Students will be provided with a journal starter from the reading to help them reflect and further
think about the material they have read / experienced regarding topics from the class schedule.
Students must respond to each of the journal starters, come prepared to discuss this information
and turn it in. Each initial response must be a minimum of 250 words. See Course Schedule for
journal starters. Please be sure to exercise professionalism and confidentiality when discussing
your co-facilitation and group portion of the course.
Chapter 1 Journal Starter (Page 27 & 57): June 26
1. Think about your upbringing, taking into account your family’s race(s), ethnicity(ies),
worldview, values, and beliefs. Besides communication, how else has family shaped your
cultural values, self-identification, social roles, and gender expectations? How might that
shape you as a group member and/ or group leader?
Our families influence our behaviors and belief systems, especially as they are our primary source of
interaction on roles, beliefs, values, and expectations starting from a young age. My family has given me a sense of
where I come from and how I fit into the family. I held an identity and realizations of myself as the youngest child in
a family with older adult parents as we resided in a rural North Carolina community. They set expectations about
what is wrong versus right from an early start, as well as other belief systems that have affected my perceptions as
an adult. For example, gender and social roles in my family were very traditional in terms of what my mother versus
father held as responsibilities, which made me realize that I hope for something different in my own space and
relationships with others. Therefore, some of the things within my family have allowed me to question and stray
from the norms that were previously established in our framework, while others do hold strong. Due to my
willingness to question, this can impact my work as a group member as I hope to lead the group into the best
possible outcome and by entering spaces with a curious mind. My self-identification and background will
additionally allow me to be a group member that highlights new ideas and brings with me a unique perspective. As I
have additionally recognized what does not best serve me from a family group dynamic, I also hope to use that as an
opportunity to be a group member that embodies what I hope to see and feel in discussions.
2. Page 51:
1. When I receive feedback from others (e.g., family, teachers, significant others), in the
moment I feel hopeful and anticipate my future attempts to incorporate feedback; after I
feel grateful that someone was willing to contribute to my improvement and wants to see
me succeed.
2. When I give feedback to others, I provide it by using a gentle tone and being mindful of
my delivery; after I provide feedback, I feel like my voice is heard and that I made an
effort to impact and improve associated outcomes.
3. From my experiential group experience, I am anticipating new awareness of feelings and
emotions and I am looking to receive peer and instructor feedback for growth.
4. What happens when you don’t see yourself in a group? Hesitation may occur and there
starts a journey of environmental and self reflection.
1. How do you feel? Oftentimes, feelings of isolation can occur. I may feel less
likely to engage or participate as feelings of comfort are not as easily accessible as
when you can see yourself in a group.
2. How would you like your leader and facilitator to change to meet these
needs? Providing a judgment free zone, acknowledging validity of feelings for
those in the group, and using a multicultural approach are all ways to promote
inclusivity and prioritize meeting these needs.
3. How would you as a future leader facilitate a group to meet these needs? In the
context of our young students and in our schools, classroom guidance is useful to
reach larger audiences in promoting acceptance. I additionally hope to embody
the aforementioned judgment free zones, acknowledging others feelings, and
taking a multicultural approach. I would additionally take an active listening
stance during group discussion.
5. When you see yourself represented in a group, how do you feel and how do you take that
knowledge to create an inclusive experience for all? In large group environments when I
have seen myself represented, I feel a sense of ease and relief as a weight lifts from my
plate. It is almost an airy, light feeling to know that there is someone else out there who
may have a similar experience as you. I want to use my own personal feelings to create
opportunity and relief for others. We all want someone that we can relate to, so doing my
part to use community resources, incorporate accommodations, and focus on inclusivity
is necessary in creating a safe space for all group individuals.
Chapter 5 Journal Starter (Page 147): July 2
1. Counselors, whether working in schools or clinical mental health settings, will need
to use the guidance from administrators and other leaders to assist in developing
group plans. What are some of your biggest concerns when anticipating seeking the
assistance of your colleagues in leadership positions?
I have a few concerns or reservations about reaching out to other leaders in order to
accomplish goals in my school setting. I have worked under several leaders in the past who could
be described as micromanagers, so I am nervous about working with someone who needs things
to look the exact way they plan and will shut down ideas outside of that scope. It can feel
discouraging to put effort into plans and decisions when they are not considered by others. I also
wonder about the possibility of leaders pushing for information that is considered confidential,
while they may claim it is necessary for making group plans. I am also nervous that other leaders
may have a different interpretation of what a school counselor’s role looks like, both in
developing these group plans and in the general school setting. This may especially be a concern
if there are drastic contrasts to my understanding from my classes and professors.
2. How can group leaders plan for the myriad of identities that might be represented
even before the groups start? Write down what you can do to prepare for the group
members in a way that fosters spaces of healing even without knowing exactly who is
going to show up when the sessions begin.
For best practices of preparing ourselves and group members for a session, we must be
ready to work with a variety of individuals. If we have received parent permission in a school
setting, it is important to screen individuals that we may see as potential group members and
form groups intentionally. It is also important to establish goals and objectives of the group. This
can allow group leaders to incorporate inclusive practices, activities, or ideas through purposeful
planning. We should also come to the space prepared with topics, the type of group, group size,
and other considerations with an open mind. This will be useful for starting out and providing a
secure space for group members. Additionally considering the location that the group will take
place and the welcoming feel of that environment. Overall, providing an inclusive and
therapeutic environment is necessary to reach group members and will be beneficial concepts to
consider even before sessions have started.
Chapter 6 Journal Starter: July 3
1. Think about your own intersections of identity. Briefly write down those with which you
are most familiar and most comfortable sharing. Also, write down a few that you are still
trying to accept, whether they are considered marginalized or privileged.
Some of my intersecting identities may present as such: a young, cisgender, heterosexual,
single, white woman, who is not religious, part of the working class, and is a US citizen with a
native English speaking background. There are identities that I hold that would be considered
privileged, while others could be considered marginalized such as not being religious. This
exercise additionally had me to reflect back on the power and privilege wheel. Through the
wheel I would also evaluate my place with neurodivergence, body size, and mental health,
especially as I am still accepting or determining my position within these categories. Many of
these identities would allow me to organize with others and use the afforded privileges to make
significant social changes.
2. What is your current theoretical orientation you are leaning towards in your group
counseling work? Share how this aligns or differs with the work you plan to do with
individual clients, students, and families.
I will be working in the elementary school setting for my site placement and practicum
work. I lean toward using CBT as a theoretical orientation in order to tackle situations with my
students. CBT would be important in changing thought patterns, especially with kids who may
be feeling anxious or not as confident. Solution focused brief counseling can also be useful in a
school setting due to the time restrictions we experience as school counselors. I also plan to
utilize art, journaling, writing, music, and other strategies with students. This would start out as
separate from creative arts therapy, but would be useful in stimulating relaxation and a calming
environment for students. I may later decide to pursue creative arts therapy as a specialization for
school use as well. Each of these can align with the goals I hope to have with students of using
positive thought patterns and in creating a relaxing, welcoming environment.
Chapter 7 Journal Starter: July 9
1. As an emerging group leader, reflect in writing on two or three skills discussed in the
chapter that cause you the most anxiety. Be sure to consider where these hesitations stem
from and strategies to develop these skills further.
There are a few skills that can be a little anxiety inducing for me as I consider my
approach and leadership style. Teaching when appropriate can feel a little overwhelming at the
moment, especially in my current novice stage where I feel like I may not have as much
information to teach on. Blocking inappropriate comments from members can also be a bit
anxiety-inducing due to the resulting tension that could occur. I am also at times a bit more
reserved in certain settings, so having the confidence to do this would be important for me to
keep in mind. My hesitation may come from the possibility of hostility and a long confrontation,
though I know it is possible for group members to have and share their feelings with me. I want
to collaborate with my site supervisor as well as gain firsthand practice to develop these skills
further. There are also a few skills that I would need more practice with such as pacing or an
appropriate amount of silence, especially as these can feel awkward for someone who is not as
experienced.
2. Imagine you are asked to lead a group with your peers within your counselor preparation
program. Describe your group leadership style and how you could create spaces that
foster growth and development.
In my group leadership style, I hope to incorporate a variety of aspects from my learned
counseling skills, experiences, and from my personality. By incorporating the basic counseling
skills such as active listening, questioning, silence, challenging, self-disclosure, and immediacy, I
have a foundation for my group sessions and can build upon those with my own personal style. I
hope to incorporate patience into my leadership style as well as moments for humor and
lighthearted togetherness. To allow my group members to grow, I want to provide space for
reflection, encourage questioning and mindsets of curiosity, encourage students to try new and
hard things, as well as showing that mistakes are okay to make.
Chapter 8 Journal Starter: July 10
1. At this point, what will you use as opening and closing rituals? Brainstorm a few
quick and easy ideas.
For some opening rituals, it could be useful to consider several options. I want to start out
sessions with a general welcome. It may be helpful to implement a breathing exercise,
completing a run through of established group norms, or even incorporating positive affirmations
about oneself or another group member. Sharing a plan for the day or introducing an opening
activity could help set the stage for the meeting. Overall, starting out sessions on a positive note
can encourage participation, boost morale, and help members to feel supported. Opening
sessions should also incorporate reminders of confidentiality and its limits, especially in the
school setting and with minors.
For ending rituals, implementing a few moments to pause and reflect on the session’s content can
be an option. This can allow group members to determine if they have any lingering feelings or
questions before meeting again. Using end time to point out growth and changes noticed among
group members, providing final check-ins and takeaways, and giving any relevant resources to
group members could also take place in ending rituals.
Gratitude circles could be a useful skill to implement in either opening or closing rituals.
1. Create a mnemonic device that will help you remember the group phases. Be sure
this device takes into account the cultural implications to be inclusive of all
participants.
For a mnemonic for the group phases of Beginning, Middle, Ending, I came up with two
that could be helpful. “Bunnies Make Earrings” could put a fun twist on remembering the
content. “Be Mindful Everyday” could also be a mnemonic to reference. This one would remind
me to choose an active stance in being mindful of inclusivity for all group members and
considering culturally relevant practices for everyone.
Chapter 10 Journal Starter: July 17
1. Part of our responsibility as practitioners is to be up to date on current literature
supporting the work we are doing. What are some strategies you can think of to
ensure that you remain engaged in the developing group work literature as you
transition from being a student to a practitioner?
2. What remaining concerns do you have about incorporating assessment into your
practice as a group worker? How will you go about ensuring your assessments are
both culturally sensitive, as well as able to take into consideration the impact of race
and ethnicity on the people who are taking the assessment?
