In cases where divorce occurred in highly dysfunctional families, many students in group counseling experienced a decrease in the antisocial behavior associated with such a destructive marriage (Strohschein, 2005). It is in and through the enhanced group sharing that occurs in group counseling that such positive impacts can be recognized; students have the opportunity to compare and contrast each (Greenberg, 2003). other’s experiences Farndale, Burton-Smith and Montgomery (2003) explore the topic of anxiety in children of divorce—specifically anxiety connected to peer attachment. They found that low peer acceptance was the strongest predictor of general anxiety in children. They also found that peer attachment was not influenced as much by parental divorce/separation status as it is by gender; girls had a better quality of attachment to peers than did boys. Meanwhile, a group of Norwegian academics found that long-term effects of divorce on symptoms of anxiety and depression, in general, were stronger among girls than among boys (Storksen, Roysamb, Holmen & Tambs, 2006). So, since peer attachment is directly related to group counseling (giving them greater facility with developing peer attachment skills), coed groups for children of divorce have high potential for effectiveness. Group counseling meets the needs of both boys and girls from slightly different, but equally important, perspectives. In most circumstance divorce occurs between a man and woman; coed groups that address gender-related issues have the potential to offer high levels of experiential learning about their gender roles and the complex parent’s socialized dynamics between genders in our society. Finally, some reasons groups work well are a bit more straightforward. Youth tend to enjoy themselves in groups more than they do by themselves and groups are found to provide youth with a sense of belonging and fun (Greenberg, 2003). For many students, the sense of universality in groups is the main reason they show up at school; within the context of groups they are less inclined to believe that no one else shares their problems (Greenburg, 2003). The need to belong is so fundamental to
In cases where divorce occurred in highly dysfunctional families, many students in group counseling experienced a decrease in the antisocial behavior associated with such a destructive marriage (Strohschein, 2005). It is in and through the enhanced group sharing that occurs in group counseling that such positive impacts can be recognized; students have the opportunity to compare and contrast each other’s experiences (Greenberg, 2003). Farndale, Burton-Smith and Montgomery (2003) explore the topic of anxiety in children of divorce—specifically anxiety connected to peer attachment. They found that low peer acceptance was the strongest predictor of general anxiety in children. They also found that peer attachment was not influenced as much by parental divorce/separation status as it is by gender; girls had a better quality of attachment to peers than did boys. Meanwhile, a group of Norwegian academics found that long-term effects of divorce on symptoms of anxiety and depression, in general, were stronger among girls than among boys (Storksen, Roysamb, Holmen & Tambs, 2006). So, since peer attachment is directly related to group counseling (giving them greater facility with developing peer attachment skills), coed groups for children of divorce have high potential for effectiveness. Group counseling meets the needs of both boys and girls from slightly different, but equally important, perspectives. In most circumstance divorce occurs between a man and woman; coed groups that address gender-related issues have the potential to offer high levels of experiential learning about their parent’s socialized gender roles and the complex dynamics between genders in our society. Finally, some reasons groups work well are a bit more straightforward. Youth tend to enjoy themselves in groups more than they do by themselves and groups are found to provide youth with a sense of belonging and fun (Greenberg, 2003). For many students, the sense of universality in groups is the main reason they show up at school; within the context of groups they are less inclined to believe that no one else shares their problems (Greenburg, 2003). The need to belong is so fundamental to
GroupCounselingforChildrenofDivorceandSeparation.docx