Life Transitions Group Session Goals Essay Example

Please write down the name of the person sitting on your right and one fact you remember about them.

Members will receive a sheet of paper at the end of the session with these questions. They will be instructed to answer them and turn in their responses before leaving. Member orientation is crucial at the beginning of a group's development. According to Fehr (2003), Yalom identifies three stages of development, with stage one involving orientation, a reluctance to participate, and a search for understanding and meaning in the group experience.

Session two will focus on defining life transitions and explaining why support is necessary. By the end of session two, members should be able to define life transitions and understand the importance of support. The objectives for this session are as follows:

1. Explain in your own words the meaning of life transition and provide an example.
2. Describe why support during life transitions is important based on your own perspective.

After presenting the material, the leader will assess if the goal has been achieved by analyzing students' answers to objective questions at the end of the session.

According to the National Forum on Health (1998), efforts should be made to provide counsel, support, and skills necessary to guide young individuals towards a safe and productive life path. In Forms of Life Transition Session three, we will explore the various common forms of life transitions that students typically experience in this age group. These transitions include school peer transitions, home/family transitions, and educational transitions. The objective of session three is to introduce group

members to these different forms of life transitions that we will be discussing in the upcoming weeks. The goals for this objective are as follows:

1. Summarize your understanding of the information provided in the video.
2. Describe the differences between the three transition topics discussed today.

At the end of the session, a poll consisting of objective questions will be administered to assess students' understanding. As Donovan and Pellegrino (2004) stated, educators must simultaneously focus on students' comprehension while planning for future steps. Moving forward, in School Peer Transition Session four, our focus will be on school peer transitions. The group leader will educate and introduce the topic, allowing for open discussion among members. Additionally, a supplemental activity will be provided at the end of the session to practice coping skills.

The objective of session four is for members to define their understanding of school peer transition, support, and coping methods by the end of the session. The goals for this objective are as follows:

1. Provide an example of a school peer transition that has occurred to you.
2. Identify who you would seek support from and determine a strategy to use in a similar situation in the future.

"Some children may be ignored or rejected by their peers due to their quietness, lack of social skills, or withdrawal" (Kenny ; Minor, 2015). Progress towards the goal will be assessed by each student verbally answering the objective questions aloud. The leader will mark each written objective with a check mark after each student is able to respond. If every member receives a check mark, then the group has successfully

achieved the goal.

The group leader's responsibility in Session five of the Home/Family Transition is to introduce the topic and facilitate open discussion among members. Towards the end of the session, there will be a supplemental activity to practice coping skills. The main goal is for members to understand home/family transition, support, and coping methods. This involves sharing personal or close examples of a home/family life transition and identifying a supportive person during difficult times. To monitor progress, participants will pair up to discuss objective questions and share their key points with the leader. According to Kenny & Minor (2015), research indicates that responsive warm parenting positively affects child social competence and healthy relational functioning.

Educational Transitions Session six will focus on educational transitions. The group leader will educate/introduce the topic, allowing room for open discussion questions among members. A supplemental activity towards the end will be provided to practice coping skills. The goal for this session is for members to define their understanding of educational transitions and express their feelings by the end of the session. The objectives for this goal are as follows:

1. Share a time when going on to the next grade level was stressful for you.

2. Explain how you reacted to this change.

Members will go around and share answers to the objectives, openly discuss, and give feedback among peers. "Schools can be a location for healthy effective relationships, as well as damaging relationships" (Kenny & Minor, 2015).

During Group Departure Session seven, the main focus will be on addressing and processing feelings related to the group coming to an end.

The group leader will introduce this topic and encourage open discussion among all members. Towards the end of the session, there will be a supplementary activity aimed at practicing coping skills. The objective of this session is to make members aware that the group will eventually conclude, allowing them to openly express their emotions by the end of the session. This goal encompasses two specific objectives:

1. Members will describe their emotions and thoughts regarding the impending end of the group.
2. Members will explain why it is necessary for the group to come to an end.

All members will have an opportunity to share or represent their responses on a board. A subsequent open discussion will then take place in relation to these shared responses. According to Emener & Lambos (2009), "During the ending stage, people tend to focus inwardly on fulfilling their own needs for freedom, experiencing sadness, or dealing with loss."

Reflection The final session will be dedicated to reflecting on the group experience for each individual, including its benefits, deficits, suggestions, and processing for those in need of further support. The aim of this session is for members to openly reflect with one another on their group experience before it ends. The objectives for this goal are:

1. Describe any changes that you or other members have noticed in yourselves throughout the time you have attended this group.
2. Express any wishes or suggestions for how the group could have been different.

The leader will record comments from the open discussion in order to reflect on member desires for change, benefits, and indications

of ongoing support needs. "By continuing to discuss the application of the role on a regular basis, participants can continue the practice of reflection and application" (Aram, Baxter, & Nutkevitch, 2015).

Conclusion: After participating in the life transitions group, members in grades 3-5 should feel more supported when facing upcoming challenges and changes. The group provides a space for students to learn, grow, and connect with others who are struggling with similar issues, helping them realize that they are not alone or forgotten. The group goals and objectives provide both members and leaders with a guide that is specific, measurable, attainable, realistic, and timely to promote member progress.

"Psychological education groups in educational settings are highly beneficial as they cover a wide range of topics, helping students acquire knowledge and skills for their development" (Erford, 2018).

References

1. Aram, E., Baxter, R., & Nutkevitch, A. (2015). Group Relations Work: Exploring the impact and relevance within and beyond its network. (4th ed.). London: Karnac Books Ltd. Donovan, S. M., & Pellegrino, S. W. (2004).
2. Learning and Instruction: A SERP research agenda: Panel on learning and instruction. Washington, DC: The National Academies Press.

The book "Our Loving Relationship" by Emener, W. G. and Lambos, W. A. (2009) was published in New York by Nova Science Publishers, Inc.

The text states the following:

Erford, B. T. (2018). Group Work: Processes and applications. (2nd ed.). New York, NY: Routledge. Fabian, H., & Dunlop, A.

unified version:
The cited book is "Group Work: Processes and Applications" by Erford, B.T., published in 2018 as the 2nd edition in New York City by Routledge. Additionally, it mentions authors Fabian, H., and Dunlop, A.

(2002).

• Transitions in the Early

Years: Debating continuity and progression for young children in early education. London & New York: Routledge.

The book "Promoting healthy and effective relationships among school-aged children and youth" by Kenny, M. E., and Minor, A. (2015) is published by The Hawthorne Press, Inc. in New York.The text in the is a reference to a book called "Counseling across the Lifespan: Prevention and Treatment" by C. Juntunen & Schwartz. It is the second edition and can be found on pages 55-71. The book was published by Sage in Thousand Oaks, CA. The reference is from the National Forum on Health.

(1998).