Principles
Planning
Procedures
Practice
Purposeful data collection
Developing, leading, and evaluating small group counseling involves many facets. As school counselors we must first understand the "why." There are many principles that tell us why we should be running groups as part of a comprehensive school counseling program. The most obvious reasons for small groups in schools includes: 1) Universality (there are others who have same need/issue); 2) Safe way to try out new behavior; 3) Social-observational learning; 4) Corrective experiences (opportunities to redo mistakes); and 5) Peers influence behavior.
Planning begins by reviewing school data should determine what groups are offered. For example, if a group of students are consistently late for school do to anxiety then an emotion regulation group would be an appropriate intervention. Likewise, if you have several students who come into school on Monday morning because they have spent the weekend with their noncustodial parent it would be appropriate to lead a group for Children of Divorce. At the beginning of the planning stage research what evidence-based programs are available and determine if these programs would meet the needs of your population. For example "A Still Quiet Place" might be used for a group of anxious students and "Children of Divorce Intervention Program" is an excellent resource for helping students adjust after a parent break up. Another resource is Tier 1 core curriculum that counselors may own but not have time to use in the classroom. For example, MindUp could be used in a small group with anxious students. If an evidence-based program is not available, or your school can't afford to purchase one, then it is necessary to review the research to determine what type of intervention would be most effective. Once you have a clear understanding of what usually works, then a counselor should set a goal for the group and determine which of the ASCA Mindsets and Behaviors the group would address. These need to be translated to measurable competencies in order to select or create an assessment plan. The final step is selecting activities and materials. All too often I hear a counselor start with activities, books, videos and create a group around these materials without having laid the foundation.
Procedures include developing detailed session plans that are so useful when you are experiencing a very challenging day and can just barely grab your group for 30 minutes and session plans are also useful if you have an itinerant counselor or counseling intern and you are running another section of the same group. For at least one group a year you should have a detailed accountability process. You can get solid perception data if you design simple pre-post group surveys that are completed by parents, teachers, and students. The questions can be the same just worded for the audience. Perception data is what counselors need to evaluate the effectiveness of the intervention. Administrators want outcome data so select the group where you can also assess results like a reduction in tardiness, an increase in test scores, or a decrease in office referrals. Gather all the materials for the group (i.e., books) including any "worksheets" you want members to complete and keep them in one place. We actually run off a packet for each member and keep the master in a binder (see previous post).
Practice and process involves how you actually conduct the group. A successful group leader is creative, energetic, positive, patient, thick-skinned, and prepared. At the beginning of the group icebreakers are very important to make members feel comfortable sharing. Use props to make the group experience more engaging, try to incorporate as many senses as possible. If your group is predominantly boys or very active girls, build movement into each session (e.g., toss a bean bag on a feeling wheel then say what makes you have that feeling). Writing or drawing a response before sharing makes it less threatening, improves the quality of members responses, and will help them remember the skill you are trying to teach.
Purposeful data collection is critical to determining if the group is worthwhile. It is not enough to collect only process data (number of sessions, number of students, length of sessions). Perception data collected pre-post can tell you how members attitudes, skills, and knowledge changed as a result of the group intervention. Outcome data is difficult for elementary but we can run groups that impact achievement, attendance, and behavior even if change that occurs is not totally the result of the group. It is critical that you write up results in a meaningful way (think good visuals like graphs) and SHARE, SHARE, SHARE! Counselors need to let all stakeholder groups know they are leading effective small groups. This can result in administrators removing non-counseling duties (like cafeteria duty) so you can run more small groups!
Planning begins by reviewing school data should determine what groups are offered. For example, if a group of students are consistently late for school do to anxiety then an emotion regulation group would be an appropriate intervention. Likewise, if you have several students who come into school on Monday morning because they have spent the weekend with their noncustodial parent it would be appropriate to lead a group for Children of Divorce. At the beginning of the planning stage research what evidence-based programs are available and determine if these programs would meet the needs of your population. For example "A Still Quiet Place" might be used for a group of anxious students and "Children of Divorce Intervention Program" is an excellent resource for helping students adjust after a parent break up. Another resource is Tier 1 core curriculum that counselors may own but not have time to use in the classroom. For example, MindUp could be used in a small group with anxious students. If an evidence-based program is not available, or your school can't afford to purchase one, then it is necessary to review the research to determine what type of intervention would be most effective. Once you have a clear understanding of what usually works, then a counselor should set a goal for the group and determine which of the ASCA Mindsets and Behaviors the group would address. These need to be translated to measurable competencies in order to select or create an assessment plan. The final step is selecting activities and materials. All too often I hear a counselor start with activities, books, videos and create a group around these materials without having laid the foundation.
Procedures include developing detailed session plans that are so useful when you are experiencing a very challenging day and can just barely grab your group for 30 minutes and session plans are also useful if you have an itinerant counselor or counseling intern and you are running another section of the same group. For at least one group a year you should have a detailed accountability process. You can get solid perception data if you design simple pre-post group surveys that are completed by parents, teachers, and students. The questions can be the same just worded for the audience. Perception data is what counselors need to evaluate the effectiveness of the intervention. Administrators want outcome data so select the group where you can also assess results like a reduction in tardiness, an increase in test scores, or a decrease in office referrals. Gather all the materials for the group (i.e., books) including any "worksheets" you want members to complete and keep them in one place. We actually run off a packet for each member and keep the master in a binder (see previous post).
Practice and process involves how you actually conduct the group. A successful group leader is creative, energetic, positive, patient, thick-skinned, and prepared. At the beginning of the group icebreakers are very important to make members feel comfortable sharing. Use props to make the group experience more engaging, try to incorporate as many senses as possible. If your group is predominantly boys or very active girls, build movement into each session (e.g., toss a bean bag on a feeling wheel then say what makes you have that feeling). Writing or drawing a response before sharing makes it less threatening, improves the quality of members responses, and will help them remember the skill you are trying to teach.
Purposeful data collection is critical to determining if the group is worthwhile. It is not enough to collect only process data (number of sessions, number of students, length of sessions). Perception data collected pre-post can tell you how members attitudes, skills, and knowledge changed as a result of the group intervention. Outcome data is difficult for elementary but we can run groups that impact achievement, attendance, and behavior even if change that occurs is not totally the result of the group. It is critical that you write up results in a meaningful way (think good visuals like graphs) and SHARE, SHARE, SHARE! Counselors need to let all stakeholder groups know they are leading effective small groups. This can result in administrators removing non-counseling duties (like cafeteria duty) so you can run more small groups!
No comments:
Post a Comment