This document provides a group proposal template for a group counseling program focused on masculine identification and male gender identity. The group aims to help men establish a personal meaning of masculinity and secure their gender identity. Key aspects of the proposal include:
- The group will use an interpersonal approach focused on here-and-now interactions between members to explore masculinity.
- Goals include establishing a personal meaning of masculinity, securing gender identity, creating support among men, and evaluating cultural and father-son influences.
- Eight weekly 2-hour sessions are outlined, with activities like trust falls, mazes, and climbing challenges to improve communication and teamwork.
- Sessions will challenge male-specific issues
The document outlines a lesson plan for a self-esteem group led by Shanelle Muse on July 10th and 12th. The overall goals are for group members to develop effective ways to relate to themselves and others, increase self-awareness, and strengthen problem-solving skills. As it is the first session, there have been no previous meetings. The topic will be getting to know one another and self-esteem. Specific goals are setting group norms, building rapport, raising self-esteem awareness, and giving positive feedback. REBT theory frames the session by linking thoughts and feelings. A detailed timeline lists interactive activities like beach ball questions, defining self-esteem, sharing goals and affirmations.
Small Group Counseling Title/Theme: Self Awarenesssuzi smith
Optional Follow-up Session (to be held 4-6 weeks after last group session)
Materials Needed:
8 ½ x 11 paper for each participant
Crayons/markers/pencils
Alternative Procedure: Complete the Follow-Up Feedback Form for Students (attached to Optional Follow-up Session Plan). Discuss after completing.
Missouri Comprehensive Guidance Standards:
PS.1 Understanding Self as an Individual and as a Member of Diverse Local and Global Communities
PS.2 Interacting With Others in Ways That Respect Individual and Group Differences
Missouri Comprehensive Guidance Concept(s):
PS.1.A. Self Concept
PS.1.B. Balancing life roles
PS.2.B. Respect for self and others
American School Counselor Association National Standard (ASCA):
Personal/Social Development
A: Students will acquire the knowledge, attitude, and interpersonal skills to help them understand and respect self and others.
B: Students will make decisions, set goals, and take necessary action to achieve goals.
NOTE: The overall purpose of the MCGP small group counseling units and sessions is to give extra support to students who need help meeting specific Comprehensive Guidance Program Grade Level Expectations (GLEs). This small group counseling unit provides a “shell” that allows you to personalize sessions to meet the unique needs of your students. Your knowledge of the developmental levels, background knowledge and experiences of your students determines the depth and level of personal exploration required to make the sessions beneficial for your students.
Small Group Counseling Project Lessons TemplateMichelle Patton
This document outlines a 6-session small group counseling program on bullying prevention for high school students. Session topics include defining bullying, understanding the effects of bullying on victims, how to respond to bullying, examining cyberbullying behavior, preparing for National Bullying Prevention Month, and discussing antigay bullying and attitudes. Each session lists objectives, activities and discussion questions to help students understand and address bullying. The goal is for students to learn how to identify, stop and prevent bullying and cyberbullying in their schools and communities.
Group Therapy for Anger Management CurriculumSara Bucknam
The document outlines an 8-session anger management group with objectives, materials, and activities for each session. Session 1 focuses on introductions, group rules, and goals. Sessions 2-4 address identifying anger, triggers, and thinking errors. Sessions 5-6 explore relaxation, assertiveness, and practicing skills through a game. Sessions 7-8 involve role plays and termination, including reviewing goals and identifying future resources. The overarching aim is for group members to better understand and manage anger.
Utilizing Solution-Focused Brief Therapy Practices with Long-term Psychiatric Patients in an Out-patient Program.
The document discusses using Solution-Focused Brief Therapy (SFBT) techniques in an intensive outpatient program that treats patients with long-term psychiatric diagnoses like schizophrenia, bipolar disorder, and major depression. It outlines how SFBT questions, goal setting, scaling questions, and other practices are applied in group therapy sessions to help patients focus on solutions rather than problems and move towards achieving their goals.
The document discusses what constitutes a group and group processes. Key points include:
- A group exists when two or more people have an interdependent relationship and influence each other. It has defined roles, norms, goals and structure.
- Group dynamics refers to the forces that emerge from member interactions. Studying groups provides insight into personal and social behavior.
- Factors like leadership, environment, cohesiveness and norms impact group development. Membership is influenced by satisfaction, influence, compatibility and other variables.
The document outlines a lesson plan for a self-esteem group led by Shanelle Muse on July 10th and 12th. The overall goals are for group members to develop effective ways to relate to themselves and others, increase self-awareness, and strengthen problem-solving skills. As it is the first session, there have been no previous meetings. The topic will be getting to know one another and self-esteem. Specific goals are setting group norms, building rapport, raising self-esteem awareness, and giving positive feedback. REBT theory frames the session by linking thoughts and feelings. A detailed timeline lists interactive activities like beach ball questions, defining self-esteem, sharing goals and affirmations.
Small Group Counseling Title/Theme: Self Awarenesssuzi smith
Optional Follow-up Session (to be held 4-6 weeks after last group session)
Materials Needed:
8 ½ x 11 paper for each participant
Crayons/markers/pencils
Alternative Procedure: Complete the Follow-Up Feedback Form for Students (attached to Optional Follow-up Session Plan). Discuss after completing.
Missouri Comprehensive Guidance Standards:
PS.1 Understanding Self as an Individual and as a Member of Diverse Local and Global Communities
PS.2 Interacting With Others in Ways That Respect Individual and Group Differences
Missouri Comprehensive Guidance Concept(s):
PS.1.A. Self Concept
PS.1.B. Balancing life roles
PS.2.B. Respect for self and others
American School Counselor Association National Standard (ASCA):
Personal/Social Development
A: Students will acquire the knowledge, attitude, and interpersonal skills to help them understand and respect self and others.
B: Students will make decisions, set goals, and take necessary action to achieve goals.
NOTE: The overall purpose of the MCGP small group counseling units and sessions is to give extra support to students who need help meeting specific Comprehensive Guidance Program Grade Level Expectations (GLEs). This small group counseling unit provides a “shell” that allows you to personalize sessions to meet the unique needs of your students. Your knowledge of the developmental levels, background knowledge and experiences of your students determines the depth and level of personal exploration required to make the sessions beneficial for your students.
Small Group Counseling Project Lessons TemplateMichelle Patton
This document outlines a 6-session small group counseling program on bullying prevention for high school students. Session topics include defining bullying, understanding the effects of bullying on victims, how to respond to bullying, examining cyberbullying behavior, preparing for National Bullying Prevention Month, and discussing antigay bullying and attitudes. Each session lists objectives, activities and discussion questions to help students understand and address bullying. The goal is for students to learn how to identify, stop and prevent bullying and cyberbullying in their schools and communities.
Group Therapy for Anger Management CurriculumSara Bucknam
The document outlines an 8-session anger management group with objectives, materials, and activities for each session. Session 1 focuses on introductions, group rules, and goals. Sessions 2-4 address identifying anger, triggers, and thinking errors. Sessions 5-6 explore relaxation, assertiveness, and practicing skills through a game. Sessions 7-8 involve role plays and termination, including reviewing goals and identifying future resources. The overarching aim is for group members to better understand and manage anger.
Utilizing Solution-Focused Brief Therapy Practices with Long-term Psychiatric Patients in an Out-patient Program.
The document discusses using Solution-Focused Brief Therapy (SFBT) techniques in an intensive outpatient program that treats patients with long-term psychiatric diagnoses like schizophrenia, bipolar disorder, and major depression. It outlines how SFBT questions, goal setting, scaling questions, and other practices are applied in group therapy sessions to help patients focus on solutions rather than problems and move towards achieving their goals.
The document discusses what constitutes a group and group processes. Key points include:
- A group exists when two or more people have an interdependent relationship and influence each other. It has defined roles, norms, goals and structure.
- Group dynamics refers to the forces that emerge from member interactions. Studying groups provides insight into personal and social behavior.
- Factors like leadership, environment, cohesiveness and norms impact group development. Membership is influenced by satisfaction, influence, compatibility and other variables.
Bowen's Family Systems Theory conceptualizes the family as an emotional unit where the relationships between members are interdependent. Changes within one member can impact the entire family system. Key concepts include differentiation of self, triangles, the nuclear family emotional system, and multigenerational transmission of differentiation levels. The goal of Bowen's therapy is to reduce anxiety and raise each family member's level of differentiation through addressing symptoms like projection, triangulation, and fusion.
Presented during the Psychology Congress, Lyceum of the Philippines, Intramuros, Manila, Philippines, October 8, 2009.
Looking for customized in-house training sessions that fit your needs, particularly in the Philippines? Please send me an email at clarencegapostol@gmail.com or WhatsApp +971507678124. When your request is received I will follow up with you as soon as possible.Thank you!
The document provides an overview of intentional interviewing skills and competence, including microskills like questioning, paraphrasing, reflecting feelings, and summarizing. It discusses the basic listening sequence used in counseling interviews to facilitate client development, including open and closed questions, encouragers, paraphrasing, reflection of feelings, and summarization. The goals of these skills in the basic listening sequence are to elicit an overall summary of the client's issue, key facts of the situation, and expressed feelings from the client.
Cognitive-behavioral group therapy (CBGT) uses cognitive and behavioral techniques to help clients change maladaptive thought and behavior patterns. Key techniques include identifying automatic thoughts and cognitive distortions, monitoring moods and behaviors, relaxation, problem-solving, and relapse prevention. CBGT is effective because it allows clients to learn from others, get feedback, and practice skills in a social context while also receiving individual attention from the therapist.
The document discusses cognitive behavioral therapy (CBT) models and methods for couple relationships. It describes the phases of development in CBT couple therapy, from early behavioral couple therapy to newer phases focused on self-regulation and treating psychiatric disorders relationally. It then explains how CBT for couples works, with a focus on identifying counterproductive behaviors, beliefs, and triggers and practicing new relationship skills. Finally, it compares CBT couple therapy to integrative behavioral couple therapy, noting their similarities in using behavioral principles but differences in treatment strategies and theoretical frameworks.
Dialectical Behavior Therapy (DBT) is a cognitive-behavioral treatment developed to treat borderline personality disorder. It uses individual therapy, group skills training, telephone coaching, and a therapist consultation team. DBT aims to help patients manage emotions and impulses through mindfulness, distress tolerance, emotion regulation, and interpersonal effectiveness skills. Studies have found DBT reduces self-harm behaviors and improves social and work functioning for patients with borderline personality disorder.
Virginia Satir was an American therapist and author known as the "Mother of family therapy". She developed an integrative model of family therapy focused on improving communication, increasing self-esteem, and reshaping dysfunctional relationship patterns. Key aspects of her approach included identifying survival stances, enhancing congruence, using techniques like family reconstruction to generate insights, and guiding families through a multi-stage process of change. Research on her model found higher client satisfaction and lower dropout rates compared to other family therapy models.
The document provides an overview of Emotionally Focused Therapy (EFT) for couples, describing its theoretical underpinnings in experiential and systemic approaches as well as attachment theory. EFT uses a three stage, nine step framework to assess negative interaction cycles, access underlying emotions, create new bonding experiences, and consolidate secure attachment between partners. The therapist aims to develop trust, soften rigid positions, and facilitate new solutions through enactments and emotional engagement.
The document provides an overview of group therapy, including its history, types of groups, therapeutic factors, stages of group development, roles of facilitators, and benefits and limitations. Group therapy involves members helping each other heal and grow through interpersonal support and problem solving in a structured process that progresses from initial forming to working and terminating stages. The document discusses factors like hope, universality, and feedback that make group therapy an effective method for addressing psychological and social issues.
Experiential family therapy emerged from humanistic movements of the 1960s. It focuses on bringing suppressed emotions to the surface to help family members connect more genuinely. Key innovators like Carl Whitaker and Virginia Satir developed techniques like family sculpting and role playing to facilitate emotional expression. The goal is for each family member to honestly report their feelings and be addressed uniquely, rather than through power dynamics. Breakthroughs often involve members becoming angrier or closer. While it helps discovery and reconnection, experiential family therapy is less focused on problem solving or family structure roles.
Brief CBT involves compressing traditional CBT into 4-8 sessions by focusing on specific problems. It is effective for issues like anxiety, depression, and social isolation. The document outlines the skills needed by therapists for brief CBT, including establishing rapport, structuring sessions, and presenting material clearly. It then presents a case study of a student with anxiety affecting his grades and relationships, conceptualizing the issues and outlining an 8 session brief CBT treatment plan focusing on relaxation, challenging thoughts, and preventing relapse.
Reality therapy is a cognitive-behavioral approach developed by William Glasser that focuses on taking responsibility for one's actions and meeting needs in constructive ways. The counselor's role is to keep clients focused on the present and developing specific plans to improve behavior. The ultimate goal is for clients to feel better by gaining effective control over their lives and meeting needs without depriving others. Reality therapy uses techniques like confrontation, planning, and evaluating behaviors to help clients develop a success identity based on responsible fulfillment of needs.
1. The document discusses differences between modernist and postmodernist perspectives, with modernists believing in objective scientific reality while postmodernists believe in subjective realities constructed through language and social processes.
2. It then focuses on social constructionism as a postmodern therapeutic approach, emphasizing clients' subjective realities and collaboratively constructed meanings and solutions rather than expert therapist roles.
3. Several postmodern therapies are described briefly, including narrative therapy, solution-focused brief therapy, and collaborative language systems therapy, which view problems and realities as socially constructed and aim to enter clients' worlds to collaboratively construct solutions.
the ability to make good judgments based on what you have learned from your experience, or the knowledge and understanding that gives you this ability. Wisdom also means the quality of being a good judgment: I question the wisdom of separating a child from his brothers and sisters whatever the circumstances
Structural family therapy views problems as arising from dysfunctional family structures rather than individual pathology. Therapists work collaboratively with families to strengthen boundaries and restructure relationships. The goal is to bring families' dormant capacities to the surface by mapping structures like hierarchies, boundaries between subsystems, and enacting new interaction patterns. When new, functional structures replace old dysfunctional ones, symptoms typically reduce without ongoing support.
NBCC, NAADAC, CAADAC, and California Board of Behavioral Sciences approved Mental Health continuing education and addictions counselor training series. Narrated versions and CEUs available at http://www.allceus.com
Josue Guadarrama, MA Presentation at 2016 Science of HOPE
Description
Developed within a coherent theoretical and philosophical framework, Acceptance and Commitment Therapy (ACT) is a unique, empirically based psychological intervention that uses acceptance and mindfulness strategies, together with value driven commitment and behavior change strategies, to increase psychological flexibility. ACT uses three broad categories of techniques: mindfulness, including being present in the moment and defusion techniques; acceptance; and commitment to values-based living. Participants in this seminar will learn mindfulness as a way of observing ones experience, in the present moment, without judgment and “defuse,” or distancing oneself from unhelpful thoughts, reactions and sensations. Aside from a didactic approach, there will be video examples, and skill practice. Audience participation is highly encouraged.
The document provides guidance for facilitators on tools and techniques to effectively lead group processes. It discusses the role of the facilitator as a neutral party who helps groups achieve goals through structured and participatory processes. Some key tools covered include icebreakers to build rapport, consensus-based decision making, active listening, and nonverbal cues like hand signals to manage discussions. The overall emphasis is on inclusive processes that respect all perspectives and serve the needs of the group.
This document provides an overview and training for facilitators of the GUTS! program. It introduces the GUTS! team and mission, which is to empower young women through leadership development, mentoring, and community action projects. The training covers topics like facilitating safe and inclusive discussions, maintaining appropriate boundaries, handling group dynamics, and utilizing a youth-adult partnership approach. Expectations for facilitators are outlined, including maintaining confidentiality and reporting any disclosures of abuse. Scenarios are used to demonstrate how to address common issues like an overly talkative participant or a shy participant. Resources for facilitators are provided.
Bowen's Family Systems Theory conceptualizes the family as an emotional unit where the relationships between members are interdependent. Changes within one member can impact the entire family system. Key concepts include differentiation of self, triangles, the nuclear family emotional system, and multigenerational transmission of differentiation levels. The goal of Bowen's therapy is to reduce anxiety and raise each family member's level of differentiation through addressing symptoms like projection, triangulation, and fusion.
Presented during the Psychology Congress, Lyceum of the Philippines, Intramuros, Manila, Philippines, October 8, 2009.
Looking for customized in-house training sessions that fit your needs, particularly in the Philippines? Please send me an email at clarencegapostol@gmail.com or WhatsApp +971507678124. When your request is received I will follow up with you as soon as possible.Thank you!
The document provides an overview of intentional interviewing skills and competence, including microskills like questioning, paraphrasing, reflecting feelings, and summarizing. It discusses the basic listening sequence used in counseling interviews to facilitate client development, including open and closed questions, encouragers, paraphrasing, reflection of feelings, and summarization. The goals of these skills in the basic listening sequence are to elicit an overall summary of the client's issue, key facts of the situation, and expressed feelings from the client.
Cognitive-behavioral group therapy (CBGT) uses cognitive and behavioral techniques to help clients change maladaptive thought and behavior patterns. Key techniques include identifying automatic thoughts and cognitive distortions, monitoring moods and behaviors, relaxation, problem-solving, and relapse prevention. CBGT is effective because it allows clients to learn from others, get feedback, and practice skills in a social context while also receiving individual attention from the therapist.
The document discusses cognitive behavioral therapy (CBT) models and methods for couple relationships. It describes the phases of development in CBT couple therapy, from early behavioral couple therapy to newer phases focused on self-regulation and treating psychiatric disorders relationally. It then explains how CBT for couples works, with a focus on identifying counterproductive behaviors, beliefs, and triggers and practicing new relationship skills. Finally, it compares CBT couple therapy to integrative behavioral couple therapy, noting their similarities in using behavioral principles but differences in treatment strategies and theoretical frameworks.
Dialectical Behavior Therapy (DBT) is a cognitive-behavioral treatment developed to treat borderline personality disorder. It uses individual therapy, group skills training, telephone coaching, and a therapist consultation team. DBT aims to help patients manage emotions and impulses through mindfulness, distress tolerance, emotion regulation, and interpersonal effectiveness skills. Studies have found DBT reduces self-harm behaviors and improves social and work functioning for patients with borderline personality disorder.
Virginia Satir was an American therapist and author known as the "Mother of family therapy". She developed an integrative model of family therapy focused on improving communication, increasing self-esteem, and reshaping dysfunctional relationship patterns. Key aspects of her approach included identifying survival stances, enhancing congruence, using techniques like family reconstruction to generate insights, and guiding families through a multi-stage process of change. Research on her model found higher client satisfaction and lower dropout rates compared to other family therapy models.
The document provides an overview of Emotionally Focused Therapy (EFT) for couples, describing its theoretical underpinnings in experiential and systemic approaches as well as attachment theory. EFT uses a three stage, nine step framework to assess negative interaction cycles, access underlying emotions, create new bonding experiences, and consolidate secure attachment between partners. The therapist aims to develop trust, soften rigid positions, and facilitate new solutions through enactments and emotional engagement.
The document provides an overview of group therapy, including its history, types of groups, therapeutic factors, stages of group development, roles of facilitators, and benefits and limitations. Group therapy involves members helping each other heal and grow through interpersonal support and problem solving in a structured process that progresses from initial forming to working and terminating stages. The document discusses factors like hope, universality, and feedback that make group therapy an effective method for addressing psychological and social issues.
Experiential family therapy emerged from humanistic movements of the 1960s. It focuses on bringing suppressed emotions to the surface to help family members connect more genuinely. Key innovators like Carl Whitaker and Virginia Satir developed techniques like family sculpting and role playing to facilitate emotional expression. The goal is for each family member to honestly report their feelings and be addressed uniquely, rather than through power dynamics. Breakthroughs often involve members becoming angrier or closer. While it helps discovery and reconnection, experiential family therapy is less focused on problem solving or family structure roles.
Brief CBT involves compressing traditional CBT into 4-8 sessions by focusing on specific problems. It is effective for issues like anxiety, depression, and social isolation. The document outlines the skills needed by therapists for brief CBT, including establishing rapport, structuring sessions, and presenting material clearly. It then presents a case study of a student with anxiety affecting his grades and relationships, conceptualizing the issues and outlining an 8 session brief CBT treatment plan focusing on relaxation, challenging thoughts, and preventing relapse.
Reality therapy is a cognitive-behavioral approach developed by William Glasser that focuses on taking responsibility for one's actions and meeting needs in constructive ways. The counselor's role is to keep clients focused on the present and developing specific plans to improve behavior. The ultimate goal is for clients to feel better by gaining effective control over their lives and meeting needs without depriving others. Reality therapy uses techniques like confrontation, planning, and evaluating behaviors to help clients develop a success identity based on responsible fulfillment of needs.
1. The document discusses differences between modernist and postmodernist perspectives, with modernists believing in objective scientific reality while postmodernists believe in subjective realities constructed through language and social processes.
2. It then focuses on social constructionism as a postmodern therapeutic approach, emphasizing clients' subjective realities and collaboratively constructed meanings and solutions rather than expert therapist roles.
3. Several postmodern therapies are described briefly, including narrative therapy, solution-focused brief therapy, and collaborative language systems therapy, which view problems and realities as socially constructed and aim to enter clients' worlds to collaboratively construct solutions.
the ability to make good judgments based on what you have learned from your experience, or the knowledge and understanding that gives you this ability. Wisdom also means the quality of being a good judgment: I question the wisdom of separating a child from his brothers and sisters whatever the circumstances
Structural family therapy views problems as arising from dysfunctional family structures rather than individual pathology. Therapists work collaboratively with families to strengthen boundaries and restructure relationships. The goal is to bring families' dormant capacities to the surface by mapping structures like hierarchies, boundaries between subsystems, and enacting new interaction patterns. When new, functional structures replace old dysfunctional ones, symptoms typically reduce without ongoing support.
NBCC, NAADAC, CAADAC, and California Board of Behavioral Sciences approved Mental Health continuing education and addictions counselor training series. Narrated versions and CEUs available at http://www.allceus.com
Josue Guadarrama, MA Presentation at 2016 Science of HOPE
Description
Developed within a coherent theoretical and philosophical framework, Acceptance and Commitment Therapy (ACT) is a unique, empirically based psychological intervention that uses acceptance and mindfulness strategies, together with value driven commitment and behavior change strategies, to increase psychological flexibility. ACT uses three broad categories of techniques: mindfulness, including being present in the moment and defusion techniques; acceptance; and commitment to values-based living. Participants in this seminar will learn mindfulness as a way of observing ones experience, in the present moment, without judgment and “defuse,” or distancing oneself from unhelpful thoughts, reactions and sensations. Aside from a didactic approach, there will be video examples, and skill practice. Audience participation is highly encouraged.
The document provides guidance for facilitators on tools and techniques to effectively lead group processes. It discusses the role of the facilitator as a neutral party who helps groups achieve goals through structured and participatory processes. Some key tools covered include icebreakers to build rapport, consensus-based decision making, active listening, and nonverbal cues like hand signals to manage discussions. The overall emphasis is on inclusive processes that respect all perspectives and serve the needs of the group.
This document provides an overview and training for facilitators of the GUTS! program. It introduces the GUTS! team and mission, which is to empower young women through leadership development, mentoring, and community action projects. The training covers topics like facilitating safe and inclusive discussions, maintaining appropriate boundaries, handling group dynamics, and utilizing a youth-adult partnership approach. Expectations for facilitators are outlined, including maintaining confidentiality and reporting any disclosures of abuse. Scenarios are used to demonstrate how to address common issues like an overly talkative participant or a shy participant. Resources for facilitators are provided.
This weekly learning plan outlines psychosocial support activities for students in Grade 2 for Week 1. Each day focuses on a different topic like safety, problem solving, self-awareness and expressing feelings. Activities include drawing safe animals, creating a desert island with survival items, roleplaying emergency situations and a feelings wheel activity. Discussions emphasize identifying feelings, strategies for feeling safe, and supporting each other. The goal is to help students acknowledge and understand their emotions.
This document discusses facilitating effective grief groups for kids and training volunteers. It covers:
- The importance of group work for grieving children and Tuckman's stages of group development.
- Tips for group facilitators like maintaining consistency, being flexible, ensuring confidentiality, and being prepared.
- The complex roles volunteers play as group leaders, co-leaders, and members of the volunteer team.
- How to address challenging situations by making decisions based on the overall group.
- The presenters thank the audience and offer their contact information.
The document provides an overview of adventure-based counseling (ABC), including its history, theoretical perspectives, foundations, and applications. ABC was developed in the 1970s based on Project Adventure and uses experiential activities involving briefing, leading, and debriefing sessions. Research shows ABC can positively impact leadership, self-concept, academics, personality, interpersonal skills, and risk-taking. The document then outlines several experiential ABC activities focused on cooperation/trust and problem-solving to be used in counseling.
The document summarizes the activities and objectives of the first session of a training of trainers on the Enhanced PAFLO Module. The session aimed to set a comfortable learning climate through icebreaker activities where participants shared their names and hopes/fears for the training. Ground rules for respectful discussion were also established. The session emphasized making everyone feel safe, respected and able to actively participate through applying the ground rules and participatory learning approach of the training.
The document describes an exercise called "The Treasure, the Pirate and the Key" meant to promote discussion and understanding between participants with differing views. Participants are each given an incomplete key and must work alone and in groups to determine the seven priorities that would unlock the treasure, described as either human contentment or educating youth about the Red Cross. Groups discuss their priorities and the process of reaching consensus. The full group then discusses the issues that arose and whether a single agreed upon key is necessary. The goal is for participants to consider different cultural perspectives and how to communicate across differences to solve problems for the common good.
Three practical techniques to overcome conflict in teams or organisations.pdfKatrina Kolt
This document outlines three activities to help overcome conflict in teams:
1. The "Relationship Myth" exercise helps teams reflect on what initially brought them together and their shared goals and purpose to strengthen relationships.
2. "My Land, Your Land, Our Land" uses role-playing to help teams understand different perspectives and find shared interests to build consensus.
3. "Voice of the Relationship" role-plays the perspective of the relationship itself to provide wisdom beyond individual views and surface new solutions.
The document discusses effective listening and communication in small groups, including barriers to listening such as prejudging others, rehearsing responses, and failing to adapt one's listening style. It also outlines different listening styles including people, action, content, and time-oriented styles. Nonverbal communication and developing trust within a group are important factors for effective small group interactions.
Creating safety in teams through deep democracy (so that they thrive)prugell
A brief introduction to The Lewis Method of Deep Democracy and 2 tools from the toolkit: The 4 Steps and the Check-in. This talk touches on Psychological Safety and how Deep Democracy can support it in groups through allowing all voices to be heard and through working with Resistance in people and organisations. This talk was created by Pru Gell and Andrea Blundell for 1st Conference on March 2 2017.
This document provides guidance on managing conflict and empowering volunteers. It discusses [1] different approaches to managing conflict, including competing, accommodating, avoiding, compromising, and collaborating. Collaborating is presented as the most effective approach. It also addresses [2] potential issues when confronting conflict such as people who refuse to negotiate and issues of trust, and provides suggestions for handling those situations. Finally, the document outlines [3] different roles leaders can take to empower volunteers, including being a discoverer, illustrator, encourager, enabler, and smoother.
This document provides an overview of Module 7 of a peer training program, which focuses on helping peers who experience alienation. It discusses what alienation is and goals for addressing it, including promoting awareness through communication skills. The module covers exploring alienation and its causes through discussing Aboriginal and European history as well as using legends, nature, and the medicine wheel model. It also reviews counseling skills like active listening and self-disclosure. The intent is for peers to understand different cultural contexts and effectively support others.
The document describes a group activity where astronauts have landed on the moon but are lost. They must prioritize 11 survival items as a group. It discusses the activity process and observers' roles. It then covers group dynamics concepts like stages of group formation, characteristics of effective groups, and teacher strategies for managing student groups. Key points are forming shared goals, developing trust and openness, participative leadership, and ensuring equal participation to maintain positive group dynamics.
Mentoring takes many forms globally and can benefit both mentors and mentees. It often involves an experienced person helping a less experienced one develop skills through relationship, guidance and sharing of knowledge and experience. Specifically, this document discusses:
1) Different types of mentoring such as career mentoring, enterprise mentoring, and youth mentoring.
2) Benefits for both mentors and mentees such as personal and professional growth, development of skills, and networking opportunities.
3) Tips for effective mentoring relationships including clearly defining goals, roles and timeline for the partnership.
4) The importance of diversity and cultural understanding in cross-cultural mentoring.
The document describes ten symbols that represent the methodology of a pack. The symbols emphasize participatory learning through:
1) Sitting in circles rather than rows to encourage participation from all.
2) Viewing activities as building blocks that can be useful for some and not for others.
3) Facing difficulties to promote learning and development.
4) Engaging both sides of the brain through creative, emotional activities for higher-level learning.
This document discusses group membership and identity. It explores how individuals derive self-esteem and identity from the groups they belong to. Social identity theory proposes that people are motivated to join groups that enhance their status and self-esteem. Group membership provides norms and behaviors that help shape members' identities. However, strong conformity to groupthink can undermine independent thinking and potentially lead to poor decisions. The document examines several studies demonstrating how central group members highly conform to norms compared to more marginal members.
The document provides 10-minute leadership lesson activities and discussions that teach leadership skills through experiential learning. It includes icebreakers, team-building activities, and discussion questions to help participants understand leadership concepts like communication, problem-solving, and self-awareness. The activities are designed to be fun, hands-on experiences that stimulate discussion and help people learn and apply leadership skills.
The document discusses group dynamics and the group development process. It describes how groups form and the stages of development, including initially coming together, forming subgroups, focusing on tasks, and fully functioning as a cohesive unit. Effective group facilitation is also discussed, including understanding group dynamics by diagnosing issues, being self-aware, and knowing how to facilitate the group process. Key aspects that can affect group functioning are participation, communication, problem-solving, and leadership.
This document provides a daily lesson log for a Grade 11 Psychological First Aid class. Over three days, students will engage in various activities and discussions to develop resilience and mental well-being. On day one, students will identify their feelings about returning to face-to-face classes and share drawings representing their thoughts. On day two, students will create self-portraits highlighting their strengths. On day three, students will share their goals and expectations for the school year. Throughout, the teacher will provide support and encourage students to express themselves while building self-awareness and confidence.
Similar to Group Proposal_Curriculum Template for Group Counseling (20)
The document discusses several key topics related to counseling clients on spiritual issues:
- Many counselors have limited training in addressing clients' religious and spiritual concerns. While spirituality is considered important, it is not adequately covered in counseling programs.
- Clients may refrain from discussing religious issues with counselors due to perceived lack of understanding or opposition to religion. Addressing spirituality can be important for clients' well-being.
- Adlerian principles like social interest, courage to be imperfect, and superiority provide a framework for counselors to help clients address religious and spiritual concerns in a sensitive manner. Techniques like early recollections can provide insight into clients' religious experiences and values.
This case conceptualization examines a client named John who is experiencing obsessions and compulsions. John exhibits behaviors like repetitive sniffing, excessive hand washing, and preoccupation with his girlfriend's flaws. He was diagnosed with Obsessive-Compulsive Disorder. John experienced childhood trauma witnessing domestic violence. Goals of treatment are to increase John's social interactions and decrease rituals. Interventions include processing early memories and exposure therapy to reduce anxiety from triggers. Cultural factors like religion and ethnicity can influence OCD symptoms but the disorder presents similarly across cultures.
The document provides a case conceptualization of the Bernard family from an Adlerian theoretical perspective. Key points include:
- The family presents with stress and chaos and lacks social interest and positive functioning as a group.
- A lifestyle assessment would examine family dynamics, roles, and convictions.
- Treatment goals are to increase structure, decrease stress, and build coping skills through teaching consequences, encouraging positive attitudes, and monitoring progress.
This document summarizes a proposed study on the impact of spirituality on counseling for families experiencing cancer in the Kentucky-Tennessee region. The study would use a mixed methods approach, beginning with a standardized spirituality assessment and then conducting semi-structured interviews to describe participants' perceptions of spirituality in their own words. Previous research has found that spirituality plays an important role in coping and quality of life for cancer patients and their families, but definitions and understandings of spirituality vary widely. The goal of this study is to better understand how spirituality impacts counseling needs for families dealing with cancer in this region. Participants would include cancer patients and their immediate family members from several treatment centers in Kentucky and Tennessee.
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Group Proposal_Curriculum Template for Group Counseling
1. Group Proposal/Curriculum Template for Group Counseling
Group for Masculine Identification and Male Gender Identity
Possible name for group: Masculine Exercises
Group Rationale
Modern culture in the United States sends a clear picture of what it means to be a man,
yet many men do not align with the culturally-depicted man. Men often look toward their fathers
to understand what it means to be a man, but many men do not have a father in their life – either
mentally, emotionally, or physically. Therefore, men struggle to understand what it means to be
a man and what it means to be masculine. A group of men can be the perfect venue for a man to
discover what being a man means both individually and as an active member of a community.
Theory
The group is primarily focused on the interpersonal approach. Members will learn about
masculinity through here and now interpersonal interactions between group members. Therapy
will focus on immediate emotional experiences, feedback between members, and consensual
validation. The cohesiveness of the group is of the highest importance because men need to feel
connected to a group before any type of meaningful discussion can take place. Also, men,
generally speaking, respond well to challenges from other men. If a man has a perception of
what it means to be a man and other members disagree, the issue will be confronted in the group
which lead to changed perceptions and cognitive processes. Due to the selected theory, it is very
important that the group facilitator be aware during the activities to call out specific events and
interactions in the here and now.
Group Goals
Establish a personal meaning for masculinity.
2. Establish security in the individual’s gender identity.
Create a supportive group of men to bestow manhood upon each other.
Evaluate cultural view of manhood.
Evaluate influence of father-son relationship in gender identity.
Membership
Group members will be 18 years of age or older. Members must identify as male. Race
and socioeconomic status are not defined and all are invited. The age restriction is for the
purposes of liability and due to the maturity needed to discuss the topic of gender identity.
Members should identify as male because the purpose of the group is to help men discover true
masculinity, since men often struggle to understand masculinity. Models are not necessary for
the function of the group; however, the group could be adapted to include models (i.e. father and
son group).
Recruitment
Group members will be recruited by fliers placed at local restaurants, Western Kentucky
University, and local churches. Social media, such as Facebook and Twitter, will also be used to
publicize the group. Prospective group members will email or call me regarding their interest.
Prospective members will receive a prescreening form that asks for basic contact and profile
information. The group will be limited to 8-12 members.
Meeting Times
Where: Gasper River Catholic Youth Camp & Retreat Center
When: Saturdays from 10am-12pm (2 Hours)
Number of Sessions: 8
Multicultural Considerations (if any)
3. These activities may be difficult if there is a language barrier. Different cultures have different
understandings of what masculinity entails.
Group Evaluation
Group evaluation attached in separate document.
4. Session 1
Goal: Initiate members into group/create a bond between group members.
Objective:
Challenge the need to win always.
Develop intimacy skills.
Improve communication skills.
Create a bond between group members.
initiation
Activity:
Trust Walk: One facilitator in front leading, another or an adult leader following
the group to ensure safety for all involved
Swamp Swap: Facilitator should stand by participants as they cross bridge to
ensure safety.
All Aboard: Facilitator should walk around the group, looking for trouble spots, or
people in risky positions. You should not all anyone to climb onto another person’s
shoulders.
Instructions:
Trust Walk
1. Have group choose partners, preferably someone they do not know well
2. Explain the rules BEFORE handing out blindfolds
a. One partner is blindfolded, one can see
b. You may not touch your partner, except for safety’s sake
c. No running, this is NOT a race
d. Follow the facilitator wherever he/she goes
3. Lead group to low elements course, switching halfway so each partner has the chance to
lead and be blindfolded
4. Have participants untie blindfolds and hand back in to the facilitator
Swamp Swap
1. Divide group into two units and position one group on each side of the swamp
2. The group may not step into the swamp, or hardships may occur, but need to cross to the
other side—the teams must switch places
3. The group may only use the platforms and the two boards to get their team across
5. All Aboards
1. Group must get their entire team onto the largest platform, and keep them there long
enough to sing a song (Happy Birthday, I’m a Little Teapot, Etc).
2. Group must get their entire team onto the medium sized platform, and keep them there
long enough to sing a song.
3. Group must get their entire team onto the smallest platform, and keep them there long
enough to sing a song.
4. No one should be on another person’s shoulder at any time.
5. If anyone falls off while they are singing, the group must begin again.
Processing Questions:
Trust Walk
What was it like to rely on a complete stranger to guide you?
What was listening to another man’s instructions like for you?
When was the experience challenging/easy for you?
What was it like to lead another man through some obstacles?
Swamp Swap
When you were divided into two groups on opposite sides, what did you think about the
members on the other side?
What did you experience when the facilitator said that this was not a competition?
How important was proper communication?
How could thinking outside of the box change the activity?
All Aboards
Did you feel uncomfortable during this activity? Why or why not?
What was it like to be that physically close with other men?
Did being so close to others prevent you from performing your best during this activity?
Why or why not?
General
Did you connect with any of the men? Why or why not?
6. Session 2
Goal: Improve interpersonal skills to increase group member involvement.
Objective:
Improve communication skills.
Create sense of group belonging.
Activities:
Wild Woozy: Facilitator should stand on the outside of the V and keep an eye on the
spotters to make sure they are where they should be and the pair walking on the
wire; other youth should be asked to help spot so as to keep everyone safe. Two
youth under each person, and one spotting behind each person.
Nuclear Fence: Facilitator should be on the side of the rope with the fewest
participants to ensure safety during the activity
King’s Finger: Facilitator should be behind those who are being lifted. If there are
multiple facilitators, or other adult counselors ask them to assist in ensuring the
safety of the participants by spotting.
Instructions:
Wild Woozy
1. Have group divide up into pairs
2. Each pair will take a turn, one person standing on each wire, walking down the wire
3. The goal is to work together as a team to see how far the partners can walk on the
wire
4. One set of partners will stand behind each of the persons on the wire spotting
5. Two sets of partners will stand on the inside, one pair under each person on the wire,
as spotters
Nuclear Fence
1. Have group stand on one side of the nuclear fence and join hands. Break one set of hands
and inform the group they must remain connected throughout the activity
2. The team must move from inside the square to the outside going between the two ropes
while remaining connected the entire time, even when part of the group is on the other
side of the fence
3. The team may reach under the rope to be connected
7. 4. Obviously, lifting will be required for this element and demonstration of spotting is a
must for the group. Safety is a priority for the team, ensure the security of each members
head and neck as they are passed from one side to the next.
5. If a participant touches the rope, they may be given a hardship that makes the group
refocus or may make the challenge more difficult
King’s Finger
1. Must have at least nine people for this activity to ensure enough lifters and spotters
2. The group must get the tire off the King’s Finger without touching the pole and then set it
on the ground
3. If a group does exceptionally well at this, they may also be asked to put the ring back on
his finger without touching the pole
4. If the ring touches the pole, the group must set the tire down and begin again
Processing Questions:
Wild Woozy
Was it difficult to work with another person? Why or why not?
Did any of you want to push or pull too much? Why or why not?
Nuclear Fence
How did your lack of strength or size affect this activity?
Did you become angry with yourself or others? Why or why not?
King’s Finger
Was everyone involved? Why or why not?
What caused frustration/anger during this activity?
8. Session 3
Goal: Challenge male-specific issues.
Objective:
Learn to ask for help.
Improve communication skills.
Develop interpersonal skills.
Rely on others, instead of personal strength.
Activity:
Trust Fall: One facilitator will be at the head of the spotters and one by the
platform. Take a more serious tone and make sure no watches, glasses, large rings,
hats, etc are worn to prevent any injury. When a participant is on the platform, the
facilitator should be prepared for a fall at any time.
The Maze: Facilitator should be in the inside of the maze walking with the
participants. Remind members to not cheat themselves on the experience to get the
most out of the element. Since this is a one time and you know the trick element, ask
if anyone has done this element before and encourage them not to tell the others the
way out of the maze.
Elevator Escape
Instructions:
Maze
1. Each member should be blindfolded before seeing the maze and placed in the maze one
person at a time
2. Participants should not pull, sit or lean on the rope, use only as a guide
3. They will know when they are out of the maze –cannot go over/under the rope, cannot
untie any knots, or let go of the rope
4. Give instructions: in a moment you can move to your left or to your right, try to keep
both hands on the rope at all times, there is only one way to get out of the maze, if you
need any help just raise your hand and I will come over to you
5. Allow group to travel around the maze several times and begin asking if anyone needs
anything. Prompt the participants—what do they feel like you’re doing? Do you need
anything from me?
6. Must ask for help to get out of the maze. When they ask for help, remove their blindfold
and ask them not to reveal how to get out
9. Elevator Escape
1. Everyone must be involved.
2. Only the member exiting the elevator can touch the elevator.
3. No member can be left behind.
4. The members are “trapped” in the elevator and the only way to escape is the emergency
latch at the top of the elevator, but no one is tall enough to get out on their own.
Trust Fall
1. Eight spotters, four on each side, are lined up across from each other forming a zipper
pattern. One foot should be in front of the other for balance and no interlocking of
fingers or grabbing of the spotters across from the other—prevent dislocations. Everyone
should take turns spotting
2. The facilitator will line up at the head of the zipper
3. Faller will climb stairs and line up with the heels at the edge of the platform. Feet
together, knees locked, arms locked (crossed over, pull up and squeeze tight) chest out
and head back. Facilitator should line up the fallers spine with the spotter’s hands. Do
not be afraid to move spotters in and out for the most support when catching (the most
weight falls to the two inside pairs of spotters). Do not take unnecessary risks—it is
better to risk offending someone than to drop the faller
4. Facilitator will go through checklist with the faller, ask spotters if they are ready and have
them yell “Ready,” ask the faller if they are ready and wait for their reply. If they reply
ready, have the faller fall stiff as a board into the arms of the spotters. If not ready, go
through the entire checklist again
5. Facilitators hands should line up on the fallers shoulders and do not let go until the fallers
feet are on the ground
Processing Questions:
Maze
Who can we ask for help?
What do we do when others ask us for help?
How difficult was it to ask for help?
Elevator Escape
How difficult was it to rely on others?
Did you ever give up? Why or why not?
Trust Fall
10. Who gave you the most support during the activity?
Did you trust the group? Why or why not?
What made the activity the most difficult?
11. Session 4
Goal: Evaluate relationship to other masculine men.
Objective:
Explore relationship with father.
Identify Father Wounds.
Explore sense of shame and loss.
Recognize father is wounded, also.
Identify need for positive male role models.
Identify specific positive male role models.
Activity:
Sword Sharpens Sword
Instructions:
1. Form groups of 3-4 members.
2. Share details about relationship with father (both positive and negative).
3. Identify specific events when father wounded member.
4. Share about father’s own woundedness.
5. Give examples of positive male role models specific to individual member.
6. Make plan to form mentor-mentee relationships with positive male role models.
Processing Questions:
How did your father shape your concept of masculinity?
Did your father initiate you into manhood? Why or why not?
How do you experience loss?
How do you experience shame?
Did your father have a good relationship with his father? Why or why not?
Who has been a good example of masculinity for you? Why?
Who helped you become a “man?” How have they done it?
12. Session 5
Goal: Help other members to achieve their goals.
Objective:
Learn to sacrifice for others.
Improve communication skills.
Develop understanding of teamwork.
Activity:
Jacob’s Ladder
Instructions:
Jacob’s Ladder
1. Facilitator should have set up equipment in advance so they can begin immediately
2. Talk with group about “stretching themselves” getting out of their comfort zone; stress
that it is not important if they reach the top or not—but that they stretch and work
together with their partner. If a camper cannot make it to the top, they may ask to come
down
3. Encourage positive statements only, build each other up
4. Talk about equipment and safety and what they will be doing in this activity and
demonstrate proper way to put on gear—helmet and harness
5. Take volunteers to be slackers and coilers for each facilitator
6. Have two campers hold the bottom of the ladder to keep it from swinging back and
hitting the facilitators
7. Campers may begin when commands have been said: Camper—“B on”; Facilitator—
“On B”; Camper—“Climbing” or “Permission to Climb”; Facilitator—“Climb On”
8. When campers come down, instruct them to lean back and curl up into a ball and hold
onto the knot in front of them so that you may lower them to the ground
Processing Questions:
How did your partner help you reach your goals?
How did you experience trial? How did you over come trials?
How did you work together to overcome obstacles?
13. Session 6
Goal: Demonstrate that the entire group is needed to support one man.
Objective:
Work as a team toward a unified goal.
Improve communication skills.
Continue to develop teamwork.
Activity:
Giant Swing
Instructions:
1. Explain safety equipment, help first person into their harness and attach to wire
2. Everyone else gets into the haul lane
3. When the person in the harness says “go” everyone in the haul lane begins walking
backwards pulling the person into the air
4. Person pulls the release string and goes flying through the air
Processing Questions:
What was it like to be the member being lifted into the air?
How much control did you have over the situation as the person in the air?
How much control did you have over the situation as a person on the ground?
What was it like to be a member of the haul team?
14. Session 7
Goal: Assist members in overcoming diverse obstacles.
Objective:
Improve communication skills.
Improve teamwork skills.
Affirm and encourage other members, especially those physically weaker.
Activity:
Vertical Playground
Instructions:
1. Facilitator should have set up equipment in advance so they can begin immediately
2. Talk with group about “stretching themselves” getting out of their comfort zone;
stress that it is not important if they reach the top or not—but that they stretch and
work together with their partner. If a camper cannot make it to the top, they may ask
to come down
3. Encourage positive statements only, build each other up
4. Talk about equipment and safety and what they will be doing in this activity and
demonstrate proper way to put on gear—helmet and harness
5. Take volunteers to be slackers and coilers for each of the facilitators
6. Have one campers place a foot on the bottom rung of the ladder to keep it from
swinging back and hitting the facilitators
7. Campers may begin when commands have been said: Camper—“Belay on”;
Facilitator—“On Belay”; Camper—“Climbing” or “Permission to Climb”;
Facilitator—“Climb On”
8. When campers come down, instruct them to lean back and curl up into a ball and
hold onto the knot in front of them so that you may lower them to the ground
Processing Questions:
How was this activity different from Jacob’s Ladder?
What unique challenges did you face?
What did you learn about yourself?
Did you discover a new talent? If so, what is it?
15. Session 8
Goal: Terminate Group
Objective:
Say goodbye in a meaningful way.
Brainstorm effective support for future endeavors.
Explore experience of loss due to group termination.
Activity:
Brainstorming
Saying Goodbye
Instructions:
Brainstorming
1. Identify community resources for men.
2. Identify ways to continue exploring gender-identity.
3. Create ways to support those seeking understanding of masculinity.
Saying Goodbye
1. Each member should say goodbye to every member.
2. While saying goodbye, an affirmation of the member should be given. The affirmation
must be regarding a group member’s specific contribution to the group.
Processing Questions:
How can you continue to discover your own masculinity after group?
How can you help others discover their masculinity?
What is most difficult about leaving this supportive group of men?
How do you see yourself now that is different from before group?
How did your own masculinity change from attending group?