Facilitator Toolkit Slides The Facilitator's Toolkit
Mastering Exercises, Focus, and Depth in Group Counseling
Master of Education in School Counseling
Seminar Objectives
Classify & Select
Identify types of exercises and when to deploy them for maximum impact.
Direct the Focus
Hold, shift, and deepen the group focus using purposeful leadership skills.
Navigate Depth
Utilize the Depth Chart (1-10) to monitor group intensity and safety.
Common Exercise Types
Written
Sentence completions, lists, journals, drawings.
Movement
Sculpting, trust walks, milling around, family statues.
Creative
Arts and crafts, common objects, Dixie cups, rubber bands.
Dyads/Triads
Pairing up for more safety or to build connections.
Fantasy
Guided imagery, future projection, hypothetical scenarios.
Rounds
Quick checks using a word, phrase, or rating scale.
Navigating the Focus
Holding the Focus
Staying with a topic or person. Preventing "topic jumping."
Shifting the Focus
Moving from one topic to another, or from a person to the topic.
Deepening the Focus
Moving below the surface to more intense or meaningful work.
"The leader is the pilot. You decide where the spotlight of attention shines."
Skill 1: Holding the Focus
When to use:
A member is sharing significant content.
The group is jumping around too fast.
The current exercise needs more time.
Leader Talk:
"Let's stay with what Sarah just said for a few minutes."
"Before we move on to the next topic, let's explore this one more fully."
"I'd like to hold our focus here for a moment."
Skill 2: Shifting the Focus
When to use:
Shifting from a person to the topic.
Shifting from a person to the group.
The current focus is non-productive.
Leader Talk:
"Sarah has shared her experience. How many of you can relate to that feeling?"
"We've talked about the past, let's shift our focus to the present."
"I'd like to move our focus to what just happened in the room."
Skill 3: Deepening the Focus
When to use:
Members are ready for more intense work.
You want to move from 1-3 to 4-7 depth.
To get past surface-level talk.
Leader Talk:
"On a scale of 1-10, how much does this issue affect you right now?"
"What is the pain you are feeling as you share this?"
"Let's look a little deeper at why this is so difficult for you."
The Depth Chart (1-10)
1 (Surface)
10 (Deep/Intense)
Levels 1-3
Surface level information, introductory comments, general opinions.
Levels 4-7
Personal sharing, identifying feelings, specific problems, exploration.
Levels 8-10
High intensity, significant catharsis, core belief work, existential topics.
Hands-On Practice
The Challenge:
1 Choose an exercise type from Ch. 10.
2 Plan how you will lead it to a specific Depth level (Target 4-6).
3 Conduct a 5-minute "micro-session" with your peer group.
4 Receive feedback using the Facilitator Rating Scale.
Seminar Facilitation Guide Seminar Facilitation Guide
The Facilitator's Toolkit: Mastering Group Dynamics
Duration
120 Minutes
Seminar Objectives
Classify and select appropriate group exercises based on member needs and group goals (Jacobs et al. Ch. 10).
Demonstrate the ability to hold, shift, and deepen focus during exercise facilitation (Ch. 11).
Utilize the Depth Chart (1-10) as a diagnostic tool for monitoring group safety and intensity.
Engage in peer feedback using a clinical rating scale for group facilitation.
Required Materials
Facilitator Toolkit Slides
Exercise Selection Blueprint
Depth Chart Reference Sheet
Facilitator Evaluation Scale
Random Objects (for creative ex.)
Timeline & Instructional Sequence
0-15m
Introduction & Chapter 10 Theory
Discuss the "why" of exercises. Emphasize that exercises are catalysts, not the therapy itself. Review types: Written, Movement, Creative, Dyads, Rounds, and Fantasy.
Prompt: "When have you seen an exercise used effectively? When was it distracting?"
15-40m
Managing the Focus & The Depth Chart
Connect exercise leading to Chapter 11 skills. Explain Holding, Shifting, and Deepening. Introduce the 1-10 Depth Scale. Define "Working" as levels 4-7 and "Intense" as 8-10.
Clinical Tip: Shifting the focus is just as important as deepening it to ensure safety.
40-60m
Planning Period
Distribute the Exercise Selection Blueprint . Students work individually or in small pairs to plan a 5-minute exercise share-out. They must identify a target depth level and 3 processing questions.
60-110m
Hands-On Clinical Practice (Share-Outs)
Divide students into "Lab Groups" of 4-5. Each student takes 5-7 minutes to facilitate their planned activity. Peers participate and take notes. Use the Facilitator Evaluation Scale after each turn.
110-120m
Large Group Debrief
Synthesis of the experience. What was the hardest part of facilitating an exercise? How did it feel to consciously manage the depth level?
Facilitator Notes & Tips
On Processing
Remind students that processing should take 2x as long as the exercise itself. If the exercise takes 2 minutes, processing should take 4. Most novices rush the processing because it feels "harder" than the activity.
On Safety
Watch for students attempting Level 8+ work without enough rapport. Encourage them to stay in the 4-6 range for this practice session. Remind them: "When in doubt, stay at the surface."
Exercise Selection Blueprint Exercise Selection Blueprint
Jacobs et al. | Chapters 10 & 11
STUDENT WORK
Name
Date
1 Exercise Foundation
Exercise Name/Title
Exercise Type (Check One)
Written
Movement
Creative
Dyad/Triad
Fantasy
Round
Purpose (What is the goal?)
2 Introduction & Instructions
Draft exactly what you will say to the group to start the exercise. Keep it concise.
3 Depth & Focus Strategy
Target Depth Level (1-10)
1 (Surface) 10 (Deep)
1
2
3
4
5
6
7
8
9
10
How will you hold the focus?
Key Processing Questions (Draft 2-3)
Depth Chart Reference Sheet The Depth Chart Reference
Jacobs et al. | Clinical Resource for Group Facilitators
1
SURFACE
2
3
4
WORKING
5
6
7
8
INTENSE
9
10
DEEP
Level 1-3: Surface
Safety-building and rapport. Introductory information, general opinions, and light reflections. Leader Goal: Increase comfort and engagement.
Level 4-7: Working
Personal exploration and skill building. Sharing feelings, identifying specific problems, and practicing new behaviors. Leader Goal: Facilitate meaningful change.
Level 8-10: Intense
High catharsis and core-belief work. Intense emotional release or existential confrontation. Leader Goal: Maintain high safety and provide grounding.
Managing the Focus
Holding the Focus
Staying on a person or topic. Used to ensure a concept is fully explored before moving on. Prevents surface-level "topic jumping."
Shifting the Focus
Moving from one person/topic to another. Used to manage time, redirect the group's energy, or engage quieter members.
Deepening the Focus
Asking "below the surface" questions to move the group from a 3 to a 6. Used when rapport is high and members are ready for work.
Quick Clinical Checks
Depth Check: Ask yourself every 15 minutes: "What is the current level of this group? Is it where it needs to be?"
Linking: When a member shares at a level 5, look for others at that same level to build universality.
Exit Strategy: Always leave 10 minutes to move a group from a Level 7 back to a Level 2 before closing.
References: Jacobs, E. E., et al. (2021). Group Counseling: Strategies and Skills. Chapter 11.
Facilitator Evaluation Scale Facilitator Rating Scale
Clinical Feedback Tool | Peer Observation
PEER REVIEW
Facilitator Name
Observer Name
Exercise Type
Evaluation Criteria 1 (Poor) — 5 (Mastery)
Clarity of Introduction
Were instructions concise? Did members understand the task immediately?
1 2 3 4 5
Focus Management
Did the leader hold or shift the focus effectively? No topic jumping.
1 2 3 4 5
Depth Management
Was the exercise worked to an appropriate level (Target 4-6)? Safety maintained.
1 2 3 4 5
Processing Depth
Were processing questions open-ended and meaningful? Good use of time.
1 2 3 4 5
Voice & Presence
Non-verbals, scanning the room, confidence, and pacing.
1 2 3 4 5
Clinical Strengths
Targeted Growth Areas
Observers: Provide specific, behavior-based feedback that will help the counselor in a real group setting.
Total Rating / 25
Focus Skills Guide Focus Skills Guide
Clinical "Leader Talk" for Group Facilitators
Skill 1: Holding the Focus
Clinical Rationale
Holding the focus ensures that a topic or individual receives the attention needed for growth. It prevents the group from "skimming the surface" by jumping from person to person before any meaningful work is done.
Verbal Prompts (Leader Talk)
• "Sarah, I'd like to stay with you for a few minutes. Tell us more about..."
• "Let's hold our focus right here on the feeling of loneliness that several of you mentioned."
• "Before we hear from others, let's make sure we've fully explored this concept."
• "I'm going to ask the group to stay with this topic for a bit longer."
Skill 2: Shifting the Focus
Clinical Rationale
Shifting is used to move the spotlight when a focus has become non-productive, to manage time, or to engage other members. It can shift from person to person, person to topic, or topic to person.
Verbal Prompts (Leader Talk)
• "Sarah, thank you for sharing that. I want to shift the focus now to how others relate to your story."
• "We've been talking about the 'what' of the problem; let's shift to the 'how'—how you all handle it."
• "I'm noticing the energy is dropping. Let's shift our focus to a quick round to check in."
• "Let's move away from the details of the event and focus on the feelings it left you with."
Skill 3: Deepening the Focus
Clinical Rationale
Deepening focus moves the group from surface-level chatting (Levels 1-3) to productive therapeutic work (Levels 4-7). It requires high rapport and is often achieved through more intense processing questions.
Verbal Prompts (Leader Talk)
• "If you were to let yourself really feel that sadness right now, what would it say?"
• "What's the hardest part about this for you?"
• "Let's go deeper. What is the fear underneath the anger you're describing?"
• "I'd like us to look at the 'why' behind this pattern. What does it protect you from?"
References: Jacobs, E. E., et al. (2021). Group Counseling: Strategies and Skills. Chapter 11.
