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COMMON PHYSICAL PROBLEMS ON CHILDREN
Overview
In honor of World Mental Health Day, United Nations Secretary General Ban Ki-moon stated in 2008, "Let us recognize that there can be no health without mental health." His speech precipitated an appeal by the World Health Organization for countries around the globe to invest in mental health care for citizens. According to WHO, most countries spend less than 2 percent of health care budgets on mental health, yet researchers continue to find evidence that mental and physical health are closely linked.
Brain And Congenital Disorders
A 2007 study of Vietnamese children found that those suffering from long-term physical health problems, such as anemia, birth defects and physical disabilities, were more than twice as likely to have a mental disorder, regardless of socio-economic status. The Royal College of Psychiatrists reports that this comorbidity is especially profound in the case of physical illness affecting the brain, such as cerebral palsy and epilepsy. A Canadian study found that 42 percent of children with developmental delays also had a psychiatric disorder, but concluded that it is unknown "whether the comorbid illnesses share common origins."
PTSD And Physical Health
Post-traumatic stress disorder, or PTSD, is an anxiety disorder that sometimes occurs after experiencing a traumatic event. PTSD is about twice as common in females as it is in males. A study published in "Pediatrics" journal found that female adolescents suffering from PTSD were at an elevated risk for developing physical health problems, including digestive disorders, circulatory disorders and chronic fatigue. The study also revealed that adolescent girls with PTSD "were nearly twice as likely to have a sexually transmitted infection."
Anxiety/Depression and Asthma
A study of Puerto Rican children between the ages of 4 and 17 demonstrates the link between asthma and anxiety/depressive disorders. The report showed that 11.2 percent of children with asthma had also experienced an anxiety disorder, compared with just 5.6 percent of non-asthmatic children. Asthmatic children were also nearly twice as likely as non-asthmatic children to experience depressive symptoms.
Depression And Obesity
Researchers have long known of a link between depression and obesity; this comorbidity extends to childhood obesity as well. Not surprisingly, obese children report low levels of self-esteem; in a 2003 study, they "rated their quality of life with scores as low as those of young cancer patients on chemotherapy." A University of Maryland School of Medicine study of children found that depression was a significant predictor for obesity at the one-year follow up survey. Researchers cannot yet definitively state whether one condition causes the other.
Possible Causes
The Royal College of Psychiatrists speculates on possible causes of poor mental health among children with physical health problems. They believe that the stress of social problems associated with physical health issues may lead to depression and anxiety disorders. These social issues include dealing with numerous health professionals, missing school, experiencing learning problems, feeling that other children see them as different and vulnerability to bullying.

SOCIAL PROBLEMS

The following list of conditions have 'Social problems' or similar listed as a symptom in our database. This computer-generated list may be inaccurate or incomplete. Always seek prompt professional medical advice about the cause of any symptom.

A
• Alcohol abuse ... drunkenness
• Alcoholism ... anger when asked about drinking, drinking too much alcohol, guilt when asked about drinking, hiding your drinking from others, need for morning alcoholic drink, drinking whenever you feel stress, drunkenness
• Asperger syndrome ... impaired social interaction, social withdrawal
• Asperger Syndrome, Susceptibility to, 1 ... impaired social interaction, social withdrawal
• Asperger Syndrome, Susceptibility to, 2 ... impaired social interaction, social withdrawal
• Asperger Syndrome, Susceptibility to, 3 ... impaired social interaction, social withdrawal
• Asperger Syndrome, X-linked, Susceptibility to, 1 ... impaired social interaction, social withdrawal
• Asperger Syndrome, X-linked, Susceptibility to, 2 ... impaired social interaction, social withdrawal
• Attention Deficit and Disruptive Behavior Disorders ... alcohol use
• Auditory Processing Disorder ... Listening difficulties
• Autism ... Loss of social skills already acquired, impaired social interaction, not responding to name, lack of social play, inability to make friends, not look at people, avoid eye contact, not liking cuddles, inability to sustain conversation
• Autism, susceptibility to, 1 ... Loss of social skills already acquired, Impaired social interaction, Not responding to name, Lack of social play, Inability to make friends, Not look at people, Avoid eye contact, Not liking cuddles, Inability to sustain conversation
• Autism, susceptibility to, 10 ... Loss of social skills already acquired, Impaired social interaction, Not responding to name, Lack of social play, Inability to make friends, Not look at people, Avoid eye contact, Not liking cuddles, Inability to sustain conversation
• Autism, susceptibility to, 11 ... Loss of social skills already acquired, Impaired social interaction, Not responding to name, Lack of social play, Inability to make friends, Not look at people, Avoid eye contact, Not liking cuddles, Inability to sustain conversation
• Autism, susceptibility to, 12 ... Loss of social skills already acquired, Impaired social interaction, Not responding to name, Lack of social play, Inability to make friends, Not look at people, Avoid eye contact, Not liking cuddles, Inability to sustain conversation
• Autism, susceptibility to, 13 ... Loss of social skills already acquired, Impaired social interaction, Not responding to name, Lack of social play, Inability to make friends, Not look at people, Avoid eye contact, Not liking cuddles, Inability to sustain conversation
• Autism, susceptibility to, 14 ... Loss of social skills already acquired, Impaired social interaction, Not responding to name, Lack of social play, Inability to make friends, Not look at people, Avoid eye contact, Not liking cuddles, Inability to sustain conversation
• Autism, Susceptibility to, 15 ... Loss of social skills already acquired, Impaired social interaction, Not responding to name, Lack of social play, Inability to make friends, Not look at people, Avoid eye contact, Not liking cuddles, Inability to sustain conversation
• Autism, susceptibility to, 3 ... Loss of social skills already acquired, Impaired social interaction, Not responding to name, Lack of social play, Inability to make friends, Not look at people, Avoid eye contact, Not liking cuddles, Inability to sustain conversation
• Autism, susceptibility to, 4 ... Loss of social skills already acquired, Impaired social interaction, Not responding to name, Lack of social play, Inability to make friends, Not look at people, Avoid eye contact, Not liking cuddles, Inability to sustain conversation
• Autism, susceptibility to, 5 ... Loss of social skills already acquired, Impaired social interaction, Not responding to name, Lack of social play, Inability to make friends, Not look at people, Avoid eye contact, Not liking cuddles, Inability to sustain conversation
• Autism, susceptibility to, 6 ... Loss of social skills already acquired, Impaired social interaction, Not responding to name, Lack of social play, Inability to make friends, Not look at people, Avoid eye contact, Not liking cuddles, Inability to sustain conversation
• Autism, susceptibility to, 7 ... Loss of social skills already acquired, Impaired social interaction, Not responding to name, Lack of social play, Inability to make friends, Not look at people, Avoid eye contact, Not liking cuddles, Inability to sustain conversation
• Autism, susceptibility to, 8 ... Loss of social skills already acquired, Impaired social interaction, Not responding to name, Lack of social play, Inability to make friends, Not look at people, Avoid eye contact, Not liking cuddles, Inability to sustain conversation
• Autism, susceptibility to, 9 ... Loss of social skills already acquired, Impaired social interaction, Not responding to name, Lack of social play, Inability to make friends, Not look at people, Avoid eye contact, Not liking cuddles, Inability to sustain conversation
• Autism, X-linked, susceptibility to, 1 ... Loss of social skills already acquired, Impaired social interaction, Not responding to name, Lack of social play, Inability to make friends, Not look at people, Avoid eye contact, Not liking cuddles, Inability to sustain conversation
• Autism, X-linked, susceptibility to, 2 ... Loss of social skills already acquired, Impaired social interaction, Not responding to name, Lack of social play, Inability to make friends, Not look at people, Avoid eye contact, Not liking cuddles, Inability to sustain conversation
• Autism, X-linked, susceptibility to, 3 ... Loss of social skills already acquired, Impaired social interaction, Not responding to name, Lack of social play, Inability to make friends, Not look at people, Avoid eye contact, Not liking cuddles, Inability to sustain conversation
• Avoidant Personality Disorder ... social withdrawal
B
• Behavioral disorders ... social problems
• Bulimia nervosa ... social withdrawal
C
• Charcot-Marie-Tooth disease, X-linked recessive, 4 ... delayed social development
• Chemical poisoning -- Ethylene Glycol ... drunkenness
• Childhood depression ... social withdrawal
• Childhood-Onset Schizophrenia ... social withdrawal
• Classical Hodgkin disease ... alcohol intolerance
• Creatine deficiency, X-linked ... impaired social interaction
D
• Depression ... getting into trouble, social withdrawal, Social problems
• Depressive disorders ... getting into trouble, Social withdrawal, Social problems
• Diseases associated with senile cataract ... alcoholism
• Dysthymia ... getting into trouble, Social problems
• Dysthymia/seasonal depression disorder, PND ... social problems
F
• Female reproductive toxicity -- Alcohol ... fetal alcohol syndrome
H
• Hodgkin's Disease ... alcohol intolerance
• Hodgkin's disease, adult ... alcohol intolerance
• Hodgkin's disease, childhood ... alcohol intolerance
• Hodgkin's disease, nodular sclerosis ... alcohol intolerance
• Hypothalamic hamartomas ... social problems
L
• Lymphocyte depletion Hodgkin's disease ... alcohol intolerance
M
• Mixed cellularity Hodgkin's disease ... alcohol intolerance
N
• Nodular sclerosing Hodgkin's lymphoma ... alcohol intolerance
• Noise-Induced Hearing Loss ... social problems
• Nymphomania ... alcoholism
O
• Obstructive sleep apnea ... social problems
• Occupational Cancer -- Hodgkin's lymphoma ... alcohol intolerance
P
• Panic disorder ... social problems
• Paranoid Personality Disorder ... social withdrawal
• Pervasive developmental disorders ... impaired social interaction, difficulty relating to people
• Physical addiction ... social withdrawal
• Post-traumatic stress disorder ... social problems
• Postconcussive syndrome ... alcohol intolerance
• Psychological addiction ... social withdrawal
R
• Rett's syndrome ... social problems, avoidance of eye contact
S
• Schizophrenia ... social withdrawal
• Schizophrenia 1 ... social withdrawal
• Schizophrenia 10 ... social withdrawal
• Schizophrenia 11 ... social withdrawal
• Schizophrenia 12 ... social withdrawal
• Schizophrenia 13 ... social withdrawal
• Schizophrenia 14 ... social withdrawal
• Schizophrenia 2 ... social withdrawal
• Schizophrenia 3 ... social withdrawal
• Schizophrenia 4 ... social withdrawal
• Schizophrenia 5 ... social withdrawal
• Schizophrenia 6 ... social withdrawal
• Schizophrenia 7 ... social withdrawal
• Schizophrenia 9 ... social withdrawal
• Schizotypal Personality Disorder ... social withdrawal
• Sleep apnea ... social problems
• Social phobia ... anxiety in social situations
• Soto's Syndrome ... delayed social development


INTELLECTUAL PROBLEMS

Intellectual (10 articles)
• Angelman syndrome.
Angelman syndrome is a neurological disorder caused by a missing section of the maternal copy of chromosome 15. Common characteristics include intellectual disability, often with particularly delayed speech, jerky walking style and happy demeanour.
• Angelman syndrome.
Angelman syndrome is a neurological disorder caused by a missing section of the maternal copy of chromosome 15. Common characteristics include intellectual disability, often with particularly delayed speech, jerky walking style and happy demeanour.
• Down syndrome - the school experience.
Your child with Down syndrome may eventually go to a mainstream school to work side by side with other children. This will develop the skills to live and work in the community. Like all children, those with Down syndrome display a wide range of abilities.
• Down syndrome - the school experience.
Your child with Down syndrome may eventually go to a mainstream school to work side by side with other children. This will develop the skills to live and work in the community. Like all children, those with Down syndrome display a wide range of abilities.
• Down syndrome and Alzheimer's.
The connection between Down syndrome and Alzheimer's disease is complex. Studies of the brains of people with Down syndrome reveal that, by the age of 40, almost all develop the brain changes characteristic of Alzheimer's disease.
• Down syndrome and Alzheimer's.
The connection between Down syndrome and Alzheimer's disease is complex. Studies of the brains of people with Down syndrome reveal that, by the age of 40, almost all develop the brain changes characteristic of Alzheimer's disease.
• Down syndrome and health.
If your child has Down syndrome, there is a good chance that they will have a normal life span. In the past, many babies with Down syndrome died from congenital heart defects. Many of these can now be corrected with surgery.
• Down syndrome and health.
If your child has Down syndrome, there is a good chance that they will have a normal life span. In the past, many babies with Down syndrome died from congenital heart defects. Many of these can now be corrected with surger

COMMON EMOTIONAL PROBLEMS
Emotional Problems in Children
By R. Elizabeth C. Kitchen, eHow Contributor
Emotional problems in children have become more widely recognized. A child's emotional problem can become a chronic problem if it's not attended to properly and in a timely manner. Many adult emotional problems can also affect children, but these problems may not be as easily recognized in children. Some emotional problems in children can be treated quite easily, but some require long-term care that can be complicated.
Childhood Bipolar Disorder
1. Childhood bipolar disorder is an emotional problem that can affect children. This childhood emotional problem can be hard to diagnose, because its symptoms are also symptoms of many other childhood emotional problems. Common symptoms include mood swings, irritability, episodes of extreme happiness and episodes of severe depression. Childhood bipolar disorder is a serious condition and should be treated as such. Treatment most often includes a combination of medication (sometimes more than one) and behavior therapy (teaching the child how to handle certain situations better).
Childhood Depression
2. Childhood depression is an emotional problem that can affect children. This childhood emotional problem is considered serious, but it can be difficult to diagnose because its symptoms are not unique. Common symptoms include irritability, fatigue, hopelessness, social withdrawal and poor performance in school. Childhood depression is most often treated with medication and behavior therapy.
Autism
3. Autism is an emotional problem that can affect children. This childhood emotional problem is often serious and consists of three distinctive behaviors. These autism behaviors include trouble interacting socially, obsessive and competitive behavior and difficulty with nonverbal and verbal communication. Medications (often more than one) and behavioral and educational therapies and interventions are used to treat autism. Family counseling is also used to help families learn about autistic children and to help them cope.
Childhood Schizophrenia
4. Childhood schizophrenia is an emotional problem that can affect children. This emotional disorder often affects a child's ability to develop normal social, educational and emotional skills and habits. Children with emotional disorder often have difficulty performing daily tasks, think and act irrationally and have delusions and hallucinations. Childhood schizophrenia is most often treated with a variety of treatments including medications (most often antipsychotics) and psychotherapy (teaches the child to cope with the illness and its challenges).
Tourette Syndrome
5. Tourette syndrome is an emotional problem that can affect children. This emotional problem is also considered a neurological disorder. Tourette syndrome is characterized by stereotyped and repetitive vocalizations and involuntary movements referred to as tics. Tourette syndrome is most often treated with a combination of medication and psychotherapy.



Emotion is a complex mental experience involving body and mind. It implies a state of being exited, stirred up and disturbed in one way or another. It is different from ordinary feeling. Emotion is a feeling but not vice versa. Feeling is more localized while emotion is more intense. It is with all humans and animals too. Age is not a factor for emotional disturbance. It is noteworthy that emotional variations can be seen in children from birth itself. Some parents are not aware of the related problems as follows at various stages of growth.
During infancy stage:
At this stage, since the emotions are based on instincts of the growing organism, the emotional responding may not be meaningful. Emotional problems are mostly biological hunger, thirst and fear which can be compensated or subsided by the mother through proper care extended to the child.
During early childhood:
During this stage, problems arise on account of emotional inconveniences as follows.
i) Dominance of unpleasant hazards like anger, jealousy and fear with a little amount of pleasant emotions. This imbalance distorts the outlook of the child on life with pessimism making the child feel the environment unpleasing. The child develops such unpleasant temperament resulting in gloomy facial expressions.
ii) Inability to establish an emotional tie up with significant persons, especially the mother and other family members due to some reason or other. Lack of attachment with mother and absence of cordial relationship with others depress the child without the related pleasure involved. Also lack of affection from others makes the child self bound and have no emotional exchange with others.
iii) Too much affection or over dependence on a single person, probably the mother, makes the child often unsecured and anxious which give the child detachment from peers.
iv) Failure to have attachments to animate or inanimate objects enhances unnecessary anxiety in new situations.
During late childhood:
During this stage, some problems become a little intense and a few new problems starting as listed below.
i) At this period, the children are considered immature when compared with the age-mates and adults in times of unacceptable emotional expressions such as anger, fear and jealousy.
ii) Lack of mind adjustments with and by the peer group.
Iii) Emotional distress and frustration affect effective learning at school. Many teachers fail to convince and guide properly.
iv) Intense, long duration and recurring emotions affect health.
Duties of the parents:
It is the duty of the parents that the age-wise need based problems of the child are understood and measures taken for solving them by giving due recognition to the individuality. The ambitions of the child should be taken into account for proper treatment. Attachment with love and affection reduce the emotions of the child.

SOCIAL PROBLEMS
Social competence deficits and peer rejection
Many children experience difficulties getting along with peers at some point during their youth. Sometimes these problems are short-lived and for some children the effects of being left out or teased by classmates are transitory. For other children, however, being ignored or rejected by peers may be a lasting problem that has lifelong consequences, such as a dislike for school, poor self-esteem, social withdrawal, and difficulties with adult relationships.
Considerable research has been undertaken to try to understand why some children experience serious and long-lasting difficulties in the area of peer relations. To explore factors leading to peer difficulties, researchers typically employ the sociometric method to identify children who are or are not successful with peers. In this method, children in a classroom or a group are asked to list the children they like most and those whom they like least. Children who receive many positive ("like most") nominations and few negative ("like least") nominations are classified as "popular." Those who receive few positive and few negative nominations are designated "neglected," and those who receive few positive and many negative nominations are classified as "rejected."
Evidence compiled from studies using child interviews, direct observations, and teacher ratings all suggest that popular children exhibit high levels of social competence. They are friendly and cooperative and engage readily in conversation. Peers describe them as helpful, nice, understanding, attractive, and good at games. Popular and socially competent children are able to consider the perspectives of others, can sustain their attention to the play task, and are able to remain self-controlled in situations involving conflict. They are agreeable and have good problem-solving skills. Socially competent children are also sensitive to the nuances of "play etiquette." They enter a group using diplomatic strategies, such as commenting upon the ongoing activity and asking permission to join in. They uphold standards of equity and show good sportsmanship, making them good companions and enjoyable play partners.
Children who have problems making friends, those who are either "neglected" or "rejected" by their peers, often show deficits in social skills. One of the most common reasons for friendship problems is behavior that annoys other children. Children, like adults, do not like behavior that is bossy, self-centered, or disruptive. It is simply not fun to play with someone who does not share or does not follow the rules. Sometimes children who have learning problems or attention problems can have trouble making friends, because they find it hard to understand and follow the rules of games. Children who get angry easily and lose their temper when things do not go their way can also have a hard time getting along with others. Children who are rejected by peers often have difficulties focusing their attention and controlling their behavior. They may show high rates of noncompliance, interference with others, or aggression (teasing or fighting). Peers often describe rejected classmates as disruptive, short-tempered, unattractive, and likely to brag, to start fights, and to get in trouble with the teacher.
Not all aggressive children are rejected by their peers. Children are particularly likely to become rejected if they show a wide range of conduct problems, including disruptive, hyperactive, and disagreeable behaviors in addition to physical aggression. Socially competent children who are aggressive tend to use aggression in a way that is accepted by peers (e.g., fighting back when provoked), whereas the aggressive acts of rejected children include tantrums , verbal insults, cheating, or tattling. In addition, aggressive children are more likely to be rejected if they are hyperactive, immature, and lacking in positive social skills.
Children can also have friendship problems because they are very shy and feel uncomfortable and unsure of themselves around others. Sometimes children are ignored or teased by classmates because there is something "different" about them that sets them apart from other children. When children are shy in the classroom and ignored by children, becoming classified as "neglected," it does not necessarily indicate deficits in social competence. Many neglected children have friendships outside the classroom setting, and their neglected status is simply a reflection of their quiet attitude and low profile in the classroom.
Developmentally, peer neglect is not a very stable classification, and many neglected children develop more confidence as they move into classrooms with more familiar or more compatible peers. However, some shy children are highly anxious socially and uncomfortable around peers in many situations. Shy, passive children who are actively disliked and rejected by classmates often become teased and victimized. These children often do have deficits in core areas of social competence that have a negative impact on their social development. For example, many are emotionally dependent on adults and immature in their social behavior. They may be inattentive, moody, depressed, or emotionally volatile, making it difficult for them to sustain positive play interactions with others.
The long-term consequences of sustained peer rejection can be quite serious. Often, deficits in social competence and peer rejection coincide with other emotional and behavioral problems, including attention deficits, aggression, and depression. The importance of social competence and satisfying social relations is life-long. Studies of adults have revealed that friendship is a critical source of social support that protects against the negative effects of life stress. People with few friends are at elevated risk for depression and anxiety.
Childhood peer rejection predicts a variety of difficulties in later life, including school problems, mental health disorders, and antisocial behavior . In fact, in one study, peer rejection proved to be a more sensitive predictor of later mental health problems than school records, achievement, intelligence quotient (IQ) scores, or teacher ratings.
It appears, then, that positive peer relations play an important role in supporting the process of healthy social and emotional development. Problematic peer relations are associated with both present and future maladjustment of children and warrant serious attention from parents and professionals working with children. When assessing the possible factors contributing to a child's social difficulties and when planning remedial interventions, it is important to understand developmental processes associated with social competence and peer relations.
Developmental changes and social competence
The key markers of social competence listed in the previous section are consistent across the developmental periods of the preschool years, middle childhood, and adolescence. Across these developmental periods, prosocial skills (friendly, cooperative, helpful behaviors) and self-control skills (anger management, negotiation skills, problem-solving skills) are key facets of social competence. In addition, however, developmental changes occur in the structure and quality of peer interactions that affect the complexity of skills contributing to social competence. That is, as children grow, their preferences for play change, and the thinking skills and language skills that provide a foundation for social competence also change. Hence, the kinds of interactions that children have with peers change qualitatively and quantitatively with development.
Preschool
During the preschool years, social competence involves the ability to separate from parents and engage with peers in shared play activities, particularly fantasy play. As preschool children are just learning to coordinate their social behavior, their interactions are often short and marked by frequent squabbles, and friendships are less stable than at later developmental stages. In addition, physical rough-and-tumble play is common, particularly among boys. During the preschool and early grade school years, children are primarily focused on group acceptance and having companions with whom they can play.
School age
By grade school, children begin to develop an interest in sports , structured board games, and group games with complex sets of rules. Being able to understand and follow game rules and being able to handle competition in appropriate ways (e.g., being a good sport) become important skills for social competence. Children play primarily in same-sex groups of friends and expect more stability in their friendships. Loyalty and dependability become important qualities of good friends.
During the middle to late grade school years, children begin to distinguish "regular" friends from "best" friends. The establishment of close, best friendships is an important developmental milestone. That is, in addition to gaining acceptance from a group of peers, one of the hallmarks of social competence is the ability to form and maintain satisfying close friendships.
During the preadolescent and early adolescent years, communication (including sending notes, calling on the phone, and "hanging out") becomes a major focus for peer interactions. Increasingly, social competence involves the willingness and ability to share thoughts and feelings with one another, especially for girls. When adolescent friends squabble, their conflicts typically center on issues such as gossiping, disclosing secrets, or loyalty and perceived betrayal. It is at this stage that friends and romantic partners consistently rival parents as the primary sources of intimacy and social support.
Many of the positive characteristics that promote popularity (such as cooperativeness, friendliness, and consideration for others) also assist children in developing and maintaining friendships. Friendships emerge when children share similar activities and interests and, in addition, when they develop a positive and mutual bond between them. Group acceptance and close friendships follow different timetables and serve different developmental functions, with the need for group acceptance emerging during the early grade school years and filling a need for belonging and the need for close friends emerging in preadolescence to meet newfound needs for affection, alliance, and intimacy outside the family . Key features of close friendships are reciprocity and similarity, mutual intimacy, and social support.
Common problems
Many children who are rejected by peers have lower self-esteem, feel lonelier, and are more dissatisfied with their social situations than are average or popular children. These feelings can cause them to give up and avoid social situations, which can in turn exacerbate their peer problems. Interestingly, not all rejected children feel badly about their social difficulties. Studies have shown that aggressive-rejected children, who tend to blame outside factors for their peer problems, are less likely to express distress than withdrawn-rejected children, who often attribute their problems to themselves.
Assessing social competence
There is an important difference between not being "popular" and having friendship problems. Some children are outgoing and have many friends. Other children are quite content with just a good friend or two. Either one of these friendship patterns is healthy. Distinguishing normal friendship problems from problem peer relations that signal serious deficits in social competence is an important goal of assessment . There are several key signs that a child's peer difficulties may be more serious and long-lasting rather than temporary. First, the nature of the child's social behavior is important. If children behave aggressively with peers, act bossy and domineering, or are disruptive and impulsive at school, they are more likely to have long-lasting peer difficulties than are children who are simply shy. Children who display aggressive or disruptive behavior often have many discouraging experiences at school, including discipline problems and learning difficulties, as well as poor peer relations. School adjustment can be a downhill slide for these children as teachers may get discouraged and peers may be angered by their behaviors. Peers may attempt to "get back" at these children by teasing, which only increases the frustrations and helplessness experienced by aggressive, disruptive children.
Second, children who are actively disliked, teased, or ostracized by peers are at more risk than children who are simply ignored. It is not necessary for a child to be popular in order for that child to gain the advantages of peer support. When children are ignored by peers and are neither disliked nor liked, teachers and parents can take steps to foster friendship development and peer support. When children are actively disliked by peers and the victims of teasing or ostracism, the task is harder for parents and teachers and the likelihood of the child reestablishing positive peer relations without help decreases.
Third, the stability and timing of peer problems should be considered. It is not unusual for children to experience short-term social difficulties when they are moving into new peer situations, such as a new school or a new classroom. Peer problems may also emerge if children are distressed about other changes in their lives, such as a reaction to parental conflict or the birth of a sibling. When peer problems emerge at a time that corresponds to other family or situational changes, they may serve as signals to let parents and teachers know that the child needs extra support at that time. When peer problems have been stable and have existed for a long time, more extensive intervention focused on improving peer relations may be needed.
A variety of methods are available for the assessment of social competence. When choosing a particular assessment strategy, it is important to consider the nature of a particular child's problem. Some children have difficulty with all types of social relationships, while others do well in their neighborhoods or in one-on-one friendships but experience problems with the peer group at school. When problems occur in the school setting, teachers and other school personnel who have opportunities to see children interacting in several peer group situations (such as the classroom, playground, and lunchroom) are often the best first step in assessment. Teachers can often provide information about how children treat and are treated by peers and can also offer opinions about how typical or unusual a child's peer problems are relative to others of the same age. Teacher assessments can include behavioral checklists and rating scales and direct observations of specific social behaviors.
Similarly, parents can provide information about children's social competence. Parents can help to identify problem behaviors such as aggression, withdrawal, and noncompliance that may interfere with social skills. In addition, parents are usually more aware than teachers of their children's social activities outside of school, such as their participation in sports, clubs, or hobbies.
Because they do not have access to the full range of situations in which children interact, however, teachers and parents may not always be the best source of information on children's peer problems. In some cases, it is most helpful to get information directly from peers themselves. One method of obtaining such information is the use of sociometric ratings and nominations. With these procedures, all of the children in a classroom are asked to rate how much they like to play with or spend time with each of their classmates. In addition, they nominate specific peers whom they particularly like or dislike, and they may be asked to identify peers who exhibit particular behavioral characteristics (e.g., nice, aggressive, shy, etc.). The sociometric method, although cumbersome to administer, identifies children who are popular, rejected, and neglected by their peers more accurately than parent or teacher reports and provides useful information about the reasons for peer dislike.
A third approach to assessment of social competence involves children's self-reports. Although input from parents, teachers, and peers can provide valuable insight into children's social behavior and their status within the peer group, information regarding children's thoughts, feelings, and perceptions of their social situations can be obtained only by asking the children themselves. Depending upon the age of the child, information about social competence can be obtained through the use of questionnaires and rating scales that measure children's self-perceptions of their peer relations, the use of stories and hypothetical social situations to elicit information about the child's social reasoning, or simply talking with children to determine their perspectives on their social situations.
Because children may have different experiences in different kinds of peer settings and because no one particular method of assessment is entirely reliable or complete, it is desirable to use a variety of sources when attempting to assess children's social competence. Teacher, parent, peer, and self-reports may yield distinct but complementary information, so by gathering multiple perspectives a more complete picture of a child's social strengths and weaknesses can be obtained.
Interventions to promote social competence
Different strategies may be needed to help children develop social competencies and establish positive peer relations depending on the age of the child and the type of peer problem being experienced. Different children have different needs when it comes to helping them get along better with others and making friends. The age of the child, the kinds of behaviors that are part of the problem, and the reasons for the friendship problem may all affect the helping strategy.
One strategy involves social skill training. Observations have revealed that children who are well liked by peers typically show helpful, courteous, and considerate behavior. The purpose of social skill training is to help unpopular children learn to treat their peers in positive ways. The specific skills taught in different programs vary depending upon the age and type of child involved. Commonly taught skills include helping, sharing, and cooperation. Often children are taught how to enter a group, how to be a good group participant, how to be a fair player (e.g., following rules, taking turns), and how to have a conversation with peers. The skills might also include anger management, negotiation, and conflict resolution skills. Problem-solving skills (e.g., identifying the problem, considering alternative solutions, choosing a solution, and making a plan) are often included in social skill training programs. Sometimes social skill training is done individually with children, but often it is done in a small group. A particular skill concept is discussed, and children may watch a short film or hear a story that illustrates the usefulness of the skill. They then have the opportunity to practice the skill during activities or role-plays with other children in the group. A trained group leader helps guide the children in their use of the skill and provides support and positive feedback to help children become more natural and spontaneous in socially skillful behavior.
Another intervention strategy focuses on helping children who are having trouble getting along with others because of angry, aggressive, or bossy behavior. It can be difficult to suppress aggressive and disruptive behaviors in peer settings for several reasons. For one thing, these behaviors often "work" in the sense that they can be instrumental in achieving desired goals. By complaining loudly, hitting, or otherwise using force or noise, children may be able to get access to a toy they want, or they may be able to get peers to stop doing something obnoxious to them. In this type of situation, an adult's expressed disapproval may suppress the behavior, but the behavior is likely to emerge again in situations where an adult supervisor is not present. Often contracts and point systems are used to suppress aggressive behavior and bossiness; however, positive skill training must be used in conjunction with behavior management in order to provide the child with alternative skills to use in situations requiring negotiations with peers. Often parents are included in programs to help children develop better anger management skills and to help children reduce fighting. Trained counselors, educators, or psychologists work with parents to help them find positive discipline strategies and positive communication skills to promote child anger management and conflict resolution skills.
A third helping strategy focuses on finding a good social "niche" for the child. Large, unstructured peer group settings (such as recess) are particularly difficult situations for many of the children who have peer problems. These children need a structured, smaller peer interaction setting in which an adult's support is available to guide positive peer interaction. Finding a good social niche for some children can be a difficult task, but an important one. Sometimes a teacher can organize cooperative learning groups that help an isolated child make friends in the classroom. Sometimes parents can help by inviting potential friends over to play or by getting their child involved in a social activity outside of school that is rewarding (such as a church group, a sports group, or a scouting club). Providing positive opportunities for friendship development is important, as it provides children with an appropriate and positive learning environment for the development of social competence

SAMPLE GUIDANCE PROGRAM (ECED 13)

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Small Group Counseling Module
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Missouri Comprehensive Guidance Programs: Linking School Success With Life Success
COMPREHENSIVE GUIDANCE PROGRAM
RESPONSIVE SERVICES:
SMALL GROUP COUNSELING MODULE
A Professional School Counselor’s Guide to
Planning, Implementing & Evaluating
School-Based Counseling Groups
DEVELOPED BY PROFESSIONAL SCHOOL COUNSELORS
FOR PROFESSIONAL SCHOOL COUNSELORS
WITH SUPPORT FROM
THE MISSOURI DEPARTMENT OF ELEMENTARY & SECONDARY
EDUCATION
&
THE MISSOURI CENTER FOR CAREER EDUCATION
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Linking School Success With Life Success
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Small Group Counseling Module
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Missouri Comprehensive Guidance Programs: Linking School Success With Life Success
MISSOURI COMPREHENSIVE GUIDANCE PROGRAM
RESPONSIVE SERVICES COMPONENT:
SMALL GROUP COUNSELING MODULE
TABLE OF CONTENTS
16HIntroduction ……………………………………………………………………………….………….. 3
17HPart 1: Overview ....................................................................................................................... 4
18HPart 2: Review .......................................................................................................................... 5
19HPart 3: Organizing ..................................................................................................................... 9
20HDocuments for Small Group Counseling Module: ................................................................... 12
21HDocument 1: Small Group Counseling: Information for School Personnel ......................................... 13
2HDocument 2: Small Group Counseling: Needs Assessment/Student Referral Forms (Samples) ......... 15
23HDocument 3: Small Group Counseling: Assessment of Students’ Perceived Needs ........................... 18
24HDocument 4: Small Group Counseling: Student Behavior Rating Form ............................................. 19
25HDocument 5: Small Group Counseling: Action Plan Template ........................................................... 20
26HDocument 6: Small Group Counseling: Screening/Selection Procedures .......................................... 21
27HDocument 7: Small Group Counseling: Informed Consent Forms ...................................................... 24
28HDocument 8: Small Group Counseling: Guidelines/Ground Rules. .................................................... 26
29HDocument 9: Small Group Counseling: Student Passes (samples) .................................................... 27
30HDocument 10: Small Group Counseling: Unit Template ...................................................................... 30
31HDocument 11: Small Group Counseling: Group Session Template ..................................................... 31
32HDocument 12: Small Group Counseling: Group Session Follow-up Form .......................................... 32
3HDocument 13: Small Group Counseling: Student Post-Group Follow-Up Interview Form .................... 33
34HDocument 14: Small Group Counseling: Teacher Pre/Post-Group Perception Form (2 Samples) ......... 34
35HDocument 15: Small Group Counseling: Parent/Guardian Post-Group Perception Form ..................... 36
36HDocument 16: Small Group Counseling: Student Post-Group Perception Form ................................. 38
37HPart 4: Small Group Counseling: Resources ...................................................................... 40
38HPart 5: Small Group Counseling: Sample Units and Sessions ........................................... 42
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MISSOURI COMPREHENSIVE GUIDANCE PROGRAM
RESPONSIVE SERVICES: SMALL GROUP COUNSELING MODULE
Introduction
The content of the Missouri Comprehensive Guidance Program (MCGP) is based on the Comprehensive
Guidance Curriculum Framework which includes Personal/Social Development, Academic Development
and Career Development. The framework guides all program activities and follows the premise that
student competency in the strands strengthens student achievement. Learning in these strands
complements learning in other core curriculum areas.
The MCGP Responsive Services Component provides direction for responding to needs within the
school community. Those needs include school, community, state, or national crisis/emergency
situations as well as individual circumstances that require a response. Professional School Counselors
(PSCs) may work with students as a part of the district’s emergency management plan. PSCs may work
with students individually or in groups. In some situations, it may be necessary for an individual student
to be referred for outside counseling.
The following Responsive Services modules are available: Individual Counseling, Small Group
Counseling, School-Wide Emergency Management; and Referral Policies, Processes, and Procedures.
All materials are available via the DESE Missouri Comprehensive Guidance eLearning Center on the
Missouri Center for Career Education (MCCE) website.
(39Hhttp://missouricareereducation.org/curr/cmd/guidanceplacementG/elearning/)
► Part 1: 40HOverview of the Module for School-based Small Group Work: An explanation of how
small group counseling fits within the Responsive Services Component of Missouri
Comprehensive Guidance Program (MCGP).
► Part 2: 41HReview of School Based Small Group Work: Key factors to consider when working with
students in small groups.
► Part 3: 42HOrganizing the Small Group Counseling Experience: A step-by-step guide to planning,
implementing, and evaluating small groups. Included are forms, documents, and
informational materials to assist in the implementation of each step.
► Part 4: 43HSmall Group Counseling Resources. This section contains print and electronic materials
for facilitating small groups.
► Part 5: 4HSample Small Group Counseling Units and Sessions: Examples of topic-specific small
group counseling strategies. The sample Units and Sessions provide structured small
group counseling experiences addressing 15 topics of relevance to K-12 students in the
three strands of the Comprehensive Guidance Program: Personal/Social, Academic and
Career Development: The following table lists the units and sessions available for each
level.
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The Missouri Comprehensive Guidance Program
Responsive Services: Small Group Counseling
PART 1: OVERVIEW
The Responsive Services Component of the MCGP provides for targeted assistance for those students
who are not achieving their potential. Working with students in small groups is one strategy for helping
students become more successful. Students who will benefit from working with the Professional School
Counselor (PSC) in small groups may come to the attention of the PSC through observations during
classroom guidance activities, self-referral, or referral by parents, teachers, and peers.
Small group counseling units and sessions address topics related to personal/social, academic and
career development. The ultimate goal of small group counseling is to provide students with the
opportunity to learn more about and work through such things as interpersonal issues, to develop
strategies and skills to positively impact their school achievement and to increase appropriate social
interaction skills.
Table 1: Topics of Sample Small Counseling Group Units and Sessions
STRAND:PERSONAL AND SOCIAL DEVELOPMENT
Units/Sessions: Personal and Social Development
Pre-K-Grade 2 Grades 3-5 Middle School (6-8) High School (9-12)
Anger Management Anger Management Anger Management Anger Management
Family Changes Family Changes Loss/Grief/Divorce Grief
Conflict Resolution Conflict Resolution Healthy Relationships
Self Control Self Control
Grief Grief
Friendship Friendship
STRAND: ACADEMIC DEVELOPMENT
Units/Sessions: Academic Development
Pre-K-Grade 2 Grades 3-5 Middle School (6-8) High School (9-12)
Study Skills Study Skills Study Skills/Organization Tools for Success
Homework New Student
STRAND: CAREER DEVELOPMENT
Units/Sessions: Career Development
Pre-K-Grade 2 Grades 3-5 Middle School (6-8) High School (9-12)
Self-Esteem Self-Esteem Career/Transition Personal Planning
Senior Decision Time
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MISSOURI COMPREHENSIVE GUIDANCE PROGRAM
RESPONSIVE SERVICES: SMALL GROUP COUNSELING MODULE
PART 2: REVIEW
Types of Groups: ASGW WEBSITE
The Association for Specialists in Group Work (ASGW) has defined four types of groups:
Task Groups: application of group strategies that promote the accomplishment of group tasks and
goals, e.g., curriculum development, developing individual educational or social learning plans.
Psycho-educational Groups: application of group strategies that promote typical growth and/or
prevent/remediate transitory difficulties in personal/social, academic, career development
Counseling Groups: application of group strategies to address problems of living that arise in the
lives of students
Psychotherapy Groups: application of group strategies to address consistent patterns of
dysfunctional behaviors and/or distortions.
Psycho-educational and Counseling Groups are the types of groups addressed by the Responsive
Services Small Group Counseling Module.
Format Considerations for School-Based Groups
Structured vs. Unstructured Groups:
Small groups may be structured or unstructured. School-based groups usually follow a structured
format; the 45Hunits/sessions in Part 4 of the Small Group Counseling Module provide samples of
structured groups.
Structured groups are time-limited. They are scheduled for a specified number of sessions, focus
on a single topic, follow a pre-established agenda, and membership is closed. The structure is
pre-set; students provide the content based on their experiences with the topic and the changes
they wish to make in their lives.
Unstructured groups may or may not have a pre-set topic or agenda; the counselor applies a broad
range of techniques to facilitate the process of the group. The groups are usually on-going with
no set begin/end date and membership is open. Unstructured groups require advanced group
leadership skills.
Number of Sessions/Length of Sessions/Scheduling:
The number, length and scheduling of small group counseling sessions will be determined by the
parameters of the school setting. In general, the following guidelines will apply:
Number of sessions:
Typically six to eight
Length of sessions will depend upon:
Developmental level/attention span of participants
Schedule of the school
Flexibility of students’ schedules
Factors to consider when scheduling groups
Consult with classroom teachers to establish times for groups
Avoid recess/lunch times if possible (all students need unstructured-time and exercise)
Rotate meeting times so that students do not miss the same subject every time
Note: The following section serves as a reminder of the elements of school-based small group
counseling. Refer to the group work textbooks you used in your counselor education program for
more detailed information. In addition, you are encouraged to read current small group counseling
literature (see0H Part 4: Resources).
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Group Composition:
46HGroup composition refers to the number and characteristics of participants.
Heterogeneous groups:
Participants have different needs/problems
Develop more slowly and tend to be less cohesive
Homogeneous groups
Participants have same or similar needs/problems
Develop more quickly and tend to be more cohesive
Group Size
Recommended group size ranges from 6-10 participants
Structure/Composition of School-Based Groups:
The structure and composition of school-based groups will be determined by the needs of students;
however most school-based small groups are:
Structured in nature (pre-set structure/strategies designed to address a specific topic)
Homogeneous in terms of participant issues
Homogeneous with respect to the ability to participate in the task and goals of the group
Heterogeneous in terms of personal characteristics
General Guidelines
Screening and Selection of Group Members:
Screening of members is essential
Some students are not ready/able/willing to adhere to the norms/expectations of group work
Seek alternative interventions to meet the needs of students who are not selected
Strive for:
Role Models: each group has at least one positive role model
Age difference: no more than two years difference in ages
Diversity: include students who have different backgrounds and perspectives
Gender: include both sexes unless topic or developmental levels indicate same-sex group would
be more effective
Compatibility: seek participants who are willing to work with others
Avoid:
Placing siblings or close relatives in the same group
*Selecting students with behavioral histories that could interfere with the group’s benefits to
other members, e.g., extreme aggression or extreme shyness, deep hostility or
destructiveness
*Selecting students who have experienced recent trauma or crisis (unless the trauma or crisis is
the focus of the group)
*These students’ needs should be met by another type of intervention
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Group Dynamics: The Stages
Groups have a life of their own, but the stages of a group are predictable.
Stage 1 Getting acquainted/setting norms/building trust: Participants find their places and grow to
trust themselves, each other and the leader. Psychological safety and connections are two keys
to building trust. Conflict may precede trust, which may be demonstrated by “acting-out” or testing
the leader as part of the process in the first stage. Stage 1 is sometimes called the
“Storming/Norming Stage.”
Stage 2 Working together to accomplish individual and group goals. Two keys to accomplishing
goals are valuing self and others, and believing the group will make a difference. Cohesiveness
and productivity have been established. Stage 2 is sometimes called the “Performing Stage.”
Stage 3 Ending the Group: Closure is attained by reflecting on individual and group
accomplishments. Plans for future growth are enhanced by projecting independent application of
knowledge and skills gained as well as identifying supports to sustain changes. Stage 3 is
sometimes called the “Mourning Stage” because the group members mourn the loss of the group.
The PSC’s leadership responsibilities include:
Facilitating group progress from stage to stage
Understanding the importance of each stage of group development
Protecting and promoting group members’ psychological safety, privacy, and trust
Group Dynamics: Group Norms
There are two types of expectations regarding the interaction of the members and the leader:
Explicit: leader, with members, define specific rules and guidelines
Implicit: unwritten rules or patterns that develop into expectations
The PSC’s leadership responsibility includes:
Acting as the reinforcing agent charged with setting up and maintaining group norms
Modeling group norms
Conducting the Sessions
The PSC’s leadership responsibilities include:
Attending to what’s happening within the group both overtly and covertly
Processing activities and interpersonal interactions
Modeling behaviors
The First Session:
This is the most important session, when group members either “buy-in” or “opt-out”.
The PSC’s leadership responsibilities include:
Developing mutual understanding of confidentiality: group members understand that
confidentiality cannot be guaranteed, even though it is an expectation
Reviewing the purpose and individual goals of the group
Helping group members determine changes they want to create in their lives
Encouraging dialogue among group members
Discussing voluntary participation, policies and procedures
Ensuring individual group members gain knowledge, skills and strategies: connection with
peers, identifying with the issue, and a sense of belonging
Establishing the expectation that group members will be completing homework outside of the
group setting
Processing the experience: What was group like for you? What did you learn about yourself?
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The Middle Sessions:
The trust and safety of group members is maintained.
The PSC’s leadership responsibilities include:
Reviewing confidentiality and ground rules
Checking-in with each group member
Introducing each session’s purpose
Relating new content to past content and improvements group members are experiencing
Processing session and work for next session
Preparing for end-of-group issues
The Last Session:
Group members decide how to apply the skills and information they have learned during the group
process.
The PSC’s leadership responsibilities include:
Reviewing confidentiality: Reinforce that it must continue after the group ends
Resisting the temptation to continue group sessions
Planning time to process: Make a plan for continuation of newly learned skills
Saying good-bye to group members: Plan carefully for processing because there may be a
temptation to minimize the importance of this process. Remember that, even though group members
will continue to see each other, they are saying good-bye to the dynamic that made the group
meaningful for them.
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MISSOURI COMPREHENSIVE GUIDANCE PROGRAM
RESPONSIVE SERVICES: SMALL GROUP COUNSELING MODULE
PART 3: ORGANIZING
This section of the Small Group Counseling Module provides steps for planning, implementing, and
evaluating small group experiences for students at all levels. Sample documents are included. It is
important to modify these documents to meet the needs and policies of your district.
The following steps will be helpful when organizing for small group work:
STEP 1. Conduct Survey to Assess Small Group Counseling Needs and Identify Potential
Group Members: The purpose of a needs assessment is to determine group topics that will
benefit students. Three kinds of surveys will help identify group topics:
1. Teacher/staff surveys to assess their perceptions of student needs
2. Student surveys to assess perceptions of their needs
3. The Missouri Comprehensive Guidance Program (MCGP) Needs Assessment (See
MCGP Manual).
When needs have been identified, teachers and other school staff are surveyed to identify
students who would benefit from participating in the groups. These hyperlinked documents will
assist you in the small group membership selection process.
47HDocument 1: Small Group Counseling: Information for School Personnel
48HDocument 2: Small Group Counseling: Needs Assessment/Student Referral Forms
49HDocument 3: Small Group Counseling: Assessment of Students’ Perceived Needs
50HDocument 4: Small Group Counseling Student Behavior Rating Form
STEP 2. Develop Topic-Specific Small Group Counseling Action Plan: Develop a small group
action plan for each group. The Action Plan includes detailed information concerning the group:
description, purpose, rationale, objectives, logistics, risks and safety issues, implementation
procedures, and evaluation. The Action Plan puts in writing the subtle considerations of the
specific group; the PSC uses the plan to guide development and/or selection of units and
sessions. The Action Plan is also an informational document for supervisors and others who may
have questions about school-based small group counseling.
51H Document 5: Small Group Counseling Action Plan Template
STEP 3. Publicity: Disseminate information about the small groups to various audiences (e.g.,
teachers, administrators, parents, counselors, students, custodians, bus drivers, school nurse).
Methods of communication may include daily announcements, flyers, newsletters, personal
invitations, e-mails, and/or website postings. Information and forms may also be distributed and
completed at faculty meetings, made available in teacher workroom, faculty lounges, placed in
teacher mailboxes, or placed on the district website. See links in Step 1.
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STEP 4. Conduct Pre-Group Interview/Screening: This process informs the student of the
purpose of small group counseling, assesses the student’s readiness and level of interest in
group participation and helps determine group membership. Pre-group screening interviews are
critical and should be conducted on an individual basis.
The purposes of the group screening process include:
• Informing students about the group
o Describe the group.
o Tell students what they may gain from being in the group.
o Tell students about group expectations, including participation and confidentiality.
o Inform students of alternatives if they are not selected for the group
• Gauging students’ level of interest and commitment
o Ask students if they are willing to follow expectations and ground rules.
o Ask students to rate their level of interest.
• Selecting participants
o Is the student a willing participant?
o Hypothesize whether the student will be satisfied with
􀂃 Group focus as it relates to personal needs and goals
􀂃 Other members of the group
􀂃 The process of working in a group
STEP 5. Select Group Members: The screening interview leads to the selection of participants.
This step aids in predicting the effectiveness of a small group counseling experiences for all
members. There may be pressure to select a particular student for a group, however, the decision
to involve students in any group is at the discretion of the PSC and should be based on the
student’s readiness. Offer other services to students who are not selected.
52HDocument 6: Small Group Counseling Screening/Selection Procedures
STEP 6. Obtain Informed Consent: Although local policy will determine the level of informed
consent and when it occurs; it is ethical professional practice to obtain informed consent for all
participants in a group. While parental consent is required for minors, it is expected that PSCs
obtain student assent as well.
The informed consent step may occur prior to screening interviews. The consent form should
provide specific information about the small group so that the student/parent/guardian can make
an informed decision about whether or not to participate. Professional school counselors are
ethically required to maintain current knowledge about state/national legislation, local school
board policy, and the American Counseling Association (53HACA), the American School Counselor
Association (54HASCA) and Association for Specialists in Group Work (5HASGW) Ethical Standards for
legal and ethical guidelines.
56HDocument 7: Small Group Counseling Informed Consent Forms
57HDocument 8: Small Group Counseling: Participant Guidelines/Ground Rules
STEP 7. Collect Pre-Group Data: Planning ahead for data collection is critical. Before the group
begins, determine the data to collect. Data may be objective (e.g., grades, attendance, office
referrals) and/or subjective (e.g., observations, parental reports, student interviews). Data
collection allows the PSC to design group sessions based on the needs of group members and
also provides information for results-based evaluation. (For more information on data collection
see: The Missouri Comprehensive Guidance Program Manual)
58HDocument 4: Small Group Counseling Student Behavior Rating Form
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STEP 8. Conduct Sessions:
59HDocument 8: Small Group Counseling: Participant Guidelines/Ground Rules
60HDocument 9: Small Group Counseling Student Hall Passes (3 samples)
61HDocument 10: Small Group Counseling Unit Template
62HDocument 11: Small Group Counseling Group Session Template
63HDocument 12: Small Group Counseling Group Session Teacher/Parent/Guardian Follow-Up
64HPart 5 Sample Group Units and Sessions
STEP 9. Collect Post-Group Data: Post-group data, in conjunction with pre-group data, measures
individual and group changes. In order to compare data effectively, it is critical to use identical
pre- and post-group data collection criteria and procedures. For example, if you used 65HDocument
4: Small Group Counseling Student Behavior Rating Form to collect pre-group data, it should be
utilized to collect post-group data as well.
STEP 10. Conduct Post-Group Follow-Up: The follow-up session (4-6 weeks later) encourages
accountability for goals and allows group members the opportunity to share successes and
develop further strategies for working on issues.
6HDocument 13: Small Group Counseling Group Member Post-Group Follow-Up Interview Form
STEP 11. Conduct Evaluation: The evaluation may include a comparison of pre- and post data, as
well as results of the follow-up session and surveys of parent and teacher perceptions of the
effectiveness of the group. The professional school counselor may also use the small group
counseling action plan to evaluate the effectiveness of the unit. A brief report may be useful
when reporting results to teachers, administrators, parents, students, and other stakeholders.
(See The Missouri Comprehensive Guidance Program Manual for information about evaluation
procedures).
67HDocument 14: Small Group Counseling Teacher Pre/Post-Group Perceptions Form
68HDocument 15: Parent/Guardian Post-Group Perceptions
69HDocument 16: Group Member Post-Group Perceptions Feedback Forms
Adapted from Morganett, R. S. (1990) Skills for living: Group counseling activities for young adolescents.
Champaign, IL: Research Press.
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Documents for Small Group Counseling Module
Document 1. 70HInformation for School Personnel
Document 2. 71HNeeds Assessment/Student Referral Forms (3 Samples)
Document 3. 72HAssessment of Students’ Perceived Needs
Document 4. 73H Student Behavior Rating Form
Document 5. 74H Action Plan Template
Document 6. 75HScreening/Selection Procedures
Document 7. 76HInformed Consent Forms
Document 8. 7HParticipant Guidelines/Ground Rules.
Document 9. 78HStudent Passes (3 samples)
Document 10. 79HUnit Template
Document 11. 80HSession Template
Document 12. 81HGroup Session Teacher/Parent/Guardian Follow-Up
Document 13. 82HGroup Member Post-Group Follow-Up Interview Form
Document 14. 83HTeacher Pre/Post-Group Perceptions (2 Samples)
Document 15. 84HParent/Guardian Post-Group Perception
Document 16. 85HGroup Member Post-Group Feedback Forms
NOTE: The documents in this module parallel the documents within each of the small group units. Various
components were developed by different teams of professional school counselors over a period of time, and
editing changes made. Therefore, slight differences may be noticed in similar forms, and slight variations may
occur in titles.
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DOCUMENT 1:
SMALL GROUP COUNSELING: INFORMATION FOR SCHOOL PERSONNEL
To: School Personnel
From: ________________, Professional School Counselor
Re: Small Group Counseling
Date: _________________
Complete and return the attached form to the Guidance and Counseling Office no later than
__________.
Our district’s Comprehensive Guidance Program (CGP) helps all students develop skills in the
areas of personal/social, academic, and career development. For those students who need
additional support, we offer individual and/or small group work.
Small group counseling opportunities are offered throughout the year. The groups help students
remove the barriers to their school success, they support and enhance students’ development of
social skills and support and promote students’ educational achievement. I need your input as I
organize the groups for this year. As you get to know your students and specific needs arise,
small group counseling may meet the unique needs of individual students.
Please review the following information about possible group topics. Complete the attached
86HDocument 2: Small Group Counseling Needs Assessment/Student Referral to identify relevant
group topics and recommend students for participation in specific groups. Fell free to suggest
additional topics that will benefit your students and their school success.
Please note that small group counseling may not be the best way to meet the needs of every
student. The screening process will help determine the appropriateness of small group
counseling for each student.
Possible small group topics:
Family Changes: Intended for students whose barriers to school success include challenges
related to such life events as divorce, death, loss, moving, break-ups, injury, incarceration,
military deployment. Groups will focus on helping students identify thoughts and feelings,
develop coping strategies and identify support systems that exist in their environment.
Healthy Choices: Intended for students whose barriers to school success include challenges
related to personal choices such as eating patterns, exercise, sleep patterns, stress
management, preventing/managing unhealthy behaviors (e.g. self-mutilation, substance abuse).
Groups will focus on identifying triggers, building self-esteem and resilience, and making
healthier, alternative choices.
Note: Document 1 may to be used to: remind school personnel of the scope of the Comprehensive Guidance
Program and provide descriptions of group topics. Please modify the information to fit the needs of your local
district and students. It is suggested that Document 1 and 2HDocument 2: Small Group: Counseling: Needs
Assessment/Student Referral be used together.
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Interpersonal Issues: Intended for students whose barriers to school success include
relationship challenges related to issues such as bullying, harassment, friendship, conflict,
respect for individual and group differences, dating and intimacy, dealing with authority, teen
parenting and leadership. Groups will focus on building skills to help students identify thoughts
and feelings, triggers, make healthy choices, exercise tolerance and develop self-awareness
and self-control.
Intrapersonal Issues: Intended for students whose barriers to school success include inner
challenges related to issues such as anger management, stress, test anxiety, grief, depression,
school phobia, esteem, self-acceptance and identity development (gender, culture, sexuality,
values). Groups will focus on developing resilience/coping skills, self-advocacy skills, stressreduction
techniques and skills to improve self-awareness.
Academic Success: Intended for students whose barriers to school success include
challenges related to academic achievement such as study skills/habits, attendance, decisionmaking,
problem-solving, goal-setting, and transitions/adjustment to new situations. Groups will
focus on problem-solving techniques; steps involved in goal-setting and decision-making; finding
a connection with school; improving study skills, organizational skills and time management;
decreasing test anxiety; and adapting to change.
Career Exploration: Intended for students whose barriers to school success include
challenges relating to knowledge and understanding of the world of work including: awareness
of resources available, aspirations/goal setting, personal planning, work values, selfassessment,
decision-making, transition, communication styles, work readiness, and work
habits. Groups will help students develop awareness of resources and using those resources
now and in the future. Group activities will help students gain skills to enter the world of work
successfully.
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DOCUMENT 2:
SMALL GROUP COUNSELING: NEEDS ASSESSMENT/STUDENT REFERRAL
(SAMPLE 1 OF 3)
Teacher’s Name: _____________________________________________________________
Grade Level/Subject: ________________________ Planning Time _________________
As a part of the Responsive Services component of our Comprehensive Guidance Program, we will begin
organizing small groups.
Please list the names of students you believe would benefit from any of the following groups. Feel free to suggest
additional topics that will meet the needs of specific students. After we have identified group topics and potential
participants, screening for group membership will begin and members will be selected. Some students may not
be ready to participate in small groups; other interventions will be offered for them. The groups will meet in
the Guidance and Counseling Office for approximately six weeks. Thank you for your assistance in serving the
needs of our students.
Topic: Family Changes Topic: Healthy Choices Topic: Interpersonal Issues
Students’ Names: Students’ Names: Students’ Names:
____________________________ ____________________________ __________________________
____________________________ ____________________________ __________________________
____________________________ ____________________________ __________________________
Topic: Intrapersonal Issues Topic: Academic Success Topic: Career Exploration
Students’ Names: Students’ Names: Students’ Names:
____________________________ ____________________________ __________________________
____________________________ ____________________________ __________________________
____________________________ ____________________________ __________________________
Suggested Topic: ____________ Suggested Topic: ____________ Suggested Topic: __________
Students’ Names: Students’ Names: Students’ Names:
____________________________ ____________________________ __________________________
____________________________ ____________________________ __________________________
____________________________ ____________________________ __________________________
“Best” Days/Times for students to be out of your classroom:
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
Note: Document 2 includes three samples of Needs Assessment/Student Referral documents. Any one of the
three may be used in conjunction with 1HDocument 1: Small Group: Information for School Personnel. The
samples provide starting points for you and are intended to be modified to fit the needs of your district. The
needs assessment and referral might be done separately, i. e., conduct a needs assessment to determine
priority topics; when topics are selected, request referrals. This is the first of the three samples.
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DOCUMENT 2:
SMALL GROUP COUNSELING: NEEDS ASSESSMENT/STUDENT REFERRAL
(SAMPLE 2 OF 3)
We (school counselors) are in the process of organizing small counseling groups and we need your
input. Please identify the topics and students who might benefit from participation in the groups. Small
group counseling topics and meeting times will be determined after reviewing the completed forms.
Each group will meet for approximately _________ minutes, once a week for __________ weeks
Teacher’s Name: _____________ Grade Level/Subject: __________ Planning Time ______
Please list any students who could benefit from the groups listed. Please rate each student’s need; add
comments as appropriate.
Rating Scale: 1 – Needs help immediately
2 – Needs help soon
3 – Needs help on social skills or coping skills sometime this year
Name of Group – (Description)
Student Name Rating Comments
Name of Group – (Description)
Student Name Rating Comments
Name of Group – (Description)
Student Name Rating Comments
Name of Group – (Description)
Student Name Rating Comments
Please list days/times that are convenient for students to be out of your classroom:
_____________________ ___________________ ___________________
_____________________ ___________________ ___________________
Please complete and return to Guidance and Counseling Office by ___________________.
Thank you!
________________________________________________, Professional School Counselor
Note: This is the second of three sample Needs Assessments/Student Referrals. Any one of the three may
be used in conjunction with 3HDocument 1: Small Group: Information for School Personnel. This sample is
designed for you to be able to add your own descriptions of each group. In addition, space is provided for the
referring individual to provide a rating of the level of need and to add comments.
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DOCUMENT 2:
SMALL GROUP COUNSELING: NEEDS ASSESSMENT/STUDENT REFERRAL
(SAMPLE 3 OF 3)
Complete and Return to Guidance and Counseling Office by ______________
Teacher’s Name: _____________________________________________________________
Grade Level/Subject: _____________________________ Planning Time ______________
Please indicate students who may be experiencing barriers to school success in the following areas:
Family Changes: (e.g., Birth of a New Sibling, Divorce of parents, Loss through Death, Relocation,
Incarceration of family member, Domestic Violence, Deployment of Family Members, Parental Re-
Marriage/Blended Families)
___________________________________________________________________________________
___________________________________________________________________________________
Healthy vs. Unhealthy Choices: (e.g., Alcohol and Other Drug Abuse, Choices in Relationships,
Nutrition)
___________________________________________________________________________________
___________________________________________________________________________________
Interpersonal Issues: (e.g., Friendships, Parent/Child Relationships, Teacher/Student Relationships,
Dating)
___________________________________________________________________________________
___________________________________________________________________________________
Intrapersonal Issues: (e.g., Self-Esteem, Self-Mutilation, Teen Parenthood, Anger Management, Thrill-
Seeking Behavior, Transitions)
___________________________________________________________________________________
___________________________________________________________________________________
Academic Success: (e.g., Grades, Attendance, Planning/Organization Study Skills, Special Needs)
___________________________________________________________________________________
___________________________________________________________________________________
Career Success: (e.g., Goal-setting, Proper Preparation/Awareness of Resources)
___________________________________________________________________________________
___________________________________________________________________________________
Note: This is the third of three sample Needs Assessments/Student Referrals. Any one of the three may be
used in conjunction with 4HDocument 1: Small Group: Information for School Personnel. This sample--
Document 2: (Sample 3 of 3) Small Group Counseling: Needs Assessment/Student Referral—provides
referring individuals with examples of problems students might face in each of the group topic areas. Sample 3
offers the convenience of not having to refer back to Document 1: Small Group: Information for School
Personnel.
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DOCUMENT 3:
SMALL GROUP COUNSELING: ASSESSMENT OF STUDENTS’ PERCEIVED NEEDS
SCHOOL DISTRICT NAME
SCHOOL NAME
GUIDANCE AND COUNSELING
Dear Students:
We need your ideas! We are preparing for the group counseling topics to be addressed this year. Counseling
groups are an opportunity for 6-8 students to come together to learn new skills and/or address concerns about such
areas as relationships, making healthy decisions, dealing with divorce in families, study skills and career choices.
What groups would you be interested in joining? What groups do you think your friends/peers might need or be
interested in joining?
RETURN FORM TO GUIDANCE AND COUNSELING OFFICE BY ________________
Provide Name Only If You Want To Participate In A Group
First/Last Name __________________________________________ Grade Level _________
Group Topics
Please check group topics of interest or need and indicate the
groups in which you want to participate.
This would be a
helpful group
for students
I am interested in
participating in
this group
1. Family Changes (e.g. divorce, re-marriage, birth of a sibling)
2. Self-Control
3. Friendship
4. Anger Management
5. Grief/Loss
6. Courage to Make Healthy and Safe Personal Choices
7. Conflict Resolution
8. Relationships with Adults (parents/teachers/others)
9. Belief in Myself
10. Confronting the Bully
11. Study Skills
12. Motivation to Study and Do My Homework
13. Organizing Myself for Studying and Improving My Grades
14. School Success
15. Decision-making—Now and for the Future
16. Questions about “life”—and Growing-Up
Other Topics of Interest (use back if necessary)
Your thoughts and comments about groups:
Thanks For Your Input!
Note: This document is an example of an assessment of students’ perceived needs and/or interest for
themselves and their peers. It may be used in conjunction with a modified version of 7HDocument 1: Small
Group: Information for School Personnel. The preferences indicated by students will be helpful as you
determine small counseling group topics to be offered during the current school year.
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DOCUMENT 4:
SMALL GROUP COUNSELING: STUDENT BEHAVIOR RATING FORM
(Adapted from Columbia Public Schools Rating Form)
STUDENT______________________GRADE ________TEACHER __________________________DATE______
Teachers: please indicate areas of concern in the left
hand column.
Counselor: use columns on right side.
Performance Indicators:
(+) = Excellent (/) = Satisfactory (-) = Area of Concern
Teacher
Concerns
(mark
with X)
Student Work Habits/Personal Goals Observed
Counselor
(Modify to fit school marking
periods (e.g. quarters,
trimesters)
Marking
Period 1
Marking
Period 2
Marking
Period 3
Marking
Period 4
Marking
Period 5
Academic Development
Follows directions
Listens attentively
Stays on task
Compliance with teacher requests
Follows rules
Manages personal & school property (e.g., organized)
Works neatly and carefully
Participates in discussion and activities
Completes and returns homework
Personal and Social Development
Cooperates with others
Shows respect for others
Allows others to work undisturbed
Accepts responsibility for own misbehavior (e.g., provoking fights, bullying,
fighting, defiant, anger, stealing)
Emotional Issues (e.g., perfectionism, anxiety, anger, depression, suicide,
aggression, withdrawn, low self-esteem)
Career Development
Awareness of the World of Work
Self-Appraisal
Decision Making
Goal Setting
Add Other Concerns:
External Issues (e.g., divorce, death, abuse, socio-economic, incarceration,
deployment)
Other
School Record Data (To be completed by PSC)
Attendance: # of days absent
Attendance: # of days tardy
Discipline: # of referrals
Grades
Note: (See also 5HDocument 14: [Sample 2 of 2]…Teacher Post-Group Perceptions). This document is not limited to a single
purpose—it may be used in several ways. In the Small Group Counseling Module, it is suggested as a pre-and post-group
measure of students’ behavior. Used in this way, it forms the basis for evaluating the effectiveness of the group experience. In
addition, the form may be used for referral when a referring individual has multiple concerns about an individual student. The
listing of behaviors is valuable in consultation with other professionals, parents AND students. Modify to fit your needs!
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DOCUMENT 5:
SMALL GROUP COUNSELING: ACTION PLAN TEMPLATE
ACTION PLAN FOR ______________________ GROUP
Group Description and Rationale
Group Topic: Purpose:
Demonstrated Need for Group:
Group Objectives/Key Points (Clear and measurable)
Unit Objectives:
1.
2.
3.
Session Objectives/Key Points
Session 1 Objectives & Key Points
Session 2 Objectives & Key Points
Session 3 Objectives & Key Points
Session 4 Objectives & Key Points
Session 5 Objectives & Key Points
Session 6 Objectives & Key Points
Logistics
Beginning Date: Ending Date: Minimum/Maximum number of participants:
Time(s) and Day(s) of the Week: Length of each session Number of Sessions:
Location: Room Arrangement:
Legal/Ethical/Moral Considerations, Risks and Safety Issues (Refer to 87HACA, 8HASCA, and 89HASGW
Ethical Standards/Best Practices for guidelines)
Psychological Risks (change is always a risk): What specific risks are inherent in this group?
Informed Consent (Necessary? [Yes] How obtained? From Whom?):
Confidentiality (Even though we cannot guarantee confidentiality when group members leave group sessions, we
can encourage it.: To the extent possible, how will confidentiality be addressed and maintained? What will happen
if the trust of confidentiality is broken?)
90HSmall Group Counseling: Guidelines/Ground Rules (Document 8):
Procedures
Techniques to be utilized (e.g. role playing, board games, discussion, team-building activities, journaling)
Results-Based Evaluation of Group’s Effectiveness
Results Based Data Collection Procedures: pre/post results & perceptual data; data analysis—How? By whom?
Report Results: Format? (e.g. Narrative, PowerPoint) To Whom? (e.g. faculty, Board of Education,
Administration)
Note: Develop an Action Plan for each group to be offered. In addition to helping you feel confident as you
begin the groups, written plans prepare you to answer with confidence and competence the hard questions
others may ask about the group process. The Action Plan will prepare you to answer questions from parents,
teachers, and administrators. As with all other forms, modify this to fit your specific situation. (Note: As you
type within the template, the “boxes” will expand.)
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DOCUMENT 6:
SMALL GROUP COUNSELING: SCREENING/SELECTION PROCEDURES
The importance of the member screening/selection process cannot be overstated. Leaders in the field of
group work emphasize that group member screening/selection can account for the majority of a group’s
value to participants. It is beyond the scope of this document to present all aspects of the
screening/selection process. Consult group work literature for a more complete review. This document
presents information that is most relevant to screening/selection of members for voluntary school-based
small group work. As you plan for the selection of group members consider the following:
► Your ethical responsibility throughout the screening/selection process.
► Not every student will benefit from small group counseling. There may be pressure to select a
particular student for a group, however, the decision to involve students in any group is at the
discretion of the PSC and should be based on the student’s readiness. Offer other services to
students who are not selected.
► Groups present the opportunity for personal growth.
► Groups may have the potential for negative effects.
► Individuals who are selected as group members must be able to benefit from group experiences
as well as help others benefit.
► Individuals who have the potential for hurting themselves or others must have their needs
addressed in another way.
Preparation
Before you screen or interview new members, it is important to be clear about the following:
► Group topic
► Group goals
► Group tasks
► Procedures for accomplishing tasks
► Target group (for whom is the group intended?)
► Group composition (participants’ grade level, gender, learning style)
► Structured versus unstructured group facilitation (see Part 3: Small Group Counseling Module:
91HOrganizing the Small Group Counseling Experience)
► Membership: open versus closed (see Part 3: Small Group Counseling Module: 92HOrganizing the
Small Group Counseling Experience)
► Group Action Plan, it will help develop clarity about the group
**For more information on group processes, refer to 93HPart 4: Small Group Counseling Module:
Resources.
Note: The information in this document will guide you through the selection of group members.
Screening/selecting group members is a critical step. It is the PSCs responsibility to educate others about the
need to choose group members carefully. PSCs must strive to ensure that all students will have a successful
group experience. PSCs should also offer alternatives to students who are not selected as group members.
Before you begin: Read/Review: 12HACA / 13HASCA / 14HASGW Ethical Standards/Best Practices, especially ACA
Standard A.8 Group Work; ASCA Standard A-6 Group Work; and ASGW Best Practices Standard A.7 Group
and Member Preparation. The links will take you to the complete ethical standards/best practices documents for
each organization. If you are not familiar with the Association for Specialists in Group Work (ASGW), you are
encouraged to familiarize yourself with the 15HTraining Standards as well as the Best Practice Standards.
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Pre-Group Screening Interviews
Keep two assumptions in mind throughout the screening process:
► The group is an agent of change
► Group members’ interactions produce therapeutic results, for self and for other members.
When the group begins, the PSC and each group member must:
► Understand and accept the ground rules
► Agree to maintain confidentiality
► Understand group member responsibility with regard to confidentiality
► Understand leader responsibility with regard to confidentiality
Goals of Screening Interviews:
► To select individuals who will contribute to a climate that maximizes open interaction
between and among group members.
► To select individuals who will actively work toward individual and group goals.
Not all students will meet selection criteria. Students who are not selected may feel rejected. It is your
ethical responsibility to talk with them about their non-selection and provide an alternative.
Rosemarie Smead (Morganett), a leader in school-based group work, has developed the “TAP-In”
process (Morganett, 1990) for pre-group screening interviews:
Tell student about the group.
Ask student about his or her level of interest/commitment to expectations of group,
Pick participants.
The following lists are examples of the questions you might ask during the screening interview. All
factors will be weighed when it comes time for the final selection. A “positive” or “negative” response to a
question does not automatically indicate acceptance/non-acceptance of an individual. Your goal is to
pick students who will benefit themselves as well as others in the therapeutic process of meeting the
goals of the group.
ell about the Group:
□ Describe the group:
􀂃 Group topic
􀂃 Meetings: day, time, length of each session, total number of sessions
􀂃 Expectations of participants: attend every meeting unless there is an illness or an emergency
􀂃 Reason student is being considered for membership in group
􀂃 Explain that only a few students will be able to participate and what not being chosen means.
􀂃 Participation in the group is voluntary.
□ Tell student what he or she will gain from being in the group
􀂃 Goals/outcomes
􀂃 Meet new people and get to know others better
􀂃 Work on individual as well as group goals.
􀂃 Learn new skills
􀂃 Being in a group can be fun.
□ Tell the student about the expectations of members of a small group.
􀂃 Attend the group every week.
• Not an option to forget group
• Attend every session unless there is an extreme situation
T
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􀂃 He or she is expected to maintain confidentiality about what occurs in the group.
• Everything said in the group stays in the group.
• PSC keeps information confidential unless:
○ Someone (outside the group) is hurting a participant
○ A group member is hurting someone
○ A group member is thinking about hurting himself or herself
􀂃 He or she is expected to participate.
• PSC will make sure everyone gets a chance to talk
• Listening is a part of participation
• Members help others in the group
• Members respect and value each other’s situation.
□ Tell student again that he or she may not be selected for this group and what will happen instead
sk the student about his or her interest and commitment
□ Ask student to explain his or her understanding of what you have said about the group.
□ Ask student what questions he or she has about any part of the group process.
□ Ask student if he or she wants to be in the group, and why or why not
□ Ask if student is seeing another counselor, inside or outside school.
□ Ask if student is willing to adhere to expectations/ground rules (e.g. attendance, confidentiality,
cooperative participation, sharing information about thoughts and feelings related to topic).
□ Ask student what his or her goals for growth are (or might be).
□ Ask student to rate his or her interest in participating in the group on a scale of 1-10.
ick members
□ Is the student willing to participate in the primary tasks of the group?
□ What is the student’s reason for wanting to be in the group?
□ Hypothesize whether student will be satisfied with:
□ The group focus and being able to meet personal needs or goals
□ Other members in the group
□ The process of working in a group and an overall enjoyment of group work
□ Will student be able to apply/transfer group experiences to other life areas/relationships
□ Has student experienced a recent crisis or situation that would block participation in this group?
□ During interview, was student able to interact with you on a personal level?
□ Are student’s expectations aligned with stated group outcomes/other members’ expectations?
□ On a scale of 1-10, how motivated is student to participate fully in the group experience?
Final Selection
Unfortunately, there is not a magic formula that will predict any one student’s effectiveness as a group
participant. The T-A-P questions provide direction and information that must be balanced with what you
know about the group, the student, yourself, your professional wisdom and intuitive reaction. The most
difficult part may well be informing the students who are not selected in a way that helps them maintain
their valuing of themselves and to view alternative strategies as being “just as much fun” as you
promised the group would be.
Reference:
Morganett, R. S. (1990). Skills for living: Group counseling activities for young adolescents. Chicago: Research
Press.
A
P
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DOCUMENT 7:
SMALL GROUP COUNSELING: INFORMED CONSENT (SAMPLE 1 OF 2)
Dear Parent/Guardian:
Our district’s Comprehensive Guidance Program emphasizes the importance of academic and life success for
every student. During the school year, students have the opportunity to participate in small groups. Small group
counseling is an excellent way for students to learn skills, develop self-awareness and confidence, practice new
behaviors, and better understand how to effectively deal with some of the issues/concerns life presents. We have
found that when we work with students in groups, they gain support from others who are experiencing similar
situations or who have adjusted well after experiencing a similar situation in the past.
Your child has expressed an interest in participating in a group called __________ which will begin on __________.
The group will focus on helping students identify and understand common thoughts and feelings associated with
the experience of ________________, developing positive coping strategies and learning from the shared
experiences of other students in similar circumstances. This group will meet _____________ for approximately
_________ weeks for _______________ each week. We will meet at different times during the school day to
minimize the content missed in each class. Classroom requirements will take precedence over group participation.
Please understand that participation in the group is completely voluntary and student confidentiality is addressed
and respected. The exception to this is my legal and ethical responsibility to take appropriate action in the case of
an individual intending to do harm to self or others; if abuse or neglect is suspected, if illegal activity is reported to
me or if I am required to do so by a court of law. Please contact me at (____) _________ if you have questions or
desire further information about the group.
In order for your child participate in this group, district policy requires your signed consent. Please sign, date the
following form and return it to the Guidance and Counseling office by ______________________.
Educationally,
__________________________, Professional School Counselor
Phone Number (___) ________Email Address ____________________Web Site: ______________________
- - - - - - - - - - - - - -cut here, return bottom portion and keep the top portion for your records- - - - - - - - - - -
Consent/Non-Consent to Participate In Group
Please return to the Guidance and Counseling office by ________________________
I have read the information provided by the Professional School Counselor and have had an opportunity to ask
questions about small group counseling for my child.
___ I give consent for my child to participate in the___________________ group. I understand that participation
is completely voluntary and that classroom requirements take precedence over group participation.
___ I do not give consent for my child to participate in the _______________________________ group.
__________________________________________ ____________________________
Student Name Date
____________________________________ ________________________________ ____________
Parent/Guardian Name Parent/Guardian Signature Date
Note: Document 7: Small Group Counseling: Informed Consent includes two sample documents for
obtaining the consent of parents/guardians. The two samples are similar and offer you the opportunity to modify
one or the other or to combine the two. According to Stone (2005) when considering informed consent it is
important to remember that parents and guardians have the (legal) right to be the guiding voice in students’
lives. If a parent does not give consent, accept the decision. It is their right. This is the first of the two
samples.
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DOCUMENT 7:
SMALL GROUP COUNSELING: INFORMED CONSENT (SAMPLE 2 OF 2)
School Name
Comprehensive Guidance Program
Dear Parents/Guardian/Student,
Our district’s Comprehensive Guidance Program includes the opportunity for students to participate in
small group counseling experiences. We will be beginning this year’s groups on _______. Each group
will meet once a week for approximately ________ minutes each week. We will rotate the times that we
meet to follow-through on the district’s goal of maximizing your son’s or daughter’s academic progress.
Even though the small group counseling experience will have a positive effect on your child’s progress,
the immediacy of classroom requirements will take precedence over group participation.
(PSC—Add description of group here—e.g.: The anger management group is designed for high school
students who are having trouble managing their anger. We will be discussing not only what triggers
angry outbursts, but also positive ways to control this anger.)
Please note that participation in the group is completely voluntary and confidentiality will be addressed
and respected. Please sign the form below to indicate your consent (or non-consent). Please include
comments that might be beneficial when working with your son or daughter. Complete and return the
consent portion to the Guidance and Counseling office no later than __________. You may contact me
for more information at the number below.
______________________________________, Professional School Counselor
Phone Number: (_____) ______-__________
Email Address _______________________________ Web Site _______________________________
- - - - - - - - - - - - - - - - - - - -- - - - - - - - cut here and return lower portion - - - - - - - - - - - - - - - - - - - - - - - - - -
Consent for Participation in: __________________Group
Please Return to the Guidance and Counseling Office by: ____________________
__________________________________ _____________________________________
Student Name Student Signature* Date
*Students age eighteen and over may or may not be required to have a parent/guardian signature.
□ I give my consent for my son or daughter to participate in the _____________ Group.
□ I do not give my consent for my son or daughter to participate in the ____________ Group.
Parent/Guardian (please print) ___________________________ Phone ______________ e-mail ________
__________________________________________________ __________________
Parent/Guardian Signature Date
Note: This is the second of two samples of informed consent. Note that this sample includes a place for the
student’s signature. In the case of a student who is 18 or older, parental permission may or may not be
required. It is incumbent upon high school PSCs to familiarize themselves with local/state law when considering
informed consent for participation of married students, emancipated students, 18 or older students who are
considered dependents by tax code.
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DOCUMENT 8:
SMALL GROUP COUNSELING: GUIDELINES/GROUND RULES
Guidelines/Ground Rules for Our Group
The following Ground Rules are suggestions to help generate additional group ground rules. Group members will
delete and/or add items. It is anticipated that the ground rules will be slightly different for each topic group. The
What it “Looks Like” and What it “Sounds Like” columns are included in order to allow group members to
express in their own words what each rule means.
What it
“Looks Like”
What it
“Sounds Like”
1. All group members understand and respect
confidentiality.
a. Professional School Counselor
b. Group members
2. One person speaks at a time.
3. Everyone has an opportunity to participate
and share.
4. No “Put-Downs” are allowed (e.g. snickering,
name calling, negative comments, etc.)
5. All group members will treat each other with
respect.
6. Make every effort to be on time
7. All group members are encouraged to
actively participate
8. Group members have the right to pass on an
issue
9. Group members will be encouraged to have
an open mind and accept where other group
members are in their development.
10. Group members will have the opportunity to
develop other guidelines.
11.
12.
Note: Commonly understood Ground Rules provide group members and the PSC with parameters for
monitoring participation. Ground Rules are most effective when they are posted and reviewed at the beginning
of each session. Referencing Ground Rules helps maintain their importance. Encouraging group members to
monitor participation creates a sense of ownership and facilitates group members’ mutual responsibility for the
effectiveness of the group.
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DOCUMENT 9:
SMALL GROUP COUNSELING: STUDENT PASS (SAMPLE 1 OF 3)
Name of District/School
Comprehensive Guidance Program
0BStudent Hall Pass
The following student has permission to be “out-of-class” for an appointment on _____________
Date
at ____________ in the Guidance and Counseling Office.
Time
Student’s Name: __________________________________ Class _______________________
Classroom Teacher’s Name & Signature ____________________ ___________________
Time Student Left Guidance and Counseling Office ________________
Professional School Counselor’s Signature __________________________________________
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- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Name of District/School
Comprehensive Guidance Program
1BStudent Hall Pass
The following student has permission to be “out-of-class” for an appointment on _____________
Date
at ____________ in the Guidance and Counseling Office.
Time
Student’s Name: __________________________________ Class _______________________
Classroom Teacher’s Name & Signature ____________________ ___________________
Time Student Left Guidance and Counseling Office ________________
Professional School Counselor’s Signature __________________________________________
Missouri Comprehensive Guidance Programs: Linking School Success with Life Success
Note: This document includes three sample passes. The passes serve three primary purposes: 1. to validate
students’ being out-of-class, 2. to serve as a reminder of group meeting times, 3. to verify that students attended
the group session. They may be put in teachers’ mailboxes on the day of the group session. If your district has
a standard form to be used as a “hall pass,” consider other means for reminding teachers and students of group
sessions. (Consider printing the form on brightly colored paper. Use the same color for all passes/reminders of
appointments in the Guidance and Counseling Office.)
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Small Group Counseling Module
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DOCUMENT 9:
SMALL GROUP COUNSELING: STUDENT PASS (SAMPLE 2 OF 3)
Name of District/School
Comprehensive Guidance Program
2BDate ______________
To: __________________________ Class/Teacher ___________ ___________________
Please come to your counseling group at ____________ on _________________
(Time) (Date)
Comments:
____________________________________________________________________________
____________________________________________________________________________
Thank you, _________________________________________, Professional School Counselor
PSC’s initials _________________ Time student left group session___________________
Missouri Comprehensive Guidance Programs: Linking School Success with Life Success
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Name of District/School
Comprehensive Guidance Program
3BDate ______________
To: __________________________ Class/Teacher ___________ ___________________
Please come to your counseling group at ____________ on _________________
(Time) (Date)
Comments:
____________________________________________________________________________
____________________________________________________________________________
Thank you, _________________________________________, Professional School Counselor
PSC’s initials _________________ Time student left group session___________________
Missouri Comprehensive Guidance Programs: Linking School Success with Life Success
Note: This document differs from the first sample because it specifies participation in small group counseling
and provides a space for your comments and/or reminders of group materials to take to session.
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Small Group Counseling Module
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DOCUMENT 9:
SMALL GROUP COUNSELING: STUDENT PASS (SAMPLE 3 OF 3)
Name of District/School
Comprehensive Guidance Program
Date ______________
To: __________________________ Class/Teacher ___________ ___________________
Please come to:
􀀀 The Guidance & Counseling Office today at __________ with your teacher’s permission.
􀀀 The Guidance & Counseling today the last _____ minutes of ______ hour with your
teacher’s permission.
􀀀 Your counseling appointment at ______________ on ___________________________.
(Time) (Date)
Comments:
____________________________________________________________________________
____________________________________________________________________________
Thank you, ___________________, Professional School Counselor
PSC’s initials _________________ Time student left session ______________________________
Missouri Comprehensive Guidance Programs: Linking School Success with Life Success
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Name of District/School
Comprehensive Guidance Program
Date ______________
To: __________________________ Class/Teacher ___________ ___________________
Please come to:
􀀀 The Guidance & Counseling Office today at __________ with your teacher’s permission.
􀀀 The Guidance & Counseling today the last _____ minutes of ______ hour with your
teacher’s permission.
􀀀 Your counseling appointment at ______________ on ___________________________.
(Time) (Date)
Comments:
____________________________________________________________________________
____________________________________________________________________________
Thank you, ___________________, Professional School Counselor
PSC’s initials _________________ Time student left session ______________________________
Missouri Comprehensive Guidance Programs: Linking School Success with Life Success
Note: This sample may be used as a “generic” pass to the Guidance and Counseling Office.
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Small Group Counseling Module
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DOCUMENT 10:
SMALL GROUP COUNSELING: UNIT TEMPLATE
GROUP TITLE/THEME:
Grade Level(s):
Small Group Counseling Description:
Number of Group Sessions:
Session Titles/Materials:
Session # 1:
Materials needed:
Session # 2:
Materials needed:
Session# 3
Materials needed:
Session # 4
Materials needed:
Session # 5
Materials needed:
Session # 6
Materials needed:
Missouri Comprehensive Guidance Program Big Idea
Missouri Comprehensive Guidance Program Concept(s):
American School Counselor Association National Standard (ASCA):
Show-Me Standards: Performance Goals (check one or more that apply)
Goal 1: gather, analyze and apply information and ideas
Goal 2: communicate effectively within and beyond the classroom
Goal 3: recognize and solve problems
Goal 4: make decisions and act as responsible members of society
Outcome Assessment (acceptable evidence):
Summative assessment relates to the performance outcome for goals, objectives and concepts (GLEs).
Assessment may be survey, whip around, action plan, role play and/or other means for students to
demonstrate their ability to apply the concepts in new situations.
Follow Up Ideas & Activities
Implemented by counselor, administrators, teachers, parents, community partnerships
Note: This document (Unit Template) and the next (Session Template) will guide in the planning of counseling
groups. It is a companion to 8HDocument 5: Small Group Counseling: Action Plan For _ Group. A written
plan guides the development of the details of issues related to the overall logistics and ethical/legal
considerations, while the Unit and Session templates guide the development of the details of the group-inaction.
There may be some overlap; however, each serves a unique purpose and all three are important to the
successful implementation of group counseling experiences for students. (Note: As you type within the
template, the “box” will expand.)
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Small Group Counseling Module
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DOCUMENT 11:
SMALL GROUP COUNSELING: GROUP SESSION TEMPLATE
GROUP TITLE:
Session Title: Session # ______of _____
Grade Level: Estimated Time:
Small Group Counseling Session Purpose:
Missouri Comprehensive Guidance Big Idea:
Missouri Comprehensive Guidance Program Concept(s)
American School Counselor Association National Standard (ASCA):
Materials (include activity sheets and/or supporting resources)
Session (Formative) Assessment
Session Preparation
Essential Questions:
Engagement (Hook):
Procedures
Professional School Counselor Procedures:
1.
2.
3.
4.
5.
Student Involvement:
1.
2.
3.
4.
5.
Follow-Up Activities (Optional)
PSC will provide suggestions for follow-up activities to be implemented by counselor, administrators, teachers,
parents, community partnerships
Counselor reflection notes (completed after the lesson)
STUDENT LEARNING: How will students’ lives be better as a result of what happened during this lesson?
SELF EVALUATION: How did I do?
IMPLEMENTATION PROCEDURES: How did the session work?
Note: This template provides guidelines for developing counseling group sessions outlined in the 9HUnit Plan and
your Action Plan. (Note: As you type within the template, the “box” will expand.)
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DOCUMENT 12:
CLASSROOM TEACHER/PARENT/GUARDIAN
SMALL GROUP SESSION FOLLOW-UP FORM
GROUP TOPIC: _____________________________________ Session # _________
GROUP TOPIC: ___________________________________________ Session # _________
Student’s Name: ___________________________________ Date: ____________________
Today I met with my school counselor and other group members.
Session Goal: _______________________________________________________________
Today we talked about the following information during our group:
Circle one or more items.
Friendship Study Skills Attendance
Feelings Behavior School Performance
Family Peer Relationships Other ________________
Group Assignment:
I will complete or practice the following at school and/or at home before our next session:
_____________________________________________________________________
Our next group meeting will be:
Date: ____________________________ Time: ____________________________
Additional Comments:
Please contact ___________________________, Professional School Counselor at
_____________ if you have further questions or concerns.
Note: The Professional School Counselor has the option of sending this form to teachers/ parents/guardians
after each group session to keep these individuals informed of student’s progress in the group.
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DOCUMENT 13:
SMALL GROUP COUNSELING: STUDENT POST-GROUP FOLLOW-UP INTERVIEW FORM
Follow-up Interviews/Session with Students
Potential Interview Questions:
How are things going?
What specific skills are you practicing now that the group is over?
What was the most useful thing you learned from the group?
What could you use more practice on?
How are things different for you now?
What is better?
What is worse?
What Progress have you made toward the goals you set for yourself at the end of our group
meetings?
How are you keeping yourself accountable?
What suggestions do you have for future groups?
Rank your overall experience on a scale from (low) 1 􀃆 5 (high): ______
5 = Most positive activity in which I have participated for a long time
4 = Gave me a lot of direction with my needs
3 = I learned a lot about myself and am ready to make definite changes
2 = I did not get as much as I had hoped out of the group
1 = The group was a waste of my time
What specific “things” contributed to the ranking you gave your experience in the group? What
would have made it better?
Note: This document serves as an example of a way to follow students’ persistence in making changes. It may also be
used as a means for gathering data about students’ perceptions of the effectiveness of the group. Students who participate
in follow-up sessions after a group ends are more likely to maintain the gains made. The Professional School Counselor
(PSC) should make arrangements to talk with group members individually and hold at least one more group session 4-6
weeks after the group has ended. The follow-up session will enable the PSC to assess how students are doing on their
goals and the successes they are experiencing as a result of the group. Follow-up sessions provide data that will
demonstrate the proven effectiveness of small group counseling.
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DOCUMENT 14:
SMALL GROUP COUNSELING: TEACHER PRE/POST-GROUP PERCEPTIONS
(SAMPLE 1 OF 2)
Note: The classroom teacher completes Part 1 of this document before students begin group sessions and
completes Part 2 after the group has been completed. This process will provide the school counselor with follow up
feedback about individual students who participated in the group.
Sample 1: Individual Student Behavior Rating Form
(Adapted from Columbia Public Schools’ Student Behavior Rating Form)
STUDENT___________________________GRADE __________TEACHER ____________________
DATE: Pre-Group Assessment ___________ Date: Post-Group Assessment _______________
Part 1 - Please indicate rating of pre-group areas of
concern in the left hand column.
Part 2 - Please indicate rating of post-group areas of
concern in the right hand column.
Pre-Group Concerns
Rank on a scale of 5􀃆1
(5 = HIGH􀃆1 = LOW)
Student Work Habits/Personal Goals Observed
Colleagues, will you please help us evaluate the
counseling group in which this student participated.
Your opinion is extremely important as we strive to
continuously improve our effectiveness with ALL
students!
Post-Group Concerns
Rank on a scale of 5􀃆1
(5 = HIGH􀃆1 = LOW)
5 4 3 2 1
5
4
3
2
1
Academic Development
Follows directions
Listens attentively
Stays on task
Compliance with teacher requests
Follows rules
Manages personal & school property (e.g., organized)
Works neatly and carefully
Participates in discussion and activities
Completes and returns homework
Personal and Social Development
Cooperates with others
Shows respect for others
Allows others to work undisturbed
Accepts responsibility for own mis-behavior (e.g., provoking
fights, bullying, fighting, defiant, anger, stealing)
Emotional Issues (e.g., perfectionism, anxiety, anger,
depression, suicide, aggression, withdrawn, low selfesteem)
Career Development
Awareness of the World of Work
Self-Appraisal
Decision Making
Goal Setting
Add Other Concerns:
Note: Samples 1 & 2 of Document 14 provide you with examples of two ways to gather data about teachers’ post-group
perceptions of the effectiveness of the group. Sample 1 measures teachers’ perceptions of the changes the student made as a
result of the group experience. Sample 2 measures the teacher’s perceptions of the counseling group as a whole. An
advantage to using form 2 is that it parallels 10HDocument 15: (Small Group Counseling: Parent/Guardian Post-Group
Perceptions) and 1HDocument 16: Small Group Counseling Student Post-Group Perceptions; thus, making it possible to
compare teacher, parent and student perceptions of the group experience.
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DOCUMENT 14:
SMALL GROUP COUNSELING: TEACHER PRE/POST-GROUP PERCEPTIONS
(SAMPLE 2 OF 2)
TEACHER PRE/POST-GROUP PERCEPTIONS FORM
One or more of your students participated in a small counseling group about _____________. We are
seeking your opinion about the effectiveness of the group e.g., students’ relationship with the
professional school counselor and other participants in the group and your observations of students’
behavioral/skill changes (positive or negative). We appreciate your willingness to help us meet the
needs of all students effectively. The survey is anonymous unless you want us to contact you.
Teacher’s Name (optional): ___________________________________________ Date: _____________
Professional School Counselor’s Name: ___________________________________________________
Small Group Title: ____________________________________________________________________
Before the group started, I hoped students would learn:
___________________________________________________________________________________
___________________________________________________________________________________
While students were participating in the group I noticed these changes in their behavior/attitude
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Using a scale of 5 to 1 (5 being the highest and 1 the lowest), please circle your opinion about the
following
What do you think? 5=High 1=Low
Overall, I would rate my students’ experience in the counseling
group as:
5 4 3 2 1
Students enjoyed working with other students in the group. 5 4 3 2 1
Students enjoyed working with the counselor in the group. 5 4 3 2 1
Students learned new skills and are using the skills in school 5 4 3 2 1
I would recommend the group experience for other students. 5 4 3 2 1
Additional Comments for Counselor:
Note: This document measures the teacher’s perceptions of the effectiveness of the group as a whole. The
teacher could complete this form after the last group session has been completed.
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DOCUMENT 15:
SMALL GROUP COUNSELING: PARENT/GUARDIAN POST-GROUP PERCEPTIONS
(Print on SCHOOL LETTERHEAD)
Comprehensive Guidance Program
Request for Feedback from Parents/Guardians
4BSmall Group Counseling topic/title: ______________________________________________________
Student’s Name ________________________________ Teacher’s Name ________________________
5BDate: ____________________________________
Dear ____________________________________,
I have enjoyed getting to know your child in our small group counseling sessions. Next week will be the
last session for our group. During the group sessions we shared information related to a variety of
topics. Below is a list of topics discussed during the group sessions.
Session 1: _______________________________________________________________________
Session 2: _______________________________________________________________________
Session 3: _______________________________________________________________________
Session 4:________________________________________________________________________
Session 5: _______________________________________________________________________
Comments from the school counselor about your child’s progress:
Attached is a feedback form. I would appreciate input from you about your child’s experience in the
small group. Please complete the attached Parent/Guardian Feedback Form and send the completed
form back to school with your child by ___________________________________________.
Thank you for your support and feedback. Please contact me if you have questions or concerns.
Sincerely,
Professional School Counselor
Note: This cover letter and parent feedback form may be sent home with students after the last group session.
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DOCUMENT 15(cont’d):
SMALL GROUP COUNSELING: PARENT/GUARDIAN POST-GROUP PERCEPTIONS
.
Parent/Guardian Feedback Form
Your child participated in a small counseling group about _____________. Was this group experience
helpful for your child? Following is a survey about your observations of changes (positive or negative)
your child made at home while participating in the group at school and since the group ended. The
survey will help us meet the needs of all students more effectively. The survey is anonymous unless you
want the school counselor to contact you. We appreciate your willingness to help us
Professional School Counselor: _____________________________________ Date: _______________
Small Group Title: ____________________________________________________________________
Before the group started, I hoped my child would learn _______________________________________
___________________________________________________________________________________
I’ve noticed these changes in my child’s behavior and/or attitude as a result of participating in the group:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Using a scale of 5 to 1 (5 being the highest and 1 the lowest), please circle your opinion about the
following:
High Low
What do you think? 5=High 4 3 2 1=Low
Overall, I would rate my child’s experience in the
counseling group as:
5 4 3 2 1
My child enjoyed working with the other students in the
group
5 4 3 2 1
My child enjoyed working with the counselor in the
group.
5 4 3 2 1
My child learned new skills and is using the skills in and
out of school
5 4 3 2 1
I would recommend the group experience to other
parents whose children might benefit from the small
group.
5 4 3 2 1
Additional Comments:
Note: This cover letter and parent feedback form may be sent home with students after the last group session.
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Small Group Counseling Module
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DOCUMENT 16:
SMALL GROUP COUNSELING: GROUP MEMBER POST-GROUP PERCEPTIONS
(Sample 1 of 2)
GROUP MEMBER FEEDBACK FORM: OVERALL EFFECTIVENESS OF GROUP
We want your opinion about the effectiveness of your group. We appreciate your willingness to help us
make our work helpful to all students. The survey is anonymous unless you want us to contact you.
My Name (optional): ___________________________________________ Date: __________________
Professional School Counselor’s Name:___________________________________________________
Small Group Title: ____________________________________________________________________
Before the group started, I wanted to learn _________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Because of the group, I have noticed these changes in my thoughts, feelings, actions:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Using a scale of 5 to 1 (5 being the highest and 1 the lowest), please circle your opinion about the
following
What do you think? 5=High 1=Low
Overall, I would rate my experience in the counseling group as: 5 4 3 2 1
I enjoyed working with other students in the group 5 4 3 2 1
I enjoyed working with the counselor in the group. 5 4 3 2 1
I learned new skills and am using the skills in school 5 4 3 2 1
If other students ask me if they should participate in a similar
group, I would recommend that they “give-it-a-try”
5 4 3 2 1
Additional Comments for the Counselor:
Note: This cover letter and parent feedback form may be sent home with group members after the last group
session. This form measures the group member’s perceptions of the overall effectiveness of the group using
the same questions as teachers and parents answer on their feedback forms. Group members complete during
the last session (or the follow-up session if you have one). This is the secondary level form.
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Small Group Counseling Module
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DOCUMENT 16:
SMALL GROUP COUNSELING: GROUP MEMBER POST-GROUP PERCEPTIONS
(Sample 2 of 2)
Group Member Feedback Form
Directions: Please complete the Student Feedback Form after the unit has been completed.
Name: ___________________________________ (optional) Date: ____________________
When I started the group, I wanted to learn _____________________________________about
(the topic of the group).
Instructions: Read each sentence. Put a circle around the face that shows how you think and
feel right now about what you learned in the group.
= I agree = I’m not sure = I disagree
_________________________________________________________________________________________
1. Overall, I would rate my experience in the counseling group as:
= I agree = I’m not sure = I disagree
2. I enjoyed working with other students in the group
= I agree = I’m not sure = I disagree
3. I enjoyed working with the counselor in the group.
= I agree = I’m not sure = I disagree
4. I learned new skills and am using the skills in school.
= I agree = I’m not sure = I disagree
5. If other students ask me if they should participate in a similar group, I would recommend that they
“give-it-a-try”
= I agree = I’m not sure = I disagree
Additional comments you would like to share with the counselor:
Note: This cover letter and parent feedback form may be sent home with group members after the last
group session. This form measures the group member’s perceptions of the overall effectiveness of the
group using the same questions as teachers and parents answer on their feedback forms. Group members
complete during the last session (or the follow-up session if you have one). This is the elementary level
form.
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Small Group Counseling Module
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MISSOURI COMPREHENSIVE GUIDANCE PROGRAM
RESPONSIVE SERVICES: SMALL GROUP COUNSELING MODULE
Part 4: SMALL GROUP COUNSELING RESOURCES
I. Web Pages for Agencies/Organizations
A. Missouri Department of Elementary and Secondary Education (DESE):
Guidance and Placement
94Hhttp://dese.mo.gov/divcareered/guidance_placement_index.htm
Information about career education/guidance in the State of Missouri; site
includes links to other DESE Divisions and national resources.
B. Missouri Center for Career Education (MCCE)
95Hhttp://missouricareereducation.org/curr/cmd/guidanceplacementG/elearning/
Materials related to the Missouri Comprehensive Guidance Program. Check
back often because new resources are added as they become available.
C. Missouri School Counselor Association (MSCA): State association for
Professional School Counselors (PSC)
96Hhttp://schoolweb.missouri.edu/MSCA/
Information and materials related to PSCs and the profession. Includes links to
Missouri Comprehensive Guidance Program resources.
D. American Counseling Association (ACA): Association for all Professional
Counselors
97Hhttp://www.counseling.org
The ACA website provides links to all Divisions, including ASCA and ASGW.
ACA represents professional counselors in all specialty areas. The link to the
counseling profession’s over-arching ethical standards is especially relevant for
the Small Group Counseling Module.
E. American School Counseling Association (ASCA): Association for information
and materials related specifically to the profession of school counseling.
98Hhttp://www.schoolcounselor.org
The on-line bookstore is a resource for the latest in publications related to school
counseling. Position papers on specific topics, such as group work are helpful to
PSCs as they develop local policy.
F. Association for Specialists in Group Work (ASGW): Association for information
regarding group work
9Hhttp://www.asgw.org
Training Standards and Best Practices in group work.
Note: Inclusion on the list of print resources does not imply endorsement by the Missouri Department
of Elementary and Secondary Education (DESE). PSCs may use the resources as they plan,
implement and evaluate school-based small group counseling. The list is limited. Please help us
expand the list. Let us know about electronic or print resources that you have found valuable in your
work. Send your ideas to Bragg Stanley, DESE Director of Guidance and Placement
(6HBragg.Stanley@dese.mo.gov)
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II. Print Resources
Association for Specialists in Group Work (2007). Special issue on group work in the
school: Innovative thinking and practice to support school improvement initiatives.
The Journal for Specialists in Group Work, 32(1), entire issue.
Association for Specialists in Group Work (2007). Special issue on group work in the
school: More Innovative thinking and practice to support school improvement
initiatives. The Journal for Specialists in Group Work, 32(2), entire issue.
Brigman, G. & Earley, B. (2001). Group Counseling for School Counselors: A Practical
Guide. Portland, ME: J. Weston Walch Publishing
Littrell, J. M. & Peterson, J. S. (2005). Portrait and model of a school counselor. Boston:
Lahaska Press (Houghton-Mifflin Company).
Morganett, R. S. (1990). Skills for living: Group counseling activities for young
adolescents. Champaign, Ill: Research Press
Morganett-Smead, R. (1994). Skills for living, elementary: Group counseling activities for
elementary students. Champaign, IL: Research Press
Peterson, J. (2007), Essential guide to talking with teens: 50 guided discussions for
school & counseling groups. Chapin, SC: Free Spirit.
Remley, T. P., Hermann, M. A. & Huey, W. C. (2003). Ethical & legal issues in school
counseling, 2nd edition. Alexandria, VA: American School Counselor Association.
Senn, D. (2003). Small group counseling for children grades 2-5. Chapin, SC:
YouthLight, Inc.
Senn, D. (2004). Small group counseling for children grades k-2. Chapin, SC:
YouthLight, Inc.
Smead, R. (1995). Skills and techniques for group work with children and adolescents.
Champaign, IL: Research Press
Smead, R. (2000). Skills for living: Group counseling activities for young adolescents,
Volume 2. Champaign, IL: Research Press
Stone, C. (2005). School counseling principles: Ethics and law. Alexandria, VA:
American School Counselor Association.
Vernon, A. (2006). Thinking, feeling, behaving: An emotional education curriculum for
children (Revised Edition). Champaign, IL: Research Press
Vernon, A. (2006). Thinking, feeling, behaving: An emotional education curriculum for
adolescents (Revised Edition). Champaign, IL: Research Press
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MISSOURI COMPREHENSIVE GUIDANCE PROGRAM
RESPONSIVE SERVICES: SMALL GROUP COUNSELING MODULE
PART 5: SMALL GROUP COUNSELING SAMPLE UNITS AND SESSIONS
Part 5 of the Small Group Counseling Module includes the following sample units and sessions:
STRAND: PERSONAL AND SOCIAL DEVELOPMENT
Units/Sessions: Personal and Social Development
Pre-K-Grade 2 Grades 3-5 Middle School (6-8) High School (9-12)
Anger Management Anger Management Anger Management Anger Management
Family Changes Family Changes Loss/Grief/Divorce Grief
Conflict Resolution Conflict Resolution Healthy Relationships
Self Control Self Control
Grief Grief
Friendship Friendship
STRAND: ACADEMIC DEVELOPMENT
Units/Sessions: Academic Development
Pre-K-Grade 2 Grades 3-5 Middle School (6-8) High School (9-12)
Study Skills Study Skills Study
Skills/Organization
Tools for Success
Homework New Student
STRAND: CAREER DEVELOPMENT
Units/Sessions: Career Development
Pre-K-Grade 2 Grades 3-5 Middle School (6-8) High School (9-12)
Self-Esteem Self-Esteem Career/Transition Personal Planning
Senior Decision Time