals end up just running a small group guidance lesson. or doing individual counseling in a small group. This in itself is not bad but technically they are not "counseling groups" in the true sense.
What do I mean by counseling group in true sense? This is a group that works in the Here and Now. Members use I statements rather than asking questions, repeating stories that have happened in the past, or giving advice. The focus is on what is happening in the group presently. The members address each other directly rather than through the leader.
The group leaders role is two fold. First, the leader must understand group dynamics and allow for the group members to work through the stages. Secondly, the leader must provide the opportunities for this to occur through different types of interventions. It is a delicate balance but can be done with proper skills and strategies. Below # 7 addresses some examples of how a leader can facilitate this.
The group must go through the stages before actual counseling work is done. It is important to note that it does not matter what type of group or style of leadership, all groups go through these stages. Most leaders rush these stages due to time constraints. Unfortunately rushing the stages prevents the groups from getting the full benefit of group work and from getting into the Here and Now Process. Below #2 addresses information regarding the stages of groups.
Contrary to what many say, an elementary school counseling program can have true counseling groups. The stages may be different based on the type of group and developmental ages of the students. The key is in the execution of the group and the leaders knowledge and experience. In fact over the years I have found grade school students are often less resistent and less defensive than adults group members. Students develop trust and take risk more easily, thus get to the working stages with less conflict.
Here are some of the basics
1. All groups have both content and process occurring at the same time. For more details on content and process see below # 4 and 5.
- Content is the actual words or actions that occur in the group. Basically it is what is being said or done in the moment.
- Content can be the topic of the day, the lesson, the activity.
- Content can be seen and recorded as actual facts.
- Process is the underlying how content is said or done.
- Process is based on observations, speculations, or intutiviness
- Process generates wonder and questions about what is going on underneath the content.
2. All groups go through four basic stages and each stage has varies time frames depending on type of group.
- The first stage is the beginning or normalizing stage. This is where members are establishing their roles, determining the trust level, and exploring the ground rules of the group. The length of this stage varies from group to group but generally last about 2 sessions. In this stage the facilitator plays an important role in setting the tone for the group. It is important to find the balance between controlling the environment and letting the group establish the environment. Often with elementary school students the counselor may have to set the standards since there is not a lot of time. Below I will share some examples of what is said in this first stage.
- The second stage is the middle stage or the storm or conflict stage. Sometimes this is called the transition stage. This is where members begin challenge many aspects of the group. There is a struggle as the members of the group try to establish their personal goals for the group. For example, the members who want to just have fun verse those who want to go somewhat deeper. Also there are members who want to dominate the conversations or topics and those who refuse to talk. With fourth grade girls an example would be an entire session of laughing despite their efforts to control it. It is in this second stage of group that the facilitator or counselor is challenged also. It is important, again, to find that balance between letting the group work through the stages or taking on the authoritarian role. This stage can last 1 or 2 sessions.
- The third stage is the form or working stage. This is where members begin to address issues, work on their goals, and often reach those "ah ha" moments of growth. This stage usually last 3 sessions but can continue longer if the group does not have to terminate.
- The fourth stage is the termination stage. In the schools, due to the large number of students we are servicing our groups must come to an end, usually I have about 8 sessions per group. In this stage it is important to leave enough time for closure and reflection on what they have learned. I reserve the last group for this stage. It is also a time to set "take away" goals to work on even after the group has ended. It is okay to end group even if all students have not reached their goal. The beauty of elementary school counseling is that there is always a new year and another group.
3. All groups provide opportunities for learning of some type.
- In my early years as a school counselor I often over focused on what the students where gaining from group. I was critical of lunch bunches or small group guidance lessons believing that the group process was not occurring. However, I learned over time that all groups provide an opportunity for learning and it is our role as a counselor/facilitator to help students discover what it is. All groups go through the stages and process.
4. More about content
- The content of a group varies based on the type of group you are running.
- Content is what is being said or done in the group.
- For example: A study skills group may talk about what is not working for them in the class room. A friendship group may talk about qualities they want in a good friend.
- It is very helpful to record the content of each group, highlighting the main points.
- For each group I ran I kept a folder with this information (and the process information) to refer back to over the course of the group. I made two columns on the page. The left side I titled CONTENT and the right side PROCESS. I would write what was said in the content and by who and on the right would record my thoughts on the process. Although time consuming this was very useful.
5. More about process
- Process refers to the interactions or relationships between members and leader. It is almost as if the leader develops a "third eye".
- Some areas to focus on while exploring the process of a group session:
- Who talks to whom?
- How often member speaks?
- Who dominates? Who distracts?
- What is the pattern of speaking?
- Look at expectations of members
- Look for fight or flight patterns
- Look for nonverbal body language
- Look to see where members are sitting.
- Look for alliances that may be forming, ganging up on other members
- Look for members who argue with each other
- Look for members who want to be rescued and who rescues them
- Look for advice givers and advice seekers
- Explore trust level in group
- Explore risk takers in group
- Record your observations for each group session and if possible link with content of what was being said or occurring.
- Knowning the process enhances your abililty as a leader to move the group through the stages successfully.
6. Sample of what is covered in first sessions.
First Session
- I generally run an introduction session but it is actually the first session of the group.
- In this session I explain why the student was selected to be in the group.
- I share with them that it is their choice to be in group, I explain what the group will be like and they can decide if they want to participate.
- I go over the ground rules. Confidentiality; Commitment; Respectful listening; Right to Pass. Don't have to raise hand to speak.
- One of my main "here and now" rules is that the students do not have to raise their hands to speak, that I am not going to be calling on who speaks. This is very helpful information as the group dynamics unfold. (who speaks up, who interupts, who never can figure out how to jump into the conversation)
- I explain about the type of group it will be with some examples of past groups
- Students ask questions, check out other members and their own levels of comfort in the group.
- We do a sharing exercise to build the group relationships.
- In most cases, in elementary school the students know each other from class, therefore a lot of ice breaker exercises are not necessary.
- In some of the primary groups I begin with first activity.
- For closure each student has an opportunity agree to be in group and to follow the ground rules or say they did not want to participate. Since I have already met with each student individually and gone over some personal goals from group most students agree. I do not skip this step, however, because it is important for all members to see each other's committment.
Second Session
- For the older grades I talk about the different levels of trust and a little about the stages of group. Throughout the group sessions we do "check ins" to see where the group thinks they might be on trust and stages. This is a strategy for bringing the group into the Here and Now Process.
7. Leader techniques to help move the group into Here and Now Process. It is important to not use too many these interventions in the beginning stages. Let the process guide you on your timing of when to begin using these techniques.
- Getting participation from everyone - Say, "I'd like to hear each of you on this."
- Encouraging members to talk to each other rather than leader - Say, "It's okay to tell the person not me."
- Cutting back on questions or advice - Say, "Time out, can you tell us about how you see this ....?"
- Including everyone - Say, "I hear two different opinions on this but we haven't heard from everyone" or "What does the group think about this?"
- Building links between members - Say, "Are you seeing any connections with anyone" or encouraging the members to point out connections when they occur.
- Keeping group moving - Say, "Where are we all with this? Can we move on?"
- Check in with trust and stages - Say, "Just wondering, what's the group trust level? What stage do you think the group is in? Let's explore what stage you think we are in?"
- Here and now question - Say, "What's happening right now? What are you experiencing right now?"
- Feedback opportunities - Say, "What feedback do you have for what he/she just shared?"
- Dealing with conflict stage (such as constant laughter) Say, "What does the group think is going on here?" "What does all this (describe conflict) mean to you?"
8. Levels of Trust
- In addition to content and process and learning about the stages of group it is important to know about the levels of trust in the group and each individuals trust levels.
- Students are away of the importants of trust so it is often a good starting point.
- Levels of trust range from very low levels such as fear of confidentiality being broken, fear of being laughed at, judged or rejected to high levels of trust which is found in working stage of groups.
- Individual also come in a wide range of trusting others. Some group members are risk takers and others very reluctant to share.
- Educating group members about trust in the group and individuals is key in staying in the Here and Now.
- Having lack of trust is not always a negative thing. I explain to my group members that having a low level of trust can be beneficial, especially in the beginning stages of group. It is not always wise to trust to quickly because there might be some consequeneces in doing so.
- Having lack of trust indicts an individuals risk taking level.
- It is very effective to have members share their thoughts on the groups level of trust (level one - little trust right now in group. Each member is checking out the others and reluctant to share information. Level two - some members are willing to risk some information to the group. The group is showing signs of wanting more than surface conversations. Level three - most members in the group are willing to share information with confidence rather than fear.)
- It is very effective to have members share their own personal thoughts about trust and to open up a dialogue about trust in general. Asking for definition of trust, what trust looks like, what broken trust looks like or feels like.