Group Counseling For Children And Adolescents

In Statistics and Research Design an article critique of a quantitative study found from a counseling journal was to be done. The article used for this particular critique was Effects of group counseling on ninth-grade at-risk students authored by Page & Chandler (1994). The critique needed to include a brief summary of the study and then a critical evaluation of the study, which was based on an educated opinion.

It is often believed that only adults experience stress and anxiety, however stress is something that does not have an age requirement. Adolescent stress and anxiety are important health issues that often go unnoticed. Early adolescence is defined, as a period between 11 and 14 years of age (Carlozzi, Winterowd, Harrist Thomason, Bratkovich, & Worth, 2010, p. 446). These years are usually marked by rapid changes. For most students, stress can stem from puberty, new demands of school, changing peer relationships, and responsibilities to families. Not to mention, early adolescence is period of development where identities, social skills, and personal values are being established.

Critical response journal three is a reflective entry to detailed questions and thoughts pertaining to managing student behavior and promoting effective behavior in special needs students. Effective classroom practices and positive behavioral support approaches help to foster student success in the school environment.

The purpose of this research paper is to create a group therapy model for adolescents who engage in substance abuse. By using literature and already tested models of group therapy, the goal is create a hybrid of those models while taking out what does not work. The need for this type of group therapy model is evident in the facts about adolescents and substance abuse. This paper will take the reader through all of the steps that are necessary to have an effective group therapy as well as how to run aspect of that group.

I again observed children in the special services department at the Coulter Grove Intermediate School building in Maryville, Tennessee. Though this department covers a wide variety of grades, I concentrated my attention on the second to fifth graders. These children were in the same room, with another special services classroom across the hall. My observation hours occurred between the hours of 12:00 PM and 2 PM. I focused a session and a half (or three hours) on observation of the social and emotional domain in child development. While the special services department does contain children with special needs (therefore, those who have not developed to their fullest capacity), it also features neurotypical children who work as “peer buddies” and are developing normally. The gender divide among the children was around even, although there was a definite race divide, with most children being white. One child out of all the children was black. As a result of the department being focused on special needs children, there were many more teachers than there is in a typical classroom, with the majority of these teachers having a calm approach to leading the children, although making sure to be very firm in their directions. The classroom differed from a “typical” classroom, with a couch on one side of the room and space to sit down on the floor and work. There was also a special area dedicated to children to have time to “cool down” and a bathroom attached to the classroom. While I

While perceptions of learning disabilities (LD) may vary according to country, culture, and teachers, it is often necessary to diagnose students in order to receive funding for services. It can be helpful to recognize those learning disabilities that students may have in order to provide extra assistance when necessary. It would be advantageous, too, if wide recognition of LD could take away the stigma that is often present. However, since LD is a multi-faceted topic, labeling often carries a negative connotation and can lead to ostracizing of students. It is beneficial for a student if the classification of a student with LD results in an enhanced educational experience.

Children with AS often have behavioral and emotional problems connected to their deficient social skills. These often involve feelings of stress or loss of control (Myles & Simpson, 2002) and these behaviors can range from simply annoying to highly disruptive behaviors (Safran et al., 2003). In order to help students with AS, interventions must be used that target improving social understanding rather than trying to change certain behaviors in certain situations. Improving the social understanding can be addressed by teaching appropriate social skills. These social skills may include problem solving, conversation skills, anger control, identifying and managing feelings, dealing with stress, and organizational skills. A school psychologist may assist by providing direct social skill instructions to the student and training parents and teachers in strategies to use. Some of these strategies include social stories, comic strip conversations, and social autopsies. In addition, teaching students the “hidden curriculum” or “unwritten rules of conduct” are important parts of social skills teaching

The client has problems with a learning disability: dyslexia. Also the client lacks the ability to speak English, his first language is Spanish. Lastly, the client presents a severe case of shyness resulting in bullying form his peers at school. This school counselor will help the client to identify problems, create new skills to tackle the problems, and will help the client become aware of negative behaviors he has to transform the current negative situation into a positive one. First, this counselor will assess strategies, goals, and implementation of plans for working with this client’s special needs issues (ACA, 2014). It is imperative that counselors understand, assess, and raise awareness to their clients on present behaviors. Second,

This type of placement in the special education setting means that the student’s best chance for success lies in a specialized school or school setting that is specifically designed to address special learning or behavioral needs (Mauro, 2017). It is in this school setting or classroom setting that students with special needs have the benefit of receiving the highest degree of structure, routine and consistency throughout the day. However, a student requiring this type of placement, may lose out on the opportunity of communicating with the general education population at least for a short amount of time (Mauro,

The sad truth is that for many parents and students this is a reality. Learning disabilities are just such a disorder, and these disabilities can bear a lot of consequences if left untreated. They can cause serious self-esteem and behavioral issues early on in school that will continue

There is a need for many types of group counseling in this civilization that we live in ranging from task/ work groups, psychoeducational groups, counseling groups and psychotherapy groups. Groups can defined by the collection of two or more individuals who meet face- to- face or virtually in an interactive, interdependent way, with the awareness that each belongs to the group and for the purpose of achieving mutually agreed- upon goals (Gladding, 2012). As a High School counselor, the development of our children and their self concepts of themselves and their attitudes towards school and life are detrimental in ensuring a great future for our country.

Research suggests that the use of positive social skills with peers early on can lead to the development of positive peer relationships, acceptance, and friendships. Although many children develop these positive social skills naturally, some children do not. Children who are withdrawn as well as young children with mental retardation, autism, conduct problems, and emotional disturbances often have difficulty interacting appropriately with their peers and are thus at risk for later social problems. By teaching children appropriate social skills, providing them with willing and accepting peers to use the skills with, and creating opportunities for children to practice these skills, teachers can improve all children’s social behaviors, potentially for a lifetime. The developmentally appropriate practices to help children in this stage is to create ways in which children feel comfortable to interact with their peers

As part of my course of study at The University of the Cumberlands pursuing a master’s degree in school counseling, it is required that I complete the course titled Group Counseling in Public Schools. One of the required assignments for this course is a reaction paper to several hours spent observing a group therapy session. The only group therapy sessions I could find in my community, were classes in grief and bereavement. I contacted the leader of this group only to find out that this class had been canceled for the time frame of interest. There are no types of group therapy offered at the schools in the district where I teach. The remaining choice is to attend Alcoholics Anonymous (AA) or Narcotics Anonymous (NA) meetings. I attended five meetings of Narcotics Anonymous or Alcoholics Anonymous.

“If the school system can support the social worker in creating social skills groups, this article provides information that can be used in the design and programming of curriculums. In addition, the report gives pertinent information that can be passed on to interested parents who are looking for resources and available programs or therapies that could possibly be beneficial to their children.” (Epp, 2008).

Many children and adolescents face developmental or situational difficulties in areas where they live most of their meaningful experiences—at home, at school, and in the community. While adults who struggle with life events and stressors may look to professional help, young individuals are quite alone in coping with these situations. Perhaps unsurprisingly, most children and adolescents typically do not seek such help, and often resist it when offered. (Shectman, 2006). Adolescents who have a difficult time managing their emotions, such as anger, are often put together in a group setting to help change this behavior. A few of themes for group counseling may include, but not limited to: coping with death or