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Standard 26

Group Counseling and Facilitation

Candidates understand group dynamics and possess skill in group work including counseling, psychoeducational task and peer helping groups and facilitation of teams to enable pupils to overcome barriers and independence to learning.

Factors to Consider

1.  Knowledge of group theory, group dynamics, types of groups and skills in leading small groups relevant to working in schools:

Candidates are provided with a solid content knowledge of group theory, group dynamics, types of groups and skills in leading small groups relevant to working in schools by Coun 202, Seminar in Group Process. Besides covering topics relating to group process, candidates are given the opportunities to demonstrate their knowledge and skills in group counseling by the following required activities:

  • writing paper on observation/participation in the Process Group, the Peer Group, and the readings from textbooks
  • designing a counseling group based on a chosen theoretical orientation
  • organizing and leading a group using appropriate principles of group dynamics covered in the class

In Coun 201, candidates have opportunities to identify significant communication and relationship patterns in grouping that can impede or enhance the cross-cultural counseling interaction process. They identify culturally contextualized group processes that can be utilized to enhance minority participation in school activities.

Coun 249


Candidates apply their group counseling skills by leading groups for students in an approved school setting

Candidates read Chapter 6 of the textbook, Individual Counseling and Group procedures and evaluate the group counseling programs available at their school site.

Candidates submit a case write-up and present in class what they have done to help a student at risk of school failure. Within the report, they are asked to consider, among a list of intervention approaches, if group counseling/guidance is appropriate and feasible in your intervention plan.

Coun 202, SEMINAR IN GROUP PROCESS specifies one course objective as:

“The student will identify how group counseling in a school setting helps students overcome barriers to learning.”

Students in the Pupil Personnel ServicesCredential will do a research paper and a presentation on using groups with students (any age) in an educational setting to reduce barriers to learning.

2.  Knowledge and skill in facilitating teams and committee meetings

Candidates acquire knowledge and skills in facilitating teams and committee meetings through class discussions about multi-disciplinary collaboration in Coun 241, and consultation among professionals in school settings. In addition, candidates have ample opportunities of working in teams when they participate in group projects and group discussions in class. They finally demonstrate their skills when they work in K-12 settings for Coun 249.

Coun 241: Objective 5: Familiar with ways of coordinating and developing counseling services in a school setting including how school professionals work together, increasing counseling services to pupils, working with paraprofessionals and volunteers in program planning.

The knowledge base for this course includes the area of Leadership development in the Counseling profession. This area specifically addresses the importance of school counselors working with adults involved in assisting students through direct services and program planning. The leadership role of school counselors in parent-teacher conferences, I.E.P.’s, workshops, inservices, and Student Assistance Programs and leadership principles, qualities, and styles are discussed, and applied in activities throughout the course.

Topics covered in its course schedule includes: Counseling philosophy, National School Counseling Standards, A school counseling program, Relationship of the counselor to teachers, administrators, and the community.

Coun 242:

Objective 2: Develop and apply methods of consultation services to include conflict resolution, team consultation procedures, classroom management skills for teachers, school discipline models and strategies for teachers.

Objective 3: Provide methods of consulting with schools and develop appropriate

consultation models with teachers, administrators, and parents through the utilization of counseling methods.

Coun 249: Checklist for activities includes:

  • Participate on Student Study Team as a counselor
  • Become a part of a curriculum study committee
  • Attend regular staff meeting

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