CHAPTER 13 COUNSELING INDIVIDUALS AND GROUPS IN SCHOOLS.

CHAPTER 13CHAPTER 13

COUNSELING INDIVIDUALS COUNSELING INDIVIDUALS

AND GROUPS AND GROUPS

IN SCHOOLSIN SCHOOLS

INTRODUCTIONINTRODUCTION

• RESPONSIVE SERVICES PROVIDE SPECIAL HELP TO STUDENTS RESPONSIVE SERVICES PROVIDE SPECIAL HELP TO STUDENTS WHO ARE FACING PROBLEMS THAT INTERFERE WITH THEIR WHO ARE FACING PROBLEMS THAT INTERFERE WITH THEIR PERSONAL-SOCIAL, CAREER, OR EDUCATIONAL DEVELOPMENT.PERSONAL-SOCIAL, CAREER, OR EDUCATIONAL DEVELOPMENT.• EXAMPLES: INDIVIDUAL AND GROUP COUNSELING, CRISIS EXAMPLES: INDIVIDUAL AND GROUP COUNSELING, CRISIS

COUNSELING, REFERRALS, CONSULTATION AND COUNSELING, REFERRALS, CONSULTATION AND COLLABORATION, AND PEER FACILITATION.COLLABORATION, AND PEER FACILITATION.

• THE AMOUNT OF TIME THAT SHOULD BE ALLOCATED FOR THE AMOUNT OF TIME THAT SHOULD BE ALLOCATED FOR RESPONSIVE SERVICES DEPENDS ON THE GRADE LEVEL. RESPONSIVE SERVICES DEPENDS ON THE GRADE LEVEL. • SUGGESTED ALLOCATIONS INCLUDE 20% TO 30% IN SUGGESTED ALLOCATIONS INCLUDE 20% TO 30% IN

ELEMENTARY SCHOOLS, 30% TO 40% IN MIDDLE SCHOOLS, ELEMENTARY SCHOOLS, 30% TO 40% IN MIDDLE SCHOOLS, AND 25% TO 35% IN HIGH SCHOOLS.AND 25% TO 35% IN HIGH SCHOOLS.

INDIVIDUAL COUNSELING IN INDIVIDUAL COUNSELING IN SCHOOLSSCHOOLS

• WHEN CERTAIN NEGATIVE ISSUES INTERFERE WITH WHEN CERTAIN NEGATIVE ISSUES INTERFERE WITH STUDENTS’ PERSONAL, SOCIAL, AND ACADEMIC GROWTH, STUDENTS’ PERSONAL, SOCIAL, AND ACADEMIC GROWTH, INDIVIDUAL COUNSELING MAY BE WARRANTED.INDIVIDUAL COUNSELING MAY BE WARRANTED.

• PROFESSIONAL SCHOOL COUNSELORS MAKE DECISIONS PROFESSIONAL SCHOOL COUNSELORS MAKE DECISIONS ABOUT HOW TO ADMINISTER INDIVIDUAL COUNSELING ABOUT HOW TO ADMINISTER INDIVIDUAL COUNSELING SERVICES, KEEPING IN MIND THAT THOSE SERVICES NEED TO SERVICES, KEEPING IN MIND THAT THOSE SERVICES NEED TO CLOSELY ALIGN WITH THE EDUCATIONAL MISSION AND CLOSELY ALIGN WITH THE EDUCATIONAL MISSION AND PHILOSOPHY OF EDUCATING ALL STUDENTS TO HIGH LEVELS PHILOSOPHY OF EDUCATING ALL STUDENTS TO HIGH LEVELS OF ACADEMIC, CAREER, AND PERSONAL–SOCIAL SUCCESS.OF ACADEMIC, CAREER, AND PERSONAL–SOCIAL SUCCESS.

COUNSELING IN SCHOOLS DEFINEDCOUNSELING IN SCHOOLS DEFINED

• THE GOAL OF IMPLEMENTING COUNSELING INTERVENTIONS IS THE GOAL OF IMPLEMENTING COUNSELING INTERVENTIONS IS TO PROMOTE STUDENTS’ PERSONAL AND SOCIAL GROWTH TO PROMOTE STUDENTS’ PERSONAL AND SOCIAL GROWTH AND FOSTER THEIR EDUCATIONAL PROGRESS.AND FOSTER THEIR EDUCATIONAL PROGRESS.

• ACA DEFINES ACA DEFINES COUNSELINGCOUNSELING AS “A PROFESSIONAL AS “A PROFESSIONAL RELATIONSHIP THAT EMPOWERS DIVERSE INDIVIDUALS, RELATIONSHIP THAT EMPOWERS DIVERSE INDIVIDUALS, FAMILIES, AND GROUPS TO ACCOMPLISH MENTAL HEALTH, FAMILIES, AND GROUPS TO ACCOMPLISH MENTAL HEALTH, WELLNESS, EDUCATION, AND CAREER GOALS.”WELLNESS, EDUCATION, AND CAREER GOALS.”• SOME CONCERNS THAT MAY BE ADDRESSED INCLUDE SOME CONCERNS THAT MAY BE ADDRESSED INCLUDE

ACADEMIC PROBLEMS, RELATIONSHIP ISSUES, GRIEF AND ACADEMIC PROBLEMS, RELATIONSHIP ISSUES, GRIEF AND LOSS, ABUSE, AND STRESS MANAGEMENT.LOSS, ABUSE, AND STRESS MANAGEMENT.

• REFERRALS FOR INDIVIDUAL COUNSELING MAY COME FROM REFERRALS FOR INDIVIDUAL COUNSELING MAY COME FROM STUDENTS, PARENTS, TEACHERS, OR OTHERS WHO ARE STUDENTS, PARENTS, TEACHERS, OR OTHERS WHO ARE INVOLVED WITH THE STUDENTS.INVOLVED WITH THE STUDENTS.


• INDIVIDUAL COUNSELING INVOLVES A CONFIDENTIAL RELATIONSHIP BETWEEN A INDIVIDUAL COUNSELING INVOLVES A CONFIDENTIAL RELATIONSHIP BETWEEN A STUDENT AND THE PROFESSIONAL SCHOOL COUNSELOR AND CAN LAST FROM A STUDENT AND THE PROFESSIONAL SCHOOL COUNSELOR AND CAN LAST FROM A SINGLE SESSION TO SEVERAL SESSIONS.SINGLE SESSION TO SEVERAL SESSIONS.

• WHAT SETS IT APART FROM OTHER FORMS OF INTERACTION IS THE CLOSE WHAT SETS IT APART FROM OTHER FORMS OF INTERACTION IS THE CLOSE EMOTIONAL CONTACT BETWEEN THE STUDENT AND THE PROFESSIONAL SCHOOL EMOTIONAL CONTACT BETWEEN THE STUDENT AND THE PROFESSIONAL SCHOOL COUNSELOR.COUNSELOR.

• THE FOCUS IS ON THE STUDENT’S PROBLEM OR CONCERN, AND THE GOAL IS TO THE FOCUS IS ON THE STUDENT’S PROBLEM OR CONCERN, AND THE GOAL IS TO HELP THE STUDENT MAKE POSITIVE CHANGES.HELP THE STUDENT MAKE POSITIVE CHANGES.


• CHALLENGES PROFESSIONAL SCHOOL COUNSELORS ENCOUNTER CHALLENGES PROFESSIONAL SCHOOL COUNSELORS ENCOUNTER MAY INCLUDE:MAY INCLUDE:• IDENTIFYING WHICH STUDENTS WILL BENEFIT THE MOST IDENTIFYING WHICH STUDENTS WILL BENEFIT THE MOST

FROM INDIVIDUAL COUNSELINGFROM INDIVIDUAL COUNSELING• HOW TO INTEGRATE THESE SERVICES INTO THE SCHOOL DAYHOW TO INTEGRATE THESE SERVICES INTO THE SCHOOL DAY• HOW TO CONDUCT THE COUNSELING PROCESSHOW TO CONDUCT THE COUNSELING PROCESS• HOW TO EVALUATE THE EFFECTIVENESS OF THE HOW TO EVALUATE THE EFFECTIVENESS OF THE

INTERVENTIONSINTERVENTIONS

• PROFESSIONAL SCHOOL COUNSELORS NEED TO BE PROACTIVE IN PROFESSIONAL SCHOOL COUNSELORS NEED TO BE PROACTIVE IN MAKING DECISIONS ABOUT HOW TO CONDUCT INDIVIDUAL MAKING DECISIONS ABOUT HOW TO CONDUCT INDIVIDUAL COUNSELING, WITH WHOM, AT WHAT TIME, AND UNDER WHAT COUNSELING, WITH WHOM, AT WHAT TIME, AND UNDER WHAT CIRCUMSTANCES.CIRCUMSTANCES.

DEVELOPMENTAL CONSIDERATIONSDEVELOPMENTAL CONSIDERATIONS

• KNOWLEDGE OF DEVELOPMENTAL THEORY CAN HELP PROFESSIONAL KNOWLEDGE OF DEVELOPMENTAL THEORY CAN HELP PROFESSIONAL SCHOOL COUNSELORS MAKE DECISIONS ABOUT WHAT APPROACHES TO SCHOOL COUNSELORS MAKE DECISIONS ABOUT WHAT APPROACHES TO USE WITH STUDENTS AT DIFFERENT LEVELS. USE WITH STUDENTS AT DIFFERENT LEVELS. • SUCH KNOWLEDGE HELPS PROFESSIONAL SCHOOL COUNSELORS SUCH KNOWLEDGE HELPS PROFESSIONAL SCHOOL COUNSELORS

MAKE INFORMED DECISIONS ABOUT WHETHER A PARTICULAR MAKE INFORMED DECISIONS ABOUT WHETHER A PARTICULAR BEHAVIOR IS DEVELOPMENTALLY APPROPRIATE OR IS OUT OF THE BEHAVIOR IS DEVELOPMENTALLY APPROPRIATE OR IS OUT OF THE RANGE OF RANGE OF “N“NORMAL.”ORMAL.”

• DEVELOPMENTAL KNOWLEDGE HELPS PROFESSIONAL SCHOOL DEVELOPMENTAL KNOWLEDGE HELPS PROFESSIONAL SCHOOL COUNSELORS BUILD RELATIONSHIPS, ASSESS CONCERNS, AND DESIGN COUNSELORS BUILD RELATIONSHIPS, ASSESS CONCERNS, AND DESIGN EFFECTIVE INTERVENTIONS FOR STUDENTS AT ALL GRADE LEVELS.EFFECTIVE INTERVENTIONS FOR STUDENTS AT ALL GRADE LEVELS.

EARLY CHILDHOODEARLY CHILDHOOD

• ACCORDING TO PIAGET, CHILDREN IN EARLY CHILDHOOD ARE IN THE ACCORDING TO PIAGET, CHILDREN IN EARLY CHILDHOOD ARE IN THE

PREOPERATIONAL STAGE OF COGNITIVE DEVELOPMENT (AGES 2-7).PREOPERATIONAL STAGE OF COGNITIVE DEVELOPMENT (AGES 2-7).

• IN THIS STAGE, CHILDREN ARE DEVELOPING THE ABILITY TO REPRESENT OBJECTS AND IN THIS STAGE, CHILDREN ARE DEVELOPING THE ABILITY TO REPRESENT OBJECTS AND

EVENTS THROUGH IMITATION, SYMBOLIC PLAY, DRAWING, AND SPOKEN LANGUAGE.EVENTS THROUGH IMITATION, SYMBOLIC PLAY, DRAWING, AND SPOKEN LANGUAGE.

• CHILDREN MAY ATTRIBUTE LIFELIKE QUALITIES TO INANIMATE OBJECTS AND HAVE CHILDREN MAY ATTRIBUTE LIFELIKE QUALITIES TO INANIMATE OBJECTS AND HAVE

DIFFICULTY WITH ABSTRACT CONCEPTS.DIFFICULTY WITH ABSTRACT CONCEPTS.

• FROM A PSYCHOSOCIAL PERSPECTIVE, CHILDREN ARE DEALING WITH THE FROM A PSYCHOSOCIAL PERSPECTIVE, CHILDREN ARE DEALING WITH THE

DEVELOPMENTAL CRISIS OF INITIATIVE VERSES GUILTDEVELOPMENTAL CRISIS OF INITIATIVE VERSES GUILT (ERIKSON, 1963).(ERIKSON, 1963).

• CHILDREN ARE DISCOVERING WHAT KINDS OF PEOPLE THEY ARE, PARTICULARLY IN REGARD CHILDREN ARE DISCOVERING WHAT KINDS OF PEOPLE THEY ARE, PARTICULARLY IN REGARD

TO GENDER.TO GENDER.

• CHILDREN NEED TO BE GIVEN OPPORTUNITIES TO EXPLORE, EXPERIMENT, AND ASK CHILDREN NEED TO BE GIVEN OPPORTUNITIES TO EXPLORE, EXPERIMENT, AND ASK

QUESTIONS.QUESTIONS.

• PLAY IS AN IMPORTANT ACTIVITY AT THIS AGE.PLAY IS AN IMPORTANT ACTIVITY AT THIS AGE.

• PLAY IS A YOUNG CHILD’S FORM OF COMMUNICATION.PLAY IS A YOUNG CHILD’S FORM OF COMMUNICATION.

MIDDLE CHILDHOODMIDDLE CHILDHOOD

• AROUND AGES 7-11 YEARS, CHILDREN ENTER INTO PIAGET’S CONCRETE AROUND AGES 7-11 YEARS, CHILDREN ENTER INTO PIAGET’S CONCRETE

OPERATIONAL STAGE.OPERATIONAL STAGE.

• THIS STAGE IS CHARACTERIZED BY MORE LOGICAL THINKING AND THIS STAGE IS CHARACTERIZED BY MORE LOGICAL THINKING AND

THE ABILITY TO MENTALLY REVERSE ACTIONS.THE ABILITY TO MENTALLY REVERSE ACTIONS.

• CHILDREN IN THIS STAGE LEARN BEST THROUGH QUESTIONING, CHILDREN IN THIS STAGE LEARN BEST THROUGH QUESTIONING,

EXPLORING, MANIPULATING, AND DOING.EXPLORING, MANIPULATING, AND DOING.

• PSYCHOSOCIALLY, CHILDREN ARE RESOLVING THE CRISIS OF INDUSTRY PSYCHOSOCIALLY, CHILDREN ARE RESOLVING THE CRISIS OF INDUSTRY

VERSUS INFERIORITY.VERSUS INFERIORITY.

• AS A RESULT, CHILDREN NEED OPPORTUNITIES TO DEVELOP A SENSE AS A RESULT, CHILDREN NEED OPPORTUNITIES TO DEVELOP A SENSE

OF COMPETENCE AND CAPABILITY.OF COMPETENCE AND CAPABILITY.

• SOCIALIZATION WITH PEERS IS IMPORTANT IN DEVELOPING A SENSE SOCIALIZATION WITH PEERS IS IMPORTANT IN DEVELOPING A SENSE

OF COMPETENCE, SELF-ESTEEM, AND AN UNDERSTANDING OF OF COMPETENCE, SELF-ESTEEM, AND AN UNDERSTANDING OF

OTHERS.OTHERS.

ADOLESCENCEADOLESCENCE

• DURING EARLY ADOLESCENCE, THE SHIFT IS MADE FROM CONCRETE TO FORMAL DURING EARLY ADOLESCENCE, THE SHIFT IS MADE FROM CONCRETE TO FORMAL

OPERATIONAL THINKING.OPERATIONAL THINKING.

• IN THE FORMAL OPERATIONAL STAGE, PEOPLE ARE ABLE TO DEAL WITH IN THE FORMAL OPERATIONAL STAGE, PEOPLE ARE ABLE TO DEAL WITH

ABSTRACTIONS, FORM HYPOTHESES, ENGAGE IN MENTAL MANIPULATION, AND ABSTRACTIONS, FORM HYPOTHESES, ENGAGE IN MENTAL MANIPULATION, AND

PREDICT CONSEQUENCES.PREDICT CONSEQUENCES.

• REFLECTIVE ABSTRACTION, WHICH IS THE ABILITY TO REFLECT ON REFLECTIVE ABSTRACTION, WHICH IS THE ABILITY TO REFLECT ON

KNOWLEDGE, REARRANGE THOUGHTS, AND DISCOVER ALTERNATIVE ROUTES KNOWLEDGE, REARRANGE THOUGHTS, AND DISCOVER ALTERNATIVE ROUTES

TO SOLVING PROBLEMS IS DEVELOPED.TO SOLVING PROBLEMS IS DEVELOPED.

• AS A RESULT, COUNSELING APPROACHES THAT PROVIDE OPPORTUNITIES TO AS A RESULT, COUNSELING APPROACHES THAT PROVIDE OPPORTUNITIES TO

GENERATE ALTERNATIVE SOLUTIONS ARE MORE LIKELY TO BE EFFECTIVE.GENERATE ALTERNATIVE SOLUTIONS ARE MORE LIKELY TO BE EFFECTIVE.

• A NEW FORM OF EGOCENTRISM EMERGES THAT IS CHARACTERIZED BY THE A NEW FORM OF EGOCENTRISM EMERGES THAT IS CHARACTERIZED BY THE

BELIEF THAT ONE IS UNIQUE AND INVULNERABLE.BELIEF THAT ONE IS UNIQUE AND INVULNERABLE.

ADOLESCENCE (CONT.)ADOLESCENCE (CONT.)

• PSYCHOSOCIALLY, ADOLESCENTS ENTER INTO THE STAGE OF IDENTITY VERSUS ROLE PSYCHOSOCIALLY, ADOLESCENTS ENTER INTO THE STAGE OF IDENTITY VERSUS ROLE

CONFUSION.CONFUSION.

• ADOLESCENTS ARE CHALLENGED TO FORM AN IDENTITY, WHICH INCLUDES THE ADOLESCENTS ARE CHALLENGED TO FORM AN IDENTITY, WHICH INCLUDES THE

FORMATION OF GOALS, VALUES, AND BELIEFS, AS WELL AS LIFE PURPOSE.FORMATION OF GOALS, VALUES, AND BELIEFS, AS WELL AS LIFE PURPOSE.

• ADOLESCENTS NEED OPPORTUNITIES TO EXPLORE OPTIONS, TRY ON VARIOUS ADOLESCENTS NEED OPPORTUNITIES TO EXPLORE OPTIONS, TRY ON VARIOUS

ROLES AND RESPONSIBILITIES, AND SPECULATE ABOUT POSSIBILITIES.ROLES AND RESPONSIBILITIES, AND SPECULATE ABOUT POSSIBILITIES.

ADOLESCENCE (CONT.)ADOLESCENCE (CONT.)

• DEVELOPMENTAL THEORIES, GENERALIZATIONS, AND KNOWLEDGE MAY NOT DEVELOPMENTAL THEORIES, GENERALIZATIONS, AND KNOWLEDGE MAY NOT

BE APPLICABLE TO ALL ETHNIC OR CULTURAL GROUPS.BE APPLICABLE TO ALL ETHNIC OR CULTURAL GROUPS.

• THIS INFORMATION IS MEANT TO HELP PROFESSIONAL SCHOOL COUNSELORS THIS INFORMATION IS MEANT TO HELP PROFESSIONAL SCHOOL COUNSELORS

BUILD RELATIONSHIPS, ASSESS CONCERNS, AND DESIGN EFFECTIVE BUILD RELATIONSHIPS, ASSESS CONCERNS, AND DESIGN EFFECTIVE

INTERVENTIONS.INTERVENTIONS.

A COUNSELING MODEL FOR A COUNSELING MODEL FOR CHILDREN & ADOLESCENTSCHILDREN & ADOLESCENTS

• INDIVIDUAL COUNSELING CONSISTS OF THE FOLLOWING PHASES:INDIVIDUAL COUNSELING CONSISTS OF THE FOLLOWING PHASES:

1. BUILDING A COUNSELING RELATIONSHIP1. BUILDING A COUNSELING RELATIONSHIP

2. ASSESSING SPECIFIC COUNSELING NEEDS2. ASSESSING SPECIFIC COUNSELING NEEDS

3. DESIGNING AND IMPLEMENTING INTERVENTIONS3. DESIGNING AND IMPLEMENTING INTERVENTIONS

4. CONDUCTING EVALUATION AND CLOSURE4. CONDUCTING EVALUATION AND CLOSURE

BUILDING A COUNSELING BUILDING A COUNSELING RELATIONSHIPRELATIONSHIP

• KEY FACTORS INVOLVED IN ESTABLISHING A RELATIONSHIP INCLUDE:KEY FACTORS INVOLVED IN ESTABLISHING A RELATIONSHIP INCLUDE:• ESTABLISHING RAPPORTESTABLISHING RAPPORT

• TAILOR THE RESPONSES AND INTERACTIONS TO FIT THE SPECIFIC NEEDS OF TAILOR THE RESPONSES AND INTERACTIONS TO FIT THE SPECIFIC NEEDS OF EACH STUDENT, TAKING INTO ACCOUNT DEVELOPMENTAL EXPERIENCES, EACH STUDENT, TAKING INTO ACCOUNT DEVELOPMENTAL EXPERIENCES, SOCIOCULTURAL BACKGROUND, AND REASONS FOR REFERRAL.SOCIOCULTURAL BACKGROUND, AND REASONS FOR REFERRAL.

• BE WILLING TO ENTER COMPLETELY INTO THE STUDENT’S WORLD, WITH NO BE WILLING TO ENTER COMPLETELY INTO THE STUDENT’S WORLD, WITH NO PRECONCEPTIONS, EXPECTATIONS, OR AGENDA.PRECONCEPTIONS, EXPECTATIONS, OR AGENDA.

• PLAY AND ART MEDIA ARE GOOD APPROACHES WITH YOUNG CHILDREN; PLAY AND ART MEDIA ARE GOOD APPROACHES WITH YOUNG CHILDREN; GAMES FOR OLDER CHILDREN.GAMES FOR OLDER CHILDREN.

• CLARIFYING THE COUNSELING ROLECLARIFYING THE COUNSELING ROLE• PROVIDE AN AGE-APPROPRIATE EXPLANATION OF THE PURPOSE AND NATURE PROVIDE AN AGE-APPROPRIATE EXPLANATION OF THE PURPOSE AND NATURE

OF THE COUNSELING RELATIONSHIP.OF THE COUNSELING RELATIONSHIP.• EXPLAINING CONFIDENTIALITYEXPLAINING CONFIDENTIALITY

• PROFESSIONAL SCHOOL COUNSELORS ARE RESPONSIBLE FOR PROTECTING PROFESSIONAL SCHOOL COUNSELORS ARE RESPONSIBLE FOR PROTECTING INFORMATION RECEIVED THROUGH CONFIDENTIAL COUNSELING INFORMATION RECEIVED THROUGH CONFIDENTIAL COUNSELING RELATIONSHIPS WITH STUDENTS, UNLESS THERE IS A CLEAR AND PRESENT RELATIONSHIPS WITH STUDENTS, UNLESS THERE IS A CLEAR AND PRESENT DANGER TO THE STUDENT AND/OR INDIVIDUALS.DANGER TO THE STUDENT AND/OR INDIVIDUALS.

ASSESSING SPECIFIC COUNSELING NEEDSASSESSING SPECIFIC COUNSELING NEEDS

• THE PURPOSE OF ASSESSMENT IS TO HAVE A BETTER THE PURPOSE OF ASSESSMENT IS TO HAVE A BETTER UNDERSTANDING OF THE CHILD’S NEEDS AND TO ESTABLISH UNDERSTANDING OF THE CHILD’S NEEDS AND TO ESTABLISH GOALS TO MEET THOSE NEEDS.GOALS TO MEET THOSE NEEDS.

• BY EVALUATING COUNSELING NEEDS THROUGH INTERVIEWS, BY EVALUATING COUNSELING NEEDS THROUGH INTERVIEWS, INFORMAL ASSESSMENT, AND FORMAL ASSESSMENT, THE INFORMAL ASSESSMENT, AND FORMAL ASSESSMENT, THE PROFESSIONAL SCHOOL COUNSELOR CAN GAIN A BETTER PROFESSIONAL SCHOOL COUNSELOR CAN GAIN A BETTER UNDERSTANDING OF THE STUDENT’S DEVELOPMENT AND UNDERSTANDING OF THE STUDENT’S DEVELOPMENT AND CONCERNS.CONCERNS.

• THIS UNDERSTANDING CAN BE USED TO SET GOALS, DESIGN THIS UNDERSTANDING CAN BE USED TO SET GOALS, DESIGN AND IMPLEMENT INTERVENTIONS, AND EVALUATE THE AND IMPLEMENT INTERVENTIONS, AND EVALUATE THE COUNSELING PROCESS.COUNSELING PROCESS.

ASSESSING SPECIFIC COUNSELING NEEDSASSESSING SPECIFIC COUNSELING NEEDS

• ASSESSING COUNSELING NEEDS CAN BE DONE THROUGH:ASSESSING COUNSELING NEEDS CAN BE DONE THROUGH:

• EXPLORING STUDENT CONCERNSEXPLORING STUDENT CONCERNS

• THIS PROCESS BEGINS WITH AN INFORMAL INTERVIEW.THIS PROCESS BEGINS WITH AN INFORMAL INTERVIEW.

• A COMPLETE DEVELOPMENTAL ASSESSMENT INCLUDES:A COMPLETE DEVELOPMENTAL ASSESSMENT INCLUDES:

• STUDENT’S CONCERNSSTUDENT’S CONCERNS

• PHYSICAL, COGNITIVE, EMOTIONAL, AND SOCIAL DEVELOPMENTPHYSICAL, COGNITIVE, EMOTIONAL, AND SOCIAL DEVELOPMENT

• RELATIONSHIPS BETWEEN THE CHILD, PARENTS, SIBLINGS, CLASSMATES, RELATIONSHIPS BETWEEN THE CHILD, PARENTS, SIBLINGS, CLASSMATES,

AND TEACHERSAND TEACHERS

• STUDENT’S SCHOOL EXPERIENCESSTUDENT’S SCHOOL EXPERIENCES

• STRENGTHS, TALENTS, AND SUPPORT SYSTEMSSTRENGTHS, TALENTS, AND SUPPORT SYSTEMS

• INFORMAL ASSESSMENTINFORMAL ASSESSMENT

• QUALITATIVE ACTIVITIES AND OBSERVATIONSQUALITATIVE ACTIVITIES AND OBSERVATIONS

• FORMAL ASSESSMENTFORMAL ASSESSMENT

• STANDARDIZED MEASUREMENTSSTANDARDIZED MEASUREMENTS

DESIGNING & IMPLEMENTING INTERVENTIONSDESIGNING & IMPLEMENTING INTERVENTIONS

• WHEN DESIGNING INTERVENTIONS ONE MUST CONSIDER WHEN DESIGNING INTERVENTIONS ONE MUST CONSIDER DEVELOPMENTAL LEVEL, PERSONALITY CHARACTERISTICS, AND DEVELOPMENTAL LEVEL, PERSONALITY CHARACTERISTICS, AND PARTICULAR CIRCUMSTANCES. PARTICULAR CIRCUMSTANCES.

• OTHER CONSIDERATIONS INCLUDE TIME CONSTRAINTS, TEACHER OTHER CONSIDERATIONS INCLUDE TIME CONSTRAINTS, TEACHER AND PARENT SUPPORT, AND PROFESSIONAL SCHOOL AND PARENT SUPPORT, AND PROFESSIONAL SCHOOL COUNSELOR’S LEVEL OF EXPERTISE.COUNSELOR’S LEVEL OF EXPERTISE.

• IF IT BECOMES APPARENT THAT THE STUDENT’S PROBLEMS ARE IF IT BECOMES APPARENT THAT THE STUDENT’S PROBLEMS ARE MORE SERIOUS AND CHRONIC, THE PROFESSIONAL SCHOOL MORE SERIOUS AND CHRONIC, THE PROFESSIONAL SCHOOL COUNSELOR WILL WANT TO REFER HIM OR HER TO MENTAL COUNSELOR WILL WANT TO REFER HIM OR HER TO MENTAL HEALTH COUNSELORS OR OTHER HELPING PROFESSIONALS HEALTH COUNSELORS OR OTHER HELPING PROFESSIONALS WITHIN THE SCHOOL OR COMMUNITY.WITHIN THE SCHOOL OR COMMUNITY.

DESIGNING & IMPLEMENTING INTERVENTIONS (CONT.)DESIGNING & IMPLEMENTING INTERVENTIONS (CONT.)

• PROFESSIONAL SCHOOL COUNSELORS MUST BE INTENTIONAL AND PROFESSIONAL SCHOOL COUNSELORS MUST BE INTENTIONAL AND

FLEXIBLE WHEN DESIGNING INTERVENTIONS.FLEXIBLE WHEN DESIGNING INTERVENTIONS.

• BEING INTENTIONAL MEANS TAKING STEPS TO SET GOALS FOR COUNSELING BEING INTENTIONAL MEANS TAKING STEPS TO SET GOALS FOR COUNSELING

COLLABORATIVELY WITH STUDENTS.COLLABORATIVELY WITH STUDENTS.

• BEING FLEXIBLE INCLUDES RECOGNIZING THAT NO SINGLE COUNSELING BEING FLEXIBLE INCLUDES RECOGNIZING THAT NO SINGLE COUNSELING

APPROACH IS BEST FOR ALL STUDENTS.APPROACH IS BEST FOR ALL STUDENTS.

• PROFESSIONAL SCHOOL COUNSELORS CAN INTENTIONALLY PLAN PROFESSIONAL SCHOOL COUNSELORS CAN INTENTIONALLY PLAN

INTERVENTIONS BY ASKING SPECIFIC QUESTIONS, SUCH AS:INTERVENTIONS BY ASKING SPECIFIC QUESTIONS, SUCH AS:

• VISION: HOW COULD THINGS BE BETTER?VISION: HOW COULD THINGS BE BETTER?

• GOAL SETTING: WHAT NEEDS TO BE WORKED ON?GOAL SETTING: WHAT NEEDS TO BE WORKED ON?

• ANALYSIS: WHAT IS GETTING IN THE WAY OF RESOLVING THE PROBLEM?ANALYSIS: WHAT IS GETTING IN THE WAY OF RESOLVING THE PROBLEM?

• OBJECTIVE: WHAT SPECIFICALLY DOES THE STUDENT WANT TO CHANGE?OBJECTIVE: WHAT SPECIFICALLY DOES THE STUDENT WANT TO CHANGE?

• EXPLORATION OF INTERVENTIONS: WHAT HAS ALREADY BEEN TRIED?EXPLORATION OF INTERVENTIONS: WHAT HAS ALREADY BEEN TRIED?


• PROFESSIONAL SCHOOL COUNSELORS SHOULD CONSIDER THE FOLLOWING PROFESSIONAL SCHOOL COUNSELORS SHOULD CONSIDER THE FOLLOWING FACTORS WHEN SELECTING INTERVENTIONS:FACTORS WHEN SELECTING INTERVENTIONS:• THE DEGREE TO WHICH THE THEORY (OR MODEL) FOCUSES ON THE THE DEGREE TO WHICH THE THEORY (OR MODEL) FOCUSES ON THE

COUNSELING RELATIONSHIPCOUNSELING RELATIONSHIP..• THE DEGREE TO WHICH THE THEORY ENHANCES THE DEGREE TO WHICH THE THEORY ENHANCES STUDENT STUDENT

EMPOWERMENTEMPOWERMENT..• THE AMOUNT OF ATTENTION DEVOTED TO STUDENTS’ THE AMOUNT OF ATTENTION DEVOTED TO STUDENTS’ OVERT OVERT

BEHAVIORBEHAVIOR..• THE USEFULNESS OF THE THEORY AT STUDENTS’ VARIOUS LEVELS OF THE USEFULNESS OF THE THEORY AT STUDENTS’ VARIOUS LEVELS OF

DEVELOPMENTDEVELOPMENT..• THE THE FLEXIBILITYFLEXIBILITY OF THE THEORY TO VARIOUS STUDENT OF THE THEORY TO VARIOUS STUDENT

CHARACTERISTICS.CHARACTERISTICS.• THE THE TIME SPANTIME SPAN OF COUNSELING ASSOCIATED WITH THE THEORY. OF COUNSELING ASSOCIATED WITH THE THEORY.• THE DEGREE TO WHICH THE THEORY OR MODEL TAKES INTO ACCOUNT THE DEGREE TO WHICH THE THEORY OR MODEL TAKES INTO ACCOUNT

ISSUES RELATED TO DIVERSITYISSUES RELATED TO DIVERSITY AND CULTURAL STRENGTHS. AND CULTURAL STRENGTHS.


• IN ADDITION TO A VARIETY OF EXPRESSIVE ARTS THAT CAN PROMOTE HEALING IN ADDITION TO A VARIETY OF EXPRESSIVE ARTS THAT CAN PROMOTE HEALING AND GROWTH, THEORETICAL APPROACHES PARTICULARLY EFFECTIVE IN SCHOOL AND GROWTH, THEORETICAL APPROACHES PARTICULARLY EFFECTIVE IN SCHOOL SETTINGS INCLUDE:SETTINGS INCLUDE: • ADLERIAN COUNSELINGADLERIAN COUNSELING• REALITY THERAPYREALITY THERAPY• COGNITIVE-BEHAVIORAL COUNSELINGCOGNITIVE-BEHAVIORAL COUNSELING• SOLUTION-FOCUSED BRIEF COUNSELINGSOLUTION-FOCUSED BRIEF COUNSELING

• PROFESSIONAL SCHOOL COUNSELORS SHOULD CONSIDER CONSULTING WITH PROFESSIONAL SCHOOL COUNSELORS SHOULD CONSIDER CONSULTING WITH OTHER INVOLVED INDIVIDUALS INVESTED IN THE SUCCESS OF THE INTERVENTION.OTHER INVOLVED INDIVIDUALS INVESTED IN THE SUCCESS OF THE INTERVENTION.

• FOR EXAMPLE, THE PROFESSIONAL SCHOOL COUNSELOR SHOULD FOR EXAMPLE, THE PROFESSIONAL SCHOOL COUNSELOR SHOULD CONSULT WITH TEACHERS IF THE TEACHER IS INVOLVED IN THE CONSULT WITH TEACHERS IF THE TEACHER IS INVOLVED IN THE INTERVENTION.INTERVENTION.

CONDUCTING EVALUATION & CLOSURECONDUCTING EVALUATION & CLOSURE

• EVALUATION OF THE COUNSELING RELATIONSHIP, INTERVENTIONS, AND EVALUATION OF THE COUNSELING RELATIONSHIP, INTERVENTIONS, AND OUTCOMES IS AN ONGOING PROCESS.OUTCOMES IS AN ONGOING PROCESS.

• EVALUATION METHODS CAN BE INFORMAL OR FORMAL.EVALUATION METHODS CAN BE INFORMAL OR FORMAL.• INFORMAL METHODS INCLUDE OBSERVATION.INFORMAL METHODS INCLUDE OBSERVATION.• FORMAL METHODS INCLUDE CHECKLISTS AND SELF-REPORTS.FORMAL METHODS INCLUDE CHECKLISTS AND SELF-REPORTS.

• CLOSURE REFERS TO THE END OF THE COUNSELING RELATIONSHIP.CLOSURE REFERS TO THE END OF THE COUNSELING RELATIONSHIP.• CLOSURE IS FACILITATED WHEN PROFESSIONAL SCHOOL CLOSURE IS FACILITATED WHEN PROFESSIONAL SCHOOL

COUNSELORS:COUNSELORS:• REINFORCE THE PROGRESS STUDENTS HAVE MADE, REINFORCE THE PROGRESS STUDENTS HAVE MADE, • ENCOURAGE THEM TO EXPRESS THEIR FEELINGS ABOUT ENCOURAGE THEM TO EXPRESS THEIR FEELINGS ABOUT

ENDING THE HELPING RELATIONSHIP, AND ENDING THE HELPING RELATIONSHIP, AND • DETERMINE RESOURCES FOR CONTINUED SUPPORT.DETERMINE RESOURCES FOR CONTINUED SUPPORT.

SOLUTION-FOCUSED BRIEF SOLUTION-FOCUSED BRIEF COUNSELINGCOUNSELING

• SOLUTION-FOCUSED BRIEF COUNSELING (SFBC) IS PARTICULARLY SOLUTION-FOCUSED BRIEF COUNSELING (SFBC) IS PARTICULARLY VALUABLE IN SCHOOLS WHERE TIME CONSTRAINTS ARE CRUCIAL.VALUABLE IN SCHOOLS WHERE TIME CONSTRAINTS ARE CRUCIAL.

• BRIEF COUNSELING MODELS PARALLEL THE GENERIC MODEL FOR BRIEF COUNSELING MODELS PARALLEL THE GENERIC MODEL FOR INDIVIDUAL COUNSELING BY ENCOURAGING STUDENTS TO:INDIVIDUAL COUNSELING BY ENCOURAGING STUDENTS TO:• ASSESS ISSUES IN CONCRETE TERMSASSESS ISSUES IN CONCRETE TERMS• EXAMINE PREVIOUSLY ATTEMPTED SOLUTIONSEXAMINE PREVIOUSLY ATTEMPTED SOLUTIONS• ESTABLISH A SPECIFIC, SHORT-TERM GOALESTABLISH A SPECIFIC, SHORT-TERM GOAL• IMPLEMENT THE INTERVENTIONIMPLEMENT THE INTERVENTION

• SFBC EMPHASIZED STRENGTHS, RESOURCES, SUCCESSES, AND HOPE, SFBC EMPHASIZED STRENGTHS, RESOURCES, SUCCESSES, AND HOPE, AND IS A MODEL THAT CAN BE USED WITH STUDENTS FROM DIVERSE AND IS A MODEL THAT CAN BE USED WITH STUDENTS FROM DIVERSE BACKGROUNDS.BACKGROUNDS.

SFBC: CORE BELIEFS, ASSUMPTIONS, & SFBC: CORE BELIEFS, ASSUMPTIONS, & CONCEPTSCONCEPTS

• 3 CORE BELIEFS 3 CORE BELIEFS UPON WHICH UPON WHICH SFBC IS BASED:SFBC IS BASED:

““IF IT AIN’T BROKE, IF IT AIN’T BROKE, DON’T FIX IT.”DON’T FIX IT.”

““ONCE YOU KNOW ONCE YOU KNOW WHAT WHAT WHAT WHAT WORKS, DO MORE WORKS, DO MORE OF IT.”OF IT.”

““IF IT DOESN’T IF IT DOESN’T WORK, DON’T DO WORK, DON’T DO IT AGAIN.”IT AGAIN.”

• 4 CONCEPTS THAT 4 CONCEPTS THAT GUIDE THE SFBC GUIDE THE SFBC MODEL:MODEL:

AVOID PROBLEM AVOID PROBLEM ANALYSIS.ANALYSIS.

BE EFFICIENT WITH BE EFFICIENT WITH INTERVENTIONS.INTERVENTIONS.

FOCUS ON THE FOCUS ON THE PRESENT AND PRESENT AND THE FUTURE, NOT THE FUTURE, NOT THE PAST.THE PAST.

FOCUS ON ACTIONS FOCUS ON ACTIONS RATHER THAN RATHER THAN INSIGHTS.INSIGHTS.

5 assumptions that guide the SFBC model:

Counselors should focus on solutions, rather than problems, for change to occur.

Every problem has identifiable exceptions that can be discovered and transformed into solutions.

Small changes have ripple effects that lead to bigger changes.

Student clients have the necessary resources to solve their problem.

Constructing goals in positive terms is more effective.

IMPLEMENTING THE SFBC IMPLEMENTING THE SFBC MODELMODEL

• PROFESSIONAL SCHOOL COUNSELORS BEGIN THE FIRST SESSION PROFESSIONAL SCHOOL COUNSELORS BEGIN THE FIRST SESSION WITH STUDENTS BY EXPLAINING THE SFBC APPROACH.WITH STUDENTS BY EXPLAINING THE SFBC APPROACH.

• PROFESSIONAL SCHOOL COUNSELORS CAN THEN HELP THE STUDENT PROFESSIONAL SCHOOL COUNSELORS CAN THEN HELP THE STUDENT FORMULATE GOALS USING A WIDE RANGE OF TECHNIQUES:FORMULATE GOALS USING A WIDE RANGE OF TECHNIQUES:• THE MIRACLE QUESTIONTHE MIRACLE QUESTION• IDENTIFYING INSTANCES AND EXCEPTIONSIDENTIFYING INSTANCES AND EXCEPTIONS• MINDMAPPINGMINDMAPPING• CHEERLEADINGCHEERLEADING• SCALINGSCALING• FLAGGING THE MINEFIELDFLAGGING THE MINEFIELD

REALITY THERAPY/CHOICE THEORYREALITY THERAPY/CHOICE THEORY

• REALITY THERAPY (RT), ALSO CALLED CHOICE THEORY, WAS FOUNDED BY WILLIAM REALITY THERAPY (RT), ALSO CALLED CHOICE THEORY, WAS FOUNDED BY WILLIAM

GLASSER, IS DESIGNED TO BE BRIEF, AND HAS SHOWN TO BE PARTICULARLY GLASSER, IS DESIGNED TO BE BRIEF, AND HAS SHOWN TO BE PARTICULARLY

EFFECTIVE IN SCHOOL SETTINGS.EFFECTIVE IN SCHOOL SETTINGS.

• RT PROVIDES SCHOOL COUNSELORS WITH A SYSTEMATIC WAY TO ADDRESS RT PROVIDES SCHOOL COUNSELORS WITH A SYSTEMATIC WAY TO ADDRESS

STUDENTS’ NEEDS AND WANTS, IN BOTH THEIR PERSONAL AND EDUCATIONAL LIVES.STUDENTS’ NEEDS AND WANTS, IN BOTH THEIR PERSONAL AND EDUCATIONAL LIVES.

REALITY THERAPY: CORE BELIEFSREALITY THERAPY: CORE BELIEFS

• ““THE ONLY PERSON WHOSE BEHAVIOR WE CAN CONTROL IS OUR OWN.”THE ONLY PERSON WHOSE BEHAVIOR WE CAN CONTROL IS OUR OWN.”

• ““ALL LONG-LASTING PSYCHOLOGICAL PROBLEMS ARE RELATIONSHIP PROBLEMS THAT RESULT ALL LONG-LASTING PSYCHOLOGICAL PROBLEMS ARE RELATIONSHIP PROBLEMS THAT RESULT FROM ATTEMPTS OF PEOPLE TO CONTROL OTHER PEOPLE.”FROM ATTEMPTS OF PEOPLE TO CONTROL OTHER PEOPLE.”

• ““PAST EVENTS HAVE EVERYTHING TO DO WITH WHAT WE ARE TODAY, BUT WE CAN SATISFY OUR PAST EVENTS HAVE EVERYTHING TO DO WITH WHAT WE ARE TODAY, BUT WE CAN SATISFY OUR BASIC NEEDS ONLY IN THE PRESENT AND MAKE PLANS FOR THE FUTURE.”BASIC NEEDS ONLY IN THE PRESENT AND MAKE PLANS FOR THE FUTURE.”

• ““SATISFYING THE NEEDS REPRESENTED BY THE PICTURES IN OUR QUALITY WORLD IS THE WAY SATISFYING THE NEEDS REPRESENTED BY THE PICTURES IN OUR QUALITY WORLD IS THE WAY WE MEET OUR NEEDS FOR SURVIVAL, FREEDOM, POWER, FUN, LOVE, AND BELONGING.”WE MEET OUR NEEDS FOR SURVIVAL, FREEDOM, POWER, FUN, LOVE, AND BELONGING.”

• ““TOTAL BEHAVIOR IS ALL THAT WE DO, INCLUDING ACTING, THINKING, FEELING, AND TOTAL BEHAVIOR IS ALL THAT WE DO, INCLUDING ACTING, THINKING, FEELING, AND PHYSIOLOGY.”PHYSIOLOGY.”

REALITY THERAPY: CONCEPTSREALITY THERAPY: CONCEPTS

• QUALITY WORLDQUALITY WORLD: INCLUDES IMAGES THAT MAKE UP THE LIFE WE’D LIKE TO HAVE, : INCLUDES IMAGES THAT MAKE UP THE LIFE WE’D LIKE TO HAVE, INCLUDING PEOPLE, THINGS, EXPERIENCES, AND VALUES.INCLUDING PEOPLE, THINGS, EXPERIENCES, AND VALUES.

• FIVE BASIC NEEDSFIVE BASIC NEEDS: : • BELONGING - THE NEED TO GIVE AND RECEIVE LOVEBELONGING - THE NEED TO GIVE AND RECEIVE LOVE• POWER - THE NEED TO FEEL IN CONTROL OF ONE’S SELFPOWER - THE NEED TO FEEL IN CONTROL OF ONE’S SELF• FUN - THE NEED TO EXPERIENCE PLEASURE AND ENJOY LIFEFUN - THE NEED TO EXPERIENCE PLEASURE AND ENJOY LIFE• FREEDOM - THE NEED TO BE WITHOUT LIMITATIONS, TO MAKE ONE’S OWN FREEDOM - THE NEED TO BE WITHOUT LIMITATIONS, TO MAKE ONE’S OWN

CHOICESCHOICES• SURVIVAL - THE NEED TO EAT, BREATHE, HAVE SHELTER, SAFETY, AND PHYSICAL SURVIVAL - THE NEED TO EAT, BREATHE, HAVE SHELTER, SAFETY, AND PHYSICAL

COMFORTCOMFORT

TOTAL BEHAVIORTOTAL BEHAVIOR

• GLASSER (1998) DEFINES GLASSER (1998) DEFINES TOTAL BEHAVIORTOTAL BEHAVIOR AS THE FOUR PARTS OF OUR AS THE FOUR PARTS OF OUR

OVERALL FUNCTIONING.OVERALL FUNCTIONING.

• ACTIONSACTIONS

• THINKINGTHINKING

• FEELINGFEELING

• PHYSIOLOGYPHYSIOLOGY

• OUR ACTIONS AND THOUGHTS ARE THE EASIEST TO CHANGE.OUR ACTIONS AND THOUGHTS ARE THE EASIEST TO CHANGE.

IMPLEMENTING THE RT MODELIMPLEMENTING THE RT MODEL

• RT INVOLVES HELPING STUDENTS MAKE BETTER CHOICES TO MEET THEIR NEEDS.RT INVOLVES HELPING STUDENTS MAKE BETTER CHOICES TO MEET THEIR NEEDS.

• STEP 1: BUILD THE RELATIONSHIP.STEP 1: BUILD THE RELATIONSHIP.

• STEP 2: THE STUDENT IDENTIFIES AND DESCRIBES PRESENT BEHAVIOR.STEP 2: THE STUDENT IDENTIFIES AND DESCRIBES PRESENT BEHAVIOR.

• STEP 3: THE STUDENT EVALUATES THE PRESENT BEHAVIOR AND IS LIKELY TO CHANGE THIS STEP 3: THE STUDENT EVALUATES THE PRESENT BEHAVIOR AND IS LIKELY TO CHANGE THIS

BEHAVIOR ONLY IF HE OR SHE BELIEVES THAT IT IS NOT WORKING.BEHAVIOR ONLY IF HE OR SHE BELIEVES THAT IT IS NOT WORKING.

• STEP 4: THE STUDENT IS ENCOURAGED TO IDENTIFY ALTERNATIVE BEHAVIORS TO BETTER MEET STEP 4: THE STUDENT IS ENCOURAGED TO IDENTIFY ALTERNATIVE BEHAVIORS TO BETTER MEET

PERSONAL NEEDS.PERSONAL NEEDS.


• STEP 5: THE STUDENT CHOOSES ONE NEW BEHAVIOR AND COMMITS TO TRYING IT.STEP 5: THE STUDENT CHOOSES ONE NEW BEHAVIOR AND COMMITS TO TRYING IT.

• STEP 6: IN A SECOND SESSION, THE COUNSELOR AND STUDENT REVIEW THE OUTCOME OF THE STEP 6: IN A SECOND SESSION, THE COUNSELOR AND STUDENT REVIEW THE OUTCOME OF THE STUDENT’S ATTEMPT AT A NEW BEHAVIOR.STUDENT’S ATTEMPT AT A NEW BEHAVIOR.

• STEP 7: THE STUDENT IS ALLOWED TO FACE LOGICAL CONSEQUENCES, SUCH AS A LOWER STEP 7: THE STUDENT IS ALLOWED TO FACE LOGICAL CONSEQUENCES, SUCH AS A LOWER GRADE ON AN ASSIGNMENT TURNED IN LATE. THE STUDENT IS NOT PUNISHED.GRADE ON AN ASSIGNMENT TURNED IN LATE. THE STUDENT IS NOT PUNISHED.

• STEP 8: DON’T GIVE UP ON CHILDREN WHO HAVE A HARD TIME CHANGING THEIR BEHAVIORS.STEP 8: DON’T GIVE UP ON CHILDREN WHO HAVE A HARD TIME CHANGING THEIR BEHAVIORS.


• TREATMENT OFTEN INVOLVES ADJUSTING WHAT STUDENTS INCLUDE IN THEIR TREATMENT OFTEN INVOLVES ADJUSTING WHAT STUDENTS INCLUDE IN THEIR QUALITY WORLD. QUESTIONS TO HELP UNDERSTAND A STUDENT’S QUALITY WORLD QUALITY WORLD. QUESTIONS TO HELP UNDERSTAND A STUDENT’S QUALITY WORLD INCLUDE:INCLUDE:• WHO ARE THE MOST IMPORTANT PEOPLE IN YOUR LIFE?WHO ARE THE MOST IMPORTANT PEOPLE IN YOUR LIFE?• IF YOU BECOME THE PERSON YOU WANT TO BE, WHAT WILL YOU BE LIKE?IF YOU BECOME THE PERSON YOU WANT TO BE, WHAT WILL YOU BE LIKE?• WHAT IS SOMETHING YOU’VE DONE THAT YOU ARE REALLY PROUD OF?WHAT IS SOMETHING YOU’VE DONE THAT YOU ARE REALLY PROUD OF?• WHAT DOES IT MEAN TO BE A FRIEND?WHAT DOES IT MEAN TO BE A FRIEND?• WHAT ARE YOUR MOST DEEPLY HELD VALUES?WHAT ARE YOUR MOST DEEPLY HELD VALUES?


• PROFESSIONAL SCHOOL COUNSELORS CAN USE RT EFFECTIVELY WITH STUDENTS BY PROFESSIONAL SCHOOL COUNSELORS CAN USE RT EFFECTIVELY WITH STUDENTS BY ASKING FIVE QUESTIONS:ASKING FIVE QUESTIONS:• WHAT HAVE YOU TRIED SO FAR TO HELP YOUR PROBLEM?WHAT HAVE YOU TRIED SO FAR TO HELP YOUR PROBLEM?• HOW HAS THAT BEEN WORKING? (ARE YOU GETTING WHAT YOU WANT?)HOW HAS THAT BEEN WORKING? (ARE YOU GETTING WHAT YOU WANT?)• WHAT ELSE COULD YOU TRY?WHAT ELSE COULD YOU TRY?• WHICH OF THESE ARE YOU READY TO COMMIT TO TRYING?WHICH OF THESE ARE YOU READY TO COMMIT TO TRYING?• WHEN CAN WE MEET AGAIN TO SEE IF YOUR IDEA HAS HELPED?WHEN CAN WE MEET AGAIN TO SEE IF YOUR IDEA HAS HELPED?

GROUP COUNSELING IN GROUP COUNSELING IN SCHOOLSSCHOOLS

• GROUP SETTINGS ARE IDEAL PLACES TO CONDUCT BOTH PREVENTIVE GROUP SETTINGS ARE IDEAL PLACES TO CONDUCT BOTH PREVENTIVE GUIDANCE WORK AND REMEDIAL COUNSELING.GUIDANCE WORK AND REMEDIAL COUNSELING.

• GROUPS ALLOW STUDENTS TO DEVELOP INSIGHTS INTO THEMSELVES GROUPS ALLOW STUDENTS TO DEVELOP INSIGHTS INTO THEMSELVES AND OTHERS AND PROVIDE AN EFFECTIVE AND EFFICIENT WAY OF AND OTHERS AND PROVIDE AN EFFECTIVE AND EFFICIENT WAY OF DEALING WITH DEVELOPMENTAL AND SITUATIONAL ISSUES.DEALING WITH DEVELOPMENTAL AND SITUATIONAL ISSUES.

• TYPES OF GROUPS:TYPES OF GROUPS:

• 1. TASK GROUP FACILITATION1. TASK GROUP FACILITATION

• 2. GROUP PSYCHOEDUCATION2. GROUP PSYCHOEDUCATION

• 3. GROUP COUNSELING3. GROUP COUNSELING

• 4. GROUP PSYCHOTHERAPY4. GROUP PSYCHOTHERAPY

PSYCHOEDUCATIONAL GROUPSPSYCHOEDUCATIONAL GROUPS• THESE GROUPS USE EDUCATIONAL METHODS TO HELP STUDENTS GAIN THESE GROUPS USE EDUCATIONAL METHODS TO HELP STUDENTS GAIN

KNOWLEDGE AND SKILLS IN SEVERAL DOMAINS. THEY:KNOWLEDGE AND SKILLS IN SEVERAL DOMAINS. THEY:• FOCUS ON PERSONAL AND INTERPERSONAL AREASFOCUS ON PERSONAL AND INTERPERSONAL AREAS• HAVE A PROACTIVE, PREVENTIVE FOCUSHAVE A PROACTIVE, PREVENTIVE FOCUS• TEND TO FOCUS ON CENTRAL THEMES THAT CORRESPOND WITH TEND TO FOCUS ON CENTRAL THEMES THAT CORRESPOND WITH

STUDENTS’ DEVELOPMENTAL LEVELS STUDENTS’ DEVELOPMENTAL LEVELS

• A 6-STEP PROCESS IS OFTEN FOLLOWED:A 6-STEP PROCESS IS OFTEN FOLLOWED:1.1. STATEMENT OF PURPOSE.STATEMENT OF PURPOSE.2.2. ESTABLISHING GOALS.ESTABLISHING GOALS.3.3. SETTING OBJECTIVES.SETTING OBJECTIVES.4.4. SELECTING CONTENT.SELECTING CONTENT.5.5. DESIGNING EXERCISES.DESIGNING EXERCISES.6.6. EVALUATION.EVALUATION.

COUNSELING GROUPSCOUNSELING GROUPS

• WHEN IS GROUP COUNSELING IMPLEMENTED?WHEN IS GROUP COUNSELING IMPLEMENTED?

• USUALLY OFFERED IN SCHOOLS AND IS PRIMARILY REMEDIAL IN DEALING USUALLY OFFERED IN SCHOOLS AND IS PRIMARILY REMEDIAL IN DEALING WITH CONCERNS.WITH CONCERNS.

• OFTEN EMPLOYED AFTER A SIGNIFICANT EVENT, SUCH AS DEATH, DIVORCE, OFTEN EMPLOYED AFTER A SIGNIFICANT EVENT, SUCH AS DEATH, DIVORCE, OR SCHOOL FAILURE.OR SCHOOL FAILURE.

• ALSO USED WITH CHILDREN WHO DISPLAY DISRUPTIVE BEHAVIOR.ALSO USED WITH CHILDREN WHO DISPLAY DISRUPTIVE BEHAVIOR.

WHY SHOULD I IMPLEMENT GROUP COUNSELING IN MY WHY SHOULD I IMPLEMENT GROUP COUNSELING IN MY SCHOOL?SCHOOL?

• THE GROUP CREATES A CLIMATE OF TRUST, CARING, UNDERSTANDING, AND THE GROUP CREATES A CLIMATE OF TRUST, CARING, UNDERSTANDING, AND SUPPORT.SUPPORT.

• MAXIMIZES THE OPPORTUNITY TO HELP OTHERS.MAXIMIZES THE OPPORTUNITY TO HELP OTHERS.

COUNSELING GROUPS (CONT.)COUNSELING GROUPS (CONT.)• THREE APPROACHES TO GROUP COUNSELING:THREE APPROACHES TO GROUP COUNSELING:

CRISIS-CENTERED GROUPSCRISIS-CENTERED GROUPS - FORMED DUE TO SOME EMERGENCY. USUALLY - FORMED DUE TO SOME EMERGENCY. USUALLY MEET UNTIL THE SITUATION IS RESOLVED.MEET UNTIL THE SITUATION IS RESOLVED.

PROBLEM-CENTERED GROUPSPROBLEM-CENTERED GROUPS - SET UP TO FOCUS ON ONE PARTICULAR - SET UP TO FOCUS ON ONE PARTICULAR CONCERN THAT IS INTERFERING WITH EDUCATIONAL PROGRESS. CONCERN THAT IS INTERFERING WITH EDUCATIONAL PROGRESS. EXAMPLES INCLUDE COPING WITH STRESS, MAKING CAREER CHOICES, EXAMPLES INCLUDE COPING WITH STRESS, MAKING CAREER CHOICES, AND SUBSTANCE ABUSE.AND SUBSTANCE ABUSE.

GROWTH-CENTERED GROUPSGROWTH-CENTERED GROUPS - FOCUS ON PERSONAL AND SOCIAL - FOCUS ON PERSONAL AND SOCIAL DEVELOPMENT. THEIR PURPOSE IS TO ENABLE CHILDREN TO EXPLORE DEVELOPMENT. THEIR PURPOSE IS TO ENABLE CHILDREN TO EXPLORE THEIR FEELINGS, CONCERNS, VALUES, AND BEHAVIORS ABOUT A NUMBER THEIR FEELINGS, CONCERNS, VALUES, AND BEHAVIORS ABOUT A NUMBER OF EVERYDAY SUBJECTS, SUCH AS SOCIAL COMPETENCE AND MAKING OF EVERYDAY SUBJECTS, SUCH AS SOCIAL COMPETENCE AND MAKING TRANSITIONS. TRANSITIONS.

SETTING UP GROUPS IN SETTING UP GROUPS IN SCHOOLSSCHOOLS

• FACTORS TO BE CONSIDERED IN PLANNING FOR GROUP WORK IN SCHOOLS:FACTORS TO BE CONSIDERED IN PLANNING FOR GROUP WORK IN SCHOOLS:• COLLABORATING WITH SCHOOL STAFF AND PARENTSCOLLABORATING WITH SCHOOL STAFF AND PARENTS

• OPEN, CLEAR COMMUNICATION ABOUT THE NATURE AND PURPOSE OF OPEN, CLEAR COMMUNICATION ABOUT THE NATURE AND PURPOSE OF A COMPREHENSIVE DEVELOPMENTAL SCHOOL COUNSELING PROGRAM A COMPREHENSIVE DEVELOPMENTAL SCHOOL COUNSELING PROGRAM IS KEY TO SUCCESSFUL GROUP WORKIS KEY TO SUCCESSFUL GROUP WORK

• DISTRIBUTE NEEDS ASSESSMENT SURVEYS TO PARENTS AND DISTRIBUTE NEEDS ASSESSMENT SURVEYS TO PARENTS AND TEACHERS, MEET REGULARLY WITH THE PRINCIPAL REGARDING TEACHERS, MEET REGULARLY WITH THE PRINCIPAL REGARDING PROGRAM CONCERNS AND GOALS, PROVIDE OUTCOME DATA TO PROGRAM CONCERNS AND GOALS, PROVIDE OUTCOME DATA TO FACULTY AND PARENTS REGARDING EFFECTIVENESS OF GROUPS AND FACULTY AND PARENTS REGARDING EFFECTIVENESS OF GROUPS AND ENCOURAGE FEEDBACK.ENCOURAGE FEEDBACK.

• DETERMINING GROUP TOPICSDETERMINING GROUP TOPICS• USE NEEDS ASSESSMENTS OR CONFIDENTIAL “COUNSELOR USE NEEDS ASSESSMENTS OR CONFIDENTIAL “COUNSELOR

SUGGESTION BOX”SUGGESTION BOX”• LOGISTICSLOGISTICS

• GROUP SIZE, LENGTH OF SESSIONS, SCHEDULING, GROUP GROUP SIZE, LENGTH OF SESSIONS, SCHEDULING, GROUP COMPOSITIONCOMPOSITION

SETTING UP GROUPS IN SCHOOLS SETTING UP GROUPS IN SCHOOLS (CONT.)(CONT.)

• RECRUITING AND SCREENING GROUP MEMBERSRECRUITING AND SCREENING GROUP MEMBERS• PROVIDE PARENTS, TEACHERS, AND STUDENTS WITH AN PROVIDE PARENTS, TEACHERS, AND STUDENTS WITH AN

INFORMATION STATEMENT.INFORMATION STATEMENT.• USE FLYERS, BULLETIN BOARDS, NEWSLETTERS, AND WORD OF USE FLYERS, BULLETIN BOARDS, NEWSLETTERS, AND WORD OF

MOUTH.MOUTH.• DURING SCREENING, TALK WITH STUDENTS ABOUT THE DURING SCREENING, TALK WITH STUDENTS ABOUT THE

PURPOSE OF THE GROUP, AND EXPECTATIONS OF GROUP PURPOSE OF THE GROUP, AND EXPECTATIONS OF GROUP MEMBERS, AND ASSESS STUDENTS’ MOTIVATION AND LEVEL OF MEMBERS, AND ASSESS STUDENTS’ MOTIVATION AND LEVEL OF COMMITMENT.COMMITMENT.

• OBTAIN LETTERS OF PERMISSION FROM PARENTS OF STUDENTS OBTAIN LETTERS OF PERMISSION FROM PARENTS OF STUDENTS PARTICIPATING IN THE GROUP.PARTICIPATING IN THE GROUP.

• GROUPS GUIDELINES AND CONFIDENTIALITYGROUPS GUIDELINES AND CONFIDENTIALITY• IF POSSIBLE, CONDUCT A PREGROUP MEETING TO HELP IF POSSIBLE, CONDUCT A PREGROUP MEETING TO HELP

MEMBERS GET ACQUAINTED AND PREPARE THEM FOR THE MEMBERS GET ACQUAINTED AND PREPARE THEM FOR THE GROUP EXPERIENCE, AND EXPLAIN ISSUES OF CONFIDENTIALITY.GROUP EXPERIENCE, AND EXPLAIN ISSUES OF CONFIDENTIALITY.

• GROUP GUIDELINES ARE NEEDED TO SET THE FOUNDATION FOR GROUP GUIDELINES ARE NEEDED TO SET THE FOUNDATION FOR COOPERATIVE GROUP RELATIONSHIPS.COOPERATIVE GROUP RELATIONSHIPS.

CONDUCTING GROUP WORKCONDUCTING GROUP WORK

• ROLE AND FUNCTIONS OF GROUP LEADERSROLE AND FUNCTIONS OF GROUP LEADERS

• 5 AREAS OF KNOWLEDGE AND SKILL:5 AREAS OF KNOWLEDGE AND SKILL:

• BE CLEAR AS TO THE PURPOSE OF THE GROUP.BE CLEAR AS TO THE PURPOSE OF THE GROUP.

• KNOW HOW TO RELATE DEVELOPMENTAL THEORY AND COUNSELING THEORY TO GROUP KNOW HOW TO RELATE DEVELOPMENTAL THEORY AND COUNSELING THEORY TO GROUP

WORK.WORK.

• BE KNOWLEDGEABLE ABOUT THE TOPIC OR CONTENT BEING COVERED IN THE GROUP.BE KNOWLEDGEABLE ABOUT THE TOPIC OR CONTENT BEING COVERED IN THE GROUP.

• BE CREATIVE AND MULTISENSORY.BE CREATIVE AND MULTISENSORY.

• POSSESS MULTICULTURAL UNDERSTANDING.POSSESS MULTICULTURAL UNDERSTANDING.

CONDUCTING GROUP WORKCONDUCTING GROUP WORK• PLANNING, IMPLEMENTING, AND EVALUATING GROUPSPLANNING, IMPLEMENTING, AND EVALUATING GROUPS

• BE WELL-PREPARED AHEAD OF TIME, BALANCING INTENTIONALITY BE WELL-PREPARED AHEAD OF TIME, BALANCING INTENTIONALITY WITH FLEXIBILITY.WITH FLEXIBILITY.

• DURING BEGINNING SESSIONS, CREATE A SAFE ENVIRONMENT.DURING BEGINNING SESSIONS, CREATE A SAFE ENVIRONMENT.• DURING MIDDLE SESSIONS, ESTABLISH A ROUTINE.DURING MIDDLE SESSIONS, ESTABLISH A ROUTINE.• DURING THE FINAL GROUP SESSION, TAKE TIME FOR DURING THE FINAL GROUP SESSION, TAKE TIME FOR

SUMMARIZATION AND TERMINATION.SUMMARIZATION AND TERMINATION.• DURING THE FINAL SESSION OR A FOLLOW-UP MEETING, GIVE DURING THE FINAL SESSION OR A FOLLOW-UP MEETING, GIVE

MEMBERS AN OPPORTUNITY TO EVALUATE THE GROUP MEMBERS AN OPPORTUNITY TO EVALUATE THE GROUP EXPERIENCE.EXPERIENCE.

• FOLLOW UP WITH STUDENTS 6-8 WEEKS AFTER THE GROUP HAS FOLLOW UP WITH STUDENTS 6-8 WEEKS AFTER THE GROUP HAS ENDED TO OBTAIN INFORMATION ABOUT THE GROUP’S IMPACT ENDED TO OBTAIN INFORMATION ABOUT THE GROUP’S IMPACT AND EFFECTIVENESS.AND EFFECTIVENESS.

CONCLUSIONCONCLUSION

• INDIVIDUAL AND GROUP COUNSELING ARE IMPORTANT COMPONENTS OF A INDIVIDUAL AND GROUP COUNSELING ARE IMPORTANT COMPONENTS OF A COMPREHENSIVE DEVELOPMENTAL SCHOOL COUNSELING PROGRAM. COMPREHENSIVE DEVELOPMENTAL SCHOOL COUNSELING PROGRAM.

• INDIVIDUAL AND GROUP COUNSELING ARE WAYS TO HELP STUDENTS WHO ARE INDIVIDUAL AND GROUP COUNSELING ARE WAYS TO HELP STUDENTS WHO ARE FACING PROBLEMS THAT INTERFERE WITH THEIR PERSONAL, SOCIAL, CAREER, OR FACING PROBLEMS THAT INTERFERE WITH THEIR PERSONAL, SOCIAL, CAREER, OR ACADEMIC DEVELOPMENT.ACADEMIC DEVELOPMENT.

• THE MANNER IN WHICH PROFESSIONAL SCHOOL COUNSELORS CARRY OUT THE MANNER IN WHICH PROFESSIONAL SCHOOL COUNSELORS CARRY OUT INDIVIDUAL COUNSELING AND GROUP WORK IS AFFECTED BY A NUMBER OF INDIVIDUAL COUNSELING AND GROUP WORK IS AFFECTED BY A NUMBER OF FACTORS, INCLUDING THE DEVELOPMENTAL CHARACTERISTICS OF STUDENTS, FACTORS, INCLUDING THE DEVELOPMENTAL CHARACTERISTICS OF STUDENTS, PERSONAL PHILOSOPHICAL ORIENTATIONS, AND SPECIFIC SCHOOL DEMANDS.PERSONAL PHILOSOPHICAL ORIENTATIONS, AND SPECIFIC SCHOOL DEMANDS.

• GROUP WORK IS INTEGRAL IN THE GROUP WORK IS INTEGRAL IN THE ASCA NATIONAL MODEL ASCA NATIONAL MODEL (2012) AND THE (2012) AND THE TRANSFORMING SCHOOL COUNSELING INITIATIVE (TSCI)TRANSFORMING SCHOOL COUNSELING INITIATIVE (TSCI)

CHAPTER 13 COUNSELING INDIVIDUALS AND GROUPS IN SCHOOLS.

Documents

Transcript of CHAPTER 13 COUNSELING INDIVIDUALS AND GROUPS IN SCHOOLS.