Unit 7A Assignment 1 & Unit 7A Discussion 1? $30.00 Due (Sunday) 8/19/2018.   Group Counseling Plan With Children and Adolescents Due: End of Unit 7. Preparing your Group Counseling Plan With Children and Adolescents gives you an opportunity to apply what you are learning to situations you will encounter in clinical practice. Review the Scoring Guide before preparing and submitting your assignment. For this assignment, you will develop two group counseling plans that can be used in your Middle Valley Counseling Proposal: one for children and one for adolescents. As described in this unit's videos, many counseling groups for young people are growth-oriented groups—each individual's growth and development is the focus. Members of the group may have symptoms of disorders, but a group can help individuals make changes more quickly by providing encouragement and chances to practice new behaviors. First, you will describe  group that would benefit each of these clients a prototypical group member for each of the counseling groups you will be proposing. One background sketch should be for a child client; one should be for an adolescent client. Your hypothetical child client is a prospective member of your child counseling group. Your hypothetical adolescent client is a prospective member of your adolescent counseling group.  Second, you will design a counseling (see Counseling Children pages 605–606 for examples of how counselors work with groups of different ages). Each of your two group proposals will succinctly address the following: Prototypical Group Member: Summarize the background sketch for one of your group members, including developmental, temperamental, and academic information. Additionally, include the reason for referral to the group and your preliminary diagnosis. Client's Ecosystemic Context: Use a systems perspective to present information about the influence of family, community, and school on your client, including both stressors and supports. Group Topic, Theory, and Rationale: Present the topic and explain why a group on this topic is needed. (See Table 18-2 in your text for possible small group topics for children and adolescents.) Describe how your hypothetical client could benefit from being in this group. Which counseling theory will provide the best support for the clinical needs of the group (including your focus child or adolescent)? (See Table 18-1 in your text for goals that are typical for each theoretical orientation.) Group Objectives, Plan, and Sample Group Exercise: What specific, measurable, and reachable objectives will you have for the group members, given your chosen theory and time frame? One or two goals are appropriate. How long will each group session be? How often will you meet? How many sessions will you have? Incorporate information about developmental needs when planning the topic, frequency, and duration of the groups. Briefly describe one group exercise or technique you will implement th ...

1. Unit 7A Assignment 1 & Unit 7A Discussion 1? $30.00 Due
(Sunday) 8/19/2018.
Group Counseling Plan With Children and Adolescents
Due: End of Unit 7.
Preparing your Group Counseling Plan With Children and
Adolescents gives you an opportunity to apply what you are
learning to situations you will encounter in clinical practice.
Review the Scoring Guide before preparing and submitting your
assignment.
For this assignment, you will develop two group counseling
plans that can be used in your Middle Valley Counseling
Proposal: one for children and one for adolescents. As described
in this unit's videos, many counseling groups for young people
are growth-oriented groups—each individual's growth and
development is the focus. Members of the group may have
symptoms of disorders, but a group can help individuals make
changes more quickly by providing encouragement and chances
to practice new behaviors.
First, you will describe
group that would benefit each of these clients a prototypical
group member for each of the counseling groups you will be
proposing. One background sketch should be for a child client;
one should be for an adolescent client. Your hypothetical child
client is a prospective member of your child counseling group.
Your hypothetical adolescent client is a prospective member of
your adolescent counseling group.

2. Second, you will design a counseling (see
Counseling Children
pages 605–606 for examples of how counselors work with
groups of different ages).
Each of your two group proposals will succinctly address the
following:
Prototypical Group Member: Summarize the background sketch
for one of your group members, including developmental,
temperamental, and academic information. Additionally, include
the reason for referral to the group and your preliminary
diagnosis.
Client's Ecosystemic Context: Use a systems perspective to
present information about the influence of family, community,
and school on your client, including both stressors and supports.
Group Topic, Theory, and Rationale: Present the topic and
explain why a group on this topic is needed. (See Table 18-2 in
your text for possible small group topics for children and
adolescents.) Describe how your hypothetical client could
benefit from being in this group. Which counseling theory will
provide the best support for the clinical needs of the group
(including your focus child or adolescent)? (See Table 18-1 in
your text for goals that are typical for each theoretical
orientation.)
Group Objectives, Plan, and Sample Group Exercise: What
specific, measurable, and reachable objectives will you have for
the group members, given your chosen theory and time frame?
One or two goals are appropriate. How long will each group
session be? How often will you meet? How many sessions will
you have? Incorporate information about developmental needs
when planning the topic, frequency, and duration of the groups.
Briefly describe one group exercise or technique you will

3. implement that is developmentally appropriate, practical for
your setting, consistent with your chosen theory, and helpful for
achieving one of your group objectives. After describing the
exercise, discuss your rationale for how it fits these criteria.
Legal and Ethical Issues Plan: Articulate a legal and ethical
issues plan that presents the specific steps you will take to
establish an ethical group counseling relationship with your
child or adolescent clients, considering their presenting issues.
Identify potential ethical or legal issues that could arise with
this specific group, and briefly describe how you will handle
each of these, referencing specific laws and ethical codes.
Use a minimum of five references, including your textbook. See
the Resources for the Group Counseling Template that you will
use to prepare this assignment. Your paper should be 5–7 pages
in length, not including the title and references pages. No
abstract is necessary.
Resources
·
Group Counseling Plan With Children and Adolescents Scoring
Guide
.
·
Group Counseling Template
.
·
APA Style and Format
.
TEMPLATE

4. Group Counseling with Children and Adolescents
Author First Name Middle Initial Last Name
Capella University
Group Counseling With Children and Adolescents
This is your paper’s introduction. Note, however, that it does
not have a heading; its position at the beginning of the body of
the paper implies that it is the introduction. Instead, include the
title of your paper centered at the top of the page, not bolded; it
is not considered a heading. In the body of your paper, indent
the first line of each paragraph. As always, use double spacing
12-point Times New Roman font. For the purposes of this
assignment, simply replace this text with a brief paragraph in
your own words stating that this paper presents two group
counseling proposals for the Middle Valley Counseling Project.
Group Counseling Proposal for Child Clients: [Hypothetical
Name of Group]
Prototypical Group Member
Here, summarize the background sketch for your adolescent
client, including developmental, academic, family, social, and
ecosystemic information about the influence of community,
family and school systems as stressors and supports.
Additionally, include the reason for referral to the group and
your preliminary diagnosis that you developed in previous
discussions.
Group Topic and Rationale

5. Explain here why a group on this topic needed. Describe how
will your hypothetical client benefit from being in this group?
(See Table 18-2 in your text for possible small group topics for
children and adolescents.)
Theoretical Orientation and Rationale
Which counseling theory will provide the best support for the
clinical needs of the group (including your focus child or
adolescent)? See Table 18-1 in your text for goals that are
typical for each theoretical Orientation.
Group Practicalities
Assume that you will be allowed to use the stage area at one of
the schools in the Middle Valley project to conduct your groups.
How long will each group be? How often will you meet? How
many sessions will you have? (Consider developmental stages
when planning the frequency and duration of the groups.)
Group Objectives
What specific, measureable, and reachable objectives will you
have for the group members, given your time frame? One or two
goals are appropriate.
Sample Group Exercise and Rationale
Describe one group exercise or technique you will implement
that is developmentally appropriate, practical for your setting,
and consistent with your chosen theory. After describing the
exercise, discuss your rationale for how it fits these criteria.
Group Evaluation
At the conclusion of the group, how will group members and the

6. group leader evaluate progress?
Legal and Ethical Issues Plan
Briefly articulate a legal and ethical issues plan that presents
the steps you will take to establish an ethical group counseling
relationship with your child clients. Identify the key potential
ethical and legal issues that could arise with your groups and
describe how you will handle each of these, referencing specific
laws and ethical codes.
Group Counseling Proposal for Child Clients: [Hypothetical
Name]
Prototypical Group Member
Summarize the background sketch for your adolescent client,
including developmental, academic, family, social, and
ecosystemic information about the influence of community,
family and school systems as stressors and supports.
Additionally, include the reason for referral to the group and
your preliminary diagnosis that you developed in previous
discussions.
Group Topic and Rationale
Why is a group on this topic needed? How will your
hypothetical client benefit from being in this group? (See Table
18-2 in your text for possible small group topics for children
and adolescents.)
Theoretical Orientation and Rationale
Which counseling theory will provide the best support for the
clinical needs of the group (including your focus child or
adolescent)? See Table 18-1 in your text for goals that are

7. typical for each theoretical Orientation.
Group Practicalities
Assume that you will be allowed to use the stage area at one of
the schools in the Middle Valley project to conduct your groups.
How long will each group be? How often will you meet? How
many sessions will you have? (Consider developmental stages
when planning the frequency and duration of the groups.)
Group Objectives
What specific, measureable, and reachable objectives will you
have for the group members, given your time frame? One or two
goals are appropriate.
Sample Group Exercise and Rationale
Describe one group exercise or technique you will implement
that is developmentally appropriate, practical for your setting,
and consistent with your chosen theory. After describing the
exercise, discuss your rationale for how it fits these criteria.
Group Evaluation
At the conclusion of the group, how will group members and the
group leader evaluate progress?
Legal and Ethical Issues Plan
Briefly articulate a legal and ethical issues plan that presents
the steps you will take to establish an ethical group counseling
relationship with your child clients. Identify a few key ethical
and legal issues that could arise with your groups, and describe
how you will handle each of these, referencing specific laws
and ethical codes.

8. References
(Include at least five sources that you used in your assignment.
You may include your textbook. The reference below provides
an example citation for an article.)
Author, A. A., Author, B. B., & Author, C. C. (year). Title of
article.
Title of Periodical, volume#
(issue#), xx–xx.
Readings
Complete the following:
Read Chapter 18, "Group Counseling With Children," in
Counseling Children
, on pages 583–617. This chapter reviews how to form a group,
the group counseling process, and how to do a group crisis
intervention.
Complete one of the following:
· Read Thompson's 2011 article, "
The Evolution of a Children's Domestic Violence Counseling
Group: Stages and Processes
," from
The Journal for Specialists in Group Work
, volume 36, issue 3, pages 178–201. This article describes a
group for young children who have experienced domestic
violence. The case study uses illustrations from the children's
responses to show how the group process unfolded.

9. · Read Rosselet and Stauffer's 2013 article, "
Using Group Role-Playing Games With Gifted Children and
Adolescents: A Psychosocial Intervention Model
," from
International Journal of Play Therapy
, volume 22, issue 4, pages 173–192. This article describes a
group using role-playing games, based on Adlerian theory, for
enhancing social development and social interest in gifted
adolescents.
Audiovisual Media
The following video, used with permission from
Psychotherapy.net, shows adolescent group counseling sessions.
For this activity, watch four segments, as detailed below. Use
the menu to the right of the video player to navigate to each
segment.
In these excerpts, Dr. Sam Steen and Dr. Sheri Bauman co-
facilitate a diverse group of eighth graders. You will see how
rapport is established, expressive art activities are used in a
group, and how the facilitators use a range of methods to
engage members of the group. Group members discuss family,
relationships, and cultural issues. The descriptions below give
context for each segment:
Group Counseling With Adolescents: A Multicultural Approach
.
Session 1. (39 Minutes). Transcript.
This is the first of eight sessions to be conducted over a two-
day period. In this session, Sam and Sheri use two activities to
relieve anxiety and introduce the group leaders and members to
each other. The first activity is relatively simple and only
requires the group member to share superficial information. The

10. second activity allowed the group members to reveal more
personal information if they chose to do so. Group members
review the norms that were established in the information
session and also discuss confidentiality.
Session 6. (48 minutes). Transcript.
This session focuses on the Quadrant Activity, designed to get
teens talking about their experiences with discrimination. At the
beginning of the session, the leaders take a moment to address a
group member who expressed feeling offended and upset in a
previous session. Additionally, part of the session is spent
addressing something that is going on in the group that is
making the group members uncomfortable.
Session 6 Processing. (9 minutes). Transcript.
Continue to watch how the counselors go through processing the
session by reviewing what is happening and discussing what to
do in the group's last session.
Session 7. (57 minutes). Transcript.
This is the last working session of the group. The leaders first
check in with the members. Then they lead a discussion on
which identities the group members feel are most important in
defining who they are and the stereotypes that are associated
with these identities.
Session 8 Processing. (13 minutes). Transcript.
The final excerpt shows the leaders reflecting on the group,
what went well, and how they would improve the group next
time.
Optional Readings

11. The following may be helpful in understanding this unit's
topics:
· Read Garner, Bruce, and Stellern's 2011 article, "The Goal
Wheel: Adapting Navajo Philosophy and the Medicine Wheel to
Work With Adolescents," from
The Journal for Specialists in Group Work
, volume 36, issue 1, pages 62–77. This article describes how
concepts from Navajo philosophy were integrated into a group
counseling model to increase a sense of self-worth among
diverse adolescents.
· Read Cannon, Hammer, Reicherzer, and Gilliam's 2012 article,
"Relational-Cultural Theory: A Framework for Relational
Competencies and Movement in Group Work With Female
Adolescents," from
Journal of Creativity in Mental Health
, volume 7, issue 1, pages 2–16. This article describes a group
intervention to address relational aggression, including
cyberbullying, among adolescent girls.
Unit 7A Discussion 1
Planning a Group With Diverse Cultures
After reading Chapter 18, "Group Counseling With Children,"
in
Counseling Children
and reviewing the articles about adapting a group plan for a
specific population, consider how you would respond to diverse
cultures represented in a group you are planning for
adolescents. (You may also find it useful to review the optional
articles for ideas of how leaders plan and adapt groups for
adolescents.) Then consider the following scenario:

12. You are a counselor developing a therapy group for young teens
(ages 11–13) or older teens (ages 14–16). You have already
conducted the prescreening process, so you know that your
group members are from three different cultures in your
community.
Answer the following questions in your initial post:
· What will the purpose of your group be?
· How will you explain the purpose of this group to parents and
guardians of the participants who are from different cultural
backgrounds?
· How will you ensure that your group process and techniques
are relevant across the different cultures represented in the
group? (You may wish to review suggestions from
Counseling Children
, pages 57–58, on working with children from specific cultural
groups.)
· What group leadership skills discussed in
Counseling Children
(pages 592–594) and modeled in the video,
Group Counseling With Adolescents: A Multicultural Approach,
will you use to invite the group to openly discuss differences
related to culture or gender?
This Discussion will help you develop your ideas for the groups
you are planning as part of this unit's assignment. Use and cite
the readings from this unit to support your ideas.
Resources
·

13. Discussion Participation Scoring Guide
.