Titlebook: Working with Children in Groups; A Handbook for Couns Kathryn Geldard,David Geldard Textbook 2001Latest edition The Editor(s) (if applicabl

表皮

嚴(yán)重傷害

The leader’s rolefore a group programme begins, leaders need to plan and prepare to meet the practical requirements of the programme. In preparing for and delivering a group programme leaders need to carefully consider the following:

自負(fù)的人

PET-scan

永久

becoming increasingly popular for work with children in counselling and educational settings..Drawing from their extensive experience of running children‘s groups and training group leaders, Kathryn and David Geldard describe the entire process of running groups from the initial planning to post-gr

OASIS

Why run groups?to be character building. They were also used to help children learn particular social or religious beliefs and values, to help them develop social skills by interacting with other children and to develop and strengthen particular personal qualities.

農(nóng)學(xué)

Planning to run a grouphat running a group would be the best approach, then leaders need to determine whether it is practicable to run such a group. Once it has been determined that it is practicable to run a group, a timetable outlining each stage of the planning process needs to be drawn up and an overall plan prepared.

心神不寧

Designing a group programmel session programmes. By doing this the overall programme is more likely to grow from, and be directly connected with, the relevant theory and research. Additionally, the overall programme is more likely to be consistently geared towards meeting the children’s needs.

persistence

Counselling and facilitation skills required in children’s groupshese processes. Group processes therefore include individual and group communication, behaviours, relationships and attitudes. These will be influenced by the degree of structure, leadership style and type of group.

裙帶關(guān)系

Self-esteem programmeks about oneself (self-concept) relative to numerous personal characteristics such as physical appearance, personality traits, status in various groups and the like. It is therefore advisable for any self-esteem programme for children to include elements which address both self-image and self-concept.