Conducting Effective Process Groups in the Secondary School.

Autor/in	Bauman, Sheri
Titel	Conducting Effective Process Groups in the Secondary School.
Quelle	(1986), (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adolescent Development; Counseling Services; Group Counseling; Group Dynamics; Group Membership; Leadership Styles; Scheduling; School Counselors; Secondary Education; Secondary School Students; Student Development + Suchen Sie Ihr Suchwort? Gruppenberatung; Gruppendynamik; Gruppenzugehörigkeit; Führungsstil; Disposition; School counselor; Beratungslehrer; Pädagogischer Berater; Sekundarbereich; Sekundarschüler
Abstract	Group counseling has been shown to be an efficient use of a school counselor's time and an effective tool for working with students. In process groups, the emphasis is on the process of growth and interaction. Counselors face obstacles they must overcome in order to organize effective group counseling programs in secondary schools. Gaining staff and administrative support for group counseling is one priority. Support can be gained by offering staff members a positive personal experience with group counseling within the school setting and by making effective presentations to staff at in-service sessions. A second priority involves addressing the logistics of time, place, and scheduling for group sessions. An optimal number of group members in secondary schools appears to be between 7 and 10 and one 90-minute group session per week appears to allow for continuity without disrupting schedules. More growth may occur in a process group of limited, defined duration. A school semester provides a convenient time frame. A rotating schedule may work well because it prevents students from missing the same class each week. The location must assure privacy, informality, and intimacy. Counselors must advertise the group counseling, recruit participants, and conduct pre-group interviews with students. The initial group meeting provides a time to establish ground rules, assure confidentiality, and make acquaintances. There are many strategies for maintaining a focus in group sessions. Whatever strategies a counselor uses to begin and end each session, it is critical to hear from each group member at both of these times. Participation in a process group can reduce students' social isolation, increase their self-esteem, and teach them that conflict is healthy and can be resolved in a productive manner. (NB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC