Chapter 10 Respond to 3 of the following questions. What working knowledge is essential for working with groups of adolescents and children? In designing a group in schools or agencies, with whom do you need to develop collaborative relationships? What are the laws of your state regarding minors and the policies of the agency where you work? Do you need to obtain written permission of parents or guardians for group members who are under the age of 18? Confidentiality is particularly important in groups with children and adolescents. How would you communicate with young people about the importance of keeping confidences? Do you need ethical to have the training and supervision required to facilitate a group with children or adolescents? Not all students are ready for group participation in a school setting. What criteria would you develop to have clear benefits from involvement in a group in a school setting? How important is structure important in groups with children or adolescents? If you practice group work with children or adolescents, what methods of evaluating the outcomes of your groups would you use? Groups in the schools can combine what types of groups? Why are needs assessment in a school setting important? Why are authenticity and warmth on the part of the group leaders crucial to group success? How can Role- playing techniques be used creatively in both children and adolescent groups? What do groups leaders need to remember about role-playing? In facilitating school- based groups, why is working with a co-leader important? What can a group experience provide ways for college students? How could a diversity of special needs on the college campus be explored through a group experience? Theme- oriented groups are especially appropriate for college and university students. Why? College students in a group can explore factors that are causing them difficulties in interpersonal relating. How can groups help College or university students? BOOK: GROUPS : PROCESS & PRACTICE AUTHOR: COREY EDITION 9TH