Class 3 lee
- 1. Welcome to our 3 rd MOO class The experiment continues …
- 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
- 4. DISCUSSION TIME How does this perspective fit with your understanding and experience of groups?
- 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
- 10. DISCUSSION TIME Where are you with getting your groups up and running?
- 11. Break Time (5 minutes)
- 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?