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Chapter 12: Groups in Schools

Chapter 12: Groups in Schools. Introduction to Group Work, 5th Edition Edited by David Capuzzi, Douglas R. Gross, and Mark D. Stauffer. Types of Groups and Examples. Remedial Study skills Assertiveness Anger management Supportive Grief Bullying ADHD Psychoeducational

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Chapter 12: Groups in Schools

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  1. Chapter 12: Groups in Schools Introduction to Group Work, 5th Edition Edited by David Capuzzi, Douglas R. Gross, and Mark D. Stauffer

  2. Types of Groups and Examples • Remedial • Study skills • Assertiveness • Anger management • Supportive • Grief • Bullying • ADHD • Psychoeducational • Peer relationships • Dating • Decision making

  3. Group Counseling: Elementary • Being involved in counseling does not appear to bear the stigma for students that might be present in other settings. • Time schedules in elementary schools are more flexible than in secondary schools.

  4. Group Counseling: Middle School • Scheduling can be challenging, so alternative methods are sought: • Altering the block or period each week • Lunch • Homework period • Before or after school

  5. Group Counseling: High School • Developmental needs shift as the topics of career and college move to the forefront. • Issues around dating, relationships, graduation, changing family relationships, and sexuality are also important focuses for group counseling. • Time constraints and academic demands may put constraints on the scheduling of groups.

  6. Benefits of Groups in Schools • A resource to support students, parents, and teachers • Safe environment for sharing • Serves greater numbers • Increased likelihood of behavior change due to peer influence

  7. General Challenges of Groups in Schools • Missed class time • Teacher resistance • Scheduling • Students might feel ostracized when participating in group sessions • Large numbers of referrals

  8. Ethical Considerations • Screening • Consent • Confidentiality • Record keeping

  9. What Works, According to Research? • A short-term, action-oriented approach lends itself naturally to the time constraints of the school setting. • This may be the most appropriate approach for group work in schools.

  10. Cultural Considerations • Research supports a mixed composition of students in group counseling in order to promote increased understanding of cultural differences. • Research also advocates for homogeneous groups of students from similar cultural backgrounds so that sources of support within the school setting are more easily accessible.

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