2. Format for Today’s Class
Like last week, the class today will be include both “lecture” and lots of
time for discussion (prompted by questions on the slides).
3. Revisiting Group Process
• In our last class, we talked about the
importance of processing group experiences
and activities.
• I talked about the group as “a living,
breathing organic entity” and
• Need to change your focus from individuals
in the group to the group itself
5. Group Counseling: Elementary 1
• Concept of universality
• “Group counseling works to correct faulty
perceptions.”
• “Selling” group counseling in elementary setting
– How is this different/same in elementary schools?
– What works in elementary schools?
– What can we learn from this that might be used
effectively in middle and high schools?
What do you think?
6. Group Counseling: Elementary 2
• Identifying appropriate topics
• Using needs assessments
– Whose needs are you assessing?
– Who are you asking and why?
What about this process seems most
important to you?
7. Group Counseling: Elementary 3
• Homogeneous or heterogeneous groups?
– Important to consider reasons for creating different
types of groups (mix of members)
• Number and length of sessions
– How to decide length and number of sessions?
• Naming the group: Rationales?
Your thoughts and ideas?
8. Group Counseling: Elementary 4
• Using activities in elementary school groups
• Purpose(s) of activities
• Using movement
• Using art and music
• Using games
• Icebreakers
What ideas do you have about using
activities with elementary children?
9. DISCUSSION TIME
What was particularly interesting or
helpful to you from reading Chapter 3
this week?
. . . feel free to share other comments
on the chapter
12. Confidentiality in Your Groups 1
• Who wants to know?
– Teachers
– Administrators
– Parents
– Others?
• Think about what you typically say to teachers about confidentiality
in groups (just think!).
• Think about what you say to principals who ask how groups are going
or what’s happening with a particular child in group.
• Then there are parents … Think about what you say to parents prior to
group (getting permission) and when they inquire about what or how
child is doing in group.
13. Confidentiality in Your Groups 2
• How do you respond to teachers?
• Administrators?
• Parents?
• What do they usually really want (or need)
to know?
14. Confidentiality in Your Groups 3
• 3 considerations presented in text:
1.Nonmaleficence
2.Informed consent
3.Need to know (vs. want or expect to know)
• Nonmaleficence (“above all else, do no
harm”) is usually considered the most
important (“sacred”) principle in counseling
ethics
15. Confidentiality in Your Groups 4
• Informed consent includes consideration of the
person’s ability to understand and agree to
participating in the group
• For example, includes knowing purposes of group
and limits of confidentiality
• Importance (and challenge) for us of keeping
confidential information confidential—easy to
informally share with others (particularly
colleagues)
16. Confidentiality in Your Groups 5
• Need to know (vs. want or expect to know)
• For example, teachers may be genuinely interested in how
a child is responding in group. It’s very tempting to share
more than we need to (or should?) informally.
• How have you experienced these kinds of
confidentiality issues (confidentiality outside the
group) in your schools?
17. Confidentiality in Your Groups 6
• Confidentiality within groups
• Rules/norms for keeping group information private
• Confidentiality and privacy
• What challenges have you experienced in your school
groups re: confidentiality??
18. Confidentiality in Your Groups 7
• Confidentiality = our professional obligation to protect
client (student) information
• Privacy = right of individuals to determine what is shared
about them, when, and with whom
• We can maintain confidentiality and still violate privacy
(by sharing more than we need to even with people who
are entitled to confidential information).
• Can you think of examples of this?
