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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