Conclusion And Contraindications

In Example One the children were emotionally isolated from one another and within themselves. The methods I used enabled them to undo the isolation—my empathy for their sadness and fear, as well as sharing our togetherness by joining hands and jointly working on a project that I said I would always keep together. I instilled hope by letting them know that each was important to each other as well as each of them being important to himself or herself (Yalom & Leszcz, 2005).

In Example Two I had a very angry group of children entering my room. If I challenged their anger they would have felt further attacked and their anger would have increased. It was important for them to talk directly about their feelings. Certainly the teacher needs help in how to work with angry children; by deflecting any responsibility from the children and asking them how they could help her, it affords the children time to examine the teacher's feelings, as well as review their own behavior. This must be done in a way that does not belittle or criticize them.

I do not believe there are any contraindications for the interventions that were used. I do believe that the methods I used in working with these children are necessary at all times because they show respect and instill hope, thus helping the children learn to respect themselves as well as others.

REFERENCES

Flavel, J. H. (1963). The developmental psychology of Jean Piaget. Princeton: Van Nostrand.

Mahler, M.S., Pine, F., & Bergman A. ( 1975). The psychological birth of the human infant: Separation and individuation. New York: Basic Books. Slavin, R.L. ( 1996). An on- site stress workshop for teachers: The creation of a therapeutic group environment. Group, 20:2, 131-144. Slavin. R.L. (1997). A group analytic approach to the education of children and teenagers. Journal of Child and Adolescent Group Therapy. 7:2, 69-78.

Slavin, R. L. (2002). Operative group dynamics in school settings: Structuring to enhance educational, social, and emotional progress. Group, 26:4, 297-308.

Winnicott, D.W. (1965). The maturational processes and the facilitating environment. New York: International Universities Press.

Yalom, I. D. (1995). The theoiy and practice of group therapy (Fourth edition). New York: Basic Books.

Yalom, I.D. & Leszcz, M. (2005) The theoiy and practice of group therapy (Fifth edition). New York: Basic Books.

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