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TABLE OF CONTENTS INTRODUCTION TO THE HANDBOOK SECTION ONE: THE REVISION OF “LISTENING TO YOUTH”-2016 SECTION TWO: GROUPS SKILLS REVIEW TOPIC ONE: Starting the Group TOPIC TWO: Group Stage Development TOPIC THREE: Ice-Breaker Exercises That Build Group Cohesion SECTION THREE: THEMES PERTINENT TO VIOLENCE PREVENTION ( NOTE***** nothing has been done to this section at this point.) THEME ONE: School Safety THEME TWO: Communication Skills that Block Communication Resolution THEME THREE: Communication: Expressing Feelings THEME FOUR: Empathy THEME FIVE: Taking Responsibility THEME SIX: Bullying THEME SEVEN: Silence THEME EIGHT: Conflict Resolution THEME NINE: Anger Management THEME TEN: Power Struggles and the Use of Force THEME ELEVEN: Acceptance and Diversity THEME TWELVE: Depression THEME THIRTEEN: Anxiety
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Aug 29, 2019

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Page 1: cdn.ymaws.com  · Web viewTABLE OF CONTENTS. INTRODUCTION TO THE HANDBOOK. SECTION ONE: THE REVISION OF “LISTENING TO YOUTH”-2016. SECTION TWO: GROUPS SKILLS …

TABLE OF CONTENTS

INTRODUCTION TO THE HANDBOOK

SECTION ONE: THE REVISION OF “LISTENING TO YOUTH”-2016

SECTION TWO: GROUPS SKILLS REVIEW

TOPIC ONE: Starting the Group

TOPIC TWO: Group Stage Development

TOPIC THREE: Ice-Breaker Exercises That Build Group Cohesion

SECTION THREE: THEMES PERTINENT TO VIOLENCE PREVENTION( NOTE***** nothing has been done to this section at this point.)

THEME ONE: School SafetyTHEME TWO: Communication Skills that Block Communication

ResolutionTHEME THREE: Communication: Expressing FeelingsTHEME FOUR: EmpathyTHEME FIVE: Taking ResponsibilityTHEME SIX: BullyingTHEME SEVEN: SilenceTHEME EIGHT: Conflict ResolutionTHEME NINE: Anger ManagementTHEME TEN: Power Struggles and the Use of ForceTHEME ELEVEN: Acceptance and DiversityTHEME TWELVE: DepressionTHEME THIRTEEN: Anxiety

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INTRODUCTION TO THE HANDBOOK

This handbook has been designed to help prepare and inform group leaders who will facilitate “Listening To Youth” groups in their schools and communities. It contains three informative sections that are important to the success of the groups. Section One focuses on an introduction to the New, 2016 Revision of the Listening to Youth Initiative. It details the current Listening to Youth Project, its current structure, mission and vision, objectives, and plan. It is a work in progress at this point as we continue to clarify the direction LYT wants to take and who will help to sustain its objectives. A brief history of the first Listening to Youth project also serves to provide a historical perspective as well as assessment results from the first three pilots in the early 2000’s.

Section Two discusses the Group Skills necessary to run a process-focused, student-centered group. It briefly covers essential skills for effective group facilitation. It also contains suggestions for starting the group and outlines typical stages of group development. For most professional counselors, this section should provide a succinct and meaningful review of group dynamic skills and strategies.

Section Three identifies a series of “Themes” that may surface during group sessions. Because many counselors have not had specific courses or training in violence prevention, this section provides specialized information on topics related to violence in schools that may be helpful for group leader. Each “theme” can be creatively integrated into the discussion to assist group leaders in offering participants ideas about non-violent communication strategies and behavioral responses. Combined with good group facilitative skills, these suggestions may allow group leaders to probe deeper into an issue, challenge students to consider new ways of thinking or behaving, empower students by providing them with information and models, and encourage change.

Sometimes in the facilitation of a group, topics can jump around quickly and randomly based on information and thoughts shared by group members. Key themes and topics are presented, but it becomes difficult to stay focused or to move to a deeper level on an issue. The information and ideas presented in the “themes” section should help group leaders address these concerns. For example, a set of “theme questions” is provided in each section that might enable the discussion to move to a deeper level. In the event that students move the discussion in the group to “Feeling safe at school,” the group leader might consider presenting some of the questions from the list to elicit feelings and perceptions on trust from group members.

Each “theme” begins with an Explanation of the Theme. This is followed by an Overview of Skill Development necessary in addressing the theme. Suggested Activities are then presented that could be incorporate into group sessions. At the end, Theme Questions are listed. It is important to note that themes are not intended to be “introduced” by the group leader. Remember the intention of the groups is for topics and discussion to be student-driven. However, once a topic is presented, it requires creativity and expertise of group leaders to “develop” that topic. Additionally, students at this developmental level need a variety of approaches in the context of the group. The incorporation of worksheets, hands-on items, books, news articles, and other creative resources will offset the use of “only talking” in every session.

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Finally, this handbook is not intended to be a complete source on issues surrounding effective group facilitation skills. Many other professionally written curricula exist that go into greater depth on themes mentioned here. Textbooks and handbooks on group dynamics are also available. A list of these resources is found at the end of this handbook. If group leaders desire more information or additional ideas for activities, they are encouraged to use these resources. Additional resources may also be provided by the “Listening to Youth” Committee to assist group leaders in their tasks.

How to Use the Handbook

Each group leader should read the entire handbook. Keep in mind that this is a work in progress as the new 2016 Initiative is under construction and evolving as we speak. Suggestions are given for getting the group started and for early sessions, including setting ground rules for the group and using initial ice-breakers to help develop trust and group cohesion. Check out the Appendix for one example from Mental Health Association of North Shore on how they advertise and recruit members for their Youth Advisory Board.

Group leaders can refer to Section One for the philosophical concepts that govern the Listening to Youth initiative. Section One and two also give an overview of effective skills that will help facilitate discussion, interaction, and cohesion. This section also offers some brief information about group stage development with which the group leader should be familiar. Once the group gets started, students should begin to generate issues and themes as they present their perceptions, thoughts, fears, and ideas. Being patient and allowing this to unfold will be very important. The youth in the group need to know that adults will wait to give them time to generate their ideas and begin to express their thoughts. Group leaders should be prepared for these topics and be ready to help focus and deepen the youth’s discussions and ideas for action.

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SECTION ONETHE REVISION OF “LISTENING TO YOUTH”-2016

INTRODUCTION

If you are reading this, you have had some contact in 2016 with a new initiative driven by the Association of Child and Adolescent Counselors of Illinois (ACACI), a division of the Illinois Counseling Association, on youth empowerment and wellness. This revised “Listening to Youth” (LTY) is a collaborative effort hosted by the Association of Child and Adolescent Counselors in Illinois (ACACI) and Mental Health America of the North Shore (MHANS) along with several contributing partners from across the state of Illinois to establish a network of trained facilitators and youth advisory boards in communities across Illinois. Its goal is to “Empower Youth Voices!”

However, it has a strong connection to the original Listening to Youth program that was established from 2000-2004 through a state-wide collaboration where groups were set up in schools to give voice to students, especially around the topic of school violence, a topic that was mission critical at that time. In 2004, the funding went away for that program and it has remained dormant since then. This current, revised initiative is building off some of the basic premises from that program while offering healthy shifts and new ideas to meet the needs of youth in the 21st century. A brief history of the first Listening to Youth program will be given later, but at this point let’s look at the current initiative, its framework and it core components.

FRAMEWORK of 2016 Listening to Youth

Background for the Revitalization of LTY

Youth today face many challenges. They live in a world of rapid communication and rapid change. They meet unique challenges of living in this world while also negotiating the normal developmental changes of growing up, seeking independence, mental and physical wellness, identifying a direction for their lives, and creating healthy relationships with others and with themselves. The prime method of communication today is electronic and students may text messages to the person sitting next to them rather than turn and speak to them. How does this impact a young person’s development and their need to find their voice?

Additionally, youth often feel disenfranchised and helpless during this time. Mass media flood young people with outrageous advertising, violence and world issue are instantly viewed on TV and telephones, diversity issues of race, ethnicity, sexual orientation breed fear and resentment, and youth are confused and unsure of themselves.

To address some of these issues and to help our young people develop in a positive and healthy way, the Listening to Youth initiative was revitalized in 2016. The rebirth of LTY began after an original partner in LTY observed work of the Mental Health America of the North Shore Youth Advisory Board (MHANS).  After attending a presentation done by the MHANS Youth Advisory Board it was suggested that LTY be revisited and that other organizations could

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replicate the MHANS Youth Advisory Board model and give youth in communities all over the Chicagoland area and across the state of Illinois a voice! State leaders who are a part of the revitalization team, are hopeful that LTY might create a mechanism where adults can be trained to lead groups that will provide, time, space, and direction for youth through Youth Advisory Boards so they might be better able to find their voice and contribute to a healthier, and safer community by providing youth perspective.

Mission and Vision Statement

At early meetings, the core leadership group, many of whom were involved in the earlier Listening to Youth program wanted to clarify the new direction for the revitalization. To that end the group discussed and created a mission, vision, and objectives to give focus to the new initiative. The results follow.

Mission: Listening to Youth empowers and supports Illinois Youth to share their unique voices within their schools and communities to advocate for positive change and promote physical, social, and emotional wellness.

The Short vision statement is designed to call out to youth as well as parents, guardians, and state officials that youth voices need to be nurtured and heard.

Vision: Empowering Youth Voices!

In order to accomplish the mission and vision of LTY, a framework for the initiative has been created that will help to articulate goals and objectives as well as a way to facilitate training and evaluation of the program and its impact on the youth who participate. The Management Team will serve as the executive committee for LTY. It will consist of state leaders and those involved in revitalizing LTY who believe in the mission and vision of this initiative and who are committed to making it happen. To that end, the following objective for LTY has been created:

Objective: LTY will create and train networks of facilitators across Illinois who will collaborate to create and support Youth Advisory Boards empowered with the skills to use their voice to promote physical, social, and emotional wellness and create positive change within their communities.

ORGANIZATIONAL STRUCTURE FOR LTY(need some help on how to draw arrows in this diagram)

Management Team

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Maria McCabe, ACACI; Rosanne Oppman, ACACI; Peggy Mayfield, ACACI; Leslie Contos, ACACI; Al Orsello, Prevention Partnership; Dr. Toni Tollerud, NIU; Dr. Scott Wickman, NIU; Allison Schuck, ICMHP; Allyson Adams, MHANS; Cristina Ramirez, MHANS; Amy Rasing, ICA Foundation.

Network Team (advises Management Team)James Burns, The Kennedy Forum; Randy Bay, Rocford, District 205: Theresa Geary,

Office of the Attorney General; Sarah Schriber, Preventing School Violence Illinois; Steven Rosado, The Mikvah Challenge; Caryn Curry, SEL Network; Maritza Rocha, Latinas Mujeres Accion, Youth Board; MHANS Youth Board.

LTY Advisory Boards (report to Management Team)Flinn Middle School, Rockford, Illinois;

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Management Team

The Management Team consists of 10-12 members. They will meet every 4-6 weeks and monitor the progress of the program. They will make executive decisions and be the designers of the project, including the development of goals, objectives, and procedures, securing a method of evaluation and data, establishing training opportunities and facilitators, and seeking financial support with the help of their partners who will serve on the Network Team. This will include writing for grants, and identifying staff and volunteers who will do training. As money becomes available, it is hoped that a small, professional staff can be hired to focus on the day to day operations of LTY. It is hoped that the Management Team will be able to secure stable financial support for LTY within 5 years so the program can be self-sustained.

The management Team will promote LTY across the state through presentations, community meetings or when requested. Written material and a website explaining what LTY is about will be constructed with information and contacts readily available. If applicable, the Management Team will create an annual LTY conference where youth and adults who have participated in the process can come to share ideas, acquire requested training and present best practices. It is hoped other state officials and leaders will also attend to gain insight and perspective on how this program is serving youth in our communities as well as providing assistance in the communities themselves.

The Management Team will also oversee the establishment of Listening to Youth Advisory Boards in rural, urban, suburban and inner city communities across the state. They will provide resources to get these groups selected, vet facilitators and leaders in the region to advocate and run the groups, and ensure that the LTY philosophy is being utilized. The Management Team will also provide assistance to Advisory Boards and leaders when necessary.

LTY Network Team

Other members of the state who wish to participate in the LTY initiative by establishing Youth Advisory Boards or providing advocacy and support for this program will be members of the Network Team. The major role and responsibility of this committee will be advisory. Partners will be expected to contribute ideas and in-kind services or financial support as possible. They will be invited to quarterly meetings of LTY and advocate for this initiative across the state.

Members of the Management Team will automatically be members of the LTY Network Team and attend all meetings. If regional areas are able to get organized in setting up LTY Advisory Boards, 1 or 2 representatives from these regions will become members on the Network Team and serve as a liaison for all Advisory Boards in that region.

LTY-Youth Advisory Boards

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Listening To Youth Advisory Boards can be created in a school, agency, church, or community setting when a professional person becomes interested in offering the opportunity of giving youth in that area voice. Youth Advisory Boards will be composed of group leaders, group facilitators and designated youth in that community. Leaders would not necessarily facilitate a group for a variety of reasons. For example, a school principal who wants to participate in the LTY project may not want or have the training to facilitate youth advisory boards, but might help to organize and provide advocacy for school counselors or social workers to lead these groups in the school. Another leader could be a minister or community leader who works through a local church and who identifies a professional who can lead the youth advisory.

On the other hand, the leader can also be the facilitator. What is required is that those who are involved, no matter what their title, adhere to the philosophy and work toward the desired outcomes of LTY. A list of the requirements and responsibilities of LTY Advisory Board facilitators is given below.

A Listening To youth advisory board is composed of youth. These youth are special in that they are willingly participating in this special group and be open to sharing their thoughts and the impact of the group through assessment data. While the overall philosophy of the Listening to Youth program needs to be followed, there is ample room for individuality and creativity for each group. Examples for how to form an Advisory Group and ideas for convening the group are given in Appendix A to help ensure that the Advisory group has a positive start.

Listening to Youth is grateful for the contribution of the Mental Health America of the North Shore for the revitalization of this initiative. MHANS had a functioning Advisory Board and were already actively working with these youth from several high schools to give them voice in their communities. To assist other organizations that wish to get involved in LTY and create Advisory Boards to work with, MHANS has agreed to share their resources and materials here. This included their recruitment process, forms they utilize in that process, the application process, and general rules that govern these groups. One of the aspects that greatly assisted in the revitalization of the Listening to Youth Project was the connection made early on with MHANS.

APPENDIX AGetting An Advisory Board Started: (Recruitment)

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(Material shared from Mental Health America of the North Shore Advisory Board Model)

Getting your group started can be the most difficult part of starting your own Listening to Youth Advisory Board.  The following ideas are simply guidelines or descriptions of what has worked for other organizations who have begun groups similar to LTY.  First decide the specific age group and be able to articulate the purpose of your group and its focus.   In our case, the focus was Mental Health and Reducing Stigma.  This focus will help target specific types of youth who are interested and motivated to work with you and your team.  

Create an application that includes a description of your particular group and include the following summary of LTY in that description.  Please see application below.  Keep it simple unless you feel that you will be flooded with applications.  We accepted all students who applied at the beginning in order to increase the size of the group and its overall effectiveness.  

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Sample Application

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Mental Health America of the North Shore MHANS

We are excited that your school is interested in being a part of the Mental Health America of the North Shore. The Mental Health America of the North Shore (MHANS) was founded in 1965 and focuses on bringing mental health issues and awareness to the youth and their families in the northern suburbs of Illinois.  MHANS’ mission is to promote mental wellness within youth from Chicago’s Northern suburbs, building the foundation for them to become mentally healthy adults.  Part of MHANS is our Youth Advisory Board. We are about to start our 4th year and we are looking for more young people to join our board!  

Meetings are held on a quarterly basis since we know students are involved in many activities in and outside of their schools.  The youth board members will help advise MHANS on mental health issues that are important to teens as well as help spread the word about positive mental health at their schools and in their communities. Youth board members will also have a leadership role in our annual essay contest by helping to select this year’s essay contest topic and serve as youth judges for the contest.  Our first meeting will be on on ________.  We have a lot planned for the upcoming year and would love to have some new members!  Please discuss this program with your students and provide them with the application form.  Send applications via email to Allyson Adams [email protected]. Or by mail to Allyson Adams, Maine West High School, 1755 S. Wolf Rd., Des Plaines, Illinois 60018.    If you have any questions please contact Allyson Adams (847)322-3050 or Cristina Ramirez (847)404-2947.

Allyson Adams                                            Cristina Ramirez

MHANS                                                       MHANS

High School Counselor                               High School Psychologist

Maine West High School                            Maine West High School

“Mental Health is for Everyone!”

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SAMPLE APPLICATION

MAHNS Youth Advisory Board Application

The Mental Health America of the North Suburbs (MHANS) Youth Advisory Board is a group of teen representatives from area high schools across the Northern Suburbs.  Each member is expected to attend 3 meetings per year as well as an end of the year celebration.  Youth Board members will help advise MHANS on mental health issues that are important to teens as well as help spread the word about positive mental health in their school and communities.  Youth Board members will also have a leadership role in our annual High School Essay contest by selecting the topic and serving as judges.  We are looking for individuals who are interested in mental health issues and how it affects teens and their families, if this is of interest than this board may be for you.  This program can provide a wide array of opportunities in the areas of leadership, community organizing, and networking with other teens and helping to change attitudes about mental illness.  We look forward to working with you to change the face of mental health.  

Allyson Adams, MHANS                    Cristina Ramirez, MHANSHigh School Counselor                   High School PsychologistMaine West High School                Maine West High School

“Mental Health is for Everyone!” Please check out our Facebook page~View our award winning artwork from our Essay and Poster Contest!

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SAMPLE APPLICATION

MHANS Youth Advisory Board Application

Name:                                                                       Address:

School: Year in School:

Email Address: Phone Number:

As a teenager what do you think are the greatest concerns regarding mental health and youth?   

What are some qualities that are unique to you that you can bring to the Youth Advisory Board?  

List any ideas that you have for the Youth Board:

Future Meeting Dates:

Essay Contest in April Date TBDHow to get your group going

Structure and Rules of the Group: In the end your group will develop their own rules and structure but this is a general framework to begin your group.  Overtime the group will have its own norms and rules for the meetings. Expectations for attendance - This can be difficult depending on the structure of your group and where you get your members.  Attendance isn’t required to be an active member.  Group members should attend as many meetings as possible taking into consideration their personal time commitments.  Meeting should be scheduled with the entire groups availability in consideration.  What you may think is convenient may not be easy for your members.  Some ways to determine group availability:

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Confidentiality in groups:  This is an essential concept to the dynamics of this type of group. In general depending upon your license, everything that is said in the group should be kept confidential by all members.  The only exception is if someone is hurting themselves, if someone is hurting them or if they plan on hurting someone else. Comments such as these should be handled quickly.  Parents/guardians should be contacted and a mental health assessment is warranted.  

Things to consider regarding group rules: (Remember that this is ultimately a social group as well as having a specific focus.  Rules should define the structure of the group but should not be emphasized at every meeting.  

Food-vote whether you feel it is appropriate, assuming food can be at meetings each organization may have different requirements on where they are meeting and where funding for food comes from.  Food generally promotes a feeling of connection and depending on time of meeting food may be necessary.  

Homework-many youth are very busy, decide where their attention should be during meetings.  It is important that the members are focused and working together so other distractions should be limited.  Therefore it is suggested that members do not work on homework or other items during the meetings.

Respect-Make sure there is a discussion on the members listening to one another, respecting each other’s opinions.  Setting the tone from the beginning and making all feel comfortable to share and discuss their views makes a successful group.  

Technology-Have discussion about the use of technology during group.  Technology can be invaluable when planning events so be careful when making this decision.  Students are accustomed to using their phones for information so it is often times better to make using them during meeting appropriate for research of for other items.  It is important to make it clear when phones/technology should be put away and expect student to follow.

Before the first meeting:

Once you have your list of potential members, create a get to know you questionnaire.  Google doc forms not only lets you customize your questions it will also create a spreadsheet with answers provided by your members.  Below you will find a link to a sample google form that will give you an idea of what it may look like.  

https://docs.google.com/a/maine207.org/forms/d/1brWe8XKfw-8V3EcXLhDA-j8zPcOv9CDi2owidjKhsJ4/edit

At the first meeting it is important to start with activities to help everyone get to know each other as well as to build rapport with group members.  These are typically called ice breakers.  Below you will find sample ideas to start but you can use any activity you are familiar with.  

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Ice Breakers:

1. M&M2. Two truths and  lie3. Penny game 4. Rock, Paper Scissors5. Celebrity Partners

Fundraisers: Every group will need a funding source.  The group leaders should determine where the funds come from and then allocate necessary funding as needed.  If funding is an issue here are some suggestions for fundraising:

1. Restaurant nights: Panera, Buffalo Wild Wings, CBK, etc.  Patrons bring a coupon and a percentage of funds goes to the organization.

2. Candy or item sales from established organizations. 3. T-shirts created by your group to advertise your mission. 4. Raffles, dinners and/or internet fundraising.  

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TRAINING OF LTY FACILITATORS

Training in the LTY model will be provided by ACACI for those interested in participating in the LTY program. This would include those who wish to participate as members of the Network Team, those who plan on forming an LTY Advisory Board, or those who plan on facilitating the Youth Advisory Board. To be a part of the LTY initiative, interested persons are required to attend one training prior to starting a group, so they understand the philosophy of LTY and work to best serve the youth who participate. Group facilitators are also expected to follow the LTY model, adhere to the core concepts and utilize the basic skills necessary for the group to be Student-Driven.

Logistics for the training of facilitators will be set up by ACACI with assistance from the Management Team and the LTY Coordinator. Training venues will be advertised and situated around the state so it will be convenient for interested people to attend. An exact cost for the training expenses will be published prior to registration.

The LTY Philosophy within the Youth Advisory Board

The purpose of LTY is to guide and train organizations such as schools, agency settings, churches, or community groups to implement their own Youth Advisory Board and determine what are the key issues relevant to their own organization and community. For example, in past LTY groups, violence in the schools was a key theme to be addressed. Today, violence may or may not be the major area of focus for each community and/or organization in the current times. That being said, this training manual will help with themes and ideas that may be more relevant to different organizations and communities. Those will be presented later in the handbook.

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In the LTY Model, the freedom to decide the right focus of the group will emerge from the youth. This will be based on the conversations that each Youth Advisory Board will have once they are put into place. Once the Youth Advisory Boards are established, the focus and goals of each group will be developed and ultimately the Youth Advisory Board can implement programming and events to get their voices heard.  As a Youth Advisory Board leader or group facilitator, the purpose will be to guide, provide support, and give insight and help youth to implement any programming or events that are created or planned based on the ideas and goals of the Youth Advisory Board.  The goal of LTY is to help young people get their voice heard so that they can make a difference in their schools, their community, across the state or throughout the country!  

Not everyone can be a good group facilitator. Most professionals would agree that it takes training and experience to be able to facilitate youth and not tell them what to do or give them direction. But it is imperative that the facilitator be skilled in their group work skills and that they be capable of facilitating a Youth-driven or Youth-led group. This is the first of many core concepts that inform the work of a LTY Advisory Board. The following is a detailed list of required facilitator skills that must be used within the LTY Model so that each LTY Advisory Board is active and successful. Each skill should be considered and understood carefully.

Core Concept—Central to the Advisory Board

Youth Driven and Youth LedIf youth are to thrive and grow, group facilitators must provide the right assistance and the right environment for this to happen. A youth Driven and Youth Led Group requires the facilitator to set youth-informed decision making at the heart of the group process. It includes: 1) determining the concerns of youth in their communities and working to determine the prevalence of the problems and potential solutions to offer decision makers; or 2) exploring youth perspective regarding their concerns, and 3) considering new or different directions to problem-solving based on what youth believe to be important and good resolution strategies. Remember the vision is to give value to Youth Voices.

Being Youth-Led also requires the facilitator to employ good group strategies that address social justice concepts within the group, addresses diversity issues, and enables all group members to contribute to the outcomes. The facilitator may contribute to this by utilizing good ice-breaker activities so that group members get to know each other better, assist group members to establish and build relationships with each other, and offer models for prioritizing and reaching consensus so all ideas are valued and included. Facilitators are expected to know and utilize the following group dynamic skills in their group time.

Required Facilitator Skills

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1. Active listeningActive listening can be conveyed as much by what is not said or done as it is by words and actions. One important implication of this is that facilitators will need to let go of the control that “authority” figures generally have.

2. Economy of words A rule of thumb for facilitators is to “get in and get out” in that they will “say more with less words.” That is, rather than say something, immediately restate it in different words, and then say it again a third time for good measure, to make a statement once and then “get out.”

3. Tolerance for ambiguityAt the beginning of a group session the interaction may seem almost chaotic. This is especially true if the group is in a “storming” stage. However, a group must storm before it can “norm” and “perform”. The role of the facilitator is not to “control” but rather to make sure that there is safety and that all members are able to express themselves. Some or much of the information that emerges will go against the idea that “everything is wonderful here at our school.”

4. Therapeutic use of silence One of the most effective tools for a group facilitator is a willingness to remain silent when other members are also silent. This is quite common as a group moves from “forming” to “storming.” Members will indicate, sometimes overtly, a desire for the facilitator to jump in. Instead of “rescuing the silence,” facilitators are encouraged to let the silence happen as a means of empowering members to take responsibility and ownership of the group.

5. ParaphrasingOne way for members to feel heard is to tentatively paraphrase their statements to check for understanding.

6. Reflection of feeling Another way for members to feel heard is to tentatively reflect the unspoken feeling behind what they’ve said to check understanding.

7. Reflection of contentAnother way for members to feel heard is to reflect the unspoken logical implications or “upshot” of what they’ve said. The focus is on checking for understanding of the underlying meaning behind what was said.

8. Advanced empathy statementsPerhaps the most profound way to approach members feeling heard is by using advanced empathy statements that paraphrase as well as reflect the unspoken feelings and implications behind what they’ve said.

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9. Making linksEven more than responding directly to a single member’s comments, effective group leaders are often making links between members, paraphrasing, reflecting, or empathizing with what the members have in common (a) within the group or (b) in terms of what they’re discussing. In groups, these links form a metaphoric spider web that bonds the group together, promoting universality and cohesion. The links also provide a safety net, helping members to take risks and trust each other.

10. Meta-commentsMeta-comments are “talk about the talk.” Group facilitators are more likely to make comments about what is happening “here and now” in the group as much or more than the content of what members have said.

11. Trusting the process “If you build it, they will come.” Group facilitators trust in group process. Despite any chaos, silence, or awkwardness in the moment, participants are moving together toward building a cohesive and genuine interaction with other group members. This is especially important in the “storming” phase.

12. Tentativeness Facilitators can intentionally move out of an “expert authority” role within the group by not feeling compelled to “know the truth” and have all the “answers.” Instead, group leader statements often include “invitations for repair” such as “I’m not sure if this is right, but. . .” “It seems like. . .” “If I’m hearing you correctly, . . .” “Was that it?” and even “Gosh, I don’t know.”

13. Modeling desired group member behaviorOne way for group leaders to elicit optimal participation by members is to “model” the type of participation that would be ideal for the group at that time, including at varying times enthusiasm, humor, respect, sensitivity, and an openness to whatever happens spontaneously within the group.

14. HumorHumor can be an effective way to help members feel more comfortable within the group as well as a way to humanize the facilitator. Humor can also help a member or facilitator make a point that might otherwise be difficult to bring up. Facilitators are encouraged to use humor at the beginning of the group to draw members in. Facilitators also are encouraged to be open to spontaneous humor by group members throughout the experience. Facilitators also might be alert to humor as a means by which members introduce potentially serious or uncomfortable topics. In such cases, facilitators want to check for underlying topics and follow those up when they occur.

15. Group Stage DevelopmentGroup facilitators need a thorough understanding of group stage development and how to help facilitate the group members through these stages so they are able to accomplish what they desire within the group experience. A complete detail about group stage development

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can be found later in this handbook.

Requirements for LTY Advisory Group Facilitators

1. All LTY Facilitators must attend a LTY training event and read the handbook.2. A facilitator must be willing to accept the LTY philosophy and ensure that the mission

and vision is upheld. This includes that all of the groups are Youth-led and Youth-directed. A facilitator must be a trained counselor, social worker, or other approved professional who is versed in group dynamics and group procedures. If a group has more than one facilitator, at least one person must meet this criteria.

3. LTY facilitators will commit to selecting a group of youth ages 12-18 to participate on the LTY Advisory Board.

4. LTY facilitators will commit to meeting 12 times with their groups that are designed to create group cohesion and facilitate their identifying problems in their community in which youth have a stake and a desire to solve.

5. Facilitators will share the results of their group meetings to other Youth Advisory Boards in their region and to the Network Team at quarterly meetings. Confidentiality will be maintained regarding who said what but not topics, activities or themes that have been discussed.

6. LTY facilitators will commit to participating in an evaluation process that will assess personal qualities and characteristics in the individual youth participating in the LTY Advisory Boards.

7. LTYAB facilitators will participate in an annual conference where they will be expected to discuss their experience and the results of their work together.

Evaluation of the LTY Program

We are a data driven profession who wants to know that the services we provide through the LTY initiative are meeting the needs of youth. To this end, LTY will intentionally and systematically develop and administrate an evaluative plan. It is the goal of the Management Team that LTY be listed in the National Registry of Effective Programs. This will require an extensive and thorough evaluation effort utilizing rigorous assessments and analyzing outcome data to understand the impact of participating in these groups on assigned criteria. An outstanding program such as the University of Illinois Center for Prevention Research and Development will be contacted to see if they would be willing to partner with LTY to administer an effective evaluation plan. All participants in LTY should advocate and support the push to design, college, analyze, and apply data to understand the impact of this program.

The LTY Coordinator

If it is fiscally possible, a LTY coordinator will be hired by the LTY Executive committee to run the daily function of the program. The part-time position will be contracted through a social service agency who will pay the employee. This professional will report to the

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executive board and will be evaluated annually by a subcommittee of the LTY Executive Board with input from all stakeholders.

While this is subject to change, the LTY Coordinator will coordinate the LTY program and have a direct connection to all LTYAB facilitators to assist them in their work with youth. Other aspects of this role will include the following:

a. Identify training sites and contact trainers to do the training.b. Coordinate training materials and participant information.c. Construct and maintain the LTY Website.d. Maintain ongoing personal contact with each LTY Youth Advisory Board facilitators

by email, phone and in person to collect data and assess progress.e. Develop a data-base of the types of concerns LTYAB’s are addressing.f. Help to manage the evaluation plan by providing and collecting assessment data and

anecdotal data from LTY sites.g. Plan and coordinate a networking event at a central location where all LTY

Facilitators and LTYAB’s will be invited to share their work and have conversations with other youth groups to understand how they can support one another. (An end goal might be a common goal for all groups…or message to state decision makers…about Youth Concerns)

h. Provide a written and oral report at all Management Team and Network Team Meetings on the current work of the project and advise the leadership of needed changes and issues.

i. Address other duties as assigned.8. The overall 3 – 5 year goal will be to have 20 – 30 groups across the state that are self-

staining, recognized by decision makers in their communities and able to show positive results of their efforts to focus on specific problems, design potential solutions and see a positive difference as a result of their efforts. (These groups will create measureable goals that can be evaluated) In addition members of the groups will show positive personal growth socially and emotionally on the scales used for assessment.

Resources, Funding, and Grants

The revitalization of the Listening to Youth Program would not be possible without money and personnel. At the onset, many people have been participating in the meetings that have contributed to the reformatting of this project. These state leaders, educators, counselors, students, community leaders, have given freely of their time, wisdom and expertise, without reimbursement, because they believe in the cause, and that giving voice to youth in our communities is paramount if we are to be successful.

Additionally, the revitalization would not have been possible without two organizations who gave seed money to help address the expenses arising in meeting costs, training, and materials. The Association for Children and Adolescent Counseling in Illinois donated $2000 to assist in

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launching the training and materials. In the fall, 2016, a grant request was also made to the Illinois Counseling Association Foundation, who awarded $5000 to LTY.

LTY is grateful to these organizations for their belief in the program and their financial support. It is hoped that other partners and state-wide organizations will join this important cause as Listening to Youth begins to establish Youth Advisory Boards in regions and communities. Also, once a core group of Youth Advisory Boards are identified for the first year, data will be collected that will demonstrate the effectiveness and importance of the LTY model and program. Hopefully this will also encourage other organizations to fund this project.

Next Steps—Fall, 2016Listening to Youth is ready to put its philosophy and its strategy into action. A conference presentation is planned in November, 2016. Advertisement will be going out to schools, community leaders, and other organizations to invite leaders to create a Youth Advisory Board in their community to lead a group in the Spring, 2017. This call will go out across the State of Illinois in order to represent as many diverse communities as possible. The target goal is to establish 6-10 Listening to Youth Advisory Boards for Spring, 2017 who will activate their youth, be Youth driven, and collect data for this project.

In order to get these Advisory Boards functional, ACACI will set up a training schedule that will begin in the fall, 2016 with a Train the Trainers Group on what is expected to do a LTY Youth Advisory Board. Training for facilitators and other leaders will occur in early 2017 so that groups can begin meeting as early as February, 2017.

Conclusion of the Introduction

Today’s Youth live in an exciting and challenging time but as adults we must realize that the world is different than when we were growing up. It is our duty and responsibility to assist our youth in this growing up process so they are ready to engage life and the world in a positive and healthy way. We cannot do it for them, but we can facilitate their development so they are capable of building healthy relationships, interacting positively, and serving others in order to build a better community. That is what Listening to Youth is about, giving VOICE to these youth, and assisting them in this goal. We hope you can embrace this program as well and are willing to contribute your own insight, efforts, and skills. This handbook should serve as an amazing starting point as we work with our Youth and contribute to their success.

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Historical Background to the Original “Listening To Youth” Groups Project

Introduction:

The first Listening to Youth (LTY) groups were developed in 1999 in an effort to address violence and other safety concerns for students in school. National coverage of shootings, hostage situations, and the prevalence of weapons in schools had created an unrest in society that demanded answers to the question “Are School Buildings Safe?” The following information recaps this initiative and its results. It clearly had a positive impact of the youth who participated.

Background

The State of Illinois Attorney General’s Office, and Mr. Jim Ryan, Attorney General at the time, put forth their effort to look at violence in the schools. In 1999, the Attorney General’s Office designed and implemented focus groups around the state. The purpose of these focus groups was to gather young people from the middle school grades together and identify their concerns regarding violence in the schools. Many important ideas were shared from the participants in these groups. But, the research also discovered an additional finding from the participants. Feedback indicated that each group found being able to come together and share their thoughts and ideas was good, and that the opportunity to participate in more group experiences was recommended. Students wanted the chance to tell their stories to adults in the school and be listened to.

Picking up on this theme, the Attorney General’s office formed a committee that brought interested organizations together to consider this recommendation. These groups included the Illinois School Counselors’ Academy, Illinois School Counselors Association, Illinois Counseling Association, Mental Health Association in Illinois, Illinois Violence Prevention Authority, Roosevelt University, and Northern Illinois University.

Two pilot projects were completed.

Phase I Pilot

In spring, 2001, the committee initiated listening groups, led by professional school counselors in 5 pilot middle schools across the state. Middle school counselors from each of the pilot schools attended a one-day training. Following the criteria of the committee, each school assembled a heterogeneous group representing a cross-section of students that met for 5-6 sessions. Written parental permission was obtained. Students met on a rotating schedule so no one class was repeatedly missed. Only 7th grade students participated in the groups. The goal of group leaders was to listen to what these students had to say about violence and violence prevention in their schools and help these students explore positive ways to communicate and build relationships to address violence. Groups were unstructured and themes were student-generated. Facilitators used their processing skills to help students discuss their feelings, fears, thoughts, and ideas. Data was collected on the pilot leaders’ and students’ interactions.

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Feedback from the students and group leaders was extremely positive. Results showed that students truly appreciated this opportunity to share. Group leaders used skills that encouraged student sharing. One facilitator noted in her summary: “This type of dialogue during the sessions is an excellent method for identifying student attitudes and beliefs relative to school climate and potential conflict. Trust is built between the counselor and students, providing the link needed should a conflict arise which would need to be reported to someone in authority.”

Phase II Pilot

Based on the success of the Phase I, the committee moved forward to assess the impact of listening groups with 7th graders. To this end, the committee furthered its commitment to explore ways to address, promote, and develop the “emotional safety” of students in schools.

During academic year 2001-2002 (Phase II), the committee increased the number of middle school groups led by school counselors to 22 from across the state of Illinois. With the help of Regional Offices of Education, group leaders were identified and invited to attend a one-day training. School administrators were invited to accompany their school counselors to these workshops so that they would also know and understand this initiative and eight administrators attended. Three training events were held: downstate, mid-state, and upstate. School counselors were trained on group facilitation procedures, organization of the groups, permission slips, and assessments to be given comparing student participants’ pre- and post-group experiences. Each school counselor attendee was given this handbook and opportunity for questions and discussion was available. As in Phase I, groups were intentionally designed to be a heterogeneous representation of school demographics. Groups were to run for no less than 12 and no more than 14 weeks. Feedback was received from group leaders after each group.

Pilot II Feedback and Research Results

The purpose of assessing the group experience was to see if it resulted in increases in students’ ability to address violence-prevention and safe-school issues in more positive ways. Of major significance were the counselor observations and reports submitted after each group session. These indicated that students were open to the groups, as well as able to identify relevant group issues and develop action plans to address their concerns. Students reported feeling more connected to their schools and expressed a feeling of empowerment. Counselors commented that they found value in the groups for themselves as well as the students. They indicated that some schools felt a positive impact rippling out to students who were not in the groups, as the effect of the group process spilled over to the general population.

Group leaders gave pre- and post-group assessments to participants on self-esteem, social skill behaviors, anxiety, and anger. All data was used in aggregate form to investigate changes in students who participated in the groups.

An analysis of the pre- and post-test assessments supported violence prevention based on the facts that anxiety and anger were significantly reduced for student participants in these groups. Nearly all sub-scale mean scores on the anxiety scale post-test scores went down following the group experience. A statistically significant difference occurred on the “harm avoidance” sub-

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scale, indicating students were significantly less anxious about needing to be perfect and less anxious about checking to be sure things were safe in their school environment.

Regarding the results on the anger measure, all sub-scale mean scores on the anger inventory were reduced after participating in the group. A significant reduction occurred on the sub-scale “physical aggression” indicating students were more likely to consider the consequences of fights and conflicts prior to doing so. These findings provided excellent statistical support for our desired outcomes for group participants: the reduction of aggression and the empowerment of young people to find alternative ways to handle conflict.

Phase III

Building upon the success of Phase II, the School Counselors’ Academy once again expanded Listening to Youth training for the 2002-2003 school year. A major effort occurred through each regional office of education, ISC, and the Chicago Public Schools to inform school counselors of five training events that occurred across the state. Grade levels involved in this project were increased to include 7th graders and 9th graders. Groups again ran from 12-14 sessions and students were asked to complete pre and post-test assessments. These instruments investigated anxiety, anger, depression, and belonging. During Phase III, 43 schools throughout Illinois participated in the research portion of the program. There were 9 high schools and 34 middle/elementary schools. 368 students took the pre-group assessments and 317 took the post-group assessments. Instruments

The Children’s Inventory of Anger (ChIA), Multidimensional Anxiety Scale for Children (MASC), Center for Epidmiologic Studies Depression Scale (CES-D), and Psychological Sense of School Membership (PSSM) Scale was used to measure pre- and post-groupdifferences in and among participants. Specifically, scores were analyzed using two-tailed t-tests in order to compare overall changes in pre-test/post-test scores, gender differences, and 7th grade vs. 9th grade scores.

Phase III Results

PSSM: No significant differences were identified. Mean scores were pre-test (3.7212) and post-test (3.7123), demonstrating a strong relationship with no change. This indicated that participants in the group already felt connected to their school community and a possible “ceiling effect” of a 1-4 Likert scale used by the instrument.

CES-D: There was no significance overall from pre- to post-test means on the depression scale, however the depression score decreased from 14.1645 to 13.7918. In looking at the results by gender, pre-test males and pre-test female scores were significantly different (p = .012) with the mean score for males 12.8841 and females at 15.3382. This signifies that females in 7th and 9th grades were more depressed than their male counterparts. However, after the group experience, the post-test scores no longer indicated a level of statistical significance (p = .068), indicating that the group might have helped to reduce not only depression but also the gap between boys and girls in their levels of depression. In comparing 7th grade and 9th grade pre-test and post-test

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scores, 9th graders were significantly more depressed than 7th graders (p = .000, pre-test) (p = .046, post test).

ChIA: Pre-test/Post-test differences of the total group revealed that participation had a significant effect (p = .031) in reducing overall anger from 86.7737 to 83.4858 as well as three of the four anger subscales. Specifically, the frustration subscale saw a significant decrease in scores (p =.040), with means reducing from 19.4697 to 18.7098. Physical aggression scores were reduced (p = .041) from 25.5895 to 24.7713. Negative attitudes toward authority was reduced (p = .010) from 24.0461 to 22.9716. No statistically significant different, however, was found on the peer subscale, although it decreased as well.

These results affirm that the group experience reduced the anger youngsters experience when they encounter obstacles, are interrupted in an activity, or are prevented from gratifying a desire (frustration); reduced the youngster’s use of fighting and conflict without considering the consequences (physical); and reduced the anger a child may experience in reaction to situations that involve people in authority (authority).

Gender differences were also highlighted. Although male mean scores decreased, they were not at a significant level. However, for girls there was a significant reduction in the means on the overall anger scale (p = .022) and on authority (p = .009). Boys’ means went from 88.5090 to 85.2176, while girls’ means went from 85.7063 to 82.0478. Within gender there was also significance, however participation in the group did influence scores. In comparing males and females, there was a significance found on the frustration subscale for gender differences in the pre-test (p = .000) and the post-test scores (r = .001). Mean scores were reduced for both boys (20.4910 to 19.8130) and girls (18.7136 to 17.9242).

In comparing grade levels the following data was of interest. 7th grade mean scores on the overall anger scale from pre- to post-test declined from 86.0426 to 83.2093, but that did not represent a significant level. (p = .056). Authority, however, was just in the significance range with a p = .049. 9th grade participants showed similar closeness, but not at a statistically significant level, with means declining from 89.7467 to 84.6949.

In comparing 7th and 9th grade pre-tests, there was a significant level of difference found in the physical subscale between 7th (25.2639) and 9th (26.9133) grade students (p = .011) as well as the authority subscale (p = .049).The subscale on the post-test still reflected this difference for the physical subscale, but both grade level means were lower.

MASC: Overall anxiety scores among all participants were significantly reduced from pre-test (42.6202) to post-test (39.5496) with (p = .010). Significance was also identified on five of 11 subscales. These were physical symptoms-tense/restless (I feel uptight); perfectionism (doing everything right, exactly); harm avoidance (trying to please everyone); social anxiety (worrying about peers laughing at them); performance fear (being called on in class). Note that the mean scores were within the normal range for this age group, reflecting the “social microcosm” makeup of the groups and that anxiety had been reduced even for “normal” kids.

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Both males and females showed significant reduction on overall anxiety scores. Male mean scores decreased from 38.3046 to 34.7456 (p = .040). Female means decreased from 46.6685 to 43.5370 (p = .041). Another major area where significance was clear was in comparing female anxiety levels to male anxiety levels on both pre-test and post-test scores. Statistically significant differences were apparent on overall anxiety scores as well as every subscale of the assessment. It is easy to conclude that girls are significantly more anxious than boys.

In comparing 7th graders to 9th graders there were no differences in the overall anxiety levels on pre-test or post-test comparisons. Some subscales showed significant differences on physical symptoms for pre-test scores (p = .033) and harm avoidance on the post-test (p. = .011). On these scales, 9th graders were found to be more anxious than 7th graders. In looking at each grade independently, 7th graders did not vary significantly between the pre- and post-tests on any subscale. However, it was different for the 9th graders. There was a significant change in the overall anxiety scores from pre-test (mean = 43.1408) to post-test (mean = 37.0185) (p = .029). The subscale harm avoidance was also significant from pre- to post-test scores.

Summary

The three pilots in the early 2000’s gave us valuable information on how a group designed and implemented around listening to what youth have to say is beneficial to the empowerment of youth and to seeing youth take an active role in their schools and their communities. The results of the assessment further show how such participation is significant in addressing wellness and emotional maturity. With such a positive and powerful outcome from these groups, it seemed most natural to reinvigorate the “Listening to Youth” concept for the new advisory groups to see if the impact would be as powerful. The hope is to replicate this result and to see even more benefit for students, schools, and communities.

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SECTION TWO: GROUPS SKILLS REVIEW

TOPIC ONE: Starting the Group

TOPIC TWO: Group Stage Development

TOPIC THREE: Ice-Breaker Exercises That Build Group Cohesion

TOPIC ONE: Ideas for Starting the Group

Introduction

There are many steps necessary in forming an effective group that need to occur prior to any meetings. The following address criteria established by the steering committee of the Listening to Youth initiative pertaining to group membership, size, composition, length of time, and so forth.

This section reviews key points necessary for starting the group and getting the first and second sessions underway effectively, including organizational issues, setting norms, leadership style, group dynamics, ethical concerns, and what to say regarding the Listening to Youth goals.

Organizational Issues

The group has definite criteria that must be used in the organization and design of the group. Please follow the bullet arrows below in leading the group.

Organizational Guidelines1. Group should be led by a certified school counselor or other certified helping

professional in the school2. Group should last approximately 14 weeks, not counting time for pre- and post-group

testing3. Group consists of 8-10 seventh graders or ninth graders4. Group meets weekly for 40 minutes or a class period. The organization of meetings will

be determined by site counselor.5. All participants must have parental permission, and student (self) permission6. Group leaders need to do pre- and post-group testing7. Group leaders write feedback after each group meeting8. Group composition consists of a heterogeneous mix of students that represent the

following; Close balance of males and females Culturally diverse Intellectually diverse Emotionally diverse

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Behaviorally diverse Microcosm of various social groups within the school

9. Students may be self-, parent-, counselor-, or teacher-referred. The counselor needs to take into account criteria for diversity and should pre-screen students prior to admitting.

Setting Group Norms

During the first session it is very important for group leaders to set norms or ground rules for the group. Group norms should be statements that explicitly detail behaviors and issues that may affect the group. It is a good procedure if the group leader establishes 3–4 norms to begin the group and writes them on newsprint or a handout. These might include such things as (a) one person speaks at a time, (b) “what is said in group should stay in group,” (c) group members should be on time to group, (d) a person may have the option to decline to participate or speak at any time, and so forth. The key, however, is that group leaders must present these norms to the group and ask members to discuss them. It is critically important for group leaders to get some good discussion and “buy in” from members. Students have the option to change or even reject norms that the leader has stated and add additional norms. It may also be beneficial to write these up and give each group member a copy. Some group leaders also may ask members to sign the list of norms to indicate their commitment to keeping those norms. Of course if some members feel they cannot keep these norms, the leader may want to meet to see if the student should continue in the group.

Setting group norms is an excellent first step in focusing on “process” in the group. An open and honest discussion sets the stage for group members to begin to share honestly. They may also begin to see that it is okay to have a different opinion or to disagree with what another group member is saying. There may also be times when a new group norm may need to be added later in the group as new issues or concerns evolve in the group. The group leader should watch for this and promote “norms” discussion when necessary. Remember that group norms are a “moving target” that evolves as the group develops.

Finally, the best way of setting norms is for group leaders to model good group behavior. If the rule is to be on time, the group leader must be sure to do this as well. Additionally, giving positive as well as constructive feedback, using “I” messages when expressing a thought or feeling, sharing feelings openly, and offering support to others all serve to set a tone for the group, and lead to students imitating this behavior within the group.

Leadership Style

There are three predominant leadership styles in group leaders: authoritative, laissez-faire, and democratic. In the authoritative style, group leaders act as expert, explain behavior, direct movement, and interpret what is being said. In the laissez-faire approach, group leaders simply become members of the group and all the responsibility lies with other group members. In a democratic approach, the group is non-directive, but the group leader is a conduit to building trust, cooperation, and collaboration.

As noted above, the goal of the “Listening to Youth” group is to allow group members to generate topics and themes. This is presented intentionally, based upon the fact that in school,

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authorities do a great deal of talking “to” or “at” students without truly listening to what they need or want to say to adults, teachers, and counselors. Therefore, listening is an intentional component in these groups. This does not mean facilitators must be “laissez-faire” leaders or let chaos reign in the group. It is the responsibility of the leader to set the stage for the group, provide a safe space and facilitate what the goals of group are. At the same time, this type of group encourages group leaders to be less structured, especially as the group session gets started.

Two key points may be helpful to consider in leading these groups.1) Group leaders are more facilitators than teachers in their approach to leading the

groups. You might explain your role as part of the group norms in the first or second session. In using more facilitator skills you might: Encourage members to take responsibility for themselves and respect other

members’ ability to work out their own problems. Offer support instead of an answer Give encouragement Draw in other group members to give encouragement Watch for and link students who have similar experiences

2) Use processing skills whenever possible Plan time at the end of every session -- and other times when appropriate -- to

ask students to respond or react to what they are talking about. For example, at the end allow enough time to ask students what their perceptions of today’s session were: What did they realize? What was new? What did they find exciting, scary, or directly impacting them? What might they do differently over the next week based on what they realized today? What did they discover about themselves in this session? All of these types of questions can lead to new insights, responsibility, and growth.

Group Dynamics

Noted theorists talk about how groups can be discussed in terms of their “dynamics.” By focusing on this work, professionals can stress the complex interactions that go into all aspects of the group: social pressures, individual pressures, and interactions that occur within the group. By focusing on group dynamics, group leaders work to understand the “process” of all that goes on in the group. After all, most ways that people live out their lies occur within the context of some type of group. The primary groups that people participate in, such as work, school, church, family, and friends link individuals with the society.

In “Listening to Youth” groups the focus will be on the dynamics of the group. To do this, group leaders need to be more concerned with the process and less with completing activities or measuring student outcomes. Group leaders are encouraged to not be “directive” in their leadership style with the groups. This means that group leaders need to be comfortable in allowing group members to introduce topics and lead the direction of group discussions. The leader can and should monitor the topic to see that it remains relevant. If this is unclear, the leader can ask group members how this is relevant to the group or where the speaker is going. If it is too far off track, the leader can gently redirect the group back on target.

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Group leaders are welcome to use activities or prompts to get the group going. These can be very effective with school-aged kids. The key to remember is that it is the processing of the activities that is crucial. Here are some tips to make this effective:

“Processing” generally consists of discussion about the impact of an activity. It may focus on what happened as a result of the activity, what thought, feeling, or insights were gained, and how these insights can be transferred outside of the group. Such new insights might even lead to behaving differently or changing one’s attitudes or beliefs.

The key is to encourage students to “reflect” on what was said or experienced. Good processing of an exercise enables group leaders to see what new

learning has taken place. As group member process their thoughts or feelings, they may develop new

actions or ways of responding to their world. Skills that impact the processing phase include the use of questioning skills,

summary, clarification, and accurate empathy. Asking the right question at the right time is crucial to effective groups. It

generally means that leaders don’t have to have the “answer.” It also means leaders are open to any number of possibilities from the person who is being asked to respond. Perceptions are not “right” or “wrong,” they are simply perceptions.

Good questioning should move from the general to the specific. For example, following an exercise, start by processing the activity first: ”What happened?” ”What did you see?” ”What did you hear?” Next, ask members to share reactions to what they experienced. A good next move is to ask how what members experienced affects the group: “What did you learn about someone else in the group?” With this groundwork laid, it is now easier to ask more personal questions such as asking group members to share their own feelings, thoughts, or insights. This step allows the ultimate question regarding new insights or awareness that might cause changes in how the group member sees the world.

Reacting with empathy is an important skill for group leaders. It is the leader’s ability to reflect the feelings of the group member. Advanced empathy means leaders are able to go beyond what was said so as to draw into awareness what members are saying. This involves listening for underlying feelings, ideas, or themes. This could include feelings of resentment, anger, or fear.

Once underlying themes are identified, an effective strategy for leaders is to identify commonalities among group members. This may lead to new insights and awareness for participants.

Working to understand group dynamics is valuable because it allows group leaders to begin to make more meaningful interventions to facilitate growth and change. This becomes a vehicle for members to feel empowered and listened to!

Ethical Concerns

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The most critical component that will destroy groups has to do with ethical concerns. Because professional counselors already have a basic understanding of ethical guidelines, those are not given in depth here, but a few key pieces are reviewed. At the end of this handbook, the most recent version of the Association for Specialists in Group Work (ASGW) Ethical Guidelines for Group Counselors is provided. Please read these before beginning to compose the group and refer to them during the running of group sessions.

Regarding the “Listening to Youth” groups, be sure to consider the following key points. Be sure to have signed parental and student permission slips from all participants. Do not

allow them to start the group without parental permission. Read the ASGW Ethical Guidelines and follow these in the selection and start of the

group. Be sure to be clear with what will be said to parents and administrators about what is said in the group.

Remember the rules that confidentiality can be broken for three reasons: suspicion of danger to self; danger to others; or abuse to a child, elder, or other privileged population.

Be certain that members understand that the focus for the group is on Violence Prevention and Safety in Schools. Although students may introduce topics they want to talk about, the bulk of the discussion should be relevant to this theme.

Have a tentative plan on what to do with information that students raise in the group. For example, if the group wants the administration to hear about their concerns, consider how to move the group to this outcome.

Consider in advance how to handle a student who does not follow the rules of the group. Hopefully this will not happen, but if it does, think through carefully what steps to take.

Initial Statement about the Nature of the “Listening to Youth” Groups

There are many reasons to form groups. They are a common occurrence in schools and address issues such as new students, homework, grief and loss, self-esteem, and so forth.

For some, it is commonplace to variety of these types of groups as a counselor. For others, there may have been other helping professionals leading groups in the school.

When students come to the first session, they probably will have some ideas about the nature of the group. This should have been stated in the parental and student permission slip. However, students will bring a variety of perceptions to the first session, and so it is a good idea to discuss this topic at the start of the group.

Leaders might begin by asking students why they are in the group or what they think the purpose of this group us. Be careful that group members understand they have the opportunity to determine much of what the group discusses. At the same time, it is important for members to know that there is a focus for the group: school safety, violence, and violence prevention in their schools.

At some point in the first session leaders should read or paraphrase the purpose of the group to students. “The purpose of this group is to listen to what students have to say about violence, inappropriate or scary behavior, and violence prevention in this school” and help students

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explore positive ways to communicate and build relationships to address these issues. Groups are unstructured and themes are student-generated. Group leaders will use their processing skills to help students discuss their feelings, fears, thoughts, and ideas.

Students who cannot commit to the purpose of the group may consider withdrawing from being a group member. Because pre-screening is not a requirement for being in the group, the initial discussion of the purpose is very important to insure that group members are committed to a common theme.

Group Follow-Up

Alternatives for follow-up, and possible ways to sustain the group:(a) Infuse into other groups(b) Leaders for peer mediation(c) Conflict resolution(d) Report to administration(e) Report to student council or PTA

(f) Report to violence committee

TOPIC TWO: Group Stage Development

As some leaders will remember from their training, groups generally progress through a series of stages that play a role in the dynamics and development of the group. The following provides vital information that outlines these stages. The advantage of such an outline helps give focus to the group leader so as to help group leaders maximize the interaction, direction, and outcome of their groups. Each stage is presented with brief overview questions that tend to dominate that stage, issues common to that stage, and member/leader behaviors. Use these as guides to inform leadership strategies to enhance the group at that stage and to help the group move forward into the working stage.

Stage 1 – FORMING-also known as the pre-affiliation or security stage

Questions: What kind of group is this? What is going to happen? What are the rules? Am I willing to get involved? What is expected of me? Will I fit in?

Issues: Goal setting Explicit rules

Member Behavior: Anxiety and anticipationResistanceQuestioning

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Observing, “sizing up” others and leaderInitial alliancesFirst level disclosures-impersonal and surface topics

Leader Behavior: Anxiety and anticipationIntroductionsIcebreakersGoals and rules – guides this phaseExplain facilitator’s roleDirects comments to group as a whole rather than individuals; may use self-disclosure such as “your comments show you have some uneasiness about being here. I’m a little nervous myself.”- Models that it’s all right, even desirable, to reveal feeling

KEY POINT: Involve everyone in early sessions – don’t let more experienced members forge ahead until level of trust has been built. Too much too soon will scare off others.

Exercises: Have each member consider a response to a statement such as the following and tell the group

How I feel about being here What I expect from the group How I felt as I was coming to group today/or how I felt when I left

last week Why I’m here What I’m afraid of

Stage 2 – STORMING- also known as power and control stage of conflict and dominance

Questions: Who is in control?How can I keep my individuality?Am I going to be run over?How much will I share?Who do I like and support?

Issues: Power – self and others – among members and with leaderTrust – who and how much?Jockeying for position

Member Behavior:Role testingTesting others – members and leadersCompliance/DefianceInitial risking through self-disclosure and feedbackEstablishing relationships – positive and negativeSubgroups and alliances

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Scapegoating may occur

Facilitator Behavior:Maintain adherence to rulesIdentify implicit rulesRecognize factionsSupport self-disclosure and non-judgmental feedbackTrust building exercisesDon’t let the group get stuck in this stage – if they dwell on conflict or ignore it they may never progress to a working groupSometimes this is very obvious and sometimes it is subtle

Stage 3 – NORMING- stage of cohesion and acceptance

Issues: What does the group accept?Group starts to own their own groupIntimacy is main concern

Member Behavior:Interpersonal respect and trustIdentify closely with each otherPower struggle replaces with greater closeness and cooperationListen and give supportDevelopment of empathyCan get stuck here and not move on

Facilitator Behavior:Provides analysis of group processWhen times of adolescent behavior – denial, conflict, avoidance, and unconcern occur and occupy too much time, must bring to groups attentionConfronts group and keeps working toward goals that hopefully involve behavior change and growth

Stage 4 – PERFORMING- productive stage or responsibility

Questions:How do I change?How can I support others?How can I ask for support?How do I establish deeper relationships with other group members?Who am I? How can I become more comfortable with myself?

Issues: Level of:

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self-disclosure self-exploration identification with others feedback to/from others possibility for changes in self

Member Behavior: Sharing here and now personal experiencesFeedback and confrontationSelf-awareness and Self-acceptanceMembers have permission to be whole and look at blind areasTake more leadership and maintenance responsibility

Facilitator Behavior:Introduce exercises that lead to more self-revelation:

role play written exercises energizers Takes less responsibility but is accepted and included as part of the

groupAcknowledges attempts whether successful or unsuccessful at behavior and attitude changeHelps group evaluate itself and reassess group

NOTE: This phase, if reached, can make a real difference in the lives of the members. Groups of ten or twelve sessions may arrive at this stage in last sessions or not at all. Careful planning, selection, preparation of members, and skillful leadership enhance the chance of reaching this stage earlier.

Stage 5 – MOURNING/ADJOURNING- stage of closing, ending, or termination

Questions: How do I leave this group?What does this mean to me and others?Will I be okay without group support?

Issues: Grief and mourningGoodbyes and letting goAcknowledgment of what each has had and it’s meaning

Member Behaviors:Can be difficult experienceOften back off and stop working as termination nearsMay be anxiety and over-dependence as well as such emotions as anger, love, jealousy, disappointment, hostility and fear

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Consider what was significant for them, where they stand now, and how to translate to real life.

Facilitator Behavior:Help people learn to say good-byeOften takes charge againHelp bring together what has been learnedCan facilitate major discussion on:

summary feedback individual reflection plans for future growth need to give members a chance to accept and live with change

Strength bombardment – times feedback that includes “What I like about you is . . . ” and “I hope you will . . .”Have each member compose a plan of action as to what each will do to continue their progress in some area.NOTE: Time in each stage varies for each group – different members can be in different stages at different times – some much more obvious than others. For example, storming can be very open or very subtle.

(Based on a handout by Sue Rardin, Wyoming CARE Program)

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TOPIC THREE: Ice-Breaker Exercises That Build Group Cohesion

Think about the literal meaning of the term icebreaker. Literally an “icebreaker” is a vessel designed to clear a passage in frozen waters and open up channels of communications. In human terms, icebreakers are intended to deal with frosty situations, cold starts, nervous freezing. Icebreakers aim not only to break ice but also to warm the atmosphere.

In a group setting icebreaker activities can be utilized to:

Help group leaders get to know group members. Help group members to get to know one another Establish trust and cohesion. Break “frozen communication” Develop skills. Create talking points. Illustrate situations in the real world.

Icebreakers are specific activities chosen and implemented by group leaders to achieve the above-mentioned goals. If the aim of icebreakers is to help group leaders get to know group members, introduce group members to each other, and encourage trust and cohesion, then icebreakers are most effective when implemented at the beginning of group sessions. If the aim is to break frozen communication, develop skills, create talking points, or illustrate situations in the real world, then icebreakers may be implemented at any time the leader deems appropriate.

Examples:

Most appropriate for getting to know each other, establishing comfort

The following four examples are taken from: Minor, C., et al. The Career Planning Manual, Northern Illinois University, 2001.

M&M’sFor this activity you will need one large bag of M&Ms. Have each student take as many pieces of candy as he or she wants. Tell them to not eat any candy until all students have taken some. After all students have their M&Ms, go around the class allowing each person to tell about hem/herself. Each student must give a piece of information about him/herself for each piece of candy that he or she has in front of him/her.

The TP GameThis activity follows the same rules as the M&Ms activity; however, instead of taking a selected number of pieces of candy, each student may take as many squares of toilet paper as they “need today.”

Silent CooperationIn the icebreaker have you students line themselves up in either alphabetical order (first or last names) or in the order of their birthdays, starting with January 1 (or any date you

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select). Tell them that they can communicate with each other in any way they choose, however they must not talk.

PartnersYou may choose to have your students’ pair up with a person sitting near them (as long as it is someone who they do not already know) and share information about themselves with each other. After the students have each had about five minutes sharing with their partner, have the partners introduce each other to the class. To make this activity a little more challenging, you may create “matching pair cards.” To create the cards, write names of people or things tat are commonly associated with one another on 3x5 index cards. Such pairs may be: peanut butter & jelly, Mickey & Minnie, Bill & Hillary, Homer & Marge, bacon & egg, etc. Distribute the cards to you class. Have the students move around the room trying to find the other half of their pair. After all partners have found one another, have them share information as described above.

The following example is taken from: Morganett, R., Skills for Living: Group Counseling Activities for Young Adolescents. Research Press, 1990. Brown Bag

Pass out construction paper name tags and marking pens and ask group members to write down their names, and then pin the tags on. Ask them to identify themselves each time they speak during the session so others will learn their names quickly.

Tell students you are going to pass around a paper bag with some things in it and that, without looking, they are to feel one item inside the bag and describe it. For example: “I feel something hard, heavy, and cold” or “I feel something light and soft” Let each group member take a turn.

Ask students to tell what it was like to feel and describe the different objects. Allow them to share responses that they felt: strange, funny, amused, and so forth. Inform them that during the next several sessions they will be working on identifying how they feel about different aspects of themselves, just as they identified the different objects on the bag. Point out that when people know how they feel about something it is easier to communicate with others and make positive changes.

Most appropriate for establishing cohesion, building communication, creating in-depth thinking and feeling.

The Emotional JarHave students write down words that describe emotions on individual pieces of paper. Place the pieces of paper in a jar. Have each group member pull out one piece of paper. Ask them to go around and talk about a time when they experienced that emotion. Another possibility is to place small objects in the jar and have students relate them to current feelings.

Hot Potatoes

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Write out the starter questions found at the beginning of each section on individual pieces of paper. Place them in a container. Place group members in a circle. Play music and have members throw a nerf ball or some other object around the circle. When the music stops the person with the object pulls a piece of paper from the jar with one of the starter questions on it.

Thought ExpressionAsk members to write for three minutes in response to the question, "What are you thinking right now?" Then ask someone to share.