Post University Termination Psychology Discussion – Assignment Help

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D#1 Termination

Tanya W

Hello Professor and class

Termination can be an experienced that can also bea beginning of a new experience (Berg, Fall & Landreth, 2013). Termination is an experience that is an intergraded part of the group process and supports understanding change (Berg, Fall & Landreth, 2013). Anticipating termination gives group members time to deal with the feelings of loss, identify areas that require continued work, make plans and directions without the individual being in group (Berg, Fall & Landreth, 2013). Responses to termination may vary depending upon the type of group or resisting from terminating from a group.

In closed groups termination tends to not be an issue because usually their group sessions are predetermined (Berg, Fall & Landreth, 2013). Closed groups can be associated with the ending of a school semester which have indications that the semester is going to end (Berg, Fall & Landreth, 2013). However, despite the members of the group being aware of when the group is going to end members of the group may have various degrees of readiness to ending the group. This is a challenge that the leader and co-leader should be aware of and prepare those members to join another group or individual therapy (Berg, Fall & Landreth, 2013).

In open groups new members are excepted as others are terminated. Termination in these group occurs when members of the group are ready to terminate (Berg, Fall & Landreth, 2013). This may occur before other group members are ready to leave the group. In open groups termination is reoccurring and new group members are accepted at any time the group is not full and may challenge the dynamics of the group (Berg, Fall & Landreth, 2013). Counselors that are inexperienced with open groups are encouraged not to establish an open group due to the challenges of the process of having various group members in and out of the group. This author feels open groups may give new counselors challenges with establishing the dynamics of the group along with establishing how groups will be run with consumers coming in and out of the group.

Another challenge counselor may face is group members being resistant to termination. Providers may need to assist group members with managing their feelings regarding termination (Berg, Fall & Landreth, 2013). This author feels that providers should have some insight from getting to know the group members who may be resistant to ending the group so that the provider will anticipate and prepare to respond. An example of this may be group members asking for additional sessions to avoid termination (Berg, Fall & Landreth, 2013). In this situation the counselor may consider this to be an ethical dilemma. Reflection on the Code of Ethics will support the counselor with decision making regarding extending the group (ACA,2014). This may be achallenge decision as providers may have their own personal reactions to ending group (Berg, Fall & Landreth, 2013).

In addition, this author feels that communication exercises are beneficial to group members as this supports clarity with giving encouragement to continue to build skills developed in group. According to Berg, Fall and Landreth (2013). Some opened ended questions to support communication include what conflicts members have been clearer on and howhas the group supported your challenges. This author would also ask group members what additional supports they may need following the termination of the group.


Berg, R., Landreth, G. L., & Fall, K. A. (2013). Group counseling: Concepts and procedures.New York: Routledge.

Kashana F

What is needed by a given group approaching termination will be determined by the uniqueness of the group. One challenge of the termination stage in group therapy is determining when to terminate (Berg et al. 2013). As a therapist it may be hard to know when the best time to terminate the session is or when the group has reached the potential of the sessions. When a therapist is terminating a group, it should be a positive transition for the both the client and the therapist. Procedures for terminating a group range from allowing the members to decide how they are going to terminate, to the counselor initiating a discussion of feelings associated with the ending of the group, to structured exercises focusing on specific issues related to termination (Berg et al. 2013).

A second challenge pertaining to the termination stage of group therapy is resistance to termination (Berg et al. 2013). When a therapist is faced with having to terminate a member and or the group as a whole, the clients can put up some resistance. There may be disagreements with the therapist, and within the group. No single termination exercise could possibly be appropriate for all groups. Counselors provide pretermination counseling and recommend other service providers when necessary (ACA, 2014).

A third challenge of terminating a group lies in which procedures a counselor uses when deciding to terminate a close group. The majority of counseling groups in educational settings are closed groups (Berg et al. 2013). Closed groups often conform to external circumstances such as the ending of the semester or school year, which dictate when the group will terminate. According to Yalom (1995), termination is much more than an act signifying the end of the experience; it is an integral part of the group process and can be important force in promoting change (Berg et al. 2013).


American Counseling Association. (2014). 2014 ACA code of ethics.…

Berg, R., Landreth, G. L., & Fall, K. A. (2013). Group counseling: Concepts and procedures. New York: Routledge.

Yalom, I. D. (1995). The theory and practice of group psychotherapy(4th ed.). New York: Basic Books

D#2 Pre-Screening Questions

Tanya W

Hello Professor and class

This writer is working in an outpatient setting where various consumers are seen for various mental health issues.Through providing services for these consumers severalwere identified as consumers that will benefit from an 8-week group regardingmindfulness. Being able to screen group members is not always possible but preferred (Berg, Landreth, & Fall, 2013). This was possible due to this social service agencyproviding an array of outpatient servicesand having the ability to observe and have conversation with consumers in different environments.

This writer would lead a group of 8 members who are a part of the outpatient programming. This group would be based on mindfulness techniques. The members of this group were selected due to their commonality of being religious and attending other group sessions with some of these members. The members of the group would participate in learning mindfulness techniques to support them when they are challenged with day-to-day challenges while living in the community. These mindful techniques will support group members with maintaining their mental health while keeping their independency in the community. Mindfulness has been rooted from Buddhist mediative practices that are designed to develop mindfulness, concentrationregarding the present moment (Ackerman,2020). The goal of mindfulness is to assist consumers with living a fuller and a better adaptive live through developing skills with mindful techniques (Ackerman,2020). One intervention this author would intergrade into the group is the raisin exercise. In this exercise group members would be given a hand full of raisins and asked to look at how each individualraisin looks, smell and taste (Ackerman,2020). Following this group members would focus on one single raisin to bring awareness to what is in front of them (Ackerman,2020).

Some pre-screening questions would be asked before the group is established. This author feels that the questions may not have to be direct but observed as well. Assessing each group members readiness to be in a group setting would be determine if the group member is ready for change (Berg, Landreth, & Fall, 2013).Since the mindful group will focus on the present moment this author would ask group members if they are able to focus on the present moment?Is it easy to concentrate on what you are doing? An awareness question would be asked regarding the acceptance of ones feels and thoughts they were having. Additional questions would include if group members had transportation and timing that the group should be held to accommodate group members, leaders and promote commitment to the group.


Ackerman, C.E. (2020). 22 Mindfulness Exercises, Techniques & For Adults. Retrieved from:….

Berg, R., Landreth, G. L., & Fall, K. A. (2013). Group counseling: Concepts and procedures.New York: Routledge.

Shakera M

Hello Class,

When considering a specialty group to work with and guide for a duration of eight (8) sessions, this writer chose to select a homogeneous group of adolescents struggling with self-esteemand self-confidence. During the stage of adolescence, manyindividuals find themselves conflicted on where they stand, in many regards. Many adolescents struggle with issues of self-doubt, uncertainty,andindependence/dependence within relationships (Berg,2013). For most adolescents, this is a time of immense peer pressure.Seeing as peers have a strong influence during this stage, this writer believes it would be beneficial for the group members to use that influence to promote growth and help empower one another.

When screening adolescents as potential group members, this author will explain the needed information at a level they can understand. This information will contain group expectations, ground rules as well asshared goals. Now, four prescreening questions, that this writer believes are applicable to this group are:

Are you willing to attend all group sessions?

Are you willing to keep informationconfidential?

Are you willing to self-disclose?

Are you willing to try new behaviors?

The first question is to gauge how committed the potential members will be to the group.

The second question is to gauge the potential memberswillingness to protect important information.

The third question is to gauge the potential memberswillingness to participate during the sessions.

The fourth question is to gauge the potential members willingness to change undesired behavior.

Overall, all four of the questions listed can help this author get an idea of the potential members readiness to agree to the ground rules and procedures of the group. For groups to be successful, clients must be able to understand their rights as group members, the conditions of theirparticipation and the purpose of the group (Jungers etal,2013). Coming to understand these factors is generallyaccomplished through the prescreening interview and the informed consent document (Jungers etal,2013). This document includes information such as the theoretical orientation, what the client can expect from counseling, the client’s rights, and safeguardsthat have been put in place (Jungers etal,2013).

Now, working with minors in groups can presents additional challenges. This author must work collaboratively with the parents/legal guardians to provide them with accurate and appropriate information while maintaining her ethical responsibilities to her clients. Furthermore, legally, the rights to confidentiality belong to the parents/guardian, but the ethical rights belong to the minor (Jungers etal,2013). This author must maintain confidentiality within the group, yet also disclose to parents/guardians when necessary, all while being careful not to break the confidentiality of the other group members. Group leaders need to work with the parents/guardians to help them understand the importance of confidentiality in the group process and develop their trust as well as that of the group members (Jungers etal,2013).


Berg, R. C., Fall, K. A., & Landreth, G. L. (2013). Group Counseling: Concepts and Procedures: Vol. 5th ed. Routledge.

Jungers, Christin. P. L.-S. N., & Jocelyn Gregoire, C. E. L. N. A. (2013). Counseling Ethics: Philosophical and Professional Foundations: Vol. 1st ed. Springer Publishing Company.

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