Group Counseling Competencies The counselor is a skilled professional who is able to do the following:...

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Group Counseling Competencies The counselor is a skilled professional who is able to do the following: Performance Guidelines The professional counselor provides evidence of competence by demonstrating the ability to do the following: Assessment Low Average High 123 45 Discern when individual or group counseling would be most helpful tor the problem presented and tor the client. (This implies recognition of referral responsibility when appropriate.) Specify the types of problems that 1.1 are particularly suited to group or individual counseling. 1.2 1.3 Structure specialized groups as to topic and purpose as well as membership. Specify the effectiveness of both peer and traditional models on individual behavior. Coordinate and sequence a client's 1.4 participation in both individual and group counseling sessions. Explain how the power of groups can be both advantageous and 1.5 disadvantageous to members. Use principles of group dynamics and group therapeutic conditions in various group activities that facilitate attitude and behavior change appropriate to the age level of the client. 2.1 2.1a 2.1b 2.1c 2.2 2.2a 2.2b 2.2c Display a working knowledge of group dynamics, such as content and process variables, various leadership styles, and the conditions under which groups promote healthy growth. Display a working knowledge of developmental tasks and coping behaviors of different age levels and the skill to use various group techniques appropriate for client level, including play and activity groups, modeling-social learning techniques, and role-playing and psychodrama. Observe and record verbal and nonverbal interaction in groups, 2.3 following predetermined cues and procedures for making such observations. 2.3a 2.3b 2.3c 2.3d Use the anecdotal method of observation and recording to report the significant components of individual and group interaction. Chart group interaction through the use of an appropriate interaction tool. Rate the initiative and responsive dimensions of group interaction. Record the operant level, and chart baseline data on selected behaviors as they emerge in the group (various physical phenomena, hostile statements, etc.). Communicate and use appropriate and consistent methodologies Demonstrate a familiarity with the unique characteristics of at least three of the major group theories and the persons associated with their development. Demonstrate familiarity with the history of group work and the important individuals and organizations who have contributed to its growth, such as 3.1b 3.1c 3.1d 3.1e 3.1f 3.1g 3.1h 3.11 3.1j 3.1k 4.1a 4.1b 4.1c 4. Id 4.1e 4. If 4.1g 4.1h 4.1i 4.1j 4.1k 4.11 5.1 5.1c 5.1b 5.1c 5.1d behavioral group counseling, Gestalt group therapy, group psychodrama, human resource development training, person-centered group therapy, rational-emotive therapy, reality therapy, transactional analysis, family therapy groups, and addiction or recovery groups. J. H. Pratt, Alfred Adler, J. L. Moreno, S. R. Slavson, C. R. Rogers, National Training Laboratory, the human potential movement, Fritz Perls, Merle M. Ohlsen, G. G. Kemp, G. M. Gazda, and 1. D. Yalom. Adequately define and explain the differences in orientation, methodology, procedures, leadership qualifications, and client population associated with group guidance, group counseling, group psychotherapy, and human relations training. Demonstrate competence in dealing with terms specific to discriminating among the various kinds of group activities. 5.1d 5.2 5.2c human relations training. Display a functional knowledge of the following terms and concepts and their application to groups: Group dynamics Communicate familiarity with a number of group growth and intervention systems, and advise as to the appropriate group activity. 5.2b 5.2c 5.2d 5.2e 5.2f 5.2g 5.2h 6.1 6.10 6.1b 6.1c 6.2 T-groups Psychodrama Open and closed groups Self-help and support groups Specific-issue groups Procedural rules for groups Process analysis Function as a member or leader in the following kinds of group experiences: An encounter group A family therapy group A play-therapy or an activity- therapy group Co-lead ongoing group sessions in conjunction with an instructor, supervisor, or selected colleague. Describe and/or experience various 6.3 specialized methods and techniques in group counseling, such as 63a critique of group tapes by self or Demonstrate familiarity with the typical stages of groups and appropriate intervention strategies and leader behaviors. Explain the beginning stages of a 7.2 group. 7.3 Explain the working stages. Explain the ending stages and 7.4 8.1 termination procedures. Describe and work with the compulsive talker or 8.1a 8.1b monopolizing member, the silent member, 8.1c 8.Id the group clown, the intellectualizer, the rescuer, the attacker, the alienated member, Indicate an awareness of the most frequently observed facilitative and debilitative roles that group members may take, along with relevant management strategies. 8.1e 8.1f 8.1g 8.1h 9.1a Be conversant with the body of 9.1b research related to group counseling, both landmark and current, particularly as it relates to one's area of specialty. 9.1c 9.1d the withdrawn member, 8.1 i the overly dependent member, and 8-1 j 9.1 9.1e the member who gives inappropriate advice. Stay current with professional literature in areas such as school counseling, student development work, community agencies, mental health facilities, and specific-issue groups such as groups for depression, AIDS, eating disorders, and chemical abuse and other addictions. This is related critically to specific 10.1 professional guidelines that address ethics in group work, such as 10.1a 10.1b providing information and orienting new group members; screening potential group members; 10.1d 10.1e 10.1f Demonstrate personal behaviors and a sensitivity to issues that indicate an appreciation of ethical practices in 10.1g group work. 10.1h 10.1i 10.1j involuntary participants; having procedures for leaving the group; protecting group members against undue coercion and pressure, intimidati imposin treating each group member equitably and equally; avoiding dual relationships; using group techniques in which the leader is not trained; consulting with members and 10.1k other professionals between group 10.11 10.1m 10.1n meetings; terminating the group; conducting evaluation and follow- up procedures; managing referral to other appropriate professionals; and 10.lo continuing the leader's professional development. Group Counseling Competencies The counselor is a skilled professional who is able to do the following: Performance Guidelines The professional counselor provides evidence of competence by demonstrating the ability to do the following: Assessment Low Average High 123 45 Discern when individual or group counseling would be most helpful tor the problem presented and tor the client. (This implies recognition of referral responsibility when appropriate.) Specify the types of problems that 1.1 are particularly suited to group or individual counseling. 1.2 1.3 Structure specialized groups as to topic and purpose as well as membership. Specify the effectiveness of both peer and traditional models on individual behavior. Coordinate and sequence a client's 1.4 participation in both individual and group counseling sessions. Explain how the power of groups can be both advantageous and 1.5 disadvantageous to members. Use principles of group dynamics and group therapeutic conditions in various group activities that facilitate attitude and behavior change appropriate to the age level of the client. 2.1 2.1a 2.1b 2.1c 2.2 2.2a 2.2b 2.2c Display a working knowledge of group dynamics, such as content and process variables, various leadership styles, and the conditions under which groups promote healthy growth. Display a working knowledge of developmental tasks and coping behaviors of different age levels and the skill to use various group techniques appropriate for client level, including play and activity groups, modeling-social learning techniques, and role-playing and psychodrama. Observe and record verbal and nonverbal interaction in groups, 2.3 following predetermined cues and procedures for making such observations. 2.3a 2.3b 2.3c 2.3d Use the anecdotal method of observation and recording to report the significant components of individual and group interaction. Chart group interaction through the use of an appropriate interaction tool. Rate the initiative and responsive dimensions of group interaction. Record the operant level, and chart baseline data on selected behaviors as they emerge in the group (various physical phenomena, hostile statements, etc.). Communicate and use appropriate and consistent methodologies Demonstrate a familiarity with the unique characteristics of at least three of the major group theories and the persons associated with their development. Demonstrate familiarity with the history of group work and the important individuals and organizations who have contributed to its growth, such as 3.1b 3.1c 3.1d 3.1e 3.1f 3.1g 3.1h 3.11 3.1j 3.1k 4.1a 4.1b 4.1c 4. Id 4.1e 4. If 4.1g 4.1h 4.1i 4.1j 4.1k 4.11 5.1 5.1c 5.1b 5.1c 5.1d behavioral group counseling, Gestalt group therapy, group psychodrama, human resource development training, person-centered group therapy, rational-emotive therapy, reality therapy, transactional analysis, family therapy groups, and addiction or recovery groups. J. H. Pratt, Alfred Adler, J. L. Moreno, S. R. Slavson, C. R. Rogers, National Training Laboratory, the human potential movement, Fritz Perls, Merle M. Ohlsen, G. G. Kemp, G. M. Gazda, and 1. D. Yalom. Adequately define and explain the differences in orientation, methodology, procedures, leadership qualifications, and client population associated with group guidance, group counseling, group psychotherapy, and human relations training. Demonstrate competence in dealing with terms specific to discriminating among the various kinds of group activities. 5.1d 5.2 5.2c human relations training. Display a functional knowledge of the following terms and concepts and their application to groups: Group dynamics Communicate familiarity with a number of group growth and intervention systems, and advise as to the appropriate group activity. 5.2b 5.2c 5.2d 5.2e 5.2f 5.2g 5.2h 6.1 6.10 6.1b 6.1c 6.2 T-groups Psychodrama Open and closed groups Self-help and support groups Specific-issue groups Procedural rules for groups Process analysis Function as a member or leader in the following kinds of group experiences: An encounter group A family therapy group A play-therapy or an activity- therapy group Co-lead ongoing group sessions in conjunction with an instructor, supervisor, or selected colleague. Describe and/or experience various 6.3 specialized methods and techniques in group counseling, such as 63a critique of group tapes by self or Demonstrate familiarity with the typical stages of groups and appropriate intervention strategies and leader behaviors. Explain the beginning stages of a 7.2 group. 7.3 Explain the working stages. Explain the ending stages and 7.4 8.1 termination procedures. Describe and work with the compulsive talker or 8.1a 8.1b monopolizing member, the silent member, 8.1c 8.Id the group clown, the intellectualizer, the rescuer, the attacker, the alienated member, Indicate an awareness of the most frequently observed facilitative and debilitative roles that group members may take, along with relevant management strategies. 8.1e 8.1f 8.1g 8.1h 9.1a Be conversant with the body of 9.1b research related to group counseling, both landmark and current, particularly as it relates to one's area of specialty. 9.1c 9.1d the withdrawn member, 8.1 i the overly dependent member, and 8-1 j 9.1 9.1e the member who gives inappropriate advice. Stay current with professional literature in areas such as school counseling, student development work, community agencies, mental health facilities, and specific-issue groups such as groups for depression, AIDS, eating disorders, and chemical abuse and other addictions. This is related critically to specific 10.1 professional guidelines that address ethics in group work, such as 10.1a 10.1b providing information and orienting new group members; screening potential group members; 10.1d 10.1e 10.1f Demonstrate personal behaviors and a sensitivity to issues that indicate an appreciation of ethical practices in 10.1g group work. 10.1h 10.1i 10.1j involuntary participants; having procedures for leaving the group; protecting group members against undue coercion and pressure, intimidati imposin treating each group member equitably and equally; avoiding dual relationships; using group techniques in which the leader is not trained; consulting with members and 10.1k other professionals between group 10.11 10.1m 10.1n meetings; terminating the group; conducting evaluation and follow- up procedures; managing referral to other appropriate professionals; and 10.lo continuing the leader's professional development.