Beruflich Dokumente
Kultur Dokumente
GROUP DESIGN
Designed to serve first year college students, traditionally aged (17/18), who consider
themselves at risk to common issues faced by freshman, including but not limited to:
feelings of isolation (lack of belonging), feelings of loneliness, difficulty making and
sustaining relationships (friendships and/or romantic relationships), depression, anxiety,
homesickness, academic troubles, difficulty managing time, difficulty managing
newfound freedom, forming unhealthy habits/coping behaviors (i.e. drinking),
uncertainty about the future, roommate conflicts, relationship issues, money issues, and
stress.
o http://www.wittenberg.edu/academics/fye/students/transitional.html
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Literature review
http://www.cmhc.utexas.edu/clearinghouse/files/DP038.pdf
o Describes a Transition to College program instituted at the University of Texas
Austin designed to, facilitate satisfactory transition to college by providing:
skills for relating to the physical environment; problem-solving strategies; and
understanding of personal adaptations required of each member. The goals listed
in the study have been modified and used to draft part of the curriculum of the
group here at UWEC. They include: adapting to a new environment, decisionmaking and self-discipline skill acquisition, meeting new academic demands,
clarifying sexual values and their expression, resolving separation and loss, and
initiating new relationships.
https://und.edu/health-wellness/healthy-und/relationships-support-groups-and-studentretention-mike.pdf/
o This study was used to justify the creation of the group and serve as a model for
how to structure the group. It found that peer-lead transition groups offer many
benefits to incoming students, compared to their peers that did not participate in
them, including decreased loneliness and raised social support by the end of their
first year. The scale used to gage progress was the Student Adaptation
to College Questionnaire (SACQ), which may be utilized if the university requires
an official gage of success for the group.
https://newstudent.wisc.edu/docs/training_brochure2.pdf
o This pamphlet drafted by the Center for the First-Year Experience at the
University of Wisconsin Madison gave advice for how to engage the students and
how to best work with them. The Tips for Teaching First-Year Students section
has helped me be able to work out how the students should sit in the room, and
how to make sure everyone participates. Their included ten transitional stages of
first-year students and the w-curve of student transition will be used as a guide to
help the students work through the cultural shock stage of their college career to
the acceptance and integration of it. A very helpful pamphlet to get in the minds
of the college students and understand what they are going through.
https://www.counseling.org/resources/library/ERIC%20Digests/94-02.pdf
o This article was used to determine the number of people that should be allotted in
the group and gave information about how the group should run and be ran.
https://www.perts.net/static/documents/Mindsets_in_the_College_Transition.pdf
o This article describes mindset interventions that helped first-year students
develop, social capital on campus to increase their success. These mindset
interventions will be modified (from upperclassmen recounting their experiences
as a freshman to the facilitator recounting their experiences as a freshman) to give
students the feeling that they are not alone in how they are feeling. Additionally, I
will bring in some of my peers as special guests in the second and eighth sessions,
so the students can learn from their experiences as well.
http://www.belmontwellness.com/wp-content/uploads/Look-inside-103-Tips.pdf
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o This document was filled with great activities to do in group settings. It was a
huge help in planning the termination session, as the activity listed in it took up
majority of the session.
Layout of sessions
Topics:
o Session 1: (9/27)- introductions to members and group
o Session 2: (10/4)-making friends (older peers to share)
o Session 3: (10/11)- roommates
o Session 4: (10/18)-independence/ time management/study skills
o Session 5: (10/25)- self-care/unhealthy habits
o Session 6: (11/1)- homesickness
o Session 7: (11/8)- new identity/new and differing opinions and values
o Session 8: (11/15)-seeing old friends/going back home (older peers to share)
o Session 9: (11/29)-end of the semester cram/thoughts on termination
o Session 10: (12/6) termination session
Ideas for group topics provided by:
http://www.wittenberg.edu/academics/fye/students/transitional.html
http://www.cmhc.utexas.edu/clearinghouse/files/DP038.pdf
*Topics are subject to change if members want to discuss different things
Room design: everyone sitting in a circle or square, snacks provided, coloring and regular books
to check out, candles?, meditation music for self-care session, and small notebooks and pens for
each member for writing activities.
First session:
Introduction
o Hi everyone! My name is Rachael Bowe and I am a social worker here at UWEC,
Id like to welcome you all to the first meeting of our college transition group. Im
going to start by giving a quick rundown of what todays meeting will look like,
and then well get right into it. I apologize in advance for how much Im about to
talk, and I promise every session will not just be me rambling.
I will start with explaining what this group is, what my role is as a
facilitator, and what your roles are as members. Then I will talk a bit about
confidentiality, a subject that is sacred in a group setting. Then we will do
everyones favorite thing, which is an icebreaker, because I bet you guys
havent done enough of those these past few weeks. And we will spend the
rest of the session with an open discussion. Any questions before we
begin?
What is it?
All right, so this is a college transition group, created to help
students transition from their previous living arrangements, to the
new, sometimes scary college environment. There are a lot of
issues that first year students face, and this group is here to help
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http://www.purdue.edu/caps/assets/handouts/CAPS_Group_Agree
ment.pdf)
Give examples of different scenarios and have them say if they are
okay or not (i.e. Sarah tells her mom that Johnnys failing their
shared class-okay or not okay?)
How do we want to handle breaks in confidentiality?
Ice Breakers-either/or:
Hometown-post a large outline of the state or country on the wall or floor, have
participants put their hometowns and names on the map. Ask them to share about their
hometown and how they decided to attend UWEC.
Paired sharing-ask participants to stand up and move about the room and find a partner
they dont know. Once everyone is in pairs the facilitator will announce the topic partners
can talk about for a designated amount of time
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Before everyone heads out, if you could jot down some things you would like to talk about in the
coming weeks on one of these pieces of paper and Ill try and work them into the rough
curriculum I have now.
See you all next week! Same place, same time!
Middle point:
Introduction: Hi everyone! I hope you had a fantastic week. We are officially half way through
our program, and it has flown by! Last week we talked about time management and newfound
independence, and learned and practiced some study skills. Today we are going to be talking
about self-care. Something that is incredibly important, and often forgotten about. But, before we
get into that, lets do our typical highs and lows of the week. Person 1, well start with you
*reminder of confidentiality
Discussion 1: All right, lets get into it then. Self care. Can anyone tell me what self-care means
to them? Self-care is any intentional action you take to care for your physical, mental, and
emotional health.
https://www.uky.edu/StudentAffairs/VIPCenter/downloads/self%20care%20defined.pdf
o What do you all do for self-care? What are some areas in your life you overlook (i.e. diet,
exercise, sleep)?
Activity 1: Take Self care quiz (appendix E)
How did you score? Were you surprised by your score? How do you know when
you need to do some more self-care?
Discussion 2: Discuss Self-care red flags:
How to know if you are in need of some self-care. Answer this question: I know my life
is out of balance when.
o Have everyone fill in their blank for that
o Some examples include: the small stuff makes me angry, forgetting to eat,
missing appointments because Im overscheduled, etc.
http://www.jessicamccoycounseling.com/blog/self-care-red-flags
Activity 2: Do Self-care Action plans (appendix D)
Does anyone want to share what they put on their plan? Any suggestions for other people
for things they can put on their plan?
Activity 3: To end we are going to try a couple of different self-care techniques. I ask you to
please bear with me and at least try them, even though I know they may not be your cup of tea.
Breathing exercises
o http://www.mindfulteachers.org/2015/01/relaxed-abdominal-breathmindful-breathing.html
Tense & let go
o http://www.mindfulteachers.org/2015/01/tense-and-let-go-yoga-nidrarelaxation.html
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Pebble meditation
o http://www.mindfulteachers.org/2014/09/pebble-meditation-mindfulnessactivity.html
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Tell your stories, be open to new ways of coping and understanding, work through your
past as you create your future.
The help you get in a support group comes mainly from your interaction with the other
members.
The strength of the group comes from the members' personal experiences.
https://newstudent.wisc.edu/docs/training_brochure2.pdf
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References
Belmont, J. A. (2006). 103 Group Activities and Treatment Ideas & Practical Strategies.
Retrieved from:
http://www.belmontwellness.com/wp-content/uploads/Look-inside-103-Tips.pdf
Counseling and Psychological Services. (n.d.). Group Agreements. Retrieved from:
http://www.purdue.edu/caps/assets/handouts/CAPS_Group_Agreement.pdf
Gladding, S. T, (1994). Effective Group Counseling. Retrieved from:
https://www.counseling.org/resources/library/ERIC%20Digests/94-02.pdf
Knott, J. E. and Daher, D. (1977). Transition to College. Retrieved from:
http://www.cmhc.utexas.edu/clearinghouse/files/DP038.pdf
Logel, C., Murphy, M., Walton, G., and Yeager, D. (2014). College Transition Collaborative.
Retrieved from:
https://www.perts.net/static/documents/Mindsets_in_the_College_Transition.pdf
Mattanah, J. F., Ayers, J.F., Brand, B. L., and Brooks, L. J. (2010). A Social Support Intervention
to Ease the College Transition: Exploring Main Effects and Moderators. Project Muse.
Retrieved from:
https://und.edu/health-wellness/healthy-und/relationships-support-groups-and-studentretention-mike.pdf
N.a. (n.d.) Ice Breaker Ideas. Retrieved from:
http://www.stcloudstate.edu/reslife/staff/documents/icebreakers.pdf
n.a. (n.d.) Interpersonal Groups & Workshops for Students. Retrieved from:
http://www.uwec.edu/Counsel/servicegroups/index.htm
N.a. (n.d.) Traditional Issues of First-Year Students. Wittenberg University. Retrieved from:
http://www.wittenberg.edu/academics/fye/students/transitional.html
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Singer, W. (n.d.). Teaching and Working with First-Year Students. University of WisconsinMadison. Retrieved from:
https://newstudent.wisc.edu/docs/training_brochure2.pdf
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Appendix A:
Pre-Group Screening
What do you hope to gain from participating in this group?
Please briefly describe your previous history of mental health treatment and current involvement
with mental health services here at UWEC or elsewhere.
If applicable, would you be interested in attending any of the other groups UWEC has to offer
(i.e. attacking anxiety and depression group and/or general group therapy?)
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Appendix B:
College Transition Group Confidentiality Agreement
You have the right to confidentiality and privacy by the group leaders and other group
members. Confidentiality within the group setting is a shared responsibility of all members and
leaders. While group leaders may not disclose any client communications or information except
as provided by law, group members communications are not protected. As such, confidentiality
within the group setting is often based on mutual trust and respect
As a member of this group, I agree to not disclose to anyone outside the group any
information that may help to identify another group member. This includes, but is not limited to,
names, physical descriptions, biological information, and specifics to the content of interactions
with other group members.
______________________________________________
Group member signature
______________________________________________
Group facilitator signature
_________________________
Date
_________________________
Date
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Appendix C:
Evaluation of Program
What did you like about this group?
Additional comments/questions
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Appendix D:
My Self-Care Action Plan
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Appendix E:
Self-Care Quiz
http://www.thecoachingtoolscompany.com/products/self-care-quiz/
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Mo Schooling, Mo Problems:
theodysseyonline.com
Rachael Bowe
Bowere@uwec.edu
414.217.7615
Rachael Bowe
Bowere@uwec.edu
414.217.7615
Rachael Bowe
Bowere@uwec.edu
414.217.7615
Rachael Bowe
Bowere@uwec.edu
414.217.7615
Rachael Bowe
Bowere@uwec.edu
414.217.7615
Rachael Bowe
Bowere@uwec.edu
414.217.7615
Rachael Bowe
Bowere@uwec.edu
414.217.7615
Rachael Bowe
Bowere@uwec.edu
414.217.7615
Rachael Bowe
Bowere@uwec.edu
414.217.7615