Group CounselingAddressing Barriers to Success

Group CounselingAddressing Barriers to Success

Helping Students to Help Themselves

Cynthia L. Martin, LPC, Ed.S.

Professional School Counselor in Training

Oak Park High School

Kansas City, MO

Helping Students to Help Themselves

Cynthia L. Martin, LPC, Ed.S.

Professional School Counselor in Training

Oak Park High School

Kansas City, MO

Oak Park High School

Mission Statement

To establish successful learning experiences for all and create responsible citizens capable of

lifelong learning accomplishments.

The School Counselors Believe

All students have the ability to achieve.

All students have the right to be part of the school counseling program. 

All students' needs, abilities, learning styles, goals, and interests are considered when developing and implementing the school counseling program.

All students K-12 shall have access to a full-time, state certified, Masters' degree level school counselor to deliver the school counseling program.

All students have the ability to achieve.

All students have the right to be part of the school counseling program. 

All students' needs, abilities, learning styles, goals, and interests are considered when developing and implementing the school counseling program.

All students K-12 shall have access to a full-time, state certified, Masters' degree level school counselor to deliver the school counseling program.

And that all school counselors

Be evaluated by a counseling supervisor on specified goals and agreed upon student competencies.

Actively involve counseling team members and other school personnel to monitor students' results.

Abide by the professional school counseling ethics as advocated by the American School Counseling Association.

Participate in professional development activities essential to maintaining a quality school counseling program.

Be evaluated by a counseling supervisor on specified goals and agreed upon student competencies.

Actively involve counseling team members and other school personnel to monitor students' results.

Abide by the professional school counseling ethics as advocated by the American School Counseling Association.

Participate in professional development activities essential to maintaining a quality school counseling program.

The school counseling program

should: Reflect the ASCA National Standards and the

Standards for School Counseling Programs

Be based on the three domains:  academic, career and personal/social counseling.

Be planned and coordinated by the school counseling staff in coordination with other school personnel.

Utilize community resources to deliver programs.

Use data to drive program development and evaluation.

Reflect the ASCA National Standards and the Standards for School Counseling Programs

Be based on the three domains:  academic, career and personal/social counseling.

Be planned and coordinated by the school counseling staff in coordination with other school personnel.

Utilize community resources to deliver programs.

Use data to drive program development and evaluation.

Cynthia Martin’s School Counselor Philosophy

I believe that all students can attain success with pride and dignity building on the foundation of their strengths. I believe that all students have strengths. However, I also believe not all students recognize their strengths. My task as a professional school counselor is to assist in recognizing and maximizing those strengths and minimizing barriers to success in the areas of academic, career, and personal/social domains. I will accomplish this by functioning in a culturally sensitive manner as the link between administrators, teachers, parents, students, and community. This connection of all vested parties involved in a comprehensive counseling program will ensure that this assistance is available in an age-appropriate manner to every student. 

     To meet the needs of a large multicultural, diverse population of developmentally varied students, I will utilize Reality therapy in both individual and group counseling.  Although I am convinced that our past experiences and relationships have shaped us into the people we are today, revisiting these events and relationships in the school environment is non-productive.  Focusing on the here and now liberates students from poor choices they’ve made in the past.  This liberation provides them the opportunity to determine their future decisions unfettered by a feeling of failure.  Through Reality therapy students are enlightened and empowered when they understand that their future is theirs to mold, that decisions they make today shape their tomorrows.   

     I believe that by following the Missouri Comprehensive Guidance Program model I will be able to provide guidance and counseling through guidance curriculum.  I will encourage student growth and development, model and teach effective communication and thereby strengthen interpersonal relationships.  I will utilize assessment strategies where needed and include consultation as one of my standard behaviors.  Acknowledgement and appreciation of cultural diversity will aid in my effectiveness.  I believe that I am guided by ethical standards as directed by the American School Counselor Association, the American Counseling Association, and my personal set of standards.  To this end, I believe that it is the responsibility of each professional school counselor to manage and maintain the guidance program.

I believe that all students can attain success with pride and dignity building on the foundation of their strengths. I believe that all students have strengths. However, I also believe not all students recognize their strengths. My task as a professional school counselor is to assist in recognizing and maximizing those strengths and minimizing barriers to success in the areas of academic, career, and personal/social domains. I will accomplish this by functioning in a culturally sensitive manner as the link between administrators, teachers, parents, students, and community. This connection of all vested parties involved in a comprehensive counseling program will ensure that this assistance is available in an age-appropriate manner to every student. 

     To meet the needs of a large multicultural, diverse population of developmentally varied students, I will utilize Reality therapy in both individual and group counseling.  Although I am convinced that our past experiences and relationships have shaped us into the people we are today, revisiting these events and relationships in the school environment is non-productive.  Focusing on the here and now liberates students from poor choices they’ve made in the past.  This liberation provides them the opportunity to determine their future decisions unfettered by a feeling of failure.  Through Reality therapy students are enlightened and empowered when they understand that their future is theirs to mold, that decisions they make today shape their tomorrows.   

     I believe that by following the Missouri Comprehensive Guidance Program model I will be able to provide guidance and counseling through guidance curriculum.  I will encourage student growth and development, model and teach effective communication and thereby strengthen interpersonal relationships.  I will utilize assessment strategies where needed and include consultation as one of my standard behaviors.  Acknowledgement and appreciation of cultural diversity will aid in my effectiveness.  I believe that I am guided by ethical standards as directed by the American School Counselor Association, the American Counseling Association, and my personal set of standards.  To this end, I believe that it is the responsibility of each professional school counselor to manage and maintain the guidance program.

Purpose of the Intervention

This intervention was used for the purpose of addressing issues that were presenting a barrier to success for students. Small group sessions were conducted on a weekly basis. During each session students were encouraged to identify their triggers for problematic behaviors and to determine and implement alternative behaviors.

This intervention was used for the purpose of addressing issues that were presenting a barrier to success for students. Small group sessions were conducted on a weekly basis. During each session students were encouraged to identify their triggers for problematic behaviors and to determine and implement alternative behaviors.

SIMSStudents, Interventions, Measurements, Settings

SIMSStudents, Interventions, Measurements, Settings

Students: 9th-12th grade students

Intervention: Small group counseling addressing issues that were creating a barrier to student success.

Measures: Pre- and post-test results were compared for each student.

Setting: The Anger Group was held in the Counseling Center Conference room. The Substance Abuse Group met in a private room in the media center.

Students: 9th-12th grade students

Intervention: Small group counseling addressing issues that were creating a barrier to student success.

Measures: Pre- and post-test results were compared for each student.

Setting: The Anger Group was held in the Counseling Center Conference room. The Substance Abuse Group met in a private room in the media center.

Identification of StudentsA survey was distributed to the student body.

• ID#____________

PERSONAL & CONFIDENTIAL

Please check the boxes for any groups that interest you.

__Divorce Survival Group

__Parenting and Pregnant Teens

__Dealing with the imprisonment of a parent or family member

__How do I deal with all the chaos and drama in my family?

__Homeless-kicked out-no place to call home

__How to manage my anger

__Dealing with drug and/or alcohol issues in my life (me or others in my family).

• ID#____________

PERSONAL & CONFIDENTIAL

Please check the boxes for any groups that interest you.

__Divorce Survival Group

__Parenting and Pregnant Teens

__Dealing with the imprisonment of a parent or family member

__How do I deal with all the chaos and drama in my family?

__Homeless-kicked out-no place to call home

__How to manage my anger

__Dealing with drug and/or alcohol issues in my life (me or others in my family).

Needs Survey ResultsD ivo rc e 22

P are nting 39

P ris o n 26

D ram a and C hao s in m y ho m e 83

H o m e le s s 38

A ng e r 83

S ub s tanc e 44

G rie f 3

N e w K id s C lub 1

F ind a jo b 1

A nim al A b us e 1

B ullie s 1

D ram a C lub 1

S e x A d d ic t 2

D e p re s s e d & S uic id a l 2

P are nt M e nta l H e alth 1

ProcedureStep one was to identify by Student ID number those

students who reported being depressed and suicidal. I immediately reported them to their individual counselors and appropriate steps were taken by those counselors. Those two students were not candidates for any group.

I then looked at the largest numbers as reported by the students. Drama and chaos in my home ranked as #1. However, upon reflection, that category wasn’t specific enough for time-limited small group counseling to effectively address. The school social worker was forming a parenting group and addressing homeless issues. Therefore, I chose Prison, Anger, and Substance Abuse as possible groups for me to facilitate.

Step one was to identify by Student ID number those students who reported being depressed and suicidal. I immediately reported them to their individual counselors and appropriate steps were taken by those counselors. Those two students were not candidates for any group.

I then looked at the largest numbers as reported by the students. Drama and chaos in my home ranked as #1. However, upon reflection, that category wasn’t specific enough for time-limited small group counseling to effectively address. The school social worker was forming a parenting group and addressing homeless issues. Therefore, I chose Prison, Anger, and Substance Abuse as possible groups for me to facilitate.

Procedure, continuedProcedure, continuedI located the students by identifying them by their

Student ID numbers and referred to their individual schedules.

I went to their classrooms and spoke with each individual (in the hall, for privacy) regarding their desire to participate in group counseling and pre-screened them for the appropriateness of the modality, based on their expressed needs.

The ParticipantsThe students in the groups were: self-reported to be having problems, or referred by their counselor, or referred by an Assistant Principal

The students’ regular counselors specified several students who were not appropriate for a group intervention and they were eliminated from the pool.

The facilitator met individually with the students to determine if the group would address the student’s problem.

Although I designed three groups, I only ran two of them. The prison group didn’t make because parental permission was denied for those students.

The students in the groups were: self-reported to be having problems, or referred by their counselor, or referred by an Assistant Principal

The students’ regular counselors specified several students who were not appropriate for a group intervention and they were eliminated from the pool.

The facilitator met individually with the students to determine if the group would address the student’s problem.

Although I designed three groups, I only ran two of them. The prison group didn’t make because parental permission was denied for those students.

Psychoeducational Group Counseling

A psychoeducational group is focused on educating the members about their issues.

The group setting provides a safe place to experiment with adaptive, as opposed to maladaptive, coping mechanisms.

These kinds of groups are structured; group members are provided with specific topics or modules to discuss and learn about.

A psychoeducational group is focused on educating the members about their issues.

The group setting provides a safe place to experiment with adaptive, as opposed to maladaptive, coping mechanisms.

These kinds of groups are structured; group members are provided with specific topics or modules to discuss and learn about.

Group GoalsThe group goals were negotiated and established by the members of each group with some guidance from the counselor. These may differ somewhat

from the counselor goals.

Group members will be able to identify and share feelings associated with their issues.

Group members will be able to discuss experiences related to having an inappropriate reaction (e.g.: anger - loss of control; Dad/Mom drinks – I’m to blame).

Group members will interact with each other, listen to each other, and provide respectful feedback to one another.

Group members will develop new coping strategies for troubling situations.

Group members will develop a support system among themselves.

Group members will be able to identify and share feelings associated with their issues.

Group members will be able to discuss experiences related to having an inappropriate reaction (e.g.: anger - loss of control; Dad/Mom drinks – I’m to blame).

Group members will interact with each other, listen to each other, and provide respectful feedback to one another.

Group members will develop new coping strategies for troubling situations.

Group members will develop a support system among themselves.

Anger and Substance Abuse Pre-Post Tests

1. Do you believe no one could possibly understand how you feel?

2. Do you cover up your real feelings by pretending you don’t care?

3. Do you feel nobody really loves you or cares what happens to you?

4. Do you tell lies to cover up for what’s really happening in your life?

5. Do you stay out of the house as much as possible because you hate it there?

6. Are you afraid or embarrassed someone will find out what’s going on?

7. Do you make promises to others you know you won’t keep?

8. Do you think all your problems would be solved if this one issue were resolved?

9. Has this issue affected how you feel about yourself?

10. Do you ever treat people (teachers, schoolmates, friends, etc.) unjustly because you are angry at someone else?

I used the same pre/post test for both groups. The possible answers were 1 to 5 on a Likert scale with 1 indicating no agreement and 5 indicating complete agreement. The highest possible score on this would be 50 if all 10 questions were answered with complete agreement.

1. Do you believe no one could possibly understand how you feel?

2. Do you cover up your real feelings by pretending you don’t care?

3. Do you feel nobody really loves you or cares what happens to you?

4. Do you tell lies to cover up for what’s really happening in your life?

5. Do you stay out of the house as much as possible because you hate it there?

6. Are you afraid or embarrassed someone will find out what’s going on?

7. Do you make promises to others you know you won’t keep?

8. Do you think all your problems would be solved if this one issue were resolved?

9. Has this issue affected how you feel about yourself?

10. Do you ever treat people (teachers, schoolmates, friends, etc.) unjustly because you are angry at someone else?

I used the same pre/post test for both groups. The possible answers were 1 to 5 on a Likert scale with 1 indicating no agreement and 5 indicating complete agreement. The highest possible score on this would be 50 if all 10 questions were answered with complete agreement.

Counselor GoalsCounselor GoalsDespite using the same test, my goals for the groups

were diametrically opposed.*************************************

In the Anger group my goal was to see the total scores go up. This would indicate that the participants are becoming more aware of their emotions and are claiming ownership of them, rather than blaming others for their emotional state.

For the Substance Abuse group my goal was to see the total scores go down. This would indicate that the participants are individuating themselves and leaving the responsibility for the substance abuse to the abusers.

Pre/Post Test ResultsPre/Post Test Results

Anger Management GroupAnger Management GroupStudents

Pre-Test

Post-test

Improvement

CounselorGoal:

Stan 18 23 28%

Ralph 17 24 41%

Helen 25 30 20%

Substance Abuse GroupSubstance Abuse GroupStude

ntsPre-Test

Post-test

Improvement

CounselorGoal:

Janice 34 27 26%

Bill 21 16 31%

Conclusions Short-term group counseling can produce change.

The psychoeducational format is a good fit in the school environment.

All change that occurred was moving the students toward improved functioning.

Scheduling the group meetings in school was the most difficult part of running the groups.

As a result of the groups and the improvement in their functioning, the group members are “talking it up” to their friends and to faculty.

Short-term group counseling can produce change.

The psychoeducational format is a good fit in the school environment.

All change that occurred was moving the students toward improved functioning.

Scheduling the group meetings in school was the most difficult part of running the groups.

As a result of the groups and the improvement in their functioning, the group members are “talking it up” to their friends and to faculty.

SummationSummationAlthough the expressed need was great, the number

of actual participants was very low. I was informed that this school had never before had a group counseling program. However, the project surveys clearly demonstrated a need for and interest in this type of intervention.

As I have shown, all change was change for the better. Hopefully, the insight these students gained in group counseling will allow continued improvement in their functioning and hope for their futures.