Group Description
The group observation occurred at an International school. The primary school counselor was the facilitator. He meets with individual classes every month. The ages of the students range from 3-11 years old, which represented Pre-k through 5th grade. Each class is pulled out to the counselors classroom for a 45 minute session led by the school counselor. The counselors classroom has minimal distractions with lots of positive quotes. The chairs are set up in a semi-circle so that all can look at each, along with some students sitting on a carpet in the middle. The group observation occurred on October 30th, 2017. The school counselor was very supportive about the group observation assignment, especially because
…show more content…
The regular group sessions were something that they enjoyed and it was obvious they felt very comfortable with the group facilitator. There was little evidence of transference or countertransference. The group and curriculum showed a support group dynamic. The facilitator led the group and provided ways to stimulate sharing, suggestions, and advice. He was able to provide support to individual participants and the group as a whole (Maguire, 2002). They read a book about a group of pigs that were doing a scavenger hunt to find a prize. One pig in particular didn’t listen to the instructions and in a humorous way he struggled to find the clues. He often would push others to get the next clue and other pigs were scared of him. The pig that didn’t listen had many struggles. It was resolved by the other pigs helping him, as well as the main character realizing what he should have done differently. Throughout the book the facilitator stopped and asked questions using the text and pictures. He added group empathy by adding their personal experiences to the …show more content…
A meta-analysis of the SEL program in the US public schools found significantly improved social and emotional skills, attitudes, behavior, and academic performance among students that participated in a SEL (Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011). Social and emotional learning programs are able to meet individual and larger groups needs. This group was a growth group that aligns with an SEL training. This social skill training is a strong match with a growth group.The purpose is to strengthen the group class identity and develop skills such as empathy, resilience, social interaction, and problem-solving. The objective of a training growth group is further explained by Jones (2003) as helping the individual participants to grow in increased awareness of their feeling experience, of their reaction to other people, of their impact on other people, of how others impact them, and in their awareness of how people interrelate and of how groups operate.The ability to listen and understand one another empathetically is central to a training growth group (Jones, 1998). Measuring outcomes for individuals in growth groups show an increased ability to express thoughts and feelings to others with confidence (Young, 2013). This was apparent with the students as they processed their thoughts and provide meaningful comments to the
As a student, practice is crucial to learn group therapy techniques. In order to achieve these practices, I attended 2 support groups of the same topic. Observation and attendance constructs an idea of how group therapy works. Attending this group was important because of the profoundness of its meaning and experiences I have witnessed.
One objective is to utilize the most powerful tool at psychotherapy’s disposal; the group experience. By one individual sharing their experience within the group, the other members are able to identify their similar experiences and work toward their own growth. Group therapy also increases self-awareness of clients in order for them to think introspectively in order to make a change in behaviors, increases social comfort, allowing exploration of new behaviors, provide and obtain support, develop communication skills, and promote interactions with others using truth and
...er group often, their emotional regulation, empathy, social understanding, and relationships will progress and develop (Berger, pg. 295, 2012).
Many group members exemplified cohesiveness by offering their sympathy or empathy verbally and with therapeutic touch. This helped the group feel more connected to each
After watching the Pixar film “Inside Out”, it is easy to see how this film relates to small group communication. This film focuses on a twelve year old girl name Riley and how the emotions in her brain work throughout everyday experiences. The emotions Joy, Sadness, Anger, Fear, and Disgust work inside headquarters of Riley’s brain, that is until Joy and Sadness accidentally wind up far from headquarters into long-term memory. I will be analyzing this film using concepts from the textbook such as group communication, group development, group membership, and diversity in groups.
After completing the group task of preparing a presentation on, transferring individual facilitation skills into a group work setting, I will critically reflect upon my own participation. I will evaluate my self-awareness while working in the group, as well as those around me. The way that I personally dealt with any issues that arose within the group and how that affected the group dynamics. I will also briefly discuss the roles in which each member of the group took part and how role allocation affected, the group dynamics and the working relationships. Finally, I will evaluate my work having discussed it with my fellow group members.
Through the process of this class I have been able to reflect and analyze how I am as a leader as well as a co-leader in a group setting. I believe throughout this process of being part of a group as a member and leader has help me further define the roles that I will play in group counseling in the future. The evolution that I am seeing are an abundance of growth in areas that I thought I was already comfortable in such as being an active listener and co-leading. I see that there are more to becoming a powerful leader and facilitator. There are various aspects of becoming a well rounded group leader as learning the skills to endure especially building your endurance. Also, being able to take risks, being competent and confidence in your ability to lead a group of any sorts. Moreover, I have found that my communication style has shifted especially learning about the process in which you communicate your informal introduction as well as the lingo that is being used as a counselor. Also, the way in which we approach each member of
For example, my group communicates quite clearly and effectively with one another, which has created more of a positive sense of equal interaction and bond between each member over the course.
Thinking about normal social interactions and normal social behaviors, I think of comfortable. When I sit down with a friend, a usual routine is followed, “Hey, how are you, what’s new?” (e.g. My turn, your turn). These questions between my friend and I include eye contact, attention, and facial expression. Usually, I feel that I give my friend my undivided attention. Other normal characteristics include: remembering what the person has just said so a comment can be made, as well as each comment is appropriate and in relation to the current topic. Moreover, the duration between each question or comment is short.
Emotional self-regulation refers to the strategies used to adjust emotions to a contented level so goals can be accomplished. This requires voluntary, effortless management of emotions (Berk, 2007). Promoting young children’s social-emotional development is essential for three interconnected reasons: Positive social-emotional development provides a base for life-long learning; Social skills and emotional self-regulation are integrally related to later academic success in school, and prevention of future social and behavioral difficulties is more effective than later remediation (U.S. Department of Health and Human Services). Research on early childhood has highlighted the strength of the first five years of a child’s life in their social-emotional development. Negative early experiences can damage children’s mental health and affect cognitive, behavioral, and social-emotional development (Cooper, Masi, & Vick, 2009)....
Through my interactions, I communicated with young students and their home group teacher. I spent one hour teaching the first focus group on day one of the study. The group consisted of five reception students who were between the ages of five and six year’s old and contained two females and three males. On the second day of the study, I instructed three girls and two boys within the same ages and found this group to
These students will not only be developing cognitively, but also personally and socially. According to Erikson, humans go through a series of crises that mold our personality and relationships with others. These crises include the development of trust, autonomy, initiative, industry, and identity (Slavin, 2012, p.54). Without successfully acquiring these characteristics, students will have social and emotional issues. It is impor...
This model is similar to socialization groups in that this model helps the clients build a report within the group and foster mutual aid networks that can be used as a tool for coping even after the group terminates. Unlike a socialization group this group also has another function and that is to help the clients gain valuable skills that will help them in life when they are experiencing a crisis or other issue that causes them emotional distress. This model is different from the remedial model because the reciprocal model is group focused and relays less on worker activity and more on group cohesiveness and mutual support to work through issues after a coping tool is learned. The worker would have regular contact with the clients but would enable and encourage the clients to look to one another in times of crisis for the solutions and help. In group, the worker would take a laze fare leadership style and would allow the members to be the experts on the issues which they have experience and can offer
In reflection on my learning experience in the group class, I have gained clarity on what sorts of competencies of facilitating group therapy, as well as in what areas social workers and students tend to feel most strong in my practice. Regarding my specific gains in competencies, I feel that I learned the most and was most likely to gain specific group facilitating competencies at the weekly class. Learning in group class is taught me the tools to use to work with groups therapy, communities and also with individuals through the process of changes. In this past three months I think a lot of opportunities have been created to shadowing with (beside and behind) and being a part of group members to learn. In addition, this class has taught me about the skills and how effectively help
It can often be challenging for students in a special day class to learn socially appropriate skills from their classmates because they all share a deficit in social skills. As part of an assignment at Brandman I completed a behavior monitoring of a social skill. This prompted me to create a weekly all class social skills goal. I demonstrate TPE 11: social environment by having all of my students mainstreamed into one general education class per day. I also include reverse mainstreaming where I have student aides work in my classroom in one to one or small group settings. They are able to teach and model appropriate social skills for the students. We also have buddies with students in other classes who come in and read to the students or the students read to them or participate in other activities like cooking projects, or working in the school garden.