Group Counseling Proposal

Group Counseling Proposal: Nontraditional Students at Four-year Public Universities
Introduction
The purpose of this paper will be to propose a counseling group at a four-year university for nontraditional students. Using the literature as a guide, we can explore how to best conduct and run a group that could provide support and bring about change for students who are considered nontraditional.
Literature Review
Nontraditional Students Nontraditional students are defined by the National Center for Education Statistics (NCES) as students who either: delayed enrollment into college after high school, attend college part-time, work full-time, have children or dependents other than a spouse, are single-parents, are financially independent, or
Although the research points to many differences between nontraditional and traditional students, Courtner (2014) found that both of these groups rated student-faculty interaction as the highest quality of relationship on campus. Because of this finding, Courtner (2014) cited Graham and Gisi (2000) in saying that, “…it is important for institutions to continue to create opportunities for engagement with faculty inside and outside of the classroom for the quality of relationships to grow.” A counseling group for nontraditional students could accomplish just this. Needs. From the literature regarding nontraditional students, we know that engagement levels of nontraditional students are lower than for traditional students. We also know that nontraditional students are less likely to persist. By having a group that allows nontraditional students to come together, we could help provide the social support they need to persist and graduate. Since student-faculty interactions are important to students, having a group would allow students to get to know, not only each other, but also a faculty member that can support
Furthermore, participants indicated a preference to seek services from the congruent counselor” (p. 274). This is important because if it is already difficult for nontraditional students to become involved on campus due to having multiple responsibilities outside of school, then it is important for group counselors to create an environment that students will want to seek out.
Another aspect of person-centered therapy that I believe would be beneficial in working with nontraditional students is unconditional positive regard. Along with his own experiences using the technique in his counseling sessions, Wilkins (2000) concluded that, “The communication of unconditional positive regard is a major curative factor in any approach to therapy; congruence and empathy merely provide the context in which it is credible” (p. 23).
In incorporating the tenets of person-centered therapy in my group-counseling proposal, then, I would want to include empathy, congruence and unconditional positive regard. In being able to view students from a perspective of understanding, being “real” with them and accepting them for who they are, I feel that they would be able to develop a sense of community