Group Reflection Paper

It will focus on a members cognitive, affective, and behavioral skills through a structured setting within and across meetings (Corey, et al., 2010, p.11). Sessions will be designed in a structured format and around different themes (Corey, et. al., 2010, p.11). Members will be allowed time to discuss and process various topics and interventions that will be covered. The group will be a closed group. The group will be announced through a brochure that will cover (1) disclosure statement, (2) statement of goals and purpose, (3) expectation for group participation, (4) policies for entering and exiting the the group, (5) rights and responsibilities of group members and the group leader, (6) disclosure to of information to others and documenting procedures, (7) group leader and members procedures for consultation, (8) education, (9) procedures and techniques to be used, (10) time parameters, (11) qualifications of group leader (Corey, et.al., 2010). The brochure will inform referring agencies and help avoid miscommunication of the group 's purpose. The brochure will be distributed to teachers, school counseling, school administrative staff, potential participants and parents.

During this group session, the patients were asked to identify common relapse triggers and verbalize ways in which they can avoid their triggers. The patients were provided with a handout on triggers and educated on alternative methods to avoid their triggers.The patient was oriented x 3. The patient reported that feelings of depression and being bored has caused him in the past to relapse. He shared that he is ready to be clean and is aware of his triggers. He further shared that he goals are to engage in outside activities that can help occupy his timeThe patient was oriented x 3. He actively participated in the group discussion. The patient identified his triggers as his relationship with his family members. Throughout the session, the patient

The initial group sessions will emphasize on creating cohesion among the group members. Group norms and expectations of the group will be discussed. Icebreaking activities, such as deep introductions, deep breathing exercises, and getting to know one another activities will be used to, create trust and create cohesion and comfort among group members. The facilitator will display participation and model behavior to group members. These behaviors will include actively listening, respecting everyone in the group, demonstrating empathy, genuineness, relevant self-disclosure, and suggesting or listening to feedback when beneficial to self or members. The facilitator will also assist members to outline personal goals they may wish to achieve during

Although having only observed the group session, I noticed many techniques used by the facilitator in group. The facilitator utilized motivational interviewing when asking questions. For example, the facilitator asked permission of the client to talk further about what they stated in their presentation. This technique emphasis respectful communication and improves the likeliness of the member opening up. The facilitator wanted to gain a better understanding of how the group member related to the steps topic and elaborate more on their personal statement. Another, technique in motivational interviewing utilized by facilitator was normalizing. Facilitator emphasized moments when other group members shared their struggles and that many of the struggles were common, particularly with those in recovery. Further, the facilitator acknowledged at several points in the group session that a lot of people have similar struggles and concerns that these feelings were not only common but okay to have. This allows clients to feel more inclusive, helps build rapport, not only with the facilitator but with other group members that plays into the development of trust and openness in

Thursday 21st of April, my clinical group met at Memorial Hospital for our Mental Health clinical. The Pavilion program follows a schedule which I find to be very important for the people here as it helps them get back into a routine. I’d like to talk about the recreation group which was one of the many groups we attended during our short visit.

A positive impact this experience had on me is that I was able to lead a group. I do not like telling people what to do which is why I do not consider myself a leader. However, this project has taught me that it is not so bad being a leader. Another positive impact is that I was able to see how it is to work with other people. usually in other classes you partner up to complete a one page assignment within an hour. But in groups I was able to work in a group the whole semester and experience a group setting.

Group projects can help students develop a host of skills that are increasingly important in their daily living. This positive group experience, moreover, may contribute to student learning, retention and help them feel successful. Today’s group was small and unstructured in a safe and supportive environment to help students work on developing individualized coping strategies to increase their social performance. Topics of discussion included following instructions and waiting your turn.

For our final group presentation, I worked with Alisha Sandridge, Makaylah Hunter-Toney, Jalen Douglas, and Josh Blackwell. Each of the group members had contributions that helped us finish the project. For this project, I wrote our proposal that was due in April, I participated in both sets of interviews by recording as well as asking questions. I was also responsible for gathering information on the cultural competency portion of the presentation. Also, I edited the final draft of the PowerPoint presentation. Although I fell as though our presentation came out very well, as a part of the group, I felt that I should have pushed for the group to get together to complete it sooner than we did. The responsibly for this fell on me because I noticed that things were not getting done

For the first 2 weeks the group will have introductions and get to know each other to be comfortable with one another. On the 3rd week the actual group will start. For the next 3 weeks, I will use a person-centered technique to specifically cater to each individual in the group and what they are going through. We will share current life issues with our parents, past ones, or anything related to them. We will discuss the emotional sides to it and how each member is individually coping with it. After those 3 weeks, which could last longer if I deem that necessary, I will change to solution-focused brief therapy/ psychodrama therapy. During these next 3 weeks I will ask the members what they want to do to solve these emotional stresses. I will also have a week or 2 where students are able to act out talking with their parents. I feel that if I focus on the solutions and goals each member wants to accomplish with their parents, then they will really take it to heart. Also, I feel by physically acting out “talking with their parents,” this will give them experience and allow them to comfortably approach their parents. In the 3rd, 6th, and final week, I will ask each member how they feel about the group. I will also send them home a brief questionnaire about different ways the group can change to be better, and in the final session I will briefly, individually,

As I reflect back on this week reading lecture, PowerPoint, discussion, mycounselinglab and webinar, I learned that group leaders have to take a lot of things into consideration before starting a group. In order to be an effective group leader, I would need to determine what type of group I would want to lead. Also, I learned what should happen doing each stages of group development. Furthermore, I learned that curative factors can help improve group counseling.

As I look back to the beginning of the class and recall the now laughable introduction I shared my growth during this group has been amazing. It has been amazing for several reasons to start the book and the lectures covered a lot of important information necessary for leading or co-leading a group. Although counseling in a group setting is very different from one on one therapy the theories governing the counselor’s approach is the same. I now realize theories are more that theorpuit approaches and techniques it is more of an individual’s worldview and learning to become a change agent. If one desires to be a change agent it is virtually impossible to do so without first changing or broadening the way one looks at world.

Overall regardless of which type of group the purpose is to provide a therapeutic expeince for the participant. Consequently, clarify and hope are some of the fundamental desires that counselors should be pursuing to instill in their clients conscious. Equally important is that clients retain a mindfulness about information and tools they need to make changes and to support clients. Furthermore, the group interaction provide members a median to experiment with novel behavior and receive honest feedback from peers concerning the efforts of their behavior (Corey, Corey , & Corey, 2014).

In this class I have been able to experience group projects in a different manner than before. I have always struggled with social anxiety and group experiences have always been hard for me. If it was not for the help of many wonderful people, I do not think I would have been able to take this class. This group experience has been one I always will remember, because it was the first experience where I felt comfortable. In my group we used inclusivity, empowering, and process-orientation to help accomplish our goals.

Group therapy is an important aspect in the treatment process for many psychological disorders. Group therapy consists of two or more people engaged in a therapeutic session at the same time. The goals of group therapy are dependent upon which type and form the group is. There are three types of groups; the task group, the midrange group, and the process group. Within these types, four basic forms of groups exist; the activity, the support, the problem-solving and psychoeducational, and the psychodynamic.

When we first got together as a class I wasn’t sure how I would feel about this class because one I hate being in a group with random people I don’t know and two I do not like public speaking with random people. So at first I was judging this class based on my fears of being in groups with strangers, then once we got paired with our groups and I was with Tyler that made me more comfortable with talking to the group and getting to know everyone. Besides Tyler who I play football with we were grouped up with two other athletic people. First was Alex who is a member of our Girls Lacrosse team here at West Chester and is also a Junior. Next is Hannah who is also a Junior and played a ton of high school sports and her brother plays football at PennState so this adds to her athletic features in her family. So once learning we all love sorts we had to narrow it down to what we would like to observe together. We came down to the football team and the Athletic Training Program here on campus which helps our student athletes with injuries. As a group we thought that ultimately we would get a better perspective with a group other than football so we went with the AT program. This is where we came up with the name for our group which was Training Rams and if your wondering who came up with it, you guessed it Tyler Higgins. So this brings us to how we would be able to function as a group since we were all seemingly quite people.