宇聯心理健康志業群

by Irene Chiang

[Abstract]
With the ever-increasing and rapid changes on the job market, there are more challenges for college graduates now than before. As they strive to meet various requirements, frustration and anxiety may occur. The purpose of this proposal is to provide a foundation for organizing and leading a small support group of college students to help them plan their future career. Objectives and expected outcomes of the group, methods of marketing, screening and selection of group members and leader, structure and ground rules of the group, and processes for each session will also be discussed. Finally, this proposal will provide personal reflections and conclusions regarding group planning and organization, group efficacy, and changes on points of view about group work.

PROPOSAL FOR PLANNING AND ORGANIZING A SMALL JOB SUPPORT GROUP

I. Introduction and Type of Group
Since the regulations on establishing institutions for higher education have been amended few years ago in Taiwan, there has been an increasing number of public and private higher education establishment nation-wide. While young adults enjoy more choices and easier access to higher education, they may discover that launching into the job market is not as easy as getting admitted into a college.

Competitions on the job market have increased tremendously in recent years because the increase on vocational opportunities does not go hand-in-hand with the increase on educational choices. In additions, many local corporations have moved a large portion of their operations to China, and reduced the number of employees in Taiwan. Therefore, there are more challenges ahead for college graduates, and they need to have better qualifications to apply for jobs than before. For many, these have raised their level of concern and even anxiety.

According to experts, an increasing number of people are having psychological problems in coping with rapid changes on the job market accompanied by a high stress level and fear (Liberty Times, 2005). More and more college students worry about their “life after school,” and they need proper assistance and resources on planning their career path. A job support group can help college students obtain information and support on goal setting, self-evaluation, and job preparation. Members of this group will be undergraduate and graduate students in their senior years planning to launch into the job market after graduation (as oppose to getting into a graduate or doctoral program). This will be a mixed-gender group.

II. Rationale
Career guidance, as to my knowledge, has not been a common practice in institutions for higher education in Taiwan. Although the concept of “job fair” is gaining its popularity in recent years, few local colleges and universities have established on-campus career centers to help students plan their future career on a regular basis. Therefore, students frequently need to rely on self-help or resources outside of the school to seek vocational guidance and support. The staff at the counseling center in Marinetime College in Taipei, Taiwan, was aware of this situation some time ago, and some of them have been thinking about forming a career support group for their college student members.

According to Schwartz and Ward (1986), the group format seemed to be highly appropriate for helping college students address issues about becoming emotional and financial independent. In a group setting, the sense of universality is particularly helpful for group members because they know that they are not alone. Moreover, actual environmental resources such as job hunting strategies are shared in the group, and thus providing a valuable modeling effect and engendered hope for many group members.

In addition to help college students separate from their family and become more independent, psychoeducational or support groups may also help them build up their career awareness and become more decisive on career choice. Moreover, job support groups for college students can help them launch into the job market more easily, find a appropriate fit between their skills and market demand, and obtain information on helpful resources, personal asset evaluation, goal setting, résumé writing, and interview preparation (Gladding, 2003).

According to local statistics, there were 280 thousand college graduates entered the job market, but only 150 thousand jobs were available for them; only half of them did not require prior professional experiences, making it more and more difficult for college graduates to get a job. Nowadays, the unemployment rate for young adult from 16-24 years old is 12.5%, double the average overall unemployment rate (Tang, 2004). Therefore, it becomes even more important for college graduates to equip with career finding techniques and interpersonal skills in order to have a good start on the job market.

III. Objectives and Outcomes
A. The group will accomplish on helping its members be aware of the current job market and career resources they can utilize, and establish a clear self-concept based on individual experiences, strengths, and weaknesses. In additions, group members will explore how they have made their academic decision, and how this relates to their career choice. Group members will gain access to various career resources provided by the leader and fellow members, and learn from those who have actually went through the job search process and landed on a job. Moreover, group members will learn ways to enhance their interpersonal skills, acquire job search tips, practice on résumé writing, and conduct themselves in interviews by role-play.

B. Procedures necessary to accomplish the objectives are introductions, a discussion of group rules such as attendance and smoking, sharing of the leader’s and members’ expectations and goals for the group, and open discussions on weekly topics. There will be group exercises to enhance writing and interpersonal skills in most sessions, and there will also be homework assignments for each session. In the last session, the entire group will discuss how they can implement the skills they have learned in actual job interviews, and they also have the opportunity to provide feedback on the group experience.

C. A postgroup evaluation form will be distribute to group members in the last session for them to fill out and return to the leader. In doing so, the leader and the sponsoring organization will be able to know whether the group has accomplished it stated objectives after group members complete the program. The group leader will also conduct informal follow-up to see how group members progress on their job search in the real world. In additions, a virtual support group will be formed within the sponsoring organization’s website after the program terminates, so the leader and group members can keep in touch with one another. For the members, they can also exchange information and discuss how they have accomplished the group’s stated objectives in this virtual support group.

D. Individual behaviors that will contribute to group actions and the group’s achieving its objectives are willingness to show support and empathy verbally or non-verbally, sharing personal thoughts and experiences, paying attention and not interrupting when the leader or other members speak, completing homework for each session, following the ground rules, keeping confidentiality, exchanging information on new career resources, and positive thinking.

IV. Marketing or Recruiting
The group will be advertised on the school’s outdoor bulletin boards and counseling center webpage. Flyers and registration forms will be distributed to junior and senior classes.

V. Screening and Selection of Group Members
A. Students in their junior or senior years who plan to enter the job market right after graduation are encouraged to be in the group. For those who plan to pursue further education, there may not be a match between their needs and what the group can actually offer. Those who are willing to acquire new knowledge and skills on career development, participate in group interaction, are open to feedback from the leader and fellow members, and put what they have learned into practice will be benefited from this groups. Desired member traits include openness, non-judgmental attitude, responsiveness, optimism, caring, empathy, and cooperation.

B. There will be 8 to 12 people in the group, and new people will be allowed to join the group once it has started.

C. Those who are interested in participating in this group will be scheduled to attend a half-an-hour pre-group interview with the leader. The leader will clarify expectations about the group, and ask questions such as the potential member’s academic major, current academic standing, career concerns, specific needs, and expectation on this group to “assess current functioning and needs for assistance” (Downing & Walker, 1987, p. 441). Then, the leader will determine whether each potential member’s needs and expectations meet what the group can truly provide (Downing & Walker, 1987). The rationale for using these particular procedures is that they serve as the principles for the leader to choose proper group members. For those who are interested in joining this group, these procedures help them to determine whether this group is right for them.

VI. Selection of Group Leader(s)
A. In addition to educational background, the group leader must have former experiences on organizing and leading groups. Preferred personalities for the leader are openness, self-confidence, sociability, energetic, responsible, adaptability, alertness, non-defensiveness, courage, goodwill and caring, willingness to seek new experiences, self-awareness, humor, and inventiveness (Gladding, 2003). Next, a democratic group leader is preferred for this type of group, and the leader should be able to utilize core mechanisms of group leadership, including emotional stimulation, meaning attribution, caring, and executive function (Gladding, 2003) to facilitate this group.

B. The desired educational degree for group leader will be a Master’s degree in Counseling, Psychology, or Social Work, preferable with National Board Certification for Counselors. Also preferable is any professional experience or special training related to career guidance.

C. In addition to theories on human development, the leader should also have knowledge on various career development theories. Desired skills are active listening, reflecting, clarifying, summarizing, facilitating, empathizing, interpreting, questioning, linking, supporting, goal-setting, self-disclosure, confronting, blocking, diagnosing, reality-testing, modeling, creativity, initiating, giving feedback, and termination (Corey, Corey, & Haynes, 2000; Gladding, 2003). Next, desired techniques for the group leaders are boundarying, vectoring, contextualizing, and subgrouping (McCluskey, 2002).

VII. Location, Time, and Duration
A. The group will meet in a self-contained classroom on campus.
B. The group will meet once a week for 6 weeks.
C. Each meeting will last for 1.5 hours.

VIII. Structure and Ground Rules
A. There will be a pre-group meeting after group members have been screened and selected. This is an orientation session where the leader will be able to provide detailed information about the group to help group members think about whether this group is suitable for them. Issues such as informed consent, confidentiality, and the revealing of personal information will also be discussed during the pre-group meeting. This meeting also serves as an opportunity for the members to get to know one another and the leader, and decide if they want to participate in this group experience (Corey, Corey, & Haynes, 2000).

B. The leader will generally use a circle format to structure the group to obtain optimal group structure and interaction, because all members will be able to access to one another directly (Gladding, 2003). Dry eraser board and markers are necessary in each session, and table(s) will be used in some sessions. This will also be an open group that allows new members to participate, but only in the first two sessions (individual pre-group meeting will be arranged if possible). As group members, these students are required to attend at least ¾ of all sessions, keep confidentiality, provide feedback, and complete homework assignments. Next, the leader will block behaviors such as criticism, personal attack, interruption, aggression, domination and recognition seeking. Smoking and alcohol consumption are strictly prohibited in the group process. Violations on the ground rules may result in leaving the group before its termination.

C. Issues regarding confidentiality, blocking improper and harmful behaviors, smoking, and alcohol consumption are totally determined by the group organizer. However, since confidentiality is difficult to enforce, the leaders and members should discuss possible ways that confidentiality might be violated at the beginning of the group (Gladding, 2003). Other issues such as when and how to provide feedback, group interaction, and homework assignment are open to discussion among the leader and group members.

IX. Group Sessions
The followings are the format and processes for each session:

[Session 1 – Where Do I Start?]
Objectives
Provide information on finding and using career resources.

Concepts and skills to be learned
Group members will learn how to use the following methods to conduct their job search:
1. Local resources – newspaper, career magazine, campus posting, career center
2. Online resources – how to effectively conduct an online job search

Introduction of session
1. Self introduction – group leader and members get to know one another and share information on family background, school, academic major, interests and hobbies, future plan(s), and so on.
2. Group introduction – the leader introduce each session and briefly explain the objectives of each session.
3. Discussion of group rules – the leader introduces rules regarding when and how to provide feedback, proper behavior, group exercise and interaction, and homework assignment.

Interventions
1. Presentation – the leader will inform and present particular kinds of newspaper, magazines, and websites they should look into when they are looking for a job. In additions, the leader will also remind the members to frequently pay attention to job postings on campus, and encourage them to go to career center in their schools to seek guidance. Because not all local colleges and universities have career centers, out-of-campus resources will also be introduced.
2. Exercise: “help-wanted collage” – the members will be divided into 3 to 4 small groups, depending on the size of the entire group. Each group will select newspaper and magazines provided by the leader in order to find help-wanted ads with position(s) they are interested or qualified for, and cut down those ads to make a collage in a 20-minute time frame. When the time is up, each small group will take terms presenting their collage.

Ice-breaking techniques
After the self-introduction, the leader will ask the members to find things in common between each other or among one another. For example, if there are two members studying at the same school or with the same major, this counts for one of the things in common (Hint: one thing in common for all is that they all want to look for a job). The leader will write down those common points on the dry eraser board.

Instructions for Implementation
1. When introducing career resources, avoid telling the members all of the available resources at once. Instead, encourage them to come up with their ideas and share with the entire group for discussion.
2. Make sure enough scissors, glues, cardboards are available for the group exercise; tables are needed.

Homework
Each member has to find at least 2 help-wanted ads with position(s) s/he is interested in from any resources, and bring those ads to the next session.

[Session 2 – Self-Exploration]
Objectives
Provide an assessment tool for the members to promote a better understanding about themselves.

Concepts and skills to be learned
Gather further information about one’s personality and characteristics in order to establish a distinctive self-concept.

Introduction of session
The leader explains the nature and purpose of Myers-Briggs Type Indicator (MBTI) Assessment. By taking this assessment, the members will have a better idea on their personality and characteristics, and such information will be a helpful reference for them to set career goals that they can plan upon.

Interventions
Myers-Briggs Type Indicator (MBTI) Assessment will be administered in this session.

Ice-breaking techniques
After the members get their own assessment results, the leader will check out which personality types are among the members, and pair up those who with the same type if any. Then, ask volunteers to describe their own type and explore if they have what it takes to do the job(s) they are interested in (based on the homework from previous session).

Instructions for Implementation
1. This session will begin with a regular classroom format (rows of table/seat). Have the group come to the circle format after they have completed MBTI.
2. When group members describe their own type, inquire on their reaction toward the results, and how they are similar to or differ from their actual characteristics.

Homework
Complete “session worksheet” and bring it to the next session (see appendices).

[Session 3 – The Right Direction]
Objectives
Help the members formulate accurate self-concept and clarify personal value systems, as well as discover strengths and weakness as the foundation for job search.

Concepts and skills to be learned
1. Definition of the “right job” – job title, monetary rewards, or personal values?
2. Identification of skills, strengths, and personal values
3. Decision-making skills

Introduction of session
Begin this session by asking volunteers to share what they have written on their session worksheet and share/discuss among all members. Then, explain to the group that they will learn how to integrate their MBTI results, personal values and strengths, skills, and extracurricular experiences in order to find jobs that match the aforementioned aspects.

Interventions
1. Presentation –present and distribute a copy of the work values sheet (Liberty University, 2005) to each member. Procedures are listed under “Ice-breaking techniques.” Procedures are listed under “Exercise.”
2. Exercise: “value card sort” – give each member a copy of the work values sheet with 15 values listed on the sheet. Each member will need to tear down each value block, spend some time to think about those values, and keep only 5 values that are of personal importance. Then, they will arrange the top 5 values in the order of importance.

Ice-breaking techniques
Find out the common values among the group from the results of the value card sort exercise and discuss those values.

Instructions for Implementation
1. Collect “session worksheet” from the members before introducing today’s topic.
2. Have the member reflect and response on how their common values relate to family background, personal beliefs, current market trends, and social situations.

Homework
A journal describing who can provide help for the individual’s job search

[Session 4 – Networking]
Objectives
Teach the group how to establish personal network as a source of finding career opportunities.

Concepts and skills to be learned
1. The concept of “hidden job market” – positions that are not publicly advertised.
2. Tapping into hidden job market by networking – friends as resources for possible career opportunities
3. Building personal network

Introduction of session
Begin with an introduction on the hidden job market that “over 80% of available jobs are never publicly advertised” (Minnesota WorkForce Center, 2005), and emphasize the importance of networking on job search.

Interventions
1. Presentation – present and distribute a copy of Tap the Hidden Job Market (Niznik, 1997) to each member. Procedures are listed under “Ice-breaking techniques.”
2. Exercise: “brainstorming” – have the entire group discuss ways of networking, and people (friends, alumni, relatives, church members, etc.) to be included in the personal network based on what they have written on the homework journal. The leader will list points discussed on the dry eraser board.

Ice-breaking techniques
Give each member a copy of an article about the hidden job market. Have each member take terms reading out through all the paragraphs of the article, and then proceed to group discussion.

Instructions for Implementation
1. Collect “session worksheet” from the members before introducing today’s topic.
2. Do the article reading before brainstorming exercise.

Homework
Draft a personal résumé and bring it to the next session.

[Session 5 – Résumé Workshop]
Objectives
Teach the group how to write an effective résumé.

Concepts and skills to be learned
Résumé writing skills – structure, content, and wording

Introduction of session
Start this session with a general introduction of the format and content of a résumé, and the importance of a résumé in the job search process.

Interventions
1. Presentation – present and distribute 2 handouts - a sample résumé with bubble notes (Career Center, Liberty University, 2005) as reminders, and a list of action verbs (Career Center, Liberty University, 2002) that can be used on a résumé – to the members. Lead the group to read through the handout and discuss.
2. Exercise – after the presentation and discussion, have each member modify their individual résumé draft based on what they have learned from the handouts.

Ice-breaking techniques
During the exercise, ask volunteers to present their résumé draft and have the entire group comment on, provide feedback, and make suggestions on how to improve the résumé.

Instructions for Implementation
This session will begin with a regular classroom format (rows of table/seat). Have the group come to the circle format after they have completed the exercise.

Homework
Complete personal résumé

[Session 6 – The Interviewing Tactic]
Objectives
Teach the group interview preparation tips and interview skills.

Concepts and skills to be learned
1. The importance of homework (research) for interview preparation
2. Interview – elements and strategies
3. What to do and what not to do during an interview.

Introduction of session
Start this session with a general introduction of how to conduct a research and how to prepare for a job interview. Then, explain the elements of the interview and the necessary skills for a successful interview.

Interventions
1. Presentation – present and distribute a copy of Information for jobseekers – interview skills (Employment Line, 2004) to each member.
2. Exercise: “role-play” – provide the group the opportunities to practice interviewing. Procedures are listed under “Ice-breaking techniques.”

Ice-breaking techniques
First, the leader role-plays the interviewer, and asks for a volunteer to role-play the interviewee. After the first round of practice finishes, the interviewee becomes the interviewer, and s/he is to choose another member to be the interviewee. Repeated for 2 to 4 times (as time permits) and then proceed to group discussion.

Instructions for Implementation
When discussing what to do and what not to do during an interview, encourage the members to come up with their ideas and share with the entire group for discussion.

Homework
A postgroup evaluation form will be distributed for the members to fill out and return to the leader before they leave (see appendices).

X. Reflections and Conclusions
A. From planning and organizing a small group, I have learned that clarity of group purpose is crucial for conducting a group successfully. If the organizer does not have any agenda in mind, such a group will become a group without any direction and common goals. Therefore, group members will lose their interests on participation, and possibly drop out of the group process before its termination. Next, group setting is also an important factor. Any space that is too hot, too cold, noisy, untidy, or not contained will not promote positive group functioning. Moreover, the size of a group does matter on group dynamics. Originally, I have planned this group to be consisted of 10 to 15 people, but after careful consideration, I reduce the size to 8 to 12 people because an increase on the size of a group produce a decrease on group cohesion and member satisfaction (Gladding, 2003).

One concern I have in mind is that in many local educational institutions, people tend to allow additional members even when the group has reached its maximum number of participants. When my counseling teacher in Taiwan planned and organized a personal growth workshop as a regular course in a community university, he set clear rules on group goals, member qualifications, prerequisites, and the size of the group. However, when he actually conducted the group, the registrar kept on allowing additional people to join the group even when the group size has reached its maximum. My teacher then expressed his concerns and explained the reasons for regulating group size, but the school personnel did not seem to understand such importance. When the group organizer and leader do not have the final say on critical issues such as group size, it is difficult and frustrated for them to ensure positive outcomes and confidentiality.

B. It is important that we do not impose our own values upon other group members when we provide feedback. Neither should we be judgmental and criticize other people’s moral standards or how they deal with issues. Feedback is essential, but we should be careful not to turn our responses into instructions on dealing with issues. Next, being empathetic verbally and non-verbally is also crucial for participating in a group process, and the willingness to disclose personal feelings and issues promotes the establishment of safety and trust among group members. It is possible that we have not experienced what our fellow members have gone through, but if we can relate to those issues one way or another, this will help promote positive group interaction. Moreover, when there is a situation or an issue that causes discomfort, it is better to express this honestly in the group, rather than hiding this feeling inside. The higher the level of honesty, and less possible misunderstanding and mistrust will occur.

C. Proper self-disclosure is the first thing I have learned regarding leading a group. The group leader’s self-disclosure serves as a model for member behavior, and the initial step on establishing a secured atmosphere. If the leader is not willing to perform proper self-disclosure, group members will sense that and they too will not be willing to share personal thoughts. Next, a group leader is the catalyst for member interaction, and sometimes the leader needs to use creativity and sense of humor to promote positive interaction among group members. Moreover, the leader should be aware of non-verbal clues in addition to verbal expressions of group members to detect any underlying emotions or reactions. Finally, although I feel myself doing better on a one-on-one basis, and it is not my nature to confront or interrupt others, confrontation and blocking are essential skills for the group leader to stimulate member response, keep the group focused, and prevent negative outcomes.

D. For me, one of the major findings in the process of planning and organizing a small group is that the group setting is truly a place to help people obtain universality, so they do not feel that they are the only person being stuck in their issues. Secondly, the empathy and support people receive from the group often surpasses what they have originally expected, and this is also where people get understood and connected. Thirdly, I used to think that having a group is getting people together to discuss issues and solve problems, and after that, we go home, solve our problems, and that is basically it. Now, I have realized that planning and organizing a small group is actually creating a small community to help people obtain or improve their interpersonal skills, and if the group process goes well, it is possible that group members keep in touch with one another after the group terminates.

[References]
Career Center, Liberty University (2002). Sample verb list. Retrieved August 20, 2005 from http://www.liberty.edu/media/pdf/1103_Updated_Action_Verb_List_2002.pdf

Career Center, Liberty University (2005). Sample résumé with comments. Retrieved August 20, 2005 from http://www.liberty.edu/media/pdf/1103_Resume_with_bubble_notes.pdf

Corey, G., Corey, M. S., & Haynes, R. (2000). Evolution of a group. Pacific Grove, CA: Brooks/Cole.

Downing, N. & Walker, M. E. (1987). A psyeducational group for adult children of alcoholics. Journal of Counseling and Development, 65, 440-442.

Employment Line. (2004). Information for jobseekers – interview skills. In Royal National Institute of the Blind. Retrieved June 23, 2005 from
http://www.rnib.org.uk/xpedio/groups/public/documents/PublicWebsite/public_jsinter.hcsp

Gladding, S. T. (2003). Group work: A counseling specialty (4th ed.). Upper Saddle River, NJ: Prentice Hall.

Liberty Times (March 19, 2005). Fear and stress on the job. Retrieved June 15, 2005 from http://www.libertytimes.com.tw/2005/new/mar/19/today-int6.htm

Liberty University (2005). Work values card sort: Career intervention for Adolescents. Retrieved August 8, 2005 from http://bb6.liberty.edu/@@cf3f90255d309b90254c1afcb906b3c7/courses/1/COUN522_302_01_200520/content/_356038_1/Work_Values_Card_Sort.doc

McCluskey, U. (2002). The dynamics of attachment and systems-centered group psychotherapy. Group Dynamics: Theory, Research, and Practice, 6, 131-142.

Minnesota WorkForce Center. (2005). Workshops & tutorials. In Minnesota WorkForce Center - Hennepin South. Retrieved June 23, 2005 from
http://www.mnworkforcecenter.org/hennepinsouth/workshopstutorials.htm

Niznik, J. S. (1997). Tap the hidden job market. In About.com. Retrieved June 30, 2005 from
http://jobsearchtech.about.com/library/weekly/aa090897.htm

Schwartz, K. M. & Ward, M. (1986). Leaving home: A semistructured group experience. Journal of Counseling and Development, 65, 107.

Tang, C. Y. (2003). How to win in the job market with a Bachelor’s degree? In College Youth Web Magazine. Retrieved July 30, 2005 from http://tx.im.shu.edu.tw/GCot03/a_shu/a030102s.htm

[Appendices]
Appendix A
Group Exercises & Icebreakers

Session 1
Exercise: “help-wanted collage” – each small group have to look into newspaper and magazines for find help-wanted ads with position(s) they are interested or qualified for, and cut down those ads to make a collage in a 20-minute time frame. Presentation from each small group follows.
Icebreaker: the members have to find things in common between each other or among one another, and the leader will list those common points on the dry eraser board. This icebreaker will create a sense of universality for the group in the initial stage of group process.

Session 2
Icebreaker: the leader will help the group find out which personality types are among them. The members will be encouraged to describe their own type and explore if they have what it takes to qualify the jobs they are looking for.

Session 3
Exercise: “value card sort” – each member will receive a copy of the value sheet. Each member will need to tear down each value block, spend some time to think about those values, keep only 5 values that are of personal importance, and arrange the top 5 values in the order of importance.
Icebreaker: the leader will help the group find out common values among them based on the results of the value card sort, and discuss those values.

Session 4
Exercise: “brainstorming” – the group will discuss ways of networking, and people to be included in the personal network based on the homework journal, and the leader will list points discussed on the dry eraser board.
Icebreaker: each member will receive a copy of Tap the Hidden Job Market, take terms reading out through all the paragraphs of the article, and discuss among the group.

Session 5
Exercise – each member will modify her or his résumé draft and use the handouts as references.
Icebreaker: during the exercise, the members will be encouraged to present their résumé draft and have the entire group comment on, provide feedback, and make suggestions for improvement.

Session 6
Exercise: “role-play” – the leader and the member will role-play in several mock interviews to practice interview skills.
Icebreaker: the leader will first role-play the interviewer, and asks for a volunteer to be the interviewee. After the pair finishes practice, the interviewee becomes the interviewer, and s/he will choose another member to be the interviewee. Repeated for several rounds and proceed to group discussion.

Appendix B
Homework exercises
[Session Worksheet]

What did we talk about last session that was important? What did you learn?

Did anything related to job search happen this week that is important to discuss?

What other homework did you do? What did you learn?