Post on 20-Apr-2023
COUNSELING GROUP FOR STUDENTS
AFFECTED BY DOMESTIC VIOLENCE
Group Proposal Paper
By
Juan Pablo Padilla
COUN 528
Yesim Saatci
Texas A&M University – Commerce
April 28, 2015
This paper will have two parts: (A) literature review on
domestic violence, and (B) 6 session plan in a school setting for
a counseling group of young children, ages six and seven years
old.`
A. Literary Review in Domestic Violence on Yong Children
Many consequences can result from children being exposed to
domestic violence. Some of those consequences are: difficulty
sleeping, performing poorly academically, behaving defiantly
toward parents and other adults, or develop somatic symptoms,
such a headaches and stomach aches. Also, they develop unhealthy
behaviors to cope with the trauma, and in adulthood, these
children may end up in trouble relationships, as abuser or victim
of abuse. There are ways to treat young students affected by
domestic violence that have worked with them. Some of them are
play therapy, sand tray therapy and filial therapy, which we will develop in
this literature review.
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Purpose of the study
To know that domestic violence is a very wide spread problem
everywhere, in every country, culture, social class, and
religion. This problem creates trauma and the need to treat it.
In this study, we will try to acknowledge some of the research in
how to treat it in an effective way, focusing in the school
setting working with a small group of first grade students.
Definition
What is domestic violence? Violence, as define by Webster’s
Dictionary, says “1 physical force used so as to injure 2
powerful force, as of a hurricane 3 harm done by violating
rights, etc. 4 a violent act or deed. The meaning of Domestic will
go the Latin, domus, house. Also, refers to enjoy family life.
Domestic or family violence can usefully be described as a
pattern of coercive behavior used to maintain control over a
partner, through a combination of physical, emotional, sexual or
financial abuse, enforced social isolation and intimidation
(Baker and Cunningham, 2004). Children are exposed to domestic
and family violence in such ways as hearing conflict in another
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room, by seeing the aftermath the next day, or seeing the impact
on a mother losing her confidence, making her preoccupied and
depressed, and reducing her capacity to manage (Calder, 2004).
The domestic violence that we will focus on this literature
review is resulting in children that witness or suffered physical
and psychological harm. It creates trauma in them and the
consequences vary according with the impact they assimilate.
Consequences of Domestic Violence
Domestic violence is a burdensome epidemic that many
children endure in secrecy (Thompson, 2011). “The nearly 15
million children who witness domestic violence each year are
innocent bystanders of the violence that disrupts their homes;
helpless to protect themselves or their loved ones from emotional
and physical harm” (p. 178). “Research reveals that exposure to
violence in the home negatively impacts emotional adjustment,
externalizing behavior, interpersonal skills, self-esteem, sense
of personal safety, and attitudes about violence” (p.179).
Domestic violence is a societal phenomenon that has
historically plagued families (Kinsworthy & Garza, 2010).
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“Children often fall victim to the dynamics of domestic violence
causing devastating effects to a broad range of their
developmental milestones. Domestic violence can leave lasting
psychological, cognitive, emotional, and physical wounds” (423).
Another consequence is homelessness. As an example of this
effect, in Australia, fifty-five per cent of women with children
who seek assistance from specialist homelessness services is to
escape from violence (Spinney, 2013, p.397).
“Living with domestic violence is related to a significant
negative effect on children’s functioning, with rates of
psychopathology being up to four times higher among children who
have lived with domestic violence than among children from non-
violent homes” (Thorton, 2014, p.91). “Children who have been
exposed to domestic violence were found to have lower IQ’s than
children from non-violent homes, contributing to lower levels of
attainment in the classroom” (p.91) “Feelings ranging from
unhappiness and anxiety to anger and confusion were evident in
the children’s data” (p.95).
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Disrupting impact that comes from domestic violence affect
the dynamics within the whole family. The perceived impacts on
children’s representations are: “a disruption to the care
available for children; reducing opportunities for communication
and collaboration in decision making; forcing divided loyalties;
disrupting routines and predictability and; reducing parents’
capacity to provide containment and security for children”
(p.95).
It is overwhelming for young children when they live with
domestic violence. “How this emotional experience can be
recognized and alleviated by professionals is of key importance”
(p.98) “It is overwhelming because “a combination of direct
trauma combined with indirect influences on the family support
system, which together leave the child with inadequate coping
strategies to effectively process their emotions” (p.99).
Treat the trauma
Research on domestic violence interventions with children
indicates the benefit of treatment early on. Child-witnesses who
participate in group counseling interventions experience a
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reduction in internalizing and externalizing behavior problems,
an increase in self-esteem, diminish feelings of self-blame, and
increased safety knowledge (Thompson & Trice-Black, 2012, p.234).
Elementary school interventions for children exposed to
domestic violence, such as small group counseling, can provide
support, assist with emotional and problem-solving skills, and
help prevent problems later in life (p.234). The school
environment offers an ideal setting in which to work with
children exposed to domestic violence, as all students have
access to school mental health resources. Domestic violence
counseling in the school setting reduce limitations of
accessibility, transportation, and scheduling that are often an
obstacle when children are in need of services (p.234).
Structured Interventions
Structured interventions refer to a variety of techniques
such as problem-solving role-plays, and the identification of
feelings and safety measures through games. Discussion can be
used to address issues related to labeling feelings, self-esteem,
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coping skills, safety planning, attitudes about violence, and
dealing with loss (Jaffe et al. 1986).
Play Therapy
There are four stages in Adlerian play therapy: (a) building
an egalitarian relationship, (b) exploring the child’s life-
style, (c) helping the child gain insight, and (d) reeducating
and/or reorienting (Garza, Kinsworthy, & Morrison Bennett, 2014,
p. 35). “Some of the skills that the therapist and the children
need to develop during the sessions are: (a) the ability to
connect, (b) feeling capable, (c) feeling that they are valued,
and (d) courage or taking risks” (pp. 39-40).
Feeling capable consists of reflections that accurately
depict each child’s ability (a) to assume responsibility, (b) to
work from a place of equality and not try to assume excessive
control over others, (c) to feel competent and (d) to reflect a
sense of self-control (p.39). Feeling the count means to feel
they are valued and significant. The courage or taking the risks
will come when the child experience hope and take chances to set
limits when needed (p.40).
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Through play therapy, counselors can enter the world of
elementary school students (Thompson & Trice-Black, 2012, p.
236). The power of play is a natural form of communication for
children to express their thoughts, feelings, and experiences.
Through symbolic representation in play, children may be able to
communicate feelings associated with traumatic life experiences,
such as domestic violence (Sweeney and Homeyer, 1999).
In play therapy, children gain emotional distance from the
anxiety-provoking past experiences by using toys to explore and
discharge hidden fears and emotional tensions related to intense
traumatic experiences (Doyle and Stoop 1999; Robinson 1999). When
children project intense feelings and emotions toward toys, they
experience control and mastery over situations in fantasy. This
empowers them rather than leaving them helpless. “During play
therapy in the group session, members may be permitted to shape
the direction of the group through play and interactions. Play
therapy can also assist with reduction in self-blame by providing
a safe venue in which to overcome feelings of shame and guild”
(Thompson & Trice-Black, p.237).
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“The permissiveness of the play therapy relationship grants
children the freedom to express their most aggressive feelings
through play” (Thompson 2011, p.180).
Thanks to play therapy, school mental health professionals
can focus on objectives related to areas of concern experienced
by young children that have suffered domestic violence trauma.
These objectives will help children’s emotional, behavioral,
social and academic development. The primary objectives could
include: (a) conflict resolution and problem solving; (b)
identification and expression of feelings; (c) reduction in self-
blame; (d) safety planning, which includes the development of
protective coping strategies and the identification and
utilization of supportive adults; (e) increased knowledge,
awareness, and attitudinal changes about the use of violence; and
(f) enhanced self concept (p.237).
Tyndall-Lind et al. (2001) found that there was a
significant decrease in negative behaviors observed in the child
participants, such as lowered depression, aggression, and
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anxiety, and there was an increase in positive attributes such as
self-esteem and internal locus of control.
Filial Therapy
This term is derived from the Latin words filius, or “son” and
filial, or “daughter,” referring to the relationship with a son or
daughter. Kinsworthy & Garza (2010) defined Filial therapy as an
intervention focusing on the child-parent relationship by
developing trust, nurturance, and understanding between the child
and parent (p.424).
Bernard and Louise Guerney first introduced filial therapy
in the 1960’s as a tool “to strengthen their relationships with
children and create a healing environment” (Sweeney 1997, p.
165). “Parent training is one of the most powerful tooks, if not
the most powerful tool, in ministering to the needs of children”
(p. 163). The primary content of the training focuses on teaching
parents to respond to their children empathically by reflecting
the emotions exhibited by their children. The skills taught in
most filial therapy models align with the CCPT (Children Center
Play Therapy) approach (Landreth and Bratton 2006).
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The filial therapist promotes a supportive environment by
modeling the relationship-building skills to the parent group.
Parents are transformed into the therapeutic agents as training
progresses with response skills needed to foster nurturing
relationships with their children. Another effect is the increase
of the parents sense of parenting efficacy and decreases overall
parenting stress (Kinsworthy & Garza, p. 424).
According to the literature, filial therapy is one of the
most efficient ways to significantly improve relationships
between parents and children, and ultimately improve the mental
health of adults and children (Bratton and Landreth 1995, Chau
and Landreth 1997; Costas and Landreth 1999; Johnson et al. 200).
“Filial therapy positively impacts parent-child relationships
and, consequently, may help break the cycle of violence in
families” (Kinsworthy & Garza, p.426).
The participant parents expressed feeling more tolerant of
themselves as parents with more realistic expectations. They
verbalized more empathy to their child’s experiences, felt a
reduced need to control their children and believed the choice
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giving skills resulted in desirable outcomes. The skills parents
learned helped them to be functional to end the cycle of violence
(p. 427).
Domestic Violence Counseling Group: Stages and Processes
Thompson (2011) directed a qualitative case study with four
young children between 6 and 7 years old witnessed domestic
violence while revealing the complex relationship between group
process and stage development in their 18-week counseling group.
The group environment for children with similar lived experiences
helps them to see that they are not alone in their struggles
coming from their trauma of domestic violence. Also, the group
environment helps them bridge the gap in their broken trust by
forming a safe and nurturing holding environment in which group
members can learn to reach out and connect with others.
“The group’s evolution through the stages was characterized
by processes that occurred between and among the members”
(p.187). The stage one was about exploration and orientation
(sessions 1-6). It took six sessions. All four children tended to
play independently, in close proximity of one another, and their
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play was exploratory in nature. Group members seemed unsure of
their roles and looked at the therapist for direction and
orientation to the group. “During session 5, members appeared to
transition from being mere acquaintances in a strange group
setting to interactive group members who engaged each other
through play and talk” (p.188).
The stage two was on testing the waters through the
negotiation of power and brief self-disclosure (sessions 7-11).
Power struggles emerged among members and feeling of frustration
and resistance were expressed towards and to the group
facilitator. Through the sessions, most conflicts between members
were expressed and worked through and the relationships between
and among members appeared strengthened. “Members further tested
the safety of their group in stage two by providing limited self-
disclosures about their experiences at home” (p.190).
Stage three was about cohesion and risk taking (sessions 10-
17), such as more in-depth self-disclosure. “During self-
disclosures about exposure to domestic violence, group members
often revealed feelings of anger, anxiety, fear, and sadness
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(p.191). Five themes were common in their disclosures: witnessing
physical violence, the use of alcohol by caregivers, calling 911,
the arrest of the perceived perpetrator, and grieving the loss of
the adult who was removed from the home. “In addition to the
increased depth of disclosures and demonstrated support for each
other, as members felt supported and accepted in the group
environment, they developed the courage to other take risks. They
practiced new behaviors such as the expression of attitudes
against violence” (p.192). Stage four of the group was about the
conclusion. Children expressed sadness and anxiety as well as
celebrations and heartfelt farewells.
The relationship between group process and stage development
in children’s counseling groups is significantly understudied,
but is similar to those in adult groups with their developmental
differences (Thompson 2011).
The structured aspect of this domestic violence group gave
the facilitator the opportunity to address important therapeutic
needs of children exposed to this trauma, because they focus on
“helping them to learn to correctly attribute blame, develop and
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utilize safety plans for when they witness violence, identify
support people to whom they can turn, identify and express
feelings, develop coping mechanisms for dealing with intense
feelings, and learn conflict resolution skills” (p.197).
Conclusion to the Literature Review
Children that have suffered domestic violence have benefited
from different kinds of therapy, which play therapy and filial
therapy are two of most effective ones. Treating kids in a group
is a very powerful instrument, helping them cope with the
consequences they experience. This form of treatment enhances
relatedness between and among children within a supportive social
system that permits mutual aid, which empowers children to be
sources of assistance to each other as well as recipients of
support (Emshoff and Jacobus 2001).
B. Six Sessions Plan for Counseling Group of Students
Considering that students that have suffered domestic
violence will need some structure interventions at the beginning
of their process using play therapy, I will start this plan of
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six sessions giving the kids the structure needed and then I will
move to a non-directive way, with a child-centered play therapy.
Selection procedure and screening techniques
First, I will do a classroom guidance lessons for all
students in first grade classes. I will facilitate the guided
lesson by reading the book “Mommy and Daddy are Fighting” which
is written from the perspective of a child who witnesses a
physical fight between her parents (Paris 1986). I can ask
questions like: what happened in the story, how the young girl
felt, how she made herself feel better, and how she stayed safe.
Children can draw a picture of their family doing something
together. I will meet with some that would like to meet with me
individually to discuss anything related to the activities
conducted during the guidance lesson. From there, I will choose
five students that can benefit from the counseling group. Then, I
will send Consent forms to their caregivers who disclosed that
they witnessed physical violence in their homes or in their
extended family, asking for permission to participate in the
counseling group. Only students with those consent forms signed
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will participate, and the others without consent signed can go
with the counselor of the school to find helpful activities and
groups for them.
Participants
I would like to have four young children between 6 and 7
year old, can be two to three boys and two to three girls. They
can be African Americans, Latin American, and Caucasians. They
will be chosen using a criterion sampling, included self-reported
exposure to physical violence that was committed by one family
member, household member, or intimate partner against another.
Child exposure to domestic violence was operationally defined as
seeing, hearing, directly experiencing, or indirectly
experiencing the aftermath of pushing, hitting, kicking, and/or
chocking between intimate partners in the home (Thompson 2011).
Structure interventions
Thompson (2011) structure exercises using the first 10
minutes of the first sessions establishing group norms around
discussing issues of domestic violence. The aim of the various
structured activities include: (a) conflict resolution and
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problem solving; (b) identification and expression of feelings;
(c) safety planning, which include the development of protective
coping strategies to best function in a home where violence
occurs and the identification and utilization of supportive
adults; (d) reduction in self-blame; and (e) attitudinal changes
about the use of violence. Structure exercises include a variety
of interventions such as role-plays, relaxation activities, games
and stories, and art projects. The structure activities can be
facilitated at a small round table on the side of the room
opposite from the toys. After the session, members will be
encouraged to play with the toys freely. “Once members began to
assume responsibility for the direction of the group, structured
exercises were replaced with child-centered play therapy” (p.
184). Sessions will last 40 minutes. The first 20 minutes, I will
facilitate the structure activity and the last 20 minutes members
will have their child-centered play therapy.
First Session: Connecting and Creating a Safe Environment
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Objective: children will share how they feel when violence
happens in their homes.
Reasoning for the activity: what brought children to this group
was their common experience of suffering for domestic violence in
their homes. They will start connecting with this theme through
this activity and will connect much during their process in their
counseling group.
Materials: book: A Family That Fights (Bernstein 1991). White
boards and dry markers with dry erasers.
Procedure:
1. First, facilitator will invite children to introduce to each
other and share something they like from their school, like
their favorite subject or activity.
2. Facilitator will read the book, “A Family That Fights.”
After reading the book by Chesler Bernstein, therapist will
ask the students about the characters, explore possible
feelings expressed or experienced by characters. How these
feelings relate to you? There is something similar in your
home? How do you feel when something like that happen in you
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house? Facilitator will allow kids to express as much as
they want.
3. Using white boards and dry markers and erasers, children
will draw pictures of personal experiences related to those
of the characters.
4. Facilitator will allow members to share as much they want to
do their pictures.
Review of the first session
Facilitator will point the importance of having the
opportunity of the group to support each other and being able to
share on their experiences of domestic violence. Facilitator will
ask kids of things they liked from this first session. Also,
facilitator will encourage them in keeping confidentiality of
things they have shared in the group. This group is going to be
“their” group. Every decision that they make will benefit or not
benefit the success of the group and the environment that we can
create.
Second Session: Safety Planning
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Objective: students will need to know how to network with
supportive adults when violence occurs in their homes.
Reasoning of the activity: kids need to know where to stay when
violence happens in their homes and how to call 911 and other
supportive adults.
Procedure:
1. Facilitator will ask what they do now during adult fighting
(many will say they try to stop it. I will address that).
2. Facilitator will discuss with students safe places at home
where they can go and stay. Also, they will need to see how
to dial 911 and know how to give the address and other
important information to the “supportive” adults in case of
a crisis.
3. Facilitator will insist in the importance of practice
several times until kids feel more comfortable.
4. Facilitator will allow children to express their feelings of
knowing what to do and where to go in difficult moments.
Review of the second session:
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Facilitator will ask children to express their thinking and
feeling on the question of what did they learn out of this
session. It is crucial for their survival to know what to do when
situations of violence happen in their homes. If facilitator
notes that a kid is not really sure of knowing what to do and
needs more training, can ask him to have an individual session to
train him until feels confortable.
Third Session: Reduction of Self-blame
Objective: students will stop their self-blame for other’s
actions by accepting their own feelings.
Reasoning for this activity: we cannot take responsibility of
actions that are not ours. Children that suffer domestic violence
have the tendency of self-blaming.
Materials: two white papers with the copy of the Feelings Wheel.
Procedure:
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1. Facilitator will invite the members to move their faces and
explain what makes them to feel sad, mad, scared or happy in
that very moment.
2. Facilitator will try to promote them to talk as much they
want to do it. Facilitator will explain to them that we are
sad sometimes because they can blame themselves and that is
something they should stop. We cannot take responsibilities
that are beyond our own decisions. We need to understand
that grown ups need to take the consequences of their own
actions, and sometimes they hurt us more than what they are
aware of.
Review of the third session
Facilitator will ask children what did they learn in the
session. Students will express how feelings are connected to
decisions made by others and themselves. When kids are in
domestic violence environment experience a wide variety of
feelings that go from being scare to anxiety and anger. What
students need to stop is when they self-blame for the violence
they suffer.
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Fourth Session: Expression of Feelings
Objective: children will identify different feelings and their
cause.
Reasoning for the activity: kids under the constant threatening
of domestic violence experience different feelings: sad, mad,
scare, anger, etc.
Materials: One set of Feeling Masks for the group cut from 9” x
12” tagboard-weight paper into circles.
Construction: Put on facial features and staple or glue each mask
to a ruler, pencil or skewer.
Procedure:
1. Facilitator will use the masks for various purposes in
Concept Circles:
Role-play: In turn, students choose one of the
masks, place it in front of their face, and act out
a time when they felt that way.
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Individual mask: Use a different mask for each
circle. In turn, students place the mask in front of
them and describe a time when they felt that way.
2. Facilitator will help children connect with their
experiences on domestic violence and invite children to
verbally express as much as they want their feelings of
sadness, scare, and madness.
Review of the fourth session
Kids already know how feelings are connected to decisions
people make. Facilitator will ask children on the importance of
expressing emotions as a way to release those feelings and start
a healing process. If facilitator notes a kid having difficulty
in verbally expressing his feelings should be attentive to their
play therapy and see if there can express much more. Eventually,
they will do it, but in case the student have trouble, he can
make arrangements for individual therapy.
Session Five: Managing Anger
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Objective: children will be able to identify sources of anger and
ways to control anger.
Reasoning for the activity: domestic violence is directly
connected with anger management. Grown ups need to know how to
manage their anger as well as teenagers and young children.
Materials: Play-Doh or modeling clay for each child
Procedure:
1. Give each student a blob of Play-Doh or modeling clay.
Ask them to think of something that causes them to feel
angry. Ask them to make a “Mad Monster” out their clay that
represents their mad feelings or actions.
2. Have members share what they have made. Invite them to
share what causes them to be angry and what do they do to
express their anger.
3. Discuss how all people have “Mad Monsters” in their
lives. Emphasize that “Mad Monsters” grow and grow if we do
not keep them in control.
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4. Have students reshape their monsters into something they
could do when they are angry. Give examples such as a jump a
rope, a musical instrument, a crayon, a mouth to talk it
out, or ten pieces of the clay to represent counting to ten.
5. Allow children time to share what they did with their
clay.
6. Discuss ways to deal with anger such a scribbling on
paper, writing down what you are mad at, or sharpening a
pencil. Another way to control anger is the “Turtle
Technique.” When a person feels his anger getting out of
control, he can act like a turtle and “pull in” –take time
to think. Then when he or she is in control, he or she can
come out and deal with the situation.
Review of the fifth session
Facilitator will ask students what things they have learned
from this session. Managing anger is a challenge, but is
something we all need to do. The hope is that people who are not
managing well their anger receive help and find a better way to
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deal with it. Facilitator will invite students to try what they
have learned today starting today.
Sixth Session: Expression of Fear and Anxiety Through Sand Play
Objective: children will express their emotions using sand play.
Reasoning for the activity: Fear and anxiety are two strong
feelings that children experience when they are under domestic
violence. Sand play is a powerful tool of expression of these
feelings in a therapeutic way.
Materials: Trays with sand and toys of people and animals.
Procedure:
1. Facilitator will invite children to draw anything that
represent them and their families in their trays with sand.
2. Allow children to express what they wanted to represent.
Facilitator will ask questions to them and invite the other
children ask each other questions on their representations.
3. Facilitator will point out connections with their emotions
of fear and anxiety related with domestic violence.
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Review of the Sixth Session
Facilitator will ask about kids learning in this session.
What things did you find out about yourself and your family
through sand tray activity? Facilitator will allow kids to answer
the question and express their learning. They also can say
something they learned from the others’ sand tray. Sometimes we
don’t know how to express our feelings, but through activities as
the one we had today, we can express those feelings of anxiety
and fear.
Conclusion of these six sessions
This six structure sessions will help the counseling group of
young children start their process. The idea is that students
will go to student-center play therapy, where they can freely
express their feelings through play and help them
therapeutically.
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