Running head: GROUP PROPOSAL

Change, Adjustment, and Integration Group Counseling for International Students Proposal Abiola Stella Oloyede Georgia Southern University Coun 7334A: Group Dynamics April 23, 2013

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Rationale International students represent a culturally heterogeneous group that significantly contributes to the growing diversity of U.S. colleges and universities. During the 20082009 academic year, there were 671,616 international students enrolled in U.S. institutions of higher education. These students represented more than 180 countries of origin, bringing together a wide array of ethnic heritages, linguistic backgrounds, and cultural worldviews (Institute of International Education [IIE], 2010), (Yakunina, Weigold, & McCarthy, 2011, p.67). Furthermore, The Institute of International Education reported that the amount of international students in United States colleges and universities has grown a steady 2.6% each year from 1948 to 2012 (2012). My proposed group is Change, Adjustment, and Integration Group Counseling for International Students. A twelve-week group, this proposal is based on my personal belief in the need of counseling for international students at United States colleges and universities. International students are mandated to take ESL/EFL classes and learn English as their second/foreign language. These classes are put in place to assist foreign students in their ability to function, both academically and socially, while pursuing their college degrees. Along with this required class should be a group counseling aspect that helps these students process through personal and social changes while in the States. Their professor(s) may not always have time to allow the discussion and emotional processing of all the changes students are experiencing in a new country. According to Buttaro (2004), Class discussions of cultural and personal differences in learning style and interaction patterns may help overcome initial resistance. The fundamental duty of an educator of adult ESL is to facilitate the development of

GROUP PROPOSAL communication skills in English, either in a classroom setting or in a one-on-one tutoring structure. . .also take into consideration the implications of the learners cultural differences and cultural adjustment processes (p. 37). International students are definitely going through stress and other adjustment issues that may be getting fully addressed. They are thousands of miles away from all that they know: their families, friends, home, etc., and as an immigrant, I do not

think these issues should be overlooked or ignored. They have so many learning barriers in front of them, but who do they have to talk to about what is overwhelming them? Thus, the target audience for this group is international students who are having subtle to obvious difficulty adjusting to American life while studying abroad at Georgia Southern University. Student service offices could determine at-risk international students by looking at their GPAs and then design intervention programs to reduce the students' adjustment strain (Poyrazli and Kavanaugh, 2006, p. 776). This group is designed to be reflective, introspective and interactive in order to enhance the functioning of international students. My desire is that through weekly in-depth, relevant conversations on how they are perceiving change, adjusting to it (or not), and integrating to their new home and school, international students will find their voices and their ability to socially navigate through all-things-college on Georgia Southern Universitys campus. As a graduate student who has lived in the United States of America as a non-citizen, I can personally relate to the perils of being in a country that you cannot fully be integrated into because you are not its own. There are certain things that (my friends take for granted) I cannot do and/or am not eligible to participate in/receive. My American citizen friends cannot fully understand how it feels to be in my position, so talking to them results in more of a learning opportunity for them and not a vent session for me. Though I can relate to international students

GROUP PROPOSAL on the immigration level, I am well aware that I cannot fully understand them on a

social/interpersonal one. Udoh (2000) conducted a study on the Cultural Adjustment of Foreign Students in an Institution of Higher Education for her dissertation, and asserted in her findings that, foreign students frequently encounter problems adjusting to new social environments while attending institutions of higher education (p. 1). Therefore, this group is designed to give international students an outlet to discuss what they are personally experiencing while transitioning from their home country and their schooling systems to their respective United States institutions. International students in higher education represent a diverse population with unique mental health needs. Foreign students commonly experience a host of adjustment issues, including acculturative stress, language difculties, cultural misunderstandings, racial discrimination, and loss of social support. Despite their challenges, few international students seek individual counseling, (Yakunina, et al., 2011, p. 67). Though I have a genuine belief that there will be much value that comes from my proposed group, I am well aware of several limitations or roadblocks that may possibly face the group. The main limitation that comes to mind is cultural differences and their barriers. The students come from various countries in the world; they interpret everything from their cultural lens; they (do not) express their emotions in different ways; they believe in different sets of values. These differences are bound to be salient through the duration of the group because they have been instilled in the students, and could interfere with establishing group norms. According to Corey, Corey, and Corey (2010), some of the group norms generally associated with group participation may not be congruent with the cultured norms of some clients. One persons sharing may look very different from anothers based on his or her cultural upbringing and contextual factors (p. 87).

GROUP PROPOSAL Secondly, language barriers will definitely be a limitation. English not being their first language, it may be hard for all group participants to understand what each other says, what is meant, how its said, etc. The group leader may find that it is difficult for group participants to

understand American idioms, colloquial, and slang. There may also be a general inability to fully express thoughts and feelings in the English language. Thirdly, counseling has its own stigmas attached to it that transcends cultures. Corey, Corey, and Corey (2010) stated, Many who participate in groups have been discriminated against and oppressed, and because of this they may display healthy suspicions about being involved in a group (p. 87). So, there may be some resistance to counseling from the students; they may be hesitant to sign up; they might sign up and be closed and refuse to share in group; they might be skeptical of the entire (group) counseling process. Group Objectives and Goals The purpose of this group is to provide international students with an opportunity to discuss their adjustment and development experiences and concerns while pursuing their college degrees. This group will allow them a window into understanding and becoming fully integrated in who they are, and what they are experiencing, in the United States and at Georgia Southern University. Considering the fact that some of the group may be hesitant to discuss what is on their minds, some topics will be arranged to be discussed in the group. Depending on the stage in which the group is in, topics that will be focused on are: Class, Schoolwork, and Professors; Homesickness and Other Adjustment Issues; Getting Involved on Campus; Working and Functioning in Groups; Social and Night Life; Relationships and Love; Financial Situations, and whatever else is desired by the group participants.

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The groups goals are as follows: to facilitate open, honest conversations about what each student is going through as a foreign student at Georgia Southern; to establish and increase students levels of comfort at Georgia Southern; and to assist in the integration of students personal cultural identities with that of Georgia Southern as a whole by the end of the ten-week group. To reach these goals, group participants will engage in several activities both in and outside of the group. These activities include cultural immersions in on-campus events that break students out of their (cultural) comfort zones; making timelines of cultural experiences they would like to have, tracking their progress; question hours with various American and other international peers about their experiences at Georgia Southern; students will keep an Experiences Journal during their time in the group and write in it; students will write and read letters to family and friends back home of what they are going through in the States; and the students will engage in constant discussions of the highs and lows each student is experiencing on a weekly basis. Announcing Group and Recruiting Members It is already predicted that due to cultural differences, some international students may be reluctant to come to (group) counseling by their own will. Consequently, my plan for recruitment into my group is to speak with Georgia Southerns ESL/EFL professors, asking for recommendations and referrals of students who are having difficulty adjusting to college life. I will leave application packets and pamphlets about the group with the international academic advisors. I will also go to those classes to deliver a quick spiel (and answer any questions) about what the group is about and offers to its participants, and what the students can expect to receive out of participating. Physical announcements in the form of fliers, pamphlets, and application

GROUP PROPOSAL packets will be placed around in the Center for International Studies, Multicultural Student Center, and Foreign Languages building.

Screening and Selection Procedures It is against my personal desire to screen for this groups participants, because it may weed out those students who truly need the group experience/service but do not know how to verbalize such need. My hope is that all international students can (and will) use this group as a means for cathartic support while attaining their degree at Georgia Southern. However, I understand the perceived necessity to have a screening/selection process. So, once all recommendations, referrals, and applications have been received and reviewed, screening for group participants will be two-fold. There will be a preliminary screening in which the group leader will meet with each interested individual for a personal interview. Questions about what the student hopes to gain from participating, what motivates the student personally to want to adjust better into college life, is the student voluntarily participating or is he or she being pushed to do so, etc. will be asked. This will also be the time in which students can candidly voice any questions, risks, and/or concerns about the group and their group participation. At this time, inappropriate potential members will be politely notified that they have not been selected to participate in the group. The second screening will be in the form of an orientation for all potential participants to meet each other and the group leader. This will also be the time to weed out any newly-found inappropriate participants, inappropriate group dynamics, or participants that have changed their minds. This

GROUP PROPOSAL orientation will also be used to discuss group days, dates, times, location, and to review the groups purpose, objectives, and goals together. In the case that there are too few potential members, the preliminary screening will be held in conjunction with the groups orientation to better utilize and respect potential members time. If there are too many potential members, there will be a more thorough preliminary screening process. Following the first screening process the group leader, along with other

colleagues familiar with the group, will deliberate on which candidates would do well together to make for a productive group. They will determine which candidates will most benefit from and to the group; who would do the group harm or be harmed by it; and who is and is not ready for this group at the current time with the other selected participants and the group leader. For the students that have been referred, they will be screened by personal interview as well as a review of the written recommendation from the professor/counselor that referred them. If the student decides that he or she does not want to participate simply because he or she was referred, the student will be respectfully be released from the screening process, and all information will be shredded. Once all screening has been completed and participants have been selected, the students will be notified via email of their selection or denial from the group. Those denied will be encouraged to reapply for future group sessions and/or given the option to be waitlisted for the next group. Practical Considerations The groups composition will be heterogeneous, closed group comprising of participants of all sexes, ethnicities, creeds, nationalities, and ages 18-25. The groups size will be approximately 8 to 10 participants, depending on demand. It will be offered for duration of

GROUP PROPOSAL twelve weeks with a two-month turnover for new groups and school breaks. The group will be held in Russell Union room 2084 every Wednesday afternoon from 5-6:30 pm. At this location, the room is big enough for the group to form a comfortable circle in which everyone can see others. The room is located in the back area of the top floor of the Russell Union. During those times, there are few to no noise distractions. There will be a cardboard box at the door for cellphones to be placed in at the beginning of the session, and picked up upon dismissal. The only materials that the participants will need are a blank journal and writing utensil to bring and use throughout the group counseling process. Attendance is voluntary, though some group

members have been referred. If the session is already five minutes in, group members will not be allowed to disrupt the group. In the case that a session must be canceled for one reason or another, there will not be any rescheduling of the missed session or exceeding of the alreadyscheduled sessions time. This is to respect everyones time and other responsibilities. The group counseling fee will be covered by their general student counseling fees. Preparing Members for the Group Experience Since the group is about change and adjustment, a majority of the group experience and rules will be laid out by the group members, themselves. It is my belief that they already have little control over many things changing in their lives; they should at least have the option to control how their group will generally run. At the first group session, the group leader will prepare members for the group experience by once again revisiting the groups purpose and goals. The group leader will then facilitate an interactive setting up of the groups basic ground rules. Each group member will state what he or she expects out of the group, him or herself, the group leader, and fellow group members. Every member will state a rule that the group must adhere to, as well as rules that have exceptions and those that are non-negotiable. Specifically,

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two non-negotiable rules are that group members will adhere to their confidentiality agreements and will show unconditional positive regard for one another. They will discuss the structure of the group (respecting one another, (not) talking over and cutting others off, etc.), how they would like to interact with one another if/when they see each other outside of group, appropriate ways of showing support without saving group members, the importance of confidentiality, and how group conflict will be handled. Evaluation During the initial session, group members will fill out a short questionnaire asking about their personal level of comfort and adjustment as a foreign student at Georgia Southern prior to receiving group counseling. At the sixth week mark, students will fill out a survey asking them about their progress, if they feel as though they are benefiting from the group and what would they like to see implemented/changed about the group in the second half of the counseling process. Finally, at the end, the group members will give an evaluation of the group overall, covering personal growth, group growth, group leader effectiveness, and the groups efficacy. During those evaluation periods, there will also be dual progression evaluations between the group leader and each member. Both the group leader and the group member will evaluate the others performance in the group up to that point, reviewing the groups goals and objectives, and making written notes of areas needing improvement and areas that are satisfactory. Leadership Every week, the group leader will highlight a specific counseling and leadership skill in the group. Though the group members will not know exactly what skill the group leader using, at the following session, the group leader will ask them what stood out about my leadership the week prior. The group leader will ask them about his or her emotional connection with clients,

GROUP PROPOSAL ability to facilitate and balance attention and focus amongst the group, as well as his or her

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communication skills. My rationale behind asking for feedback is to see if the group is attentive to the group leaders leadership and counseling, and to get verbal feedback from the participants. The feedback serves as a sense of accountability; if everyone is aware of what the group leader is (not) doing well, he or she owes it to the group and his or herself to improve or maintain high group efficacy. Nevertheless, I am well aware that not everyone in the group will be comfortable verbally assessing the group leader. So, along with the quarterly evaluations, there will be biweekly anonymous, written check-ins with group members about the group leaders leadership skills; what is effective, what is not, and what is improving. This means of evaluation affords the group members to fully assess the performance of the group leader, and be honest without fear of reproof, and the group leader is allowed an opportunity to truly receive beneficial feedback. Session Planning Session 1: Group Introduction The objectives of this first session is to 1) introduce and acclimate the group with one another, 2) allow them the opportunity to set ground rules, voice expectations, questions, and concerns that can be opened to group discussion, 3) Group members will fill out a short survey asking about their personal level of comfort and adjustment as a foreign student at Georgia Southern prior to receiving group counseling, and 4) the group will close with the introduction of the Experiences Journal. An ice-breaker activity related to the students background will be done at the opening of the session. The activity is called, Where in the World are you from? The group will choose one student at a time to hold a world globe. Then the group will collectively ask him or her, Where in the World are you from? The student being asked the question will then state his or

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her name, spin the globe, and then find his or her country of origin, point to it, and answer, I am from this part of the World. The student will then proceed to state the name of the country and one thing it is internationally known for. The activity continues as such until every group member has gone. The activity should take approximately 30 to 45 minutes, depending on the groups desired speed and willingness to share. After the ice-breaker, the group leader will ask the members if there were any similarities noticed, knowledge gained, differences made apparent, and will give the group time to process and answer the questions as they please. The group leader will then go over the groups purpose and goals, thus opening the floor for students to list their expectations and ground rules. Each expectation and rule will be written on a long roll of butcher paper to be referred back to throughout the groups lifespan. By this time, the group should be an hour in to the session. At this time the group leader will ask group members to bring out their journals. The group leader will then explain the purpose of the Experiences Journal. The journal is for the group members to write their personal thoughts, feelings, and most importantly, their experiences with adjusting to change at Georgia Southern. Group members can write in their journals whenever they feel moved to, and nothing is off limits to write about. The group will end using the last 15 minutes as a silent reflection and writing time. Their first Experiences Journal entry should have the following prompt associated with it: I am looking forward to The journal entry will be discussed at the second group session. Session 2: Life Back Home (Journey Stories) The objective of the second session is to allow each group member tell the story of their journey from their home country to Georgia Southern. The group will begin with a 15-minute Unfinished Business segment in which members are given the opportunity to voice and discuss anything that they wished they had

GROUP PROPOSAL stated the session before, thought about within the week, just want to get off of their chest, or address a group member, group leader, or the group as a whole on . The next 15 minutes of the

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session will be dedicated to the group reading their first entry in their Experiences Journal from the week prior. The next 45 minutes of the group will be left open for group members telling their personal journey story. If the group leader is an immigrant or local of somewhere other than Statesboro, Georgia, this would be the perfect opportunity to lead by modeling and tell his or her journey story to Georgia Southern. The last 15 minutes of the group will end with members writing in their Experiences Journal using the prompt, I am having issues adjusting to Session 3: Adjustment Issues The objectives of the third session are to 1) explore group members areas of maladjustment at Georgia Southern, 2) Reflect on the differences between their lives back in their home countries and at Georgia Southern, and 3) Consider how those changes have affected how they perceive themselves and their world. The group will once again begin with a 15-minute Unfinished Business segment. The next 15 minutes of the session will be devoted to the group reading last weeks entry in their Experiences Journal. The journal reading will segue into this sessions topic: Adjustment Issues. The group leader will bring out a bag of pipe cleaners, grabbing two or three and passing the bag around encouraging group members to take as many as they desire. As the bag is being passed around, the group leader will then begin talking about adjustment and how difficult it can sometimes be, all the while toying with the pipe cleaners in his or her hand. The group counselor will then draw examples from the groups Experiences Journal entries about things that group members were having issues adjusting to.

GROUP PROPOSAL As the group leader talks, he or she plays even more with the pipe cleaners, then asking

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members of the group what they thought. The desire of this activity is that the pipe cleaners will distract the members enough to talk candidly without fear of being stared at or being nervous to speak at all. The hope is that each member will be engrossed enough in whatever they are doing or constructing with the pipe cleaners that they will tune everyone out (for the most part) and just say what is on their mind. The group leader will then ask questions to other members in the group about what has been said that could possibly link one member to another. Also, making sure to bring attention to what has been done to the pipe cleaners is very important. The last 15 minutes of the session will be spent reflecting and verbally processing the discussion and use of pipe cleaners, and how it affected the groups discussions and interactions with one another. The homework assignment for the Experience Journal will be a freelance prompt; the members can write whatever they wish. Session 4: Identifying Cultural Differences and Barriers The objectives of the fourth session are to 1) Identify cultural differences that are preventing full adjustment at Georgia Southern, 2) Reflect on how change is affecting daily interactions, 3) Discuss how to remove cultural barriers, and 4) Discuss cultural immersion project. The group will open with the usual 15-minute Unfinished Business segment. During the next 30 minutes of the session, group members will be asked to share and discuss what they chose to write about in their journals the week before. Group members will then be encouraged to reflect on and respond to what other members wrote about. The group leader will introduce and lead the discussion on cultural differences and barriers. Group members will be given blank paper and art supplies and asked to draw, paint, and/or sketch what they perceive to be apparent

GROUP PROPOSAL cultural differences and barriers to their integration at the university. There is no limit to how

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many barriers a member can illustrate, but every member must have at least one barrier depicted. At this time, group members will be asked by the group leader, How do you think these cultural barriers affect your daily life and interactions? Time should be afforded for group members to both process and discuss their responses to the posed question. Group members will then be instructed to pass their illustrations around so that other members can see what they drew; reflecting on similarities and differences they share with what the other group members portrayed as differences and. Group members are then freely given the opportunity to offer suggestions about how the illustrator can remove those barriers. The last five to ten minutes of the session will be devoted to the group leader explaining to the group the required Cultural Immersion project. The Cultural Immersion project is designed to be a catalyst for change in the group members experience(s) at Georgia Southern. Group members will be asked to find and choose an event/experience either at Georgia Southern or the local communities to attend and fully engage in, individually. Once the members have done their immersion, each person will have to compose a two-minute presentation (of any kind) that reflects where they went, what they did, what they received from it, and how it affected them culturally. No group member can experience the same cultural immersion at the same time and place as another member. The purpose of the project is to promote the group members taking initiative for their integration into the new culture. There are very few limits as to what can be done and where, but such limits can/will be discussed should any confusion or issues arise concerning it during this time as well as the weeks to come before the presentation is due. Members will then be instructed to begin brainstorming about what they want to do and/or where they want to go for their immersion.

GROUP PROPOSAL Once the Cultural Immersion project has been introduced, the group will be told to bring back their barriers artwork the following week for further discussion, and they will be dismissed.

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Session 5: Exploring Cultural Similarities The objectives of the fifth session are to 1) Draw connections between original culture and new culture, 2) Learn how to identify similarities that bring cultural integration no matter where the group member is, 3) Practice implementing salient parts of cultural identity into everything group member does, and 4) Further discuss any ideas, questions, and concerns relating to the cultural immersion project. The group will open with the usual 15-minute Unfinished Business segment. During the next 30 minutes of the session, the group will revisit the group activity done the week before, but this time looking at cultural similarities between their native culture and that of Georgia Southern and the United States as they presently understand it. Once the group has done that, they will take turns discussing parts of their native culture that they love/appreciate and never want to lose, and how they can keep that important aspect of their cultural identity; possibly fusing those parts with the evolution of their identity being in the States. The last ten minutes of the session will be used to brainstorm, hear ideas, and get an overall understanding of where members are with planning their cultural immersion. The group members will be reminded that the following week is evaluation week, so full attendance is desired, and members should start thinking about whether they have made progress or not, the group has made progress, and the group leader as well. For homework, they will write in their Experiences Journal identifying and

GROUP PROPOSAL listing ways in which they can bring an integration of their native and new cultures wherever they are. Session 6: Am I Making Progress? (Midpoint Evaluations) The objectives of the sixth session are to 1) Evaluate personal counseling progress and areas needing improvement, 2) Evaluate group progress and areas needing improvement, 3) Evaluate group leaders progress and areas needing improvement, 4) To fully assess if the functioning of the group is beneficial and displaying its efficacy in the group members lives, and 5) Check-in about cultural immersion project progress.

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Since this session marks the halfway point of the group, much of its time will be spent on written evaluations of group members as individuals, the group leader, and the group as a whole. The session will still open with Unfinished Business for the first 15 minutes. The second 15 minutes will be open for people to share their list in the Experiences Journal of how they will integrate both of their cultures into their lives. The remaining hour of the group will be devoted to the silent (optionally anonymous) evaluation of the entire group process from the group member all the way to the group itself. See attached evaluation handouts. The group will close with the group leader checking in with group members on their cultural immersion project that is due at the next session. Session 7: Cultural Immersion The objectives of the sixth session are to 1) Present cultural immersion projects, 2) Reflect on new perceptions, ideas, and beliefs from the projects and presentations, 3) Explore if immersion has enhanced group members cultural identities, 4) Process what has been learned from cultural immersion projects, and 5) Discuss where to go from here with group members cultural identities.

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The group will begin with just a 10-minute Unfinished Business portion this session, to leave more time for cultural immersion presentations. The following 50 minutes of the group will be dedicated to group members presenting their cultural immersion projects. They each have two minutes to present; no presentation should exceed five minutes. The last 30 minutes of the group will be left for exploring, processing, and discussing what was gained from the cultural immersions of each group member. This is the time for group members to ask further questions about the others cultural immersion experiences that may not have been answered during the presentations, or they would like more information about them. If the group is pressed for time, the discussion of where to go from here with our cultural identities? will be modified into their Experiences Journal writing prompt for discussion at the following weeks session. If the group is good on time, it will be discussed for the remainder of the session.

GROUP PROPOSAL References

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Buttaro, L. (2004). Second-Language Acquisition, Culture Shock, and Language Stress of Adult Female Latina Students in New York. Journal Of Hispanic Higher Education, 3(1), 21-49. Corey, M. S., Corey, G., & Corey, C. (2010). Groups process and practice (8th ed.). Belmont, CA: Brooks/Cole. Institute of International Education. (2012). "International Student Enrollment Trends, 1949/502011/12." Open Doors Report on International Educational Exchange. Retrieved from http://www.iie.org/opendoors Poyrazli, S., & Kavanaugh, P. R. (2006). Marital Status, Ethnicity, Academic Achievement, and Adjustment Strains: The Case of Graduate International Students. College Student Journal, 40(4), 767-780. Udoh, B.O. (2000) Cultural adjustment of foreign students in an institution of higher education. (Doctoral dissertation). Retrieved from ERIC. (ED464560) Yakunina, E.S., Weigold, I.K.., & McCarthy, A.S. (2011). Group Counseling with International Students: Practical, Ethical, and Cultural Considerations. Journal of College Student Psychotherapy, 25:6778. doi: 10.1080/87568225.2011.532672

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Change, Adjustment, and Integration Questionnaire

Welcome to your first group counseling session, and thank you for taking your time to answer this questionnaire. Your honest response to all questions will in the review of this groups purpose, goals, and objectives, as well as better assist the group leader in attending to your individual needs. 1. Name: 2. Major: 3. Country of Origin: 4. Do you have any family and/or friends in the United States? Georgia? 5. Years attended Georgia Southern University: 6. On a scale of 1 to 10, please rate your level of adjustment to Georgia Southern (1 being NOT ADJUSTED AT ALL. 10 being FULLY ADJUSTED AND INTEGRATED INTO THE CULTURE. 7. How often do you feel/are you reminded that you are an international student at Georgia Southern? 8. What is your biggest issue adjusting to this new environment?

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GROUP COUNSELING EVALUATION We would like your feedback on your group experience in the Change, Adjustment, and Integration Counseling Group. This information is voluntary and will be kept confidential. We appreciate your honesty and ask that you do not put your name on the sheet so that your responses will remain anonymous. Your feedback will help us improve our group counseling services. Fill out the form and return it to your group leader. For #1-9, please circle the number along the scale that best represents your counseling experience: Not Strongly Applicable Disagree N/A Strongly Agree 5 Agree 4 Neither Agree or Disagree 3 Disagree 2 1 N/A

1. I made progress toward my personal goals in group counseling. 5 4 3 2 1 2. I can work more effectively on my personal problems adjusting to change. 5 4 3 2 1

N/A

3. I can better understand my problems/issues with being in a new country and school. N/A 5 4 3 2 1 4. I can better communicate my thoughts/ feelings about being an international student N/A 5 4 3 2 1 5. I am more sensitive to, and accepting of, differences in others. 5 4 3 2 1 N/A

6. Change, Adjustment, and Integration Group Counseling helped me adjust to school. N/A 5 4 3 2 1 7. I feel that I can better handle my feelings in my new environment better. 5 4 3 2 1 8. I have healthier relationships with other people from different cultures. 5 4 3 2 1 N/A

N/A

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9. I am satisfied with my overall group counseling experience. N/A 5 4 3 2 1 (If disagree, please explain)_______________________________________________________________________ __ ______________________________________________________________________________ ______________________________________________________________________________ ____________________________________ 10. What were the best features of this group? ____________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ __________________________________ 11. What attracted you to this group? ______________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________ 12. How could the group improve? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ _________________ 13. Further comments on any of the above scales or about your group experience (use the back of this form if you need more room):________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ ______________________________ Number of group sessions I have already had this semester: Spring Year_______ 1 - 2 3 - 5 6 - 9 10+ Group Counselor/Leaders name Semester Fall

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GROUP LEADER EVALUATION We would like your feedback on your experience with the group leader for the Change, Adjustment, and Integration Counseling Group. This information is voluntary and will be kept confidential. We appreciate your honesty and ask that you do not put your name on the sheet so that your responses will remain anonymous. Your feedback will help us improve our group counseling services. Fill out the form and return it to your group leader. For #1-9, please circle the number along the scale that best represents your experience with your group leader: Not Strongly Applicable Disagree N/A 1. Strongly Agree 5 Agree 4 Neither Agree or Disagree 3 Disagree 2 1

I made progress toward my personal goals in group due to the group leaders facilitation. N/A 5 4 3 2 1

2. The group leader equips me with tools that help me work on my adjustment issues. N/A 5 4 3 2 1 3. The group leader displays clear leadership skills. 5 4 3 2 1 4. N/A

I can see the group leaders communication skills in his/her words and body language. N/A 5 4 3 2 1 N/A

5. I am more aware of the group leader than the group members. 5 4 3 2 1 6. The group leader tries to push his/her personal beliefs onto the group. 5 4 3 2 1 7. I feel that comfortable talking about my adjustment issues with my group leader. 5 4 3 2 1 8. I see a healthy connection between the group leader and group members. 5 4 3 2 1

N/A

N/A

N/A

GROUP PROPOSAL 9. I am satisfied with my overall experience with the group leader. 5 4 3 2 1 (If disagree, please explain) ______________________________________________________________________

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______________________________________________________________________________ ______________________________________________________________________________ ______________________________________ 10. What were the best characteristics of this group leader? ___________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ___________________________________ 11. What would you like to see changed in your group leader? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ___ 12. How could the group counselor/leader improve? _______________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ________________________________________ 13. Further comments on any of the above scales or about your group leader? (use the back of this form if you need more room):_____________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _________________________________________ Number of group sessions I have already had this semester: Spring Year_______ 1 - 2 3 - 5 6 - 9 10+ Group Counselor/Leaders name Semester Fall

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