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Group Proposal

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by

Kiara Smith

on 29 June 2015

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Transcript of Group Proposal

“Courage doesn’t happen when you have all the answers. It happens when you are ready to face the questions you have been avoiding your whole life.”
― Shannon L. Alder
Rationale
Advertisement
Pre-screening for Group Counseling
ADD/ADHD can be frustrating and overwhelming, but as a parent there is a lot one can do to help control and reduce the symptoms. Group therapy will help parents to create home and school environments that improve their child's chances for success. The earlier you address a child's problems, the more likely parents will be able to prevent school and social failure and associated problems such as underachievement and poor self-esteem that may lead to delinquency.

Free sessions provided through non-profit organization (church)
$1.25
Psychoeducation for Parents of Children with ADHD
Vol XCIII, No. 311
Group Goals
Selecting Memebers
Target Group
All ethnic backgrounds
Single parent household
Low socioeconomic status
Group Proposal
Learn the tools of successful behavior management.
Focus on certain behaviors and provide clear, consistent expectations, directions and limits
Set up an effective discipline system
Learn the tools of successful behavior management.

Theme
Educate parents on how to effectively identify and regulate their own emotions when confronted with challenging behaviors of their child diagnosed with ADHD so they can be an example by responding rather than unconsciously reacting.
As an educator I have encountered parents of children that have been diagnosed with ADHD that consistently express concerns of their child’s behavior. Parents often say that they do not know how to effectively help their child manage their emotions resulting in negative behaviors. In some homes caregivers resort to various forms of punishment or the lack thereof to minimize confrontation.
Group Goals (1a)Behavioral (1b) Cognitive (1c) Affective
Selection and Deselection Criteria Based on Group Goals
(1) How well do their goals fit with group goals?
(2) Can this goal be worked on in this group?
(3) Specific selection and deselection criteria related to the topic and theme of the group
(4) General selection criteria for groups
Questions to Ask During Screening Interview That Assess Specific Screening Criteria
(1a) What would you like to get out of this group?
(1b) What would you like to learn from this group?
(1c) How would you like to be different at the end of this group? (1d) Related to the theme of our group, “___,” what do you need to learn?
(1e) What have you tried to do that has worked? What hasn't worked? (1f) How has your family and relationship history influenced your goal(s) and problem(s)?
(2a) How do you see yourself working on this goal in group?
(2b) How would the group help you with this goal?
(2c) What things could you do in this group to help you with this goal?
(2d) What activities and interventions that we just discussed do you think might be helpful?
(3) These questions relate to the severity of the problem and help define whether this group member's goal(s) can be met during this group.

Questions to Ask During Screening Interview That Assess Specific Screening Criteria
(4a) How do you typically participate in groups?
(4b) Have you ever been in a psychoeducational or counseling group before? Was it helpful? Why or why not?
(4c) How comfortable are you talking about your feelings?
(4d) How comfortable are you talking about this problem or issue?
(4e) What strengths would you bring to this group?
(4f) What unique contribution would you make to this group?
(4g) How could you help others with similar concerns?
(4h) Where do you see yourself having the most trouble as we begin to talk about some of these issues?
(5a) Are you willing to attend all group sessions on time?
(5b) Are you willing to keep things confidential?
(5c) Are you willing to self-disclose? (5d) Are you willing to try new behaviors?

How Well Does This Member Fit in This Group
(1a) Is goal(s) realistic?
(1b) Does goal(s) fit with group goal?
(2a) Do they have insight into the development of the problem and what the issues are?
(3a) Do they perceive the problem as something they can change, or over which they can have control?
(4a) Are they willing to participate?
(4b) Do they typically participate in groups? (4c) Are they willing to try and help others and also to be helped by others?
(4d) Do their concerns seem like typical ones expressed by most group members?
(4e) With whom could they connect?
(4f) For whom could they serve as a role model?


Session 1: Guidelines and Introductions
Session Goals: Begin the process of building group cohesion and safety.
Introduce members to group format and ways to make use of the group.
Use “ice breaker” activity to explore interpersonal styles.
Give members an opportunity to share concerns and goals for group.

Session 2: Sources of Emotions
Session Goals: Increase emotional vocabulary: As a group, generate list of emotion words
Enhance awareness of emotional experience
Introduce possible sources of emotions: Ask participants if they resonate with any of the sources discussed

Session 3: Behavioral Flexibility – Interpersonal Effectiveness
Session Goals: Explore events and interpretations that prompt emotions
Explore how emotions are experienced and expressed
Explore the after effects of emotions.

Session 4: Elaboration of Sources
Session Goals: Introduce role of needs and wants in relationships and how they influence emotions. Encourage members to acknowledge needs and find appropriate ways to meet them.
Have members use worksheet to identify their specific needs and wants in the context of three different types of relationships
Promote awareness of the expectations that members have for different relationships and how their emotional experience can be affected when the expectations are or are not met.

Session 5: Turn "You" Messages into "I" Messages
Session Goals: to transform aggressive communication ("You” statements) into assertive communication ( "I" statements).
Assertive communication is descriptive and factual, while aggressive communication is interpretive, judgmental and unfair to others.
(Worksheet )
Session 6: Stress for Success
Session goals: address the subject of mindfulness
Addressing multiple issues that occur simultaneously
This is a great lesson on mindfulness, as people are totally in the present. Point out that life is like the activity—we all juggle many things at one time, and if we are not focused, things get dropped! If we focus too much on the past or present, the stress balls will pound and bombard us if we are not alert.
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