Group Therapy Proposal

Stephanie Janzen
Setting: I anticipate working within several schools, both elementary and secondary as a School
Psychologist. I think that group therapy would work well in the context of a secondary school,
as it would bring together many students with the same issues, and allow them to meet in a
familiar and comfortable environment. It would also be convenient, as it would not necessitate
travel.
I am interested in groups that would have a similar issue/focus so that they might use each
other as a resource and also offer encouragement to one another. I also think it is important to
keep the age of the group to adolescents only as they are more likely to share similar
experiences rather than combining teens and adults. I dont think there would be many
barriers to implementing this group, as administrators are likely to support the idea provided,
that they meet out of class time. One potential problem though may be attendance as
adolescents may not make group therapy a priority and would prefer instead to spend their
after-school time with their peers.
Group: My group will consist of high school students who have demonstrated angry or
aggressive behavior patterns, which have affected their school and home lives. This group
interests me as a focus of group therapy because I think there is a lot of potential to achieving
gains when adolescents support and encourage each other. I also think it is beneficial for them
to realize that others might share similar experiences and triggers. Furthermore, students that
display aggressive or angry behavior are often dismissed in high school as being unreachable;
therefore I think it would be a valuable to attempt to reach out to them in this format.
Counselling Theory: For this model I would recommend that the Psychoeducational theory be
used. This is because the focus will be preventative and instructional. This means that they will
work together to overcome problem behavior and then also learn new coping strategies for the
problems they encounter every day. There should be an attempt to increase self-
understanding, promote personal and interpersonal growth, and gain knowledge about specific
issues. They should also use each other as a support system. In short, the group should be
both therapeutic and educational in nature.
The leaders role and function would be to facilitate discussion and encourage communication,
thereby allowing each member to hear each others experiences and gain insight. But the
leader must also foster learning by teaching coping strategies and asking questions that will
trigger them to think critically about their situation and how their current behaviors are
affecting them and their surroundings. The sessions should be flexible in that it accommodates
both a flow of discussion and sharing, as well as more structured so that each participant can
learn and practice coping techniques. Therefore everyone should know that they have an
opportunity to share their feelings and experiences as well as be willing to listen and learn from
the leader for their own benefit. Thus it is not simply a chance to express themselves, but also
an opportunity for interpersonal growth. Within this structure, participants should understand
that they are responsible for making the group environment one of trust and support. This
means that they are to listen to each other without reproach or condemnation. They are also
not allowed to interrupt one other, and can only ask questions or offer support once that
person has finished speaking. During the second half of the session, the participants should
listen with an open mind and commit to practicing those techniques through the coming week.
They must stay for the whole session and treat each other and the leader with respect.
Title: The title of the program will be Teenage Rage: 12 steps to controlling anger and
aggression
Age Range: The age range will be high school students, so teenagers from ages 13 to 18 who
have displayed external signs of anger and aggression which will be measured by the State-Trait
Anger Expression Inventory-2 (STAXI-2).
Resources: The following textbooks will be used throughout the sessions:
Golden, B. (2003). Healthy anger: How to help children and teens manage their anger. Oxford:
Oxford University Press.
Lohmann, R. C. (2009). The Anger Workbook for Teens: Activities to Help You Deal with Anger
and Frustration. New Harbinger Publications.
Teachers have recommended these students though those who attend have done so on a
volunteer basis. We meet once a week after school.
Treatment Considerations: I believe group therapy will be beneficial for this population as many
of them might feel isolated and need to feel like they are in a safe, supportive and comfortable
environment in order to share their thoughts and feelings. Encouragement and support from
their peers in similar situations may provide useful coping tools, as well as the knowledge that
others share the same problems. It will also allow them to gain different perspectives, ideas
and viewpoints on their issues.
It would be important to consider that many individuals within the group may not get along,
especially amongst a population of teenagers with anger issues. Thus there could be the
possibility of further conflict amongst the members during group sessions. Some may also
exhibit such severe aggressive tendencies that they are simply not suitable for the group
environment. Others may use the opportunity for sharing to disrupt the group process. To try
and prevent such disruptions and conflict, I will be sure to go over the rules of group during the
first session in great detail. For instance I would explain that one of the rules of the group is to
respect everyone and that no disparaging comments should be made at any point in time.
I would also be important to consider the age range of the group. The maturity level between a
student in grade 8 and 12 may be quite different, therefore it will be important to make the
sessions applicable and accessible for all ages. Confidentiality will also be a large factor,
especially as it is very likely that these students will know each other, and they take the
opportunity to share personal information, it may be tempting to spread such information
around. To curb this I will make a confidentiality form that each member must sign, which
specifics that all information shared in the group setting must stay within that group. If anyone
breaks this rule then they will not be invited back.
It is also possible that some participants may not be interested in personal growth and
development, though involvement in this group is purely voluntary (although it is
recommended to them by school faculty), so that if they do not wish to participate at all, then
they are not required to attend. Hopefully then those students that do attend, will be open to
the benefits of group therapy and will seriously the opportunity to consider personal growth
and betterment.