Group Counseling in Elementary Schools - Essay Example

"To succeed in school, children must learn to have confidence in themselves and their abilities, know how to get along with others and handle problems that arise, and know how to utilize the skills for success in learning." - Senn, D. S. (2004) Small Group Counseling for Children, Grades K-2. Introduction Small group counseling within an elementary school is essential in meeting the cognitive and psychosocial needs of the students (Brigman & Campbell, 2003; McGannon, Casey, & Dimmit, 2005). School counselors are continuously seeking effective intervention methods that positively change student academic and social behaviors (Brigman & Campbell, 2003). Especially, amongst elementary students group counseling has been found to significantly change disciplinary problems that have in turn impacted on the student's academic achievements (Shechtman, 2002). As such, counseling interventions that focus on social skills training and development of a greater social awareness of the communities they live within contributes to the national No Child Left Behind (NCLB) legislation (Brigman & Campbell, 2003). Due to this legislation school counselors are being expected to contribute more towards the academic achievements of their student body (Brigman & Campbell, 2003). The following paper aims to inform the reader about two interventions that are currently used as part of school-based group counseling. First, a brief outline of the purpose behind group counseling for elementary students shall be provided. Second two group counseling intervention activities shall be presented. Next, an outline of ethical and best practice principles shall be identified that align with a learner-centered approach to group counseling. Finally, a conclusion shall summarize the key themes of this paper. Group counseling within the elementary environment has more recently taken on a learner-centered approach to school counseling (Stroh & Sink, 2002). Recent changes to education legislation emphasize a focus on student academic achievements (Brigman & Campbell, 2003). However, it is vital that educators not neglect the necessity for students to learn how to get along with others in their social spheres, as well as the crucial role that self-concept plays in future interpersonal relationships and occupational success (Brigman & Campbell, 2003). School-based group counseling is proving to be an effective intervention for positive change in student behavior (Schechtman, 2002). Group counseling intervention activities may be centered around a diverse range of topics, such as friendship and social skills study, anti-bullying, organizational skills development, building self-esteem, changes to family dynamics and grief, just to name a few (Schechtman, 2002) . Group counseling has been found to significantly reduce rates of acting-out behavior in elementary students considered to be at risk (Stroh & Strike, 2002). Interventions that have included group counseling have also been found to be beneficial at improving overall behavioral adjustment of elementary students (Stroh & Strike, 2002). The use of small group counseling interventions have been found to positively affect the racial attitudes of elementary students (Stroh & Strike, 2002), as well as increase scores on measures of self-concept amongst school aged children (McGannon, Casey, & Dimmitt, 2005). In 2002 Chemtob, Nakashima and Hamada conducted a community wide school-based study of elementary students with ongoing disaster-related trauma two years after Hurricane Iniki. The sample was comprised of 2 358 children in grades 2-6 on the island of Kauai. There were 248 children who rated highest on scores of psychological trauma. Children awaiting treatment comprised the waiting-list control group. The other children were randomly assigned to either the individual or group counseling treatment. Following four treatment sessions there was a significant reduction in self-reports of trauma-related symptoms as compared to the waiting list group. Although, there was no significant difference between the treatment types, there was found to be lower attrition rates for the group counseling treatment. It was concluded that school-based group counseling is an effective method of intervention for natural disaster trauma-related symptoms. School-based group counselling interventions need to be tailored to the appropriate developmental age of each group (Senn, 2004; Stroh & Strike, 2002). Importantly, the members of the group should determine the needs, capabilities and approach of the intervention activity (Senn, 2004; Stroh & Strike, 2002). Research shows that students that can relate to intervention at a personal level in regards to their interests, needs and goals, are more likely to contribute and engage with the learning process of the intervention (Gysbers & Henderson, 2000; Whiston & Sexton, 1998). Each intervention program should outline to the children the goals of the session and the time it is expected the session will require (Senn, 2004). The school counsellor should have a description of the group, needs to be sure that the goals of the intervention 'fit' with counselling standards, should have an intervention program with a beginning, middle and end, and needs to include a method of intervention closure and a method of intervention evaluation (Senn, 2004). The intervention program itself works best if it includes elements of cooperative play activity, such as games, experiments, role play or puppetry (Senn, 2004). It is essential that the groups be comprised of voluntary participants, so that active participation and a sense of personal responsibility for learning and behavioral change are provided for (Stroh & Strike, 2002). Trust, acceptance, commitment and active involvement are more likely to occur through voluntary participation (Myrick, 1997 as cited in Stroh & Strike, 2002). Both individual and group goals are necessary for an effective intervention. In this way it is made clear to the students that within a social situation they still have value and relevance at the individual level (Stroh & Strike, 2002). Importantly, there is a consensus that school counseling interventions need to recognize and utilize research and evidence-based interventions (Brigman & Campbell, 2003; McGannon, Casey, & Dimmitt, 2005; Stroh & Strike, 2002). The emphasis of more recent school-based group counseling is on the process of the intervention, rather than the content, which tends to ignore individual differences of students (Stroh & Strike, 2002). However, a learner-centered approach to group counseling is not content-free, but rather focuses on interpersonal relationships and the need for individual reflection during problem-solving processes, as well as the need for discourse exchange among group members (Stroh & Strike, 2002). The Student Success Skills (SSS) program was developed to include group counseling and classroom guidance as a way to assist students in grades 4-9 to develop their cognitive, social and self-management skills (Brigman & Campbell, 2003). Combining four studies conducted by Brigman as colleagues, 800 students across 36 schools in the state of Florida provided feedback on the SSS program. Academically, it was found that 86% of the students enhanced their mathematical ability. And reading scores increase by 78% across the samples. Teacher rated 70% of students participating in the SSS as having improved behavior. The format of the group counseling session is categorized into three sections: a beginning, middle and end. The beginning is comprised of four tasks. The first is a check of feelings and energy levels within the class. The school counselor asks the student's to rate their mood on a scale of 1-10. In the SSS program life skills monitoring form is used to track patterns of perceived fun n life, as well as activities such as rest, exercise and diet, all of which can influence the mood of an individual. Secondly, the students review their past group counseling session. Next, each student reports to the group their progress in applying what they have learnt to their life in general. Also, a group goal-setting chart is utilized that indicates cognitive, social and self-management skills progress. Cognitive skills include the most important topics to study for an upcoming test, organization of key ideas as a mind -map, 'chunking' of important themes into smaller groups and re-writing them onto revision cards, and utilizing anxiety-management methods for test times. The social skills include the use of study buddies, and cooperative team work. Self-management skills include anger management and life skills such as cooperation, disclosure and conflict resolution. The fourth task involves a review of the current session and the use of a "what's in it for me" (WIIFM) mission statement so as to engage each student into the activity. During the middle phase of the intervention the main activity is carried out. For example, the counselor may use the "Ask, Tell, Show, Do" technique of knowledge building. In this situation each student defines to the group, and shares with the group their present knowledge on the topic, and how they use the knowledge at this time. The student then provides new information relating to the knowledge and then demonstrates its use. For the "Do" portion of the activity the student is given the opportunity to practically apply the new knowledge they have gained from the topic. This may be done through role-play and discourse exchange, or by way of art, music or story-telling. At the final phase of the intervention, the group session is again divided into four tasks. First, the students review the activity they have undertaken. Secondly, the activity is discussed by group members, emphasizing their thoughts and feelings during different parts of the activity. For the third task, each student sets a goal, and at the same time reflects on what was meaningful about the present activity that could help them to achieve their goal before the next session. The final task of the intervention requires the school counselor to preview the upcoming tasks in the next session. Overall, the SSS program has proven to be an effective group counseling intervention, and consistently improves student's academic and psychosocial abilities. However, additional studies are needed to verify if the program can be replicated cross-culturally, and to establish if the program can be introduced effectively into elementary curriculum. Alternatively, an activity may be chosen that is to be used for more informal and smaller group counseling. For example, awareness of cultural differences that exist within schools, neighborhoods and the wider global community could use the activity "Different Races, Smiling Faces" (Smead, 1994 as cited in Merryfield, 2004). Children who attend the group session are welcomed, and if guest speakers from the community have been invited then they are introduced. The school counselor states the ground rules for the session, such as each person will have the opportunity to contribute, that only one person may speak at a time, and that constructive criticism is to be used during feedback and discussion. The children are asked to review their previous group counseling session: What was the topic Why is it important to think about and discuss Has anyone used, or seen examples of the topic in their daily lives since the last session The school counselor introduces the goals of the current activity to the group, such as encouraging awareness of cultural diversity within their school and community; identifying where different races come from; discussing perceived differences between races, stereotypes and racial discrimination; and to recognize that differences in the color of skin, eyes and hair does not equate to differences in experiences of joy, pain, sadness and happiness. The children hear from the counselor, or guests, about melanin that is present in all skins, that is a pigment which determines skin color. The children are informed that the amount of melanin each person has is determined by their genes. Genes allow for different forms of 'likeness' to be built into a person, and that the form of likeness a group has is influenced by the environment in which they have lived for numerous generations. At this time, the children are also made aware that some groups of people believe that a particular skin color is better than all others. And that these beliefs led to the African American slave trade, and the relocation of Native Americans. The children are informed about the imprisonment of Japanese Americans during World War II. The children are also informed about current wars involving racial divides, for example, in Rawanda. A globe is used during this discussion to show the children the geographical location of the countries spoken of. It is then emphasized to the group that external differences are only 'skin deep'. It is made clear that by virtue of being human, all people are able to experience a diverse range of emotions. The need to respect and to be respected is also identified, and that they have hopes and dreams for their future. Especially, it is made salient to the group that across the globe each person has the rights to the same freedoms. Following discussion on these topics the children are asked to brainstorm together for ideas to create quilt squares. When the children have finished the squares are stitched together. The completed quilt is then discussed for its relevance to the topic of the current session: Why do people have different color skins What are some experiences of people with different color skins Are people really different Why is it important to learn about people who have different color skins to us The quilt is then displayed in a prominent position within the classroom, and the group, and guests, are thanked. Although this activity provides a crucial topic for 21st century 'global village' living, the process itself remains very content orientated. As such, unlike the SSS program, the children are not encouraged to disclose knowledge that they already have, and the actual discussion is more a case of the children being told information by the counselor or guest. It is suggested that the activity be modified to include an 'Ask, Tell, Show, Do' task that provides the students with more agency and autonomy, and acknowledges that they have experiences and knowledge that can provide insightful input into the topic. The task also provides children with the opportunity to identify their changes in knowledge at the end of the session. As is evident from the literature, school counsellors need to provide students with assistance for a diverse range of issues and abilities. Importantly though the school counsellor needs to approach these needs on an individual basis, even with group counselling (McGannon, Casey, & Dimmitt, 2005; Stroh & Sink, 2002). A learner-centered approach can achieve this, as it emphasizes on the interests, skills, experiences and background of the individual students (Stroh & Sink, 2002). In 1997 the American Psychological Society published principles of the learner-centered perspective that focused on the academic, personal and sociocultural needs of students (Stroh & Strike, 2002). Drawing on developmental theory and research literature, a learner-centered approach provides solid guidelines for all school staff, including counsellors, as to how to make learning for the student relevant, engaging and purposeful (Corey & Corey, 2001). The approach acknowledges that students to some degree are able to create their own personal and social meanings of the world that they live in, and that these knowledge and belief systems are embedded in the sociocultural environment in which they are socialized (Stroh & Sink, 2002). Hence, small group counseling needs to be 'demographically heterodox' so as to represent the real social universe of the students involved. (Corey & Corey, 2001; Stroh & Sink, 2002). Student heterogeneity is an important ethical and best practices principle within the learning-centered philosophy (Lee, 2001). Diversity of group membership should be encouraged by way of the school counselor attempting to engage with all segments of the school population (Lee, 2001). At the same time, it is necessary that the counselor remain sensitive to differences in cultural perception toward group activities (e.g., gender roles, degree of personal disclosure) and learning styles and how these differences could impact on the group counseling process (Lee, 2001). It is essential that diversity be sought and that group members are encouraged, respected and accommodated for (Lee, 2001). It is considered unethical within the learner-centered approach for the school counsellor to determine the topic for intervention and then to find students to be members of the group. Instead, the philosophy seeks for the students to express their needs and a group theme to be developed from the experiences and knowledge that is relevant to the students (Corey & Corey, 2001). As such, it may be necessary to periodically and anonymously survey students to assess their current needs and issues, as well as identifying groups within the student body that may require intervention (e.g., negative perceptions of body image) (Corey & Corey, 2001; Gysbers & Henderson, 2000). Alternatively a 'suggestion box' may be made available for students to submit ideas and concerns, or the school counselor may arrange for focus groups of students to raise issues and concerns (Corey & Corey, 2001). Also of important consideration for best practices with group counselling is that the interventions be evaluated, and that the school group counselling program as a whole be periodically evaluated (McGannon, Casey, & Dimmit, 2005; Stroh & Strike, 2002; Whiston & Sexton, 1998). Intervention assessment could target factors such as the quality of the intervention in terms of personal growth for the student, changes in learning, and perceived changes of interpersonal relationships following group sessions (Whiston & Sexton, 1998). It is not unusual for the outcomes of group counselling to differ radically across participants, and it needs to be ascertained the degree to which these outcomes are positive or negative, and how such outcomes came about (McGannon, Casey & Dimmitt, 2005). Accurate forms of assessment can be achieved with pre-post test designs, follow up interviews for individuals or as a group, classroom observations, teacher and or parent surveys, as well as post-group debriefing sessions (Corey & Corey, 2001). Additionally, for the students themselves, journal writing could be encouraged as a self-reflective process, and for those who volunteer their journals for evaluation, can provide insight into metacognitions and motivational characteristics of the student (Corey & Corey, 2001). Evaluation of the interventions and the group counseling program as a whole acknowledges the value of the learning that the students have experienced, provides them with an opportunity to disclose their experiences of intervention, and provides valuable feedback for modification and or implementation of intervention programs to benefit other students (Corey & Corey, 2001). In conclusion, school-based group counseling for the elementary student can be an important part of the curriculum. The interventions allow students to extend their cognitive and psychosocial skills and to work through issues of their daily lives that may also be experienced by other students (e.g., racial discrimination, familial changes). Group counseling for students has been found to be effective in reducing acting-out behavior, enhancing self-esteem as well as improving self-management, cognitive and interpersonal skills. Student study skills is an intervention program that involves the entire class as is actively incorporated into the school curriculum. However, at present no cross-cultural studies have been carried out to assess its degree of generalization. The activity 'Different Races, Smiling Faces' is orientated for smaller groups and encourages learning about cultural differences and similarities across people of feelings. However, the activity may require modification to better meet best practice and ethical principles of a learning-centered approach, such as acknowledging students' prior experiences and knowledge of a topic. Other ethical and best practice concerns for group counseling include sensitivity to cultural diversity within the school and wider community, and the critical need for evaluation of the intervention activities used. References Brigman, G., & Campbell, C. (2003). Helping students improve academic achievement and school success behavior. Professional School Counseling, 7, 91-98. Chemtob, C. M., Nakashima, J. P., & Hamada, R. S. (2002). Psychosocial intervention for postdisaster trauma symptoms in elementary school children. Pediatric Medicine, 156(3), pp. 211-216. Corey, M. S., & Corey, G. (2001). Groups: Process and practice (6th ed.). Pacific Grove: Brooks / Cole Geldard, K. D. (2003). Counseling children. Thousand Oaks: Sage Publications. Gysbers, N. C., & Henderson, E. (2000). Developing and managing your school guidance program (3rd ed.). Alexandria: American Counseling Association. Lee, C. C. (2001). Culturally responsive school counselors and programs: Addressing the needs of all students. Professional School Counseling, 4, 257-261. McGannon, W., Casey, J., & Dimmitt, C. (2005). The current status of school counseling outcome research. Research Monograph, No. 2, Center for School Counseling Outcome Research, School of Education, University of Massachusetts. Merryfield, M. (2004). Elementary students in substantive culture learning. Social Education, 68, pp. 270-273. Shechtman, Z. (2002). Child group psychotherapy in the school at the threshold of a new millennium. Journal of Counseling and Development, 80, 293-299. Senn, D. S. (2004). Small group counseling for children, grades K-2. Chapin: Youthlight. Stroh, H. R., & Sink, C. A. (2002). Applying APA's learner-centered principles to school-based group counseling. Professional School Counseling, 5. Whiston, S. C., & Sexton, T. L. (1998). A review of school counseling outcome research: Implications for practice. Journal of Counseling & Development, 76, pp. 412-427. Read More