Group counseling in the schools
Group counseling in the schools
Overview of the article
In their article Group counseling in the schools, Pérusse et al (2009) give a detailed description of group counseling in the school context. The article remarkably outlines the effectiveness of the approach in the school setting. Additionally, Pérusse et al (2009) explicate the various types of groups, and the different types of interventions applied in group counseling. Worth noting is the reality that the article prominently addresses the different effective strategies used in the process of forming groups in the school environment. Perhaps the most striking feature about the article is the actuality that it gives particular attention to the collaborative approaches that can be used in merging the groups for the attainment of maximal utility of the counseling sessions. Notably, the main points of the article are in line with the theoretical perspectives of group counseling. This paper is a comprehensive response to the journal article titled Group counseling in the schools.
Critical Reaction to the article: Group counseling in the schools
According to Pérusse et al (2009), group counseling, also referred to as group therapy is amongst the most potent interventions in the school community with regard to handling learning disabilities, dysfunctional relationships, conflicts and other social difficulties. This observation is justifiable as far as class lessons and theoretical underpinnings are concerned. The main reason why this is the case is because school age youths may be unwilling to reveal their problems to the counselors in private sessions because of such things as shame. When a group counselor stands before the group, he addresses problems that are common to all or majority of the students. Such issues may include drug abuse, depression, strained relationships with parents, and so on. Pérusse et al (2009) also associates the effectiveness of group therapy with the fact that one counselor is in a position to assist a large number of students simultaneously – something that saves time and energy.
In explaining the positive sides of group counseling, Pérusse et al (2009) point out that the approach allows students to learn from other students. According to psychologists, students learn best from their fellow students. This is as well supported by academic research and existing literature on the merits of group counseling. As a matter of fact, the group counseling sessions are more of interactive sessions in which students get the opportunity to voice their concerns, and all those issues likely to affect all students. Through such interactive sessions, students are capable of achieving remarkable personal development. It is, therefore, worth concluding that Pérusse et al (2009) effectively address the merits of group therapy by linking the strengths of the therapy to the positive aspects of peer groups.
According to Pérusse et al (2009), group therapy is an enjoyable counseling and interactive session. This is a valid observation because academic research in social sciences argues that group counseling sessions are the direct opposite of the stressful and tense individual counseling sessions where the person being counseled may at times find it difficult to open up. Much like what theory says, the article argues that group counseling is one among the few platforms on which peer interactions make sense. Existing literature in this field reveals that group therapy is connected to the developmental milestones, which also affects academic endeavors and career aims. This is the epitome of the merits of group counseling because the essence of school is that one may acquire educations and professional training that can help them to secure a good job.
Pérusse et al (2009) explain that there are various ways of grouping people in a school environment, key among them being the nature of problems they face, the culture and the climate of the school setting. In this light, they say, remedial groups are the most noteworthy. Such groups are made up of students that have problems that may hinder their learning capabilities. This observation bears much validity in light of the theoretical aspects of the topic because, typically, for purposes of group counseling, students are grouped in such a manner that a counselor and a psychologist can effectively address such problems as substance abuse of a family member, incarcerated parents, conflict resolution, pain and grief, and so on. Secondly, the students can be categorized along specific categorizations that are homogeneous like such prejudices as gay, transsexual, colored, lesbian, lower economic status, and so on. This is supported by academic underpinning on group therapy.
Pérusse et al (2009) conclude their article by saying that psychologists can use such approaches as psycho-education and topic specific education. From personal experiences and lessons learnt in class, this are among the most effective strategies, especially where the psychologists and the students acknowledge the positivity of a revision of the school policies for the purposes of integrating group counseling skills into the established school counseling program. Further, academic research relating to group dynamics and therapy indicates that psychologists should collaborate with school counselors and administrators in professionally preparing the students for group counseling and leading the complete endeavors in group therapy. Ultimately, the article Group counseling in the schools is in line with personal experiences, class lessons and academic underpinning on group therapy.
References
Pérusse, R., Goodnough, G. E., & Lee, V. V. (2009). Group counseling in the schools. Psychology In The Schools, 46(3), 225-231.
