Applying APA's learner-centered principles to school-based group counseling - General Features - American Psychological Association

Professional School Counseling, Oct, 2002 by Heather R. Stroh, Christopher A. Sink

Within an effective CGCP, small group counseling is a key responsive service and one that is inherently learner-centered (Gysbers & Henderson, 2000; Jacobs, Harvill, & Masson, 2001). For example, small groups' topics, goals, curricula, formats, norms, and evaluation processes ought to stem from the members' needs, perspectives, capabilities, and interests. Moreover, groups are often characterized by active, voluntary membership, individually set goals, and a sense of personal responsibility for learning, growth, and change. High levels of trust, acceptance, personal commitment, and involvement by members are key (Myrick, 1997).

In the following sections, we explore various ways small groups can be more learner-centered. Several considerations for maintaining this perspective are discussed, including issues such as the nature of the group topic, group membership, goal setting, the role of the leader, process versus content, and evaluation. Most of the ideas presented here are not new; however, they are reconceptualized using the LCPs as guidelines. They can also serve as reminders to nascent and experienced school counselors as they develop and implement their group techniques.

Choice of Group Topic

Although not unheard of, it would be largely antithetical to the learner-centered philosophy for one to decide upon on a topic and then find students to fill the membership. As an alternative, a learner-centered approach suggests that the group theme is derived largely from the expressed needs of the students (Corey & Corey, 2001). Simply stated, the group experience and knowledge gained should be relevant and meaningful to students' lives (Lambert & McCombs, 1998).

How can the genuine needs of the students be determined? As counselors and other educators plan, implement, manage, and evaluate their CGCP, they periodically administer a targeted and anonymous needs assessment to school staff, parents, and students. These survey results can be used to estimate the perceived concerns of the school's constituents as well as the types of groups needed in particular buildings (Berube & Berube, 1997; Gysbers & Henderson, 2000; Schmidt, 2000). In planning the group, the highly ranked "problem" areas are given top priority (e.g., anger management, friendship, divorce, social skills). In an effort to ensure that group topics are derived from the needs of the students, school counselors might also use a confidential "counselor suggestion box" in which students place ideas for group topics and other general concerns. Moreover, school counselors may periodically hold focus groups in which students have a chance to voice their opinions on relevant concerns within the developmental domains of a CGCP (i.e., personal-social, educational, career). For additional information on how to plan and conduct these focus groups, see Web sites developed by McNamara (1999) and Marczak and Sewell (n.d.).

Group Membership

Oftentimes, school counselors facilitate groups in which the nature of the topic seems to promote homogeneity in its membership. For example, groups on divorce issues may be limited to students whose parents are separating or already divorced; groups related to sexual orientation may be restricted to gay, lesbian, or bisexual students; and groups associated with substance abuse may be confined to students struggling with these challenges.