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yellowocaballero · 4 years

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Web!Jon Roleplays Canon!Jon: With Mixed Results?

I wrote this a while ago and now that Sucker’s Bet is finally finished I can post it! Yay! This takes place an indeterminate amount of time after the end of Sucker’s Bet. The exact opposite thing happened with this story that usually happens: I had a very depressing idea and then I was REALLY METICULOUS to make sure it was fluffy. What’s fluffier than healthy discussions about boundaries, needs, and consent?

CW for some unnegotiated roleplay stuff? The same topics that were hit in Sucker’s Bet are hit here. Suggestion of future sexual activity/language but no follow-up.

“Do it! Do it! Do it!” Sasha chanted, thumping her glass on the table and cheering uproariously. “Do it! Do it!”

Tim laughed drunkenly, slapping the table too. “Double dog dare you! Do it! Do it!”

Good lord, this was like secondary. Jon rolled his eyes, hiding himself behind his cider. Out of the corner of his eye, he glanced at Martin.

Sasha: thought it would be funny, scientific curiosity. She wanted to see some magic, and Jon was a magician. Little more than a pub bet.

Tim: similarly, morbid curiosity. Had more complicated feelings about the whole thing, but that was partly why he was doing it: make everything normal, settle in, stop awkwardly hiding parts of us from each other. Thought that this would help them make friends, also a pub bet.

Martin…

They probably wouldn’t have asked if they weren’t drunk as hell.

Or maybe they would have. Jon was silently hoping that Tim and Sasha would become more comfortable with him. He had a lot of tricks and methods to make them more comfortable with him, but he had decided very firmly to relax. If Tim and Sasha didn’t like him...well, he had already done possibly the douchiest thing possible to them, and they hung out with him anyway, so their expectations were probably on the floor.

Granted, that was mostly in Martin contexts. He rarely hung out with them alone. They were probably only putting up with him because he was Jon’s boyfriend. Jon knew how it was, and frequently exploited it: you think you’re part of his group until you realize he’s terrible and break up with him, and then suddenly you have no friends, so you never get around to breaking up with him and you’re never happy and you never find someone you’re happy with.

Martin assured him frequently that they liked him. He suggested that Jon ask them, which he may have gotten from a CBT workbook that he surreptitiously read, but Jon was well aware how that put people in an awkward position. If they didn’t like you, what would they do - tell you?

Well. Tim would. Yeah, Tim would. This was why Tim was trustworthy and a good person. Jon loved people who were incapable of lying, it was like watching zoo animals through binoculars.

They wouldn’t have asked if they weren’t drunk as hell. But they were drunk as hell, and there was nothing better than pub tricks.

“What I don’t understand,” Tim said, in that kind of dancing lilting way that only the half-drunk were capable of, “is how you convinced everyone that you knew how to do that job when you, like, don’t read anything more complicated than fashion magazines.”

“I knew he couldn’t do the job,” Sasha said furiously, draining her gin and tonic. “I knew it, but did anybody listen?”

“We all knew, honey.”

Jon shrugged, adjusting his long linen shirt that hugged his torso flatteringly. Honestly, if Jon had been born a woman he would have been too powerful. “That one involved a little bit of spider powers,” he admitted. “But not much. I didn’t do much other than record statements. Telling Sasha that we ‘appreciate her initiative’, but, like, grudgingly, meant that she actually did most of the work.”

Sasha’s jaw dropped in indignation. “I did most of the - shit, I did! I did all of the archiving stuff, didn’t I?”

“I just looked really hurried and spent a lot of time in my office,” Jon said apologetically. “If you always sound stressed then people just assume that you’re doing things. I was really chatting up people on Tinder most of the time.”

“I was not paid enough,” Sasha grumbled, leaning back in her seat.

“You keep making yourself out to be lazy,” Martin said mildly. He wasn’t drinking, designated as the sober one of the group tonight. “But you were using that downtime to do other work for your other job.”

Jon himself had a drink or two and he was pleasantly light headed - not drunk, but tipsy enough to feel confident and to shut up all of the annoying anxious voices in his head. It was refreshing, and felt very good. That being said, when Jon was fourteen and Gerry sixteen Agnes sat them with a twenty slide powerpoint presentation on how drinking culture in the UK facilitated alcoholism without recognition of it, so these are things you should never do while drinking and this is how to prevent binge drinking and unhealthy drinking habits. Jon didn’t always listen - alcohol was God’s solution for anxiety - but he tried. Agnes also tried that with Annabelle, but she just hissed at her and downed an entire energy drink at once while staring her in the eyes. They figured Annabelle wasn’t at risk.

“I still don’t believe you,” Tim said imperiously, slamming his pint on the table and making his beer slosh. “If you did the whole schtick now, it would come off so fake.”

“Definitely. I never fall for the same thing twice,” Sasha bragged. “It would obviously still be Jon - what, Hawthorne? Jon Hawthorne. Or was it Hastings…”

“Hawthorne today,” Jon said politely. But he just shrugged, leaning back in his own seat and sipping delicately at his hard cider. “I can guarantee that, if I pulled out that persona again, nobody at this table would be able to see through it.” At Martin’s surly look, Jon appended, “Maybe Martin would.” Everybody shot him slightly incredulous looks, and he sighed. “I promise I’m good at my job! I’m only...transparent when I’m socializing outside of a persona. You all caught me at a weird time in my life.” He shuddered. “Vacations. Never again.”

“The problem with all of that was vacations,” Martin said flatly.

“Do it! Do it! Do it!” Sasha chanted, thumping her glass on the table and cheering uproariously. “Do it! Do it!”

Tim laughed drunkenly, slapping the table too. “Double dog dare you! Do it! Do it!”

Good lord, this was like secondary. Jon rolled his eyes, hiding himself behind his cider. Out of the corner of his eye, he glanced at Martin.

Sasha: thought it would be funny, scientific curiosity. She wanted to see some magic, and Jon was a magician. Little more than a pub bet.

Martin…

In Martin, Jon saw the same thing that he had always seen. Even stronger, today, than ever. For a month, back then, it had been little more than intrusive thoughts and some light, bored mental meandering. For two, three, months, it had grown deeper and deeper, so thoroughly that it was a surprise. Jon had done a very good job with him. Granted, he had just meant to flirt to keep him complacent, not to end up...doing all of that, and going through all of this, and ending up here. That had never quite been in the plan.

Martin thought that this roleplay would he really fucking hot. Which, ultimately, swayed Jon: he liked it when Martin thought he was hot. It wasn’t hard, but somehow it meant much more to him than it did from anybody else. It was very strange: that something so easily attained was treasured so highly. Deeply nonsensical.

“I’m not doing it,” Jon said firmly, and both Tim and Sasha groaned. “It’s not a party trick, guys. Martin, can you scooch? I need the loo.”

Jon, of course, took a slightly meandering approach to the loo. He ditched his pea coat and scarf at the table hidden underneath the tablecloth just out of sight. He fetched a pair of abandoned glasses left on a pub (their owner was annoying a woman), grabbed an abandoned blazer off the back of a chair (its owner was almost passed out drunk, Jon could give it back before the end of the night). He slipped into the bathroom and added his new accessories, taking care to tuck his shirt in. He slipped a hairband from his wrist and quickly did his hair up in a messy bun - he really did need a lot of gel and some combs to get it in his bun normally, but he’d do the best with what he had. Jon glanced in the mirror, looking himself over and fixing his bun as best as he could. He took a deep breath, then two.

There was always that moment: when Jon slid into it. It felt like skidding on ice, thrust someplace else. Or like an exhale, centering himself as his molecules rearranged. It was a thrilling feeling, often accompanied by a heady thrill or adrenaline.

No matter how many times he did this, it was still fun. Jon loved it. He really, really loved winning. And Jon always won.

When Jon walked back to the table, his posture was uncomfortably stiff yet visibly hunched over. Look proud and professional, but deeply feel uncomfortable with the noise and sound and clamor of the pub. Anxious and socially awkward, but trying to hide it - that was familiar.

Jon halted at the table, where Tim was already telling Martin about a snowboarding accident. They stopped short when they saw him, one hand worrying at his blazer as he scowled at them. “Martin, will you move over? I can’t get to my seat.”

“Uh,” Martin said intelligently.

“Any day now,” Jon said frostily.

Martin quickly got up and let Jon slide in. Jon, who had been sitting pressed up against Martin’s side, took care to slide much further away so he was more hovering at the edges of the group - not enough that it was awkward, but definitely a bit to the right of Sasha directly ahead of him. He avoided eye contact with everybody, picking up his drink and sniffing it suspiciously. The accent was the easiest part of it, the only wrinkle carefully making it almost perceivably fake.

“Holy shit,” Tim said loudly, voice rising in incredulity, “you actually did it?”

“Did what?” Jon asked. He carefully took a sip of the drink, before grimacing in distaste. “Absolutely vile…”

“You did the thing,” Sasha said, so excited she was almost bouncing up and down. “You’re doing the thing, holy shit! That was such a Jon face!”

“Er. If you say so.” Jon busied himself with the drink again, obviously pantomiming sipping as he fiddled with the arm of the blazer. Under his breath, yet very audibly, he muttered, “What a waste of time…”

“Man, this is like, what, LARPing?” Tim batted at Sasha’s arm, looking excited. “I’ll play along. Remember we used to do this together?”

They had. Jon had to pretend that he was unbearably awkward about the whole thing, yet secretly excited to be invited. In reality, pubs were such a cornerstone of Jon’s existence he found them dull as bricks, but it had been fun to channel someone terrified of too many people in a room.

Sasha’s chin was propped on her hand, giggling. “What’s your organization system for the files, huh, Jon? What’s your organization system? How are you sorting the documents?”

“Tim told me that you don’t talk about work at pubs,” Jon said defensively. “He said you talk about - what was it -” He looked at Tim planatively, obviously lost. “Hobbies? You talk about hobbies?”

“How do you organize the files, Jonathan?”

“Yes, Boss, hobbies,” Tim said faux-sympathetically. He put a hand on his heart, pulling a face. “You gotta have hobbies, right? Shopping, haircare, stealing money, getting fake married?”

“That’s all for his job,” Martin muttered.

“I have hobbies,” Jon said defensively. He adopted an expression of panicked thought, groping for something. “I like...television.”

“What television, Jonathan,” Sasha said flatly.

Jon pretended to sweat. “Television shows?”

“Unrealistic!” Tim slapped the table. “Everyone at least knows a telly show, no matter how much of a nerd they are. Fakey Jon Sims.”

“I do!” Jon protested. “I - well, not recently, but - documentaries count. I watch documentaries. I was watching this fascinating one about the Jonestown Massacre, and the intriguing series of events the lead into the mass death -”

Then he was off, shifting into his confidence when infodumping. Confidence because he was so wrapped up in the joy of sharing information he forgot that it kind of included dominating the conversation, and he watched with satisfaction as everybody’s eyes started glazing over. Everybody except Martin, who was scrolling through his phone looking disinterested.

Looking. His cheeks were a little flushed. Jon patted himself on the back.

“I’m sorry,” Jon said, cutting himself off, “am I boring you, Martin?”

But Martin didn’t even look up. “I’m not participating in this.”

“Aw, come on,” Tim wheedled. “Look, he’s even doing the Mah-tin thing. You always started fanning yourself whenever he did that.”

Sasha was, very drunkenly, taking notes. “It’s uncanny. Like a dead person brought back to life and annoying you.”

“Are we really making this entire outing about Martin?” Jon asked, pretending irritation. Play into it. Bloke wouldn’t admit it, but there was a reason he had liked Jon back then. It wasn’t for his sparkling personality, beyond the little flashes of something more tender underneath. Have your cake and eat it too. “You said that this would be fun, Tim.”

Tim just laughed. “Aw, Martin’s not fun?”

“I never said that,” Jon said stiffly. He glanced at Martin out of the corner of his eye, clearly working himself up to say something. When he spoke, the words were almost forced out. “What..are you playing?”

“Sincerely buzz off,” Martin said flatly.

Jon couldn’t help it - his cheeks genuinely burned. He looked away, careful to keep an expression on his face as if he was examining the molding because Martin had said something socially awkward, but hot shame flared in his chest.

He made it seem as if he downed his drink. “Excuse me, I’m...getting us more drinks.”

Jon made a show of slightly stumbling as he made his way to the bar. Martin had given him the permission to extort drinks out of people through flirting and judicious eye-batting - guy was very strictly monogamous but also practical - and in barely a few minutes he had enough collected for their table. He carefully walked them all back, settling them on the table, and waited for both Tim and Sasha to grab their drinks and start enthusiastically downing them.

He wanted to drop it, ask Martin if he made him uncomfortable, reassure him. But that would ruin the momentum of this, the steam train picking up speed, and it was impossible for Jon to miss the dual things that Martin was feeling.

Super turned on. Also very uncomfortable. Jon decided that he was uncomfortable because he found it attractive, and he was dealing with some guilt over that.

It would be fun to reassure him, but Jon had the sense that he wouldn’t like him to do it in public.

Soon afterwards, with a little more friendly yet understated performance from Jon and uproarious laughter from Tim and Sasha, Sasha’s head had begun dropping onto the table more frequently than not and Tim decided that it was time to take her home. More accurately, Jon knew, to Tim’s place, as it was closer. He’d drop her on the couch, he’d slide into his own bed, and he’d think about a different situation. She’d wake up in the morning, eyes squinting against the harsh sun, and hope for a moment - but no, the couch again. Neither were willing to bridge the gap.

Jon and Martin stumbled out too. Jon had been intending on spending the night at Martin’s place - Jon loved cuddling, it was his favorite thing - and Jon made a show of acting slightly drunker than he was as Martin thoughtfully kept a hand on his back. He stumbled out the door, gripping Martin’s coat and giggling. He had strategically returned the blazer back to the guy, and Martin had his other clothing draped over his arm.

“And, in my opinion,” Jon stated decisively as he swayed, “as part of our anti-colonialist efforts we should give Ireland back to the Irish -”

“You can drop it,” Martin said, gently guiding him towards the tube station. They still had an hour before the last trains ran. “Seriously.”

Jon giggled, before slightly bending down to whisper in Jon’s ear. He kept the accent, the inflections, everything. “But you really find it hot.”

Martin sputtered as Jon laughed uproariously - not his laugh, the Archivist’s laugh - and they teetered towards home.

On the tube Jon kept a hand on Martin’s thigh, and Martin kept glancing and glancing towards him, and Jon would shoot him a prissy look as his hand wandered up his thigh, and Martin would get redder and redder.

When Martin unlocked his flat door it took several times, with his hand shaking slightly, and Jon hid a smirk behind a hand. On some level, he was always roleplaying when he did these kinds of things, but with Martin it was usually so authentic that this was positively novel. Jon’s mind was already furiously churning as he set up the scene - yes, that would be exactly right, this would be fun -

Jon stumbled inside after Martin, who was already taking off his coat and hanging it on the peg. He put Jon’s coat up too, glancing at Jon out of the corner of his eye.

The Archivist wouldn’t really notice something like that, so he didn’t either. “Lord, Martin, your flat’s as messy as your desk.”

Martin still looked a little pained, even as his cheeks were quite red. “Yeah, ha ha. My desk wasn’t that bad, you were just being picky.”

“Yes, I suppose I must apologize for that.” Jon drew himself up to his full height, stepping close to Martin - closer than the Archivist ever had. “Martin, I’m afraid - well, I have a confession.”

“Oh, boy,” Martin said.

“Don’t get snippy with me,” Jon said prissily. But he leaned in, keeping his expression just on the faintest edge of innocently scared. “I never wanted to admit this. It was just so inappropriate, what with me being your boss and all. I always - well, I always knew how you felt about me. It was...charming.”

Obviously involuntarily, Martin squeaked a bit. Adorable.

Jon reached out and put a hand on the back of his neck, leaning in. “Truth be told, I was looking at you too. I was just embarrassed. I didn’t like admitting it. But I couldn’t help thinking about it.” That was, obviously, how Martin’s fantasies had always worked. Not realistic, but realism wasn’t the point of your absent daydreams during a boring workday. “But I’m tired of hiding it. I really want you, Martin. I always have. I want you to bend me over my desk and -”

“Shut it off, Jon!”

Jon shut it off. They had agreed on the phrase ages ago, the very solid cue to drop all of Jon’s shit. Jon regularly kept up the shit just because he found it entertaining, and oftentimes comforting, but Martin sometimes found it unbelievably obtrusive when he was trying to have a serious conversation. It was difficult - Jon got panicked during serious conversations, so he usually defensively threw his shit back up again, and it was a self-perpetuating cycle that had frustrated and upset the both of them until they had sat down and talked about it. If Jon couldn’t keep up the conversation without lying, then they both walked away and came back to it later. It was work. But it was good work, the kind that allowed for the good stuff to flourish. Uncomfortable, messy, and real - but maybe that was what Jon liked about it.

“Sorry,” Jon said. He straightened, letting every expression drop away until he was back at his favored neutral. He knew that Martin found it unsettlingly blank, but he rarely complained. “Did I go too far with the desk thing?”

Martin just stood there, carefully controlling his breathing. Jon waited, letting Martin pick through his thoughts and try to shape them. It was probably more difficult than usual, considering how well Jon had been striking the right notes, so he gave him some time.

Finally, Martin said, “I get having fun with Sasha and Tim. I get us doing roleplay, privately, together. I get you doing a role for your job. But the Archivist gig has a lot of baggage with it, for all of us. Do you understand why I feel weird about you pulling that into bedroom stuff?”

“We watch TV in your bedroom,” Jon pointed out. At Martin’s flat, unamused look, Jon had to fight the urge to shuffle his feet. “I sincerely don’t understand your reaction. I’ve seen your search history -”

“Jon!”

“Research for before we got together, don’t think anything of it,” Jon said quickly. “But doesn’t that make it better? It’s not often somebody gets everything they want from somebody unattainable. Or, you know, not real, but…”

“Jon, for a mind reader you can be terrible at picking up cues sometimes,” Martin said, exasperated. “I know your reasons for doing stuff like this -”

“I’m fantastic at picking up cues,” Jon corrected, oddly huffy. “Because I always know what people want. Their desires, even if they don’t like admitting it to themselves. Do you have any idea how many people on this Earth are bisexual but won’t admit it?”

But, somehow, that just made Martin’s eyes widen a little, as if a realization had cracked. “It cannot be comfortable knowing how many people are attracted to you when you’re sex-repulsed.”

“It��s fine,” Jon lied. “I like it.”

“Jon.”

“Whatever. I got used to it.” Jon shrugged. “I like it when you like me. You’re my boyfriend. I want to make you happy because I like seeing you happy. That’s my ulterior motive.”

Martin sighed again, but thankfully he didn’t look as stressed anymore. Win. He broke away from Jon, instead dropping heavily onto the couch, and Jon hesitantly sat down next to him. His costume abruptly felt stifling, and when he saw Martin’s eyes linger on the bun he undid it and untucked his shirt. God, his hair was a wreck.

“The Archivist has baggage for me,” Martin said quietly. “I know how I feel, and I try not to be embarrassed over stuff that most people go through and feel. Had enough of that internalized homophobia for a lifetime. I...can’t avoid you knowing how I feel, or what I’m thinking. I know you can try not to look, but you can’t completely control it either. I understand all of this. But you knowing what I want isn’t the same as me asking for it. Do you understand that difference?”

Jon shrugged uncomfortably.

“Jon. Do you get that I felt uncomfortable because what you did was unnegotiated and you didn’t ask my permission?”

The feeling of embarrassment and guilt spiked higher, and Jon looked away and stared fixedly at some admittedly quite pretty art on the wall. “You’re making it sound bad.”

“I should have shut that down earlier. That’s my bad. You should have stopped to ask. Your bad. We’re both at fault, so we shouldn’t be mad at each other. Are we all good on that?”

Jon stayed silent for a little bit, staring at the wall, trying his best to assemble his own thoughts in his brain. He wasn’t smart. He had problems assembling the words for the complex and large and overwhelming feelings he felt so often. How was Martin so good at breaking this down and putting it into words, when Jon could barely even express how he felt?

Well, Martin probably had more practice…

“You’re so frustrating,” Jon whispered. “You don’t like asking for what you want. You do make me guess. You’re embarrassed to say any of it - the things you want me to do, or the things you like. You do want me to read your mind, because everybody wants a mind reader in their relationship. Especially when it comes to sexual things. But what I can’t read is the...choices you make. Just what you want. And you always make a choice that’s contrary to what you want, and I can never guess. So I do what you want, which is always the exact opposite of what you want me to actually do, and…”

After a second of silence, Martin said, “I need to work on that. I have to be more vocal too. But, Jon, nowhere in that did you mention what you want.”

Jon turned back to look at him, and saw that Martin’s expression was creased. With a mix of - sadness, frustration, conviction, dedication. Imagine being that dedicated, about anything. “Nothing about me minded this time,” Jon said, flabbergasted. “I liked it. I like playing, I like making you feel good, I like winning.” Martin opened his mouth, and Jon quickly said, “Don’t pretend that socialization isn’t a game that everyone is always trying to win, you liar.”

Martin shut his mouth. He could not deny it. Finally, he said, “I hate how you have to say this time.”

He couldn’t help it - he cringed, very hard. Terrible memory. Terrible, terrible, terrible - “I don’t want you to touch me the rest of tonight,” he said, in one rushed breath. Georgie told him to say it. Georgie, Melanie, and Martin. He was supposed to say this.

“Of course, no problem,” Martin said, quickly yet calmly. “Was there anything in that I shouldn’t bring up again?”

“That never happened,” Jon said, his heart jackrabbiting in his chest. “Stop bringing it up, it’s over, I’m fine - I’m going to bed!”

Hilariously, it was Martin’s flat, but Jon needed to dramatically retreat, so he ended up claiming Martin’s bed for his own. He was very aware that Martin would grab the couch for tonight, because Jon had asked him to. So he was left shoving himself into the pyjamas that he left at Martin’s, wrapping his hair, and sliding under the covers.

But he wasn’t really tired. Jon’s mind kept churning and churning, trying desperately to tease out his own feelings, before realizing that he really didn’t want to know.

It was a really good conversation. Jon was glad that they had it - that Martin hadn’t gone along with it if he wasn’t comfortable, that he had actually pointed out where Jon crossed a line. Nothing about it was bad. Everything was a work in progress - Jon and Martin most of all.

So much of them clashed. So much of them cared about each other more than the clashing. They ran up against these things incessantly, and Jon felt as if they worked it out every time.

He would definitely make Martin breakfast tomorrow. Lots of bacon, although Jon never ate the stuff. He would have to clarify that the way this ended - it wasn’t Martin’s fault, not really. He would probably also have to clarify that his random terror wasn’t something that was any of Martin’s business. He was the one person Jon didn’t want to talk it over with, actually.

Martin respected Jon a lot. More than Jon thought was rational, considering...himself. He never vocalized what exactly he wanted, because he respected that it was never in consideration. Jon had even seen him want it less and less - it barely even came up anymore. Except, of course, when Jon teased on purpose…

When Jon teased on purpose and didn’t tell Martin that he didn’t want something so then he made himself -

It was a good conversation, except Jon ruined it because something stupid that didn’t mean anything at all sent him into abject shame and terror.

This was so hard. Jon hated thinking this much. He decided to fall asleep instead. Much simpler.

In dreams, where everything was an illusion and nothing meant anything at all, nobody minded that none of it was real.

Tim: omfg im so fucking hungoverrrr I hate being 34

Tim: good time last night tho

Tim: also like it WAS funny but you know we like you best as you, rite? U normally dont so Ill validate: liking you best as you, always

Sasha: THE DOCUMENTS, JON!!!

Sasha: Tim says you might have gotten the wrong impression from last night so I’ll also validate: all of you is good. Even the bad parts are good. Does that make sense?

Sasha: Tim said that that sounded ‘backhanded’ but you know what I mean

Sasha: Man why is it so hard to just say what I mean!!!

Sasha: Life’s stupid. Tell Martin I said hi.

#my writing #tma #the magnus archives #jonathan sims #martin blackwood #jonmartin #tim stoker #sasha james #tma fanfic #the magnus archives fanfiction #jon in sb: i will pretend to be the man who was your friend if it'll make you like me #jon here: HAHA KNOW WHAT'D BE HOT?

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hopetofantasy · 4 years

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Culture, parallels & meta - S2 E9

Zaterdag 10:49

Perfect parallel: Milan telling a story about instant attraction with someone, while Zoë is zoned out in S2, him telling a similar story and her being truly interested in S3.

Blink-and-y’ll-miss-it: Zoë’s phone background is a picture of Santorini by night. Her bowl with granola and bananas remains untouched.

Zondag 14:32

C is for culture:

“According to article 383bis of the penal code” - Actually, there are two parts to that law, with a difference between possession and making or spreading of child porn. In possession, the culprit only faces 1 month to 1 year of jail time and a fine of 600 to 6,000 euros. Otherwise, it’s 1 month to 5 years and a fine of 3,000 to 60,000 euros.

“That falls under sexual assault” - There are variations in the Belgian law, concerning sexual assault and age. Any sexual contact under the age of 16 - even with permission - is seen as rape. The circumstances without permission above that age, will determine if it’s either rape or assault. The sentence is 5 to 10 years of jail time if it’s a minor, up to 5 if it’s an adult. It can go even higher if the perpetrator is family or used violence.

“Then internment.” - Even though the word seems to translate to ‘internment’, like the internment camps in the dark pages of history, it’s not actually like that. ‘Internering’ in Belgium is a safety measure to protect society against dangerous mentally ill individuals. Those who committed terrible things (like rape or murder), but aren’t considered to be liable due to their mental illness. The culprits receive psychological treatments to reintroduce them back into society.

That’s character: Viktor is depicting manipulative, predatory behavior, just in the way he delivers his words and body language. 1. He makes it look as if she had a choice in meeting and was teasing him, to throw her off balance. 2. He gives her compliments, making her uncomfortable. 3. He ‘innocently’ orders drinks and make hand movements that remind her of that night, to show his power over her and setting the power dynamic. All while laughing, joking and keeping the conversation light. As if she was a paranoid person and he the innocent boy.

Perfect parallel: Symbolism! Viktor towering over her, while handing her the wine in episode 6 and him doing the same in this episode, threatening her. But then, when Zoë takes the upper hand in the conversation, it’s her towering over him. It’s a way to show who’s dominant, who holds the power at that moment.

Blink-and-y’ll-miss-it: Zoë’s cellphone had been recording for 05min 54 in total when she shows the screen. So already 1m16 before the start of the clip.

Maandag 11:29

Nod to the OG / perfect parallel: Jens asking the girls if Julliet is still single - a reference to 'Romeo & Juliet' - in S2, Robbe claiming it’s his favorite movie in S3.

Oop, there it is, the homophobia / heteronormativity:

Jana’s smirking while looking away and Zoë picking that up. They’re both silently communicating that Robbe is, in fact, not interested in Julliet, because they ‘know’ he’s gay.

Moyo's “Some people are into mustaches. Mostly women, but everyone has their type.” to Robbe.

Moyo calling Robbe a “faggot”, the boy retaliating with “You’re a faggot yourself” twice.

Jens saying “No one here is a faggot. And if it were the case, then you two should get together”.

Blink-and-y’ll-miss-it: Jana and Luca eating 'Mentos Fruit' candy. Yasmina’s slight eyebrow raise at Moyo’s comments about women.

Woensdag 11:54

Perfect parallel: The girls tagging along to the doctor for Amber as back-up in S1, them encouraging Zoë to call the doctor and listening in as support in S2.

Blink-and-y’ll-miss-it: Zoë is checking 'chapter 5: force, labor, power, energy’ in her workbook. Yasmina is carrying a binder with the periodic table on it. Luca has a tiny shoe keychain.

Donderdag 11:50

Perfect parallel:

Jana being scared to talk to the Beat Girls (Gill) in S1, Zoë experiencing the same feeling in S2.

Jana asking Senne’s friends about Amber, because she was too embarrassed to ask herself in S1, her wanting to do the same for Zoë in S2.

Oopsie: The Messenger screen suggests that Viktor send the text at 11:15, not at 11:51 like the clip time says.

Blink-and-y’ll-miss-it: Luca saying Gill is hot - possibility hinting her bisexuality, a fandom favorite trope that 'all Chris versions are bisexual’.

Donderdag 12:13

Perfect parallel: Jana acting all nervous and clingy to Jens, hiding the cheating in S1, Zoë acting similarly to Senne, hiding Viktor’s intentions in S2.

Blink-and-y’ll-miss-it: Senne’s last Messenger conversations were with Luka, Viktor, Gill, Zoë and Amber.

Donderdag 03:37

Perfect parallel: Zoë trying to go to sleep, after checking Senne’s phone, while being spooned in S2, Robbe trying to wake up, after checking his phone, as the little spoon in S3.

Oopsie: The battery doesn’t say that the phone is charging, even though it’s plugged in.

Vrijdag 08:25

Perfect parallel: Zoë stating several times that she hates being manipulated by Senne in previous episodes, Gill saying that drunk Zoë confessed to liking the manipulation by him in this episode.

Blink-and-y’ll-miss-it: The girl interrupting their conversation carries a French news article, hinting that they both have a French exam.

Vrijdag 11:50

Bonus: The symbolism of Zoë breaking down. She’s on the ground, so at her lowest point at that moment. Her friends rush to her to hold her up and comfort her. Symbolizing that they’re always there ‘to pick her up’. This was foreshadowed as well as the actual opposite of Amber’s “Don’t come complaining if he dumps you” after their conversation on the bench.

- Noteworthy: just like the clips in the previous episode, the ones in this episode still all end with a reference to the website 'watwat.be' who had an entire campaign about sexual assault, consent and what to do in case it happens. -

#wtfock #wtfam #cpm rewatch #skam #skam belgium #oofff this was the most difficult to get through #the acting in this was over the moon

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refinery29 · 8 years

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Heya, this is great! Positivity within the trans community is v important & encouraging body positivity is too! What is your advice on dealing w/ body/gender dysphoria in positive ways? And, what advice would you give to someone attending their first gender clinic appointments? E.g. dealing w/the anxiety, pressure, fear? Also, is it normal to be afraid of mentioning my mental health & history in these appointment in fear of rejection of treatment for not being 'mentally well enough'? Ty!!

I received a lot of questions about how to deal with body dysphoria. People mentioned things they felt they couldn’t do or couldn’t stop doing as a result of body dysphoria, such as eat in health ways, stop cutting themselves, and others. I genuinely feel for each of you, as body dysphoria affected me seriously earlier in my life. I also turned to things that I felt I needed at the time to get myself through, though I knew they weren’t ultimately helping me to live how I wanted.

Over time, I have gotten to the point that my body dysphoria is mild. Since we don’t have much research on how to treat body dysphoria, I’ll share what has personally worked for me, though I imagine some of these things will be a better fit for some than others. So please, don’t read these as the things I think you or anyone else should do, but just as what I can share about what helped me.

a. Focusing on what I love about my body

It is easy to get caught up thinking about the things I feel dysphoric about, especially on a day when someone misgenders me or I’m in a funk for some other reason. But I do best when I ask myself to reflect on all of the things I am grateful for about my body. This could be its ability to run, hike and ride a bike, my relative health, or aspects of my body I do like (I have great eyelashes, by the way :P )

b. Distancing from cultural expectations

People of ALL genders (including cisgender folks) are subjected to really damaging messages about certain bodies being “good,” “bad,” “masculine,” and “feminine.” For pretty much everyone it is helpful to compare yourself to real life people rather than the inaccurate media images we are brainwashed into thinking of as being attainable. For cisgender men, they benefit from evaluating themselves in reference to real life men. For cisgender women, they benefit from having a reference group of cisgender women. For myself though, I run into trouble when I compare myself to cisgender anyone. Instead it has been crucial to look at my body in the context of other trans and nb people. Come to find out I think there are many super attractive trans and nb people out there who wouldn’t fit the cis-norms. I value their bodies and think they are beautiful though they don’t fit what I have been taught by the media to find attractive. This helps me appreciate the attractiveness of my own body, not because it approximates a man’s body, but exactly because it does not - it is beautiful in its trans-ness.

c. Partners who affirmed my body

I will admit it has been very helpful to have partners who find my body attractive exactly as it is. Some have seen my body as much more attractive than I generally do, and this helps me appreciate my body in a new way.

d. Transition

When I say transition, I mean two things. First, getting to a point in my life where I am surrounded mainly by people who treat me in a way consistent with my gender identity, “socially transitioning,” has helped me be less concerned with what my body looks like, and more accepting of aspects that might not be exactly as I would have chosen. In addition though, personally, physically transitioning with hormones and surgery was immensely helpful in decreasing my body dysphoria.

Again, these are just things that come to mind from my own personal experience. As I alluded to above though, I can’t say I don’t experience any body dysphoria. So when I do experience this, what do I do? Well, I am generally able to find a means to help me cope in the moment with those feelings, knowing the intensity will pass. We all have our own healthy ways of coping that we develop. For me some tops include journaling about my thoughts/feelings, going for a walk, run, or bike ride, taking a hot shower, or hanging out with my parrot :) If anyone wants to explore their own coping skills more, I have a chapter on this in my book, The Gender Quest Workbook.

Okay, finally, with regards to your appointment. First, congrats on taking this exciting step! It is very normal to feel some anxiety. I want you to know though that any therapist who is qualified to work in this area should know that having some mental health issues is not any reason to hold you back from accessing medical transition services, as long as those issues are “reasonably well controlled.” In other words, if you’re seeing someone worth their salt, you don’t need to have a clean bill of mental health to begin transition. If you were in crisis on the other hand, they might want to work with you first to get things more stabilized before helping you start a physical transition. So ideally you find a psychologist who is qualified in this area and you can not only be honest with them, but also expect that they will support you through the process. My advice would be if they don’t seem like they are up to this task, then find someone else. You deserve someone who can actually be supportive. Finally, you should also know that it is becoming more common (though certainly more true in urban liberal areas) that people can get access to things like hormones from doctors who practice under an “informed consent model” without having any letter from a psychologist at all. Best wishes for your journey!

#issuetime #transgender #body positivity #body positive

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awesomeexampapers-blog · 5 years

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PCN 520 Group Counseling Theory and Practice

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PCN520 Full Course GC PCN520 Full Course Latest GC PCN520 Week 1 Discussion 1 & 2 dq 1 Complete Self-Inventory of Ethical Behaviors. Select the five behaviors that you consider to be the most serious violations of ethical practice. What are the reasons for your selection of these behaviors? Explain. dq 2 In Corey, Corey, & Corey (Chapter 2), identify the personal characteristics of an effective group leader. Which three skills do you consider to be the most important? Explain your selections. What do you think are your strengths and areas of needed growth in these skills? GC PCN520 Week 2 Discussion 1 & 2 dq1 Which of the therapeutic forces discussed in this week’s readings do you think are the most important for successful group outcomes? Explain and give examples of how you can incorporate this knowledge into your future counseling practice. For example, if you are in the addictions program, your example should be related to substance use disorders. dq 2 What are some specific goals and methods that you may incorporate into group counseling that might be shaped by your culture? Describe how you could accommodate group members’ diverse cultural backgrounds, values, and styles as they relate to these goals and methods. GC PCN520 Week 3 Discussion 1 & 2 dq 1 Conflict typically appears when a group is in transition. State several forms of conflict you can expect in the types of groups you will lead. Consider group members suffering with substance use disorders. What are your own reactions to conflict? How will this influence your ability to help members recognize and work through conflicts? dq 2 How could the use of role plays among group members facilitate the goals of early and transition stage groups? What purpose could role plays serve for individual members and for the group as a whole? GC PCN520 Week 4 Discussion 1 & 2 dq 1 What are three symptoms that you might observe in a final group meeting that might indicate that the group had been successful in achieving its primary purpose and goals? What are three symptoms that might indicate that the group had not been successful? dq 2 What factors would cause you to initiate follow-up contacts with one or more group members? What would be the purpose of such contacts? GC PCN520 Week 5 Discussion 1 & 2 dq 1 Consider the videotape of the Corey’s counseling group. How would the Corey’s group have been different if they had incorporated more exercises? Why do you think they did not? What guidelines does this suggest to you for decisions about whether and when to use structured exercises in a group? dq 2 You are leading a group of adolescents referred because of school, behavior, and/or substance use. Describe an opening exercise and a trust-building exercise you might use with this group. Explain your choice. GC PCN520 Week 6 Discussion 1 & 2 dq 1 What form of resistive behavior (or difficult behavior displayed by a group member) would you find most problematic in one of your groups? Why? How might you work in a therapeutic way with such a member’s behavior? dq 2 After watching the second part of the DVD (Challenges Facing Group Leaders), what skills do you think you need to acquire or refine to more effectively address challenging situations in groups? How can you work on developing these skills? GC PCN520 Week 7 Discussion 1 & 2 dq 1 Under what circumstances might it be beneficial to design a group in which both children and their parents would participate? What special issues might arise in such a group, and how would you manage them? dq 2 Review the group proposal for children who have been abused, described on pages 313-319 in the textbook. If you were screening children for such a group, what would be some signs that this group would be contraindicated for a particular child? How would you strive to obtain consent from parents or legal guardians, and how would you want to involve them? How might you orient children to this kind of group? GC PCN520 Week 8 Discussion 1 & 2 dq 1 When developing and implementing an adult support group, the following important guidelines should be considered: how the group is organized, how the format of each group session is structured, and what the short- and long-term outcomes of the group are. Consider the following three adult support groups: an HIV/AIDS support group, a support group for college students, and a domestic violence support group. What similarities do you see, and how do these similarities suggest guidelines for developing these groups? dq 2 At some point in your career, you may be asked to design and implement a group for involuntary clients, such as domestic violence perpetrators, drunk drivers, substance users, abusive parents, or prison inmates. What are your thoughts and feelings about working with mandated group participants? Describe fully. How would you approach counseling differently with them than with voluntary participants? GC PCN520 Week 2 Group Design Part 1 Assignment Details: Throughout this course, you will be designing a Counseling Group from start to finish. The assignment will be broken into three parts. Due at different intervals in the course. You will choose from the following group types (If you are in the addiction counseling program, select an addiction group): 1. Children of divorce. 2. Children of addicts. 3. Adult Survivors of abuse (could be sexual or physical). 4. Treatment for adults who are addicts. 5. Grief recovery. 6. Teens struggling with gender dysphoria (sexual identity). 7. Teen support group (parents who are addicts). 8. Relationship building (homosexual and heterosexual – there does not have to be a division because a group is a group). 9. Domestic violence group for nonoffenders. 10. Parenting group For Part 1: Identify what type of group you will design. Write a summary (300-600 words) of your group. Be sure to include: 1. Group type. 2. Why you chose this type of group. 3. Population serving. 4. Number of sessions. 5. Number of participants. 6. Goals of the counseling group. APA format is not required, but solid academic writing is expected. You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center. Submit Group Design Part 1 to the instructor by the end of Module 2. GC PCN520 Week 3 Groups in Action Workbook Assignment Details: Upon viewing “The Evolution of a Group” from the Groups in Action DVD, you will answer workbook questions that emphasize the application of concepts and techniques appropriate to the various stages of a group’s development. As you watch the DVD, you will come to an icon number (1-16). It is at this time that you must stop the DVD and read the text corresponding to the icon number in the workbook. For example, the first icon you will come to is: 1: Initial Stage. Stop the DVD and read the text for Icon 1: Initial Stage in the workbook (pages 20-21). Answer the assigned questions below on “Groups in Action Workbook – Evolution of a Group (Segments 1-3).” Icon 1: Questions 3 and 4 (pageS 20-21) Icon 2: Question 3 (page 23) Icon 3: Questions 1 and 3 (pages 24-25) Icon 4: Questions 2 and 3 (page 26) Icon 5: Questions 1 and 3 (page 27) Icon 6: Questions 1 and 2 (page 30) Icon 7: Questions 1 and 2 (pages 30-31) Icon 8: Questions 1 (page 31) and 1 (page 32) Icon 9: Questions 1 and 3 (page 33) Icon 10: Questions 1 and 5 (pages 35-36) Icon 11: Question 2 (page 43) Icon 12: Question 1 (page 45) Icon 13: Questions 2-4 (pages 46-47) Icon 14: Questions 2 and 4 (page 51) Icon 16: Questions 3 and 4 (page 53) You will be graded on the overall quality of your responses, which may range from a few sentences to a short paragraph, depending on the nature of the question. APA format is not required, but solid academic writing is expected. You are not required to submit this assignment to Turnitin. Groups in Action Workbook–Evolution of a Group (Segments 1-3) Upon viewing the Groups in Action DVD (Segments 1-3), you will answer workbook questions that emphasize the application of concepts and techniques appropriate to the various stages of a group’s development. As you watch the DVD, you will come to an icon number (1-16). It is at this time you must stop the DVD and read the text corresponding to the icon number in the workbook. For example, the first icon you will come to is 1: Initial Stage. Stop the DVD and read the text for Icon 1: Initial Stage in your workbook (pp. 20-21). Icon 1: Questions 3 and 4 (p. 21) 3) James says, “I feel like an outsider.” How might you work with his statement? 4) Jacqueline says, “I feel stupid when I ramble.”How would you deal with her self-deprication in the first session? Icon 2: Question 3 (p. 23) 3) Imagine yourself as a member at the first meeting.What fears would you have about participating?What would help you feel more trusting? Icon 3: Questions 1 and 3 (pp. 24-25) 1) What would help you feel comfortable enough to speak about yourself if you were a member of a group? 3) What would you say to a quiet member who tells you that in his/her culture it is considered impolite to speak up without being specifically asked to talk? Icon 4: Questions 2 and 3 (p. 26) 2) James says, “I worry a lot that I need to prove myself.” 3) Casey says, “I rehearse countless times before I speak because I want to say things right.” Icon 5: Questions 1 and 3 (p. 27) 1) What purpose do you see in asking members to engage in role-playing, even at the early sessions? 3) What factors pertaining to a member’s culture or gender might you consider before initiating a role play in this group? Icon 6: Questions 1 and 2 (p. 30) 1) How would you use contracts with a group you are leading?How would you help members design their contract? 2) If you were a member of this group, how open would you be in agreeing to make a contract?What would help you in making a contract? Icon 7: Questions 1 and 2 (pp. 30-31) 1) What do you observe in members when they talk directly to another person as opposed to talking about that person? 2) If you were a leader in this group, what cultural factors would you be sensitive to before asking members to speak directly to one another? Icon 8: Questions 1 (p. 31) and 1 (p. 32) 1) What therapeutic value do you see in asking members to make eye contact with another person in the group as they are talking about a problem area? 1) Jyl cries and says she feels exposed.As a leader, how would you respond to her? Icon 9: Questions 1 and 3 (p. 33) 1) How might the way you deal with conflict in your personal life help or hinder you as a leader in dealing with conflicts in groups? 3) How would you respond to Jacqueline when she makes the comment, “What I have to say would not be nice.”? Icon 10: Questions 1 and 5 (pp. 35-36) 1) Imagine you are co-leading this group.Pick one of the member’s statements above and write your response to him/her. 5) What other strategies can you think of to address a member’s hesitation and/or avoidance? Icon 11: Question 2 (p. 43) 2) What intervention might you make with SusAnne, and what would you most hope to accomplish with it? Icon 12: Question 1 (p. 45) 1) If Andrew declared he was tired of feeling locked up and wanted to be different, how would you pursue work with him? Icon 13: Questions 2-4 (pp. 46-47) 2) Of the comments made above by SusAnne, Jackie, Jacqueline, and James, which one of them most catches your interest and why?What would you say to this person? 3) In the closing minutes of a group, a member says she feels cut off by you.What would you say or do? 4) A member says, “I didn’t feel that we accomplished anything today.I was bored, but didn’t say anything for fear of offending anyone.”How would you respond? Icon 14: Questions 2 and 3 (p. 51) 2) At the check in, assume Jyl says, “Last week I left feeling very disappointed.Even though I stated I wanted to talk about my father, we never got around to it.I felt cheated.”What would be your response? 4) How would you handle the situation if you discovered that several members meet regularly between sessions? Icon 16: Questions 3 and 4 (p. 53) 3) What intervention would you make if several other members joined in with SusAnne and stated that they too had difficulty trusting this group? 4) In the scenario described on the previous page, Casey has concerns about both SusAnne and Jacqueline, and expresses her fear that they might judge her. What intervention would you make? From Corey, G., Corey, M.S., & Haynes, R. (2006). Groups in Action: Evolution and Challenges(8th ed.).Belmont, CA: Thomson Brooks/Cole. GC PCN520 Week 4 Group Design Part 2 Assignment Details: Develop a brochure (one page front and back with graphics and descriptions) that will “sell” your group to the public. Complete this assignment in MS Word. The brochure should be universal as it should be available in various locations around your community (e.g., schools, doctor’s offices, human services offices, restaurants, agencies serving the population of the group, etc.). Develop a set of screening questions and criteria that you, as the group leader, will use to choose the members of the group. Begin with demographics questions (name, age, address, presenting issue, etc). There should be a minimum of 10 screening questions not including the demographics questions. Describe (500-750 words) the criteria that you as the leader will use to choose the members for the group. APA format is not required, but solid academic writing is expected. You are not required to submit this assignment to Turnitin. Submit Group Design Part 2 to the instructor by the end of Week 4. GC PCN520 Week 4 Groups in Action Workbook Assignment Details: Upon viewing “The Evolution of a Group” from the Groups in Action DVD, you will answer workbook questions that emphasize the application of concepts and techniques appropriate to the various stages of a group’s development. As you watch the DVD, you will come to an icon number (17-29). It is at this time that you must stop the DVD and read the text corresponding to the icon number in the workbook. Answer the assigned questions below on “Groups in Action Workbook – Evolution of a Group (Segments 4-5).” Answer these questions: Icon 17: Questions 1 and 2 (page 59) Icon 19: Questions 2-5 (pages 61-62) Icon 20: Question 2 (page 63) Icon 21: Question 2 (page 64) Icon 22: Questions 1 and 2 (page 64) Icon 23: Questions 1 and 3 (page 67) Icon 24: Questions 3 and 6 (pages 69-70) Icon 25: Questions 2 and 3 (page 72) Icon 26: Question 1 (page 78) Icon 27: Questions 1 and 2 (page 79) and Question 2 (page 81) Icon 28: Question 1 (page 82) Icon 29: Questions 1 and 2 (page 83) You will be graded on the overall quality of your responses, which may range from a few sentences to a short paragraph, depending on the nature of the question. APA format is not required, but solid academic writing is expected. Groups in Action Workbook – Evolution of a Group (Segments 4 and 5) Upon viewing the Groups in Action DVD (Segments 4-5, you will answer workbook questions that emphasize the application of concepts and techniques appropriate to the various stages of a group’s development. As you watch the DVD, you will come to an icon number (17-29). It is at this time that you must stop the DVD and read the text corresponding to the icon number in the workbook. For example, the first icon you will come to is 1: Initial Stage. Stop the DVD and read the text for Icon 1: Initial Stage in your workbook (pp. 20-21). Icon 17: Questions 1 and 2 (p. 59) 1) A member (SusAnne) tells you she wants to work, yet she keeps herself very vague and global. What do you say to her? 2) You are leading a group and ask, “Who wants to work?” There is a long silence and nobody gives any indication of wanting to work. What assumptions might you draw from this situation? What might you say? Icon 19: Questions 2-5 (pp. 61-62) 2) Assume that after Casey disclosed that she was gay, one member of the group said, “Casey, I need to let you know that I have a hard time hearing this, because I am not comfortable with homosexuality.” How would you intervene? 3) In a role play, Casey spoke to her symbolic mother in Vietnamese. As she did so, what did you observe? 4) Would you have any concerns for Casey if she indicated her intention to tell her mother that she is gay? Would you address your concerns with her? Why or why not? 5) What would you say if several group members began pressuring Casey to talk to her mother in real life and let her know about her sexual orientation? Icon 20: Question 2 (p. 63) 2) How would you decide what to focus on with Jyl? Would you focus on her sadness over losing her father? Her issues with men? Her disappointment of not having become a pianist? What would guide you in your decision? Icon 21: Question 2 (p. 64) 2) Given that Jackie has insight into her behavior, would you be inclined to suggest homework to her, and if so, what would this be? Icon 22: Questions 1 and 2 (p. 64) 1) Jacqueline talks about striving to get her mother’s approval. What strategies would you use to facilitate her work? 2) Discuss what you consider to be the pros and cons of the leader being utilized by group members in role play. Icon 23: Questions 1 and 3 (p. 67) 1) How were you personally affected as you observed Darren’s work described above? How might that influence the way you work with him? 3) Assume you are leading the group and after Darren’s work, he announces, “I’m feeling vulnerable and embarrassed. I can’t believe that I lost control like that.” How would you deal with this statement? Icon 24: Questions 3 and 6 (pp. 69-70) 3) Assume that several members displayed anger toward James for having hurt a woman in his life. How would you respond? 6) Observe the nonverbal behavior of James when SusAnne is finished handing over to him the hurt she’s been keeping inside. How might you work with the nonverbal behaviors James expresses? Icon 25: Questions 2 and 3 (p. 72) 2) Andrew says, “It’s like I’ve been stabbed, in my heart and my core.” What possibilities do you see of working with his symbolic and powerful words? Did any other words catch your attention for possible exploration? 3) Andrew says, “I want to let my hurt go out the back door. I want to put it in the freezer.” How might you intervene? Icon 26: Question 1 (p. 78) 1) What value do you see in journal writing once a group terminates? Explain. Icon 27: Questions 1 and 2 (p. 79) and Question 2 (p. 81) 1) How do you deal with endings in your personal life? How might that influence the manner in which you address group endings? 2) What are your ethical responsibilities to group members with regard to the termination of their group? Explain. 2) What would you say to a member in your group that said he was extremely disappointed in himself for doing so little in the group? Icon 28: Question 1 (p. 82) 1) As a leader, how will you deal with a conflict that does not surface until the end of a group? Icon 29: Questions 1 and 2 (p. 83) 1) A member says, “I don’t want this group to end. I’d like to see us continue meeting as a group.” What would you be inclined to do? 2) Assume Jyl were to say, “I revealed a lot about myself and took risks. Now I am sorry that I did because I feel more vulnerable and won’t have any place to go for support.” What might you say or do? From Corey, G., Corey, M.S., & Haynes, R. (2006). Groups in Action: Evolution and Challenges(8th ed.).Belmont, CA: Thomson Brooks/Cole. GC PCN520 Week 6 Groups in Action Workbook Assignment Groups in Action Workbook–Challenges Facing Group Leaders Upon viewing the Groups in Action DVD, you will answer workbook questions that emphasize the application of concepts and techniques appropriate to the various stages of a group’s development. This portion of the workbook has 25 sections, each corresponding to a specific numbered segment of the DVD. Watch the DVD, stopping after each segment as indicated in the workbook and on the DVD. Answer the assigned questions below: Page 102 #4 4) Assume you are leading this group and during the check-in several members emphatically stated that they are not getting what they want and they are not sure that they will remain in it. What would you say? Page 104 #2 2) How would you deal with a member’s concern about confidentiality? Page 106 #2 2) How would you address Joel’s guilt about having taken up too much time and having disclosed too much? Page 109 #3 3) Can you think of ways to work with Nadine so that she could get something out of the group, even though her attendance was mandatory? Page 113 #1 1) Would you consider possible cultural messages to be relevant in exploring with Vivian her hesitation to express emotions? If so, how would you attend to that? Page 114 #5 5) How can you facilitate Toni in establishing trust and safety? What would you say to her? Page 116 #2 2) Assume you ask Nicole not to withdraw, yet she crosses her arms and curtly says, “I’m not going to say anything more.” How would you deal with this stance? Can you think of an intervention that might be helpful to her? Page 118 #2 2) As a group leader, how would you react to Nicole if she told you that she wanted you to share more of yourself personally? If she tells you that she is hesitant to opening up and participating until she gets to know more about you, what would you say to her? Page 120 #3 3) If Vivian were to tell you that she learns best by observing the process quietly, how would you respond? Page 121 #7 7) How would you intervene if other members interpreted Galo’s quietness as meaning that he is judging them? What specifically will you say? Page 125 #1 1) At the beginning of this session, there was a silence. Assume the silence was to continue for some time after you made an opening statement. What might you be inclined to say or do? How long would you let the silence go before you intervened? If members do not respond to the invitation to participate, what would be the next step for you? Page 127 #3 3) If a member of your group was assuming the role of a co-leader, what direction would you pursue? Page 131 #6 6) What would you most want to teach members about the consequences of not dealing with conflict when it arises in the group? Page 132 #12 12) What is your greatest fear or concern as you think of yourself being the leader in this group where conflict is occurring? Page 135 #2 2) Below are some of Galo’s statements. With each one, think of a brief response that you might make as a group leader. a) “I never had a voice at home.” b) “I grew up believing it was a sign of weakness to have and express feelings.” c) “In my life, people don’t seem to listen to me.” d) “I didn’t get my time in this session.” e) “I want you leaders to call on me.” Page 137 #4 4) Assume that you were a member in this group when this conflict initially erupted. How might you have responded? What would you need from the leaders and other members that would be helpful to you? Page 141 #6 6) What are your thoughts about leaders needing to be bicultural in order to be effective with bicultural clients? Page 143 #4 4) Assume that a member in your group says, “I feel very different from others in here. I’m having trouble in making a connection with anyone.” How would you respond? Page 144 #1 1) Sometimes members form alliances with one another within a group. Describe some ways that could facilitate or impede group cohesion. Page 146 #3 3) How aware are you in your own life of how you respond to people who speak with an accent or use words incorrectly? Page 148 #5 5) When members say that they have been discriminated against and oppressed, what interventions will you make to prevent this from evolving into an abstract discussion about society at large? How can you facilitate a more personal interaction within the present context of the group? Page 150 #2 2) What are some common themes that you see emerging in this group? Page 152 #4 4) How important is it for you to understand what the group member said in his/her own primary language and why? Page 155 #6 6) How might you deal with a group member who is insensitive in the manner in which he/she relates to other members who are different? Page 156 #2 2) What would you respond to a member who states, “There is really nobody in this group that I can identify with.” Page 157 #5 5) What, if any, responsibility do you have as a leader when members show evidences of racism, ethnocentricity, prejudices, and stereotypes? Page 159 #1 1) It is common for members to want answers from group leaders. How would you respond to such requests? Page 162 #3 3) What are some important lessons you have learned about dealing with the range of problematic situations that often occur within a group? Page 163 #6 6) What are some skills you most need to acquire or refine for you to more effectively address the challenging situations you observed? From Corey, G., Corey, M.S., & Haynes, R. (2006). Groups in Action: Evolution and Challenges(8th ed.).Belmont, CA: Thomson Brooks/Cole. GC PCN520 Week 6 Group Design Part 3 Assignment Details: In narrative form (1,000-1,500 words) present the first two group sessions. Assume that one participant states that he/she “is uncomfortable being with groups and really does not want to be here.” How would you as the group leader address this? Over the next three to four sessions, challenging issues arise. Choose three issues from the following list that are realistic to your group type and describe how you would handle these situations. Sexual abuse Homosexuality Religious preferences Abortion Use of illegal drugs Drinking and driving Develop a plan for how you will start the transition of ending your group. Assume that one participant must be referred to ongoing services. Describe how you, as the counselor, will handle this referral for continued services. Will you continue with individual services, refer to another therapist, or refer to another group? APA format is not required, but solid academic writing is expected. You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center. Submit Group Design Part 3 to the instructor by the end of Module 6. GC PCN520 Week 7 Group Design Final Product Assignment Details: Write an abstract that presents a complete, concise overview of all parts of the project. Compile parts 1-3 together in one document. Be sure to make any corrections previously suggested by the instructor for parts 1-3. Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is required. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center. Submit the assignment to the instructor by the end of Module 7. GC PCN520 Week 8 Practice Exam Addiction Counseling Quiz #1. Which of the following is not true of group counseling? #2. Which of the following is considered a psychological risk of participating in a therapeutic group? #3. According to the ASGW’s Best Practice Guidelines, informed consent involves? #4. Certain types of members can sap a group’s energy for productive work. These include…? #5. If the goal of a group is the simulation of everyday life, then it is a good idea to have? #6. Which of the following statements is not true regarding ways group members can be encouraged to get more out of their experience? #7. When helping group members to define their personal goals, it is important to remember that? #8. Which of the following is characteristic of a working group? #10. The therapeutic factor in groups that involves a willingness to specify desired modifications of one’s behavior is? GC PCN520 Week 8 Brief Personal Reflection Paper Details: Write a personal reflection paper (400-750 words) summarizing the following: Most significant things you learned about group counseling in this course. Most significant things you learned about yourself as a potential group leader. Specific skills and experiences that you believe you need to develop in order to be a competent group counselor, based on your current strengths, weaknesses, and prior experience. Your areas of greatest confidence and lack of confidence when you think about leading counseling groups. Types of groups you might enjoy leading in your future career as a counselor. Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required. You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.

#PCN 520 Group Counseling Theory and Practice

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PCN 520 Group Counseling Theory and Practice

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PCN 520 Group Counseling Theory and Practice

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GC PCN520 Week 1 Discussion 1 & 2

dq 1

Complete Self-Inventory of Ethical Behaviors. Select the five behaviors that you consider to be the most serious violations of ethical practice. What are the reasons for your selection of these behaviors? Explain.

dq 2

In Corey, Corey, & Corey (Chapter 2), identify the personal characteristics of an effective group leader. Which three skills do you consider to be the most important? Explain your selections. What do you think are your strengths and areas of needed growth in these skills?

GC PCN520 Week 2 Discussion 1 & 2

dq1

Which of the therapeutic forces discussed in this week’s readings do you think are the most important for successful group outcomes? Explain and give examples of how you can incorporate this knowledge into your future counseling practice. For example, if you are in the addictions program, your example should be related to substance use disorders.

dq 2

What are some specific goals and methods that you may incorporate into group counseling that might be shaped by your culture? Describe how you could accommodate group members’ diverse cultural backgrounds, values, and styles as they relate to these goals and methods.

GC PCN520 Week 3 Discussion 1 & 2

dq 1

Conflict typically appears when a group is in transition. State several forms of conflict you can expect in the types of groups you will lead. Consider group members suffering with substance use disorders. What are your own reactions to conflict? How will this influence your ability to help members recognize and work through conflicts?

dq 2

How could the use of role plays among group members facilitate the goals of early and transition stage groups? What purpose could role plays serve for individual members and for the group as a whole?

GC PCN520 Week 4 Discussion 1 & 2

dq 1

What are three symptoms that you might observe in a final group meeting that might indicate that the group had been successful in achieving its primary purpose and goals? What are three symptoms that might indicate that the group had not been successful?

dq 2

What factors would cause you to initiate follow-up contacts with one or more group members? What would be the purpose of such contacts?

GC PCN520 Week 5 Discussion 1 & 2

dq 1

Consider the videotape of the Corey’s counseling group. How would the Corey’s group have been different if they had incorporated more exercises? Why do you think they did not? What guidelines does this suggest to you for decisions about whether and when to use structured exercises in a group?

dq 2

You are leading a group of adolescents referred because of school, behavior, and/or substance use. Describe an opening exercise and a trust-building exercise you might use with this group. Explain your choice.

GC PCN520 Week 6 Discussion 1 & 2

dq 1

What form of resistive behavior (or difficult behavior displayed by a group member) would you find most problematic in one of your groups? Why? How might you work in a therapeutic way with such a member’s behavior?

dq 2

After watching the second part of the DVD (Challenges Facing Group Leaders), what skills do you think you need to acquire or refine to more effectively address challenging situations in groups? How can you work on developing these skills?

GC PCN520 Week 7 Discussion 1 & 2

dq 1

Under what circumstances might it be beneficial to design a group in which both children and their parents would participate? What special issues might arise in such a group, and how would you manage them?

dq 2

Review the group proposal for children who have been abused, described on pages 313-319 in the textbook. If you were screening children for such a group, what would be some signs that this group would be contraindicated for a particular child? How would you strive to obtain consent from parents or legal guardians, and how would you want to involve them? How might you orient children to this kind of group?

GC PCN520 Week 8 Discussion 1 & 2

dq 1

When developing and implementing an adult support group, the following important guidelines should be considered: how the group is organized, how the format of each group session is structured, and what the short- and long-term outcomes of the group are. Consider the following three adult support groups: an HIV/AIDS support group, a support group for college students, and a domestic violence support group. What similarities do you see, and how do these similarities suggest guidelines for developing these groups?

dq 2

At some point in your career, you may be asked to design and implement a group for involuntary clients, such as domestic violence perpetrators, drunk drivers, substance users, abusive parents, or prison inmates. What are your thoughts and feelings about working with mandated group participants? Describe fully. How would you approach counseling differently with them than with voluntary participants?

GC PCN520 Week 2 Group Design Part 1 Assignment

Details:

Throughout this course, you will be designing a Counseling Group from start to finish. The assignment will be broken into three parts. Due at different intervals in the course. You will choose from the following group types (If you are in the addiction counseling program, select an addiction group):

1. 1. Children of divorce.

2. 2. Children of addicts.

3. 3. Adult Survivors of abuse (could be sexual or physical).

4. 4. Treatment for adults who are addicts.

5. 5. Grief recovery.

6. 6. Teens struggling with gender dysphoria (sexual identity).

7. 7. Teen support group (parents who are addicts).

8. 8. Relationship building (homosexual and heterosexual – there does not have to be a division because a group is a group).

9. 9. Domestic violence group for nonoffenders.

10. 10. Parenting group

For Part 1: Identify what type of group you will design. Write a summary (300-600 words) of your group. Be sure to include:

1. 1. Group type.

2. 2. Why you chose this type of group.

3. 3. Population serving.

4. 4. Number of sessions.

5. 5. Number of participants.

6. 6. Goals of the counseling group.

APA format is not required, but solid academic writing is expected. You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center. Submit Group Design Part 1 to the instructor by the end of Module 2.

GC PCN520 Week 3 Groups in Action Workbook Assignment

Details:

Upon viewing “The Evolution of a Group” from the Groups in Action DVD, you will answer workbook questions that emphasize the application of concepts and techniques appropriate to the various stages of a group’s development.

As you watch the DVD, you will come to an icon number (1-16). It is at this time that you must stop the DVD and read the text corresponding to the icon number in the workbook. For example, the first icon you will come to is: 1: Initial Stage. Stop the DVD and read the text for Icon 1: Initial Stage in the workbook (pages 20-21).

Answer the assigned questions below on “Groups in Action Workbook – Evolution of a Group (Segments 1-3).”

Icon 1: Questions 3 and 4 (pageS 20-21)

Icon 2: Question 3 (page 23)

Icon 3: Questions 1 and 3 (pages 24-25)

Icon 4: Questions 2 and 3 (page 26)

Icon 5: Questions 1 and 3 (page 27)

Icon 6: Questions 1 and 2 (page 30)

Icon 7: Questions 1 and 2 (pages 30-31)

Icon 8: Questions 1 (page 31) and 1 (page 32)

Icon 9: Questions 1 and 3 (page 33)

Icon 10: Questions 1 and 5 (pages 35-36)

Icon 11: Question 2 (page 43)

Icon 12: Question 1 (page 45)

Icon 13: Questions 2-4 (pages 46-47)

Icon 14: Questions 2 and 4 (page 51)

Icon 16: Questions 3 and 4 (page 53)

You will be graded on the overall quality of your responses, which may range from a few sentences to a short paragraph, depending on the nature of the question.

APA format is not required, but solid academic writing is expected.

You are not required to submit this assignment to Turnitin.

Groups in Action Workbook–Evolution of a Group (Segments 1-3)

Upon viewing the Groups in Action DVD (Segments 1-3), you will answer workbook questions that emphasize the application of concepts and techniques appropriate to the various stages of a group’s development.

As you watch the DVD, you will come to an icon number (1-16). It is at this time you must stop the DVD and read the text corresponding to the icon number in the workbook.

For example, the first icon you will come to is 1: Initial Stage. Stop the DVD and read the text for Icon 1: Initial Stage in your workbook (pp. 20-21).

Icon 1: Questions 3 and 4 (p. 21)

3) James says, “I feel like an outsider.” How might you work with his statement?

4) Jacqueline says, “I feel stupid when I ramble.”How would you deal with her self-deprication in the first session?

Icon 2: Question 3 (p. 23)

3) Imagine yourself as a member at the first meeting.What fears would you have about participating?What would help you feel more trusting?

Icon 3: Questions 1 and 3 (pp. 24-25)

1) What would help you feel comfortable enough to speak about yourself if you were a member of a group?

3) What would you say to a quiet member who tells you that in his/her culture it is considered impolite to speak up without being specifically asked to talk?

Icon 4: Questions 2 and 3 (p. 26)

2) James says, “I worry a lot that I need to prove myself.”

3) Casey says, “I rehearse countless times before I speak because I want to say things right.”

Icon 5: Questions 1 and 3 (p. 27)

1) What purpose do you see in asking members to engage in role-playing, even at the early sessions?

3) What factors pertaining to a member’s culture or gender might you consider before initiating a role play in this group?

Icon 6: Questions 1 and 2 (p. 30)

1) How would you use contracts with a group you are leading?How would you help members design their contract?

2) If you were a member of this group, how open would you be in agreeing to make a contract?What would help you in making a contract?

Icon 7: Questions 1 and 2 (pp. 30-31)

1) What do you observe in members when they talk directly to another person as opposed to talking about that person?

2) If you were a leader in this group, what cultural factors would you be sensitive to before asking members to speak directly to one another?

Icon 8: Questions 1 (p. 31) and 1 (p. 32)

1) What therapeutic value do you see in asking members to make eye contact with another person in the group as they are talking about a problem area?

1) Jyl cries and says she feels exposed.As a leader, how would you respond to her?

Icon 9: Questions 1 and 3 (p. 33)

1) How might the way you deal with conflict in your personal life help or hinder you as a leader in dealing with conflicts in groups?

3) How would you respond to Jacqueline when she makes the comment, “What I have to say would not be nice.”?

Icon 10: Questions 1 and 5 (pp. 35-36)

1) Imagine you are co-leading this group.Pick one of the member’s statements above and write your response to him/her.

5) What other strategies can you think of to address a member’s hesitation and/or avoidance?

Icon 11: Question 2 (p. 43)

2) What intervention might you make with SusAnne, and what would you most hope to accomplish with it?

Icon 12: Question 1 (p. 45)

1) If Andrew declared he was tired of feeling locked up and wanted to be different, how would you pursue work with him?

Icon 13: Questions 2-4 (pp. 46-47)

2) Of the comments made above by SusAnne, Jackie, Jacqueline, and James, which one of them most catches your interest and why?What would you say to this person?

3) In the closing minutes of a group, a member says she feels cut off by you.What would you say or do?

4) A member says, “I didn’t feel that we accomplished anything today.I was bored, but didn’t say anything for fear of offending anyone.”How would you respond?

Icon 14: Questions 2 and 3 (p. 51)

2) At the check in, assume Jyl says, “Last week I left feeling very disappointed.Even though I stated I wanted to talk about my father, we never got around to it.I felt cheated.”What would be your response?

4) How would you handle the situation if you discovered that several members meet regularly between sessions?

Icon 16: Questions 3 and 4 (p. 53)

3) What intervention would you make if several other members joined in with SusAnne and stated that they too had difficulty trusting this group?

4) In the scenario described on the previous page, Casey has concerns about both SusAnne and Jacqueline, and expresses her fear that they might judge her. What intervention would you make?

From Corey, G., Corey, M.S., & Haynes, R. (2006). Groups in Action: Evolution and Challenges(8th ed.).Belmont, CA: Thomson Brooks/Cole.

GC PCN520 Week 4 Group Design Part 2 Assignment

Details:

Develop a brochure (one page front and back with graphics and descriptions) that will “sell” your group to the public.

1. Complete this assignment in MS Word.

2. The brochure should be universal as it should be available in various locations around your community (e.g., schools, doctor’s offices, human services offices, restaurants, agencies serving the population of the group, etc.).

Develop a set of screening questions and criteria that you, as the group leader, will use to choose the members of the group.

1. Begin with demographics questions (name, age, address, presenting issue, etc).

2. There should be a minimum of 10 screening questions not including the demographics questions.

3. Describe (500-750 words) the criteria that you as the leader will use to choose the members for the group.

APA format is not required, but solid academic writing is expected. You are not required to submit this assignment to Turnitin. Submit Group Design Part 2 to the instructor by the end of Week 4.

GC PCN520 Week 4 Groups in Action Workbook Assignment

Details:

As you watch the DVD, you will come to an icon number (17-29). It is at this time that you must stop the DVD and read the text corresponding to the icon number in the workbook.

Answer the assigned questions below on “Groups in Action Workbook – Evolution of a Group (Segments 4-5).”

Answer these questions:

1. Icon 17: Questions 1 and 2 (page 59)

2. Icon 19: Questions 2-5 (pages 61-62)

3. Icon 20: Question 2 (page 63)

4. Icon 21: Question 2 (page 64)

5. Icon 22: Questions 1 and 2 (page 64)

6. Icon 23: Questions 1 and 3 (page 67)

7. Icon 24: Questions 3 and 6 (pages 69-70)

8. Icon 25: Questions 2 and 3 (page 72)

9. Icon 26: Question 1 (page 78)

10. Icon 27: Questions 1 and 2 (page 79) and Question 2 (page 81)

11. Icon 28: Question 1 (page 82)

12. Icon 29: Questions 1 and 2 (page 83)

You will be graded on the overall quality of your responses, which may range from a few sentences to a short paragraph, depending on the nature of the question.

APA format is not required, but solid academic writing is expected.

Groups in Action Workbook – Evolution of a Group (Segments 4 and 5)

Upon viewing the Groups in Action DVD (Segments 4-5, you will answer workbook questions that emphasize the application of concepts and techniques appropriate to the various stages of a group’s development.

As you watch the DVD, you will come to an icon number (17-29). It is at this time that you must stop the DVD and read the text corresponding to the icon number in the workbook.

For example, the first icon you will come to is 1: Initial Stage. Stop the DVD and read the text for Icon 1: Initial Stage in your workbook (pp. 20-21).

Icon 17: Questions 1 and 2 (p. 59)

1) A member (SusAnne) tells you she wants to work, yet she keeps herself very vague and global. What do you say to her?

2) You are leading a group and ask, “Who wants to work?” There is a long silence and nobody gives any indication of wanting to work. What assumptions might you draw from this situation? What might you say?

Icon 19: Questions 2-5 (pp. 61-62)

2) Assume that after Casey disclosed that she was gay, one member of the group said, “Casey, I need to let you know that I have a hard time hearing this, because I am not comfortable with homosexuality.” How would you intervene?

3) In a role play, Casey spoke to her symbolic mother in Vietnamese. As she did so, what did you observe?

4) Would you have any concerns for Casey if she indicated her intention to tell her mother that she is gay? Would you address your concerns with her? Why or why not?

5) What would you say if several group members began pressuring Casey to talk to her mother in real life and let her know about her sexual orientation?

Icon 20: Question 2 (p. 63)

2) How would you decide what to focus on with Jyl? Would you focus on her sadness over losing her father? Her issues with men? Her disappointment of not having become a pianist? What would guide you in your decision?

Icon 21: Question 2 (p. 64)

2) Given that Jackie has insight into her behavior, would you be inclined to suggest homework to her, and if so, what would this be?

Icon 22: Questions 1 and 2 (p. 64)

1) Jacqueline talks about striving to get her mother’s approval. What strategies would you use to facilitate her work?

2) Discuss what you consider to be the pros and cons of the leader being utilized by group members in role play.

Icon 23: Questions 1 and 3 (p. 67)

1) How were you personally affected as you observed Darren’s work described above? How might that influence the way you work with him?

3) Assume you are leading the group and after Darren’s work, he announces, “I’m feeling vulnerable and embarrassed. I can’t believe that I lost control like that.” How would you deal with this statement?

Icon 24: Questions 3 and 6 (pp. 69-70)

3) Assume that several members displayed anger toward James for having hurt a woman in his life. How would you respond?

6) Observe the nonverbal behavior of James when SusAnne is finished handing over to him the hurt she’s been keeping inside. How might you work with the nonverbal behaviors James expresses?

Icon 25: Questions 2 and 3 (p. 72)

2) Andrew says, “It’s like I’ve been stabbed, in my heart and my core.” What possibilities do you see of working with his symbolic and powerful words? Did any other words catch your attention for possible exploration?

3) Andrew says, “I want to let my hurt go out the back door. I want to put it in the freezer.” How might you intervene?

Icon 26: Question 1 (p. 78)

1) What value do you see in journal writing once a group terminates? Explain.

Icon 27: Questions 1 and 2 (p. 79) and Question 2 (p. 81)

1) How do you deal with endings in your personal life? How might that influence the manner in which you address group endings?

2) What are your ethical responsibilities to group members with regard to the termination of their group? Explain.

2) What would you say to a member in your group that said he was extremely disappointed in himself for doing so little in the group?

Icon 28: Question 1 (p. 82)

1) As a leader, how will you deal with a conflict that does not surface until the end of a group?

Icon 29: Questions 1 and 2 (p. 83)

1) A member says, “I don’t want this group to end. I’d like to see us continue meeting as a group.” What would you be inclined to do?

2) Assume Jyl were to say, “I revealed a lot about myself and took risks. Now I am sorry that I did because I feel more vulnerable and won’t have any place to go for support.” What might you say or do?

From Corey, G., Corey, M.S., & Haynes, R. (2006). Groups in Action: Evolution and Challenges(8th ed.).Belmont, CA: Thomson Brooks/Cole.

GC PCN520 Week 6 Groups in Action Workbook Assignment

Groups in Action Workbook–Challenges Facing Group Leaders

Upon viewing the Groups in Action DVD, you will answer workbook questions that emphasize the application of concepts and techniques appropriate to the various stages of a group’s development.

This portion of the workbook has 25 sections, each corresponding to a specific numbered segment of the DVD. Watch the DVD, stopping after each segment as indicated in the workbook and on the DVD.

Answer the assigned questions below:

Page 102 #4

4) Assume you are leading this group and during the check-in several members emphatically stated that they are not getting what they want and they are not sure that they will remain in it. What would you say?

Page 104 #2

2) How would you deal with a member’s concern about confidentiality?

Page 106 #2

2) How would you address Joel’s guilt about having taken up too much time and having disclosed too much?

Page 109 #3

3) Can you think of ways to work with Nadine so that she could get something out of the group, even though her attendance was mandatory?

Page 113 #1

1) Would you consider possible cultural messages to be relevant in exploring with Vivian her hesitation to express emotions? If so, how would you attend to that?

Page 114 #5

5) How can you facilitate Toni in establishing trust and safety? What would you say to her?

Page 116 #2

2) Assume you ask Nicole not to withdraw, yet she crosses her arms and curtly says, “I’m not going to say anything more.” How would you deal with this stance? Can you think of an intervention that might be helpful to her?

Page 118 #2

2) As a group leader, how would you react to Nicole if she told you that she wanted you to share more of yourself personally? If she tells you that she is hesitant to opening up and participating until she gets to know more about you, what would you say to her?

Page 120 #3

3) If Vivian were to tell you that she learns best by observing the process quietly, how would you respond?

Page 121 #7

7) How would you intervene if other members interpreted Galo’s quietness as meaning that he is judging them? What specifically will you say?

Page 125 #1

1) At the beginning of this session, there was a silence. Assume the silence was to continue for some time after you made an opening statement. What might you be inclined to say or do? How long would you let the silence go before you intervened? If members do not respond to the invitation to participate, what would be the next step for you?

Page 127 #3

3) If a member of your group was assuming the role of a co-leader, what direction would you pursue?

Page 131 #6

6) What would you most want to teach members about the consequences of not dealing with conflict when it arises in the group?

Page 132 #12

12) What is your greatest fear or concern as you think of yourself being the leader in this group where conflict is occurring?

Page 135 #2

2) Below are some of Galo’s statements. With each one, think of a brief response that you might make as a group leader.

1. a) “I never had a voice at home.”

2. b) “I grew up believing it was a sign of weakness to have and express feelings.”

3. c) “In my life, people don’t seem to listen to me.”

4. d) “I didn’t get my time in this session.”

5. e) “I want you leaders to call on me.”

Page 137 #4

4) Assume that you were a member in this group when this conflict initially erupted. How might you have responded? What would you need from the leaders and other members that would be helpful to you?

Page 141 #6

6) What are your thoughts about leaders needing to be bicultural in order to be effective with bicultural clients?

Page 143 #4

4) Assume that a member in your group says, “I feel very different from others in here. I’m having trouble in making a connection with anyone.” How would you respond?

Page 144 #1

1) Sometimes members form alliances with one another within a group. Describe some ways that could facilitate or impede group cohesion.

Page 146 #3

3) How aware are you in your own life of how you respond to people who speak with an accent or use words incorrectly?

Page 148 #5

5) When members say that they have been discriminated against and oppressed, what interventions will you make to prevent this from evolving into an abstract discussion about society at large? How can you facilitate a more personal interaction within the present context of the group?

Page 150 #2

2) What are some common themes that you see emerging in this group?

Page 152 #4

4) How important is it for you to understand what the group member said in his/her own primary language and why?

Page 155 #6

6) How might you deal with a group member who is insensitive in the manner in which he/she relates to other members who are different?

Page 156 #2

2) What would you respond to a member who states, “There is really nobody in this group that I can identify with.”

Page 157 #5

5) What, if any, responsibility do you have as a leader when members show evidences of racism, ethnocentricity, prejudices, and stereotypes?

Page 159 #1

1) It is common for members to want answers from group leaders. How would you respond to such requests?

Page 162 #3

3) What are some important lessons you have learned about dealing with the range of problematic situations that often occur within a group?

Page 163 #6

6) What are some skills you most need to acquire or refine for you to more effectively address the challenging situations you observed?

From Corey, G., Corey, M.S., & Haynes, R. (2006). Groups in Action: Evolution and Challenges(8th ed.).Belmont, CA: Thomson Brooks/Cole.

GC PCN520 Week 6 Group Design Part 3 Assignment

Details:

In narrative form (1,000-1,500 words) present the first two group sessions.

Assume that one participant states that he/she “is uncomfortable being with groups and really does not want to be here.” How would you as the group leader address this?

Over the next three to four sessions, challenging issues arise. Choose three issues from the following list that are realistic to your group type and describe how you would handle these situations.

1. Sexual abuse

2. Homosexuality

3. Religious preferences

4. Abortion

5. Use of illegal drugs

6. Drinking and driving

Develop a plan for how you will start the transition of ending your group.

Assume that one participant must be referred to ongoing services. Describe how you, as the counselor, will handle this referral for continued services. Will you continue with individual services, refer to another therapist, or refer to another group?

APA format is not required, but solid academic writing is expected.

You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.

Submit Group Design Part 3 to the instructor by the end of Module 6.

GC PCN520 Week 7 Group Design Final Product Assignment

Details:

Write an abstract that presents a complete, concise overview of all parts of the project.

Compile parts 1-3 together in one document. Be sure to make any corrections previously suggested by the instructor for parts 1-3.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.

Submit the assignment to the instructor by the end of Module 7.

GC PCN520 Week 8 Practice Exam

Addiction Counseling Quiz

#1. Which of the following is not true of group counseling?

#2. Which of the following is considered a psychological risk of participating in a therapeutic group?

#3. According to the ASGW’s Best Practice Guidelines, informed consent involves?

#4. Certain types of members can sap a group’s energy for productive work. These include…?

#5. If the goal of a group is the simulation of everyday life, then it is a good idea to have?

#6. Which of the following statements is not true regarding ways group members can be encouraged to get more out of their experience?

#7. When helping group members to define their personal goals, it is important to remember that?

#8. Which of the following is characteristic of a working group?

#10. The therapeutic factor in groups that involves a willingness to specify desired modifications of one’s behavior is?

GC PCN520 Week 8 Brief Personal Reflection Paper

Details:

Write a personal reflection paper (400-750 words) summarizing the following:

1. Most significant things you learned about group counseling in this course.

2. Most significant things you learned about yourself as a potential group leader.

3. Specific skills and experiences that you believe you need to develop in order to be a competent group counselor, based on your current strengths, weaknesses, and prior experience.

4. Your areas of greatest confidence and lack of confidence when you think about leading counseling groups.

5. Types of groups you might enjoy leading in your future career as a counselor.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.

#PCN 520 Group Counseling Theory and Practice

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nicolebakos-blog · 7 years