HSE 410 Ashford University Evidence based Group Work Review Review this module’s readings to become familiar with the different types of groups this task w

HSE 410 Ashford University Evidence based Group Work Review Review this module’s readings to become familiar with the different types of groups this task will address. Note how groups are designed to be evidence-based and culturally responsive.

In your journal assignment, identify the different types of groups that are commonly available to meet client needs. List the type of training and education recommended to ensure that group leaders or facilitators are able to provide culturally sensitive and evidence-based groups for clients. Describe the types of group dynamics, which need to be considered in group membership. Finish your assignment with information you think a case manager should use to determine the type of groups to refer clients.

1-2 pages, full directions attached!! READ DIRECTIONS CAREFULLY!

Use sources provided and other reliable sources!!!!

This is Human Services related, not just random groups HSE 410 Module Four Journal Guidelines and Rubric
Overview: As a case manager, you will work with clients for whom a group might be valuable in helping them meet individual goals. This assignment will help
prepare you in making appropriate referrals to groups, as well as provide you with the opportunity to do some thinking about a group that you would
recommend for your fictitious client in the care plan you will be completing for Final Project Part II.
Prompt: Review the Module Four readings to become familiar with the different types of groups this task will address. Note how groups are designed to be
evidence-based and culturally responsive. In your 1–2 page journal assignment, identify the different types of groups that are commonly available to meet client
needs. List the type of training and education recommended to ensure that group leaders or facilitators are able to provide culturally sensitive and evidencebased groups for clients. Describe the types of group dynamics, which need to be considered in group membership. Finish your assignment with information you
think a case manager should use to determine the type of groups to refer clients.
The following critical elements must be addressed:




Identifies and describes the different types of groups commonly available to meet client needs
Lists the types of training and education recommended for group facilitators
Describes important group dynamics that must be considered in group membership
Describes the information a case manager should use to determine types of groups appropriate for client referrals
Guidelines for Submission: Submit assignment as a Word document with double spacing, 12-point Times New Roman font, and one-inch margins. Your journal
assignment should be 1–2 pages in length.
Critical Elements
Group Types
Training and
Education for
Facilitators
Group Dynamics
Exemplary (100%)
Meets “Proficient” criteria and
cites scholarly evidence and
resources to support the benefit
of clients of the groups identified
Meets “Proficient” criteria and
provides resources and scholarly
research to support details as to
why the training and education is
relevant in client care
Meets “Proficient” criteria and
cites evidence that is relevant
and meaningful to understanding
group dynamics
Proficient (85%)
Identifies and describes the
different types of groups
commonly available to meet
client needs
Lists the types of training and
education recommended for
group facilitators
Needs Improvement (55%)
Identifies and describes one or
two possible group types but
description of each group lacks
critical details
Lists some training and education
but suggested training and/or
education is not appropriate for
group facilitators
Not Evident (0%)
Does not identify group types
Value
25
Does not list training or
education recommended for
group facilitators
15
Accurately describes important
group dynamics that must be
considered in group membership
Describes some group dynamics
that must be considered in group
membership but information
provided lacks details and/or is
irrelevant to a case manager
Does not describe group
dynamics that must be
considered in group membership
30
Client Referrals
Meets “Proficient” criteria and
details meaningful information a
case manager would need to
know for effective placement in
groups
Describes the information a case
manager should use to determine
types of groups appropriate for
client referrals
Articulation of
Response
Journal assignment is free of
errors in organization and
grammar
Journal assignment is mostly free
of errors of organization and
grammar which are marginal and
rarely interrupt the flow
Describes some information that
a case manager should use to
determine types of groups for
client referrals but leaves out
important details that provide
meaningful information that a
case manager needs in order to
refer clients to a group
Journal assignments contain
errors of organization and
grammar but are limited enough
so that assignments can be
understood
Does not describe information
that a case manager should use
to determine types of groups
appropriate for client referrals
25
Journal assignment contains
errors of organization and
grammar making the journal
difficult to understand
5
Earned Total
100%
Journal of Evidence-Based Social Work, 9:414–420, 2012
Copyright © Taylor & Francis Group, LLC
ISSN: 1543-3714 print/1543-3722 online
DOI: 10.1080/15433714.2012.695719
CALL FOR PAPERS
Social Group Work Practice:
An Evidence-Based Approach
JOHN S. WODARSKI
College of Social Work, The University of Tennessee, Knoxville, Tennessee, USA
MARVIN D. FEIT
Ethelyn R. Strong School of Social Work, Norfolk State University, Norfolk, Virginia, USA
As treatments for different client groups have evolved, group therapy has
grown in popularity. Evidence-based practices have expanded their range
to the treatment of different clientele and specific behavior areas. There are
many reasons for social workers to increase their use of group therapy, with
economic factors and effectiveness leading the way. For effective treatment,
the social worker must be skilled in leading a group, while creating change
for the specific population and need. No data exist that individual therapy is
more effective than groups (Thyer & Wodarski, 2007; Wodarski, 2009). The
social worker needs to know who should deliver the treatment, the most
effective treatment for a specific clientele, where the intervention should
take place, when the intervention should occur, and how long the group
should last to create change.
THE DISTINCTION OF GROUP THERAPY
We do not live life as individuals separated from our environment and the
surrounding public. Our lives cannot escape becoming enmeshed in the
lives of others. Doing therapy in groups, rather than the secluded borders
of individual therapy, allows the group members to help each other and
Address correspondence to Marvin D. Feit, Ethelyn R. Strong School of Social Work,
Norfolk State University, 700 Park Avenue, Norfolk, VA 23504. E-mail: mdfeit@nsu.edu
414
Call for Papers
415
empowers them to reciprocate the help given to them. Thus, while they
are helping the other group members they are helping themselves and are
gaining confidence and self-worth (Folgheraiter & Pasini, 2009).
Through the interplay of relationships within the group, researchers
have discovered some aspects found to be unique to group therapy, such as
vicarious learning, role flexibility, universality, altruism, family reenactment,
and interpersonal learning. For example, they are more likely to learn universality because other members of the group are likely to have experienced
the same emotion or situation they are facing. Groups allow a greater level
of experiencing rather than advice giving or discussing of future goals—
aspects of individual therapy (Kivlighan & Kivlighan, 2004). The supportive
nature of the group allows the clients to be challenged, using self-disclosures
and showing empathy to one another, all the while reducing the individual
confrontation between the client and therapist (Caplan & Thomas, 2002).
Along with the benefits different areas of group therapy can emulate,
researchers found it requires 41% less of the therapist’s time when compared
to individual therapy. When compared to individual therapy, group therapy
had similar results and therapists did not run the risk of having a client cancel
on them, since the group would continue (Sobell, Sobell, & Agrawal, 2009).
These are various reasons for the utilization of group therapy. There are
some populations where individual therapy may be a more viable option,
but social workers should fully consider the use of group therapy. The
treatment offered to groups should be individualized for each group. Social
workers should ask and answer the following question before the initiation
of treatment.
WHO SHOULD DELIVER THE TREATMENT AND
TO WHOM?
One of the most neglected areas of group research is the leader’s effect on
the group (Chapman, Baker, Porter, Thayer, & Burlingame, 2010). Yalom
and Leszcz (2005) say group leaders have a unique role in therapy, which
is to create and maintain the group. This role further entails recruiting and
maintaining the group’s cohesiveness, thus building the groups culture, developing norms, and using the here-and-now evicting emotion.
The leader should understand the members of the group and be trained
in cultural sensitivity, especially when working with ethnic minorities. The
success of the group comes from the relationship between group members
and the leader (DeCarlo & Hockman, 2004). If the leader is not culturally
sensitive, it can cause a strain in the relationship. In some instances, there are
creative ways to increase the connection between the leaders and members.
Researchers found groups dealing with incarceration work effectively with
peer leaders. They saw their leader as one of them and often saw outside
416
J. S. Wodarski and M. D. Feit
therapists as a part of the correctional facility. Researchers caution correctional facilities not to use this technique in place of trained professionals
but instead to enhance the treatment (Devilly, Sorbello, Ecclestion, & Ward,
2005). The importance for the inmates was that they were able to relate to
and be understood by the leader.
It is imperative for the success of the group that group leaders receive
training and supervision (Friedman & Handel, 2002; Zordan et al., 2010). Researchers found that trained leaders face lower levels of challenges and that
their training enhanced their skill level. No matter the level of experience a
group leader has, his/her ability to lead a group should be improved through
training (Zordan et al., 2010). Supervision gives leaders guidance and an indepth look into their emotional lives. Through supervision, the therapist can
deal with issues of counter-transference and other maladaptive behaviors,
which can hinder the therapeutic process of a group (Caplan & Thomas,
2002). Continued training and supervision are keys to a successful group
leader. One graduate course in group work cannot meet these requisites for
effectiveness (Wodarski, 2009).
WHAT INTERVENTION IS THE MOST EFFECTIVE WITH
WHICH CLIENTS?
Groups are often helpful for individuals; however, therapists frequently provide uniform treatment instead of individualizing therapy for the client’s
best interest. There needs to be interventions specifically designed to target
different subgroups (Stuart, Moore, Kahler, & Ramsey, 2003).
An example of inventive group therapy for adolescents is rap therapy.
Researchers Decarlo and Hockman (2004) looked at rap therapy for urban
adolescents as an alternative to traditional group therapies. They discovered
that by adapting to the culture of the clients, by using their music for
treatment, they were able to be effective at promoting prosocial skills. The
youth were excited and comfortable with the rap therapy and willingly
participated in the treatment.
Selecting the right clients for a group is as important as selecting the correct treatment model. Yalom and Leszcz (2005) say most people benefit from
group therapy, it is just a matter of which group will fit them best. He stresses
the need for careful selection and preparation of clients entering group
therapy. Group therapy involves multiple relationships, meaning there are
multiple therapeutic agents, the goal of group therapy. The need is for strong
group cohesion, which is an active agent. This allows the members to bring
about their own change (Gillaspy, Write, Campbell, Stokes, & Adinoff, 2002).
Upon selecting the client, a prescreening interview should take place
where the therapist evaluates the client to see if the individual would be
a good fit for the group. The therapist also prepares the client for the
Call for Papers
417
group experience. The therapist should leave the option for the client to
decide whether to join, therefore empowering the client (Najavits, 2004).
This procedure should take precedence in the process of forming a group.
It is in the best interest of the client and the group for the social worker
to take careful consideration of the group cohesion at the formation of the
group (Roysircar, 2008)
WHERE SHOULD THE INTERVENTIONS TAKE PLACE
AND AT WHAT LEVEL?
Group therapy takes place in multiple settings, including outpatient, inpatient, hospitals, churches, jails, schools, etc. Research has not taken an
in-depth look into what setting or level of treatment is most beneficial to
particular clients. There needs to be more exploration. In 2010 researchers
Sabri, Williams, Smith, Jang, and Hall, discovered the least restrictive setting
for clients was preferable. They found some clinicians would justify treating
youth in more restrictive environments if there were any past violent behavior. The study found the clients thrived in an outpatient setting. The social
worker needs to ask what treatment setting, and which level, is in the best
interest of the client. Where will they thrive? Studies need to consider the
various disorders, gender, and ethnicities to discover what setting and level
will work best.
WHEN SHOULD THE INTERVENTION OCCUR?
In group therapy, multiple issues are often at hand. For example, there is a
high correlation between HIV and substance abuse (Klostermann, Kelley,
Mignone, Pusateri, & Fals–Stewart, 2010). The question is which of the
coexisting issues should first receive treatment? Research shows the treatment
of alcoholism significantly reduces HIV, suggesting substance abuse should
be treated first (Curadi, 2007). Researchers Kostermann et al. (2010) found
it would be more beneficial to address the issues of substance abuse and
HIV conjointly. This is research on one specific population and issue. Social
workers need to find out what intervention should take place for every
subgroup they work with.
HOW LONG SHOULD THERAPY CONTINUE AND
HOW DO WE ADDRESS MAINTENANCE OF CHANGE?
Research in group therapy is not as widespread as individual therapy. As
the push for managed care increases, studies are needed to look at the least
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J. S. Wodarski and M. D. Feit
amount of time a client needs treatment to see significant results. As there are
multiple areas group therapy works to treat, there is not a specific guideline
for group therapy. The therapist instead needs to research and discover the
best protocol for his/her area of treatment. Yalom and Leszcz (2005) say
there is power in time-limited groups where the clients and the therapist
know when the group is going to end and everyone works to get the most
out of the group. Brief group therapy is an option as well, but he warns there
has not been research on the long-term effects. The therapist needs to ask
questions such as; does brief therapy have long-term benefits? Does there
need to be follow-up after certain lengths of treatment? The intervention not
only needs to be cost effective but beneficial long-term for the client.
The following chapters will include a case study for a specific area of
treatment researchers have found effective in group therapy. The case study
will give details of the dynamics of the group and then specifically look at
an individual who is in the group. There will be short-term goals for the
group and individual to accomplish. This allows the client to work toward a
clear goal. Then the presentation of long-term goals follow. The short-term
goals allow the client to work towards the longer term goals.
Evidence-based treatment is essential in group therapy. Every subgroup
and need for treatment requires research. The purpose of the following
chapters is to be a guide to the authors in specific areas of evidence-based
therapy. The result will be the clients receiving effective treatment. We invite
articles that answer the following questions for Social Group Work Practice:
1.
2.
3.
4.
5.
6.
7.
8.
Who should deliver the intervention and to whom?
What intervention is the most effective with which clients?
When should the intervention occur?
Where and at what level should the intervention take place?
How long should the intervention continue?
How is behavior change maintained (relapse prevention)?
What, if any, medication is appropriate?
How, when, and how often is the practice evaluated?
Also, for the interventive attempt the following questions are critical:
1.
2.
3.
4.
5.
What are the short- and long-term goals?
What are appropriate short- and long-term interventions?
What are appropriate short- and long-term outcomes?
Who determines the goal(s)?
Do the goals change or get modified in the course of intervention? If so,
how is this accomplished, and how does it affect the original intervention
and outcome?
Call for Papers
419
The series will draw on our own and other recognized social work experts’
clinical and research experiences, as well as lessons learned from decades of
student supervision. Publications of current theory and research findings will
be emphasized. Case examples will be used as a way of helping students
and practitioners implement and address the preceding questions.
REFERENCES
Caplan, T. & Thomas, H. (2002). The forgotten moment: Therapeutic resiliency and
its promotion in social work with groups. Social Work with Groups, 24, 5–26.
Chapman, C. L., Baker, E. L., Porter, G., Thayer, S. D., & Burlingame, G. M. (2010).
Rating group therapist interventions: The validation of the group psychotherapy
intervention rating scale. Group Dynamics Theory, Research, and Practice, 14,
15–31.
Curadi, C. B. (2007). Drinking level, neighborhood social disorder, and mutual
intimate partner violence. Alcoholism: Clinical and Experimental Research, 31,
1012–1019.
DeCarlo, A., & Hockman, E. (2004). RAP therapy: A group work intervention method
for urban adolescents. Social Work with Groups, 26, 45–59.
Devilly, G. J., Sorbello, L., Eccleston, L., & Ward, T. (2005). Prison-based peer
education schemes. Aggression and Violent Behavior, 10, 219–240.
Folgheraiter, F., & Pasini, A. (2009). Self-help groups and social capital: New directions in welfare polices?. Social Work Education, 28, 253–267.
Friedman, R., & Handel, O. (2002). Facilitating individuation processes in supervision
groups comprised of co-therapists conducting group therapy with bereaved
parents. Groups, 26, 95–105.
Gillaspy, J. A., Wright, A. R., Campbell, C., Stokes, S., & Adinoff, B. (2002). Group
alliance and cohesion as predictors of drug and alcohol abuse treatment options.
Psychotherapy Research, 12, 213–229.
Kivlighan, D. M., & Kivlighan, M. C. (2004). Counselor intentions in individual and
group treatment. Journal of Counseling Psychology, 51, 47–53.
Klostermann, K., Kelley, M. L., Mignone, T., Pusateri, L., & Fals–Stewart, W. (2010).
Partner violence and substance abuse: Treatment interventions. Aggression and
Violent Behavior, 15, 162–166.
Najavits, L. M. (2004). Treatment of posttraumatic stress disorder and substance
abuse. Alcoholism Treatment Quarterly, 22, 43–62.
Pandya, V., & Gingerich, W. J. (2002). Group therapy intervention: For male batterers:
A microethnographic study. Health & Social Work, 27, 47–55.
Roysircar, G. (2008). A response to ‘‘social privilege, social justice and group counseling: An inquiry’’: Social privilege: Counselors’ competence with systemically
determined inequalities. The Journal for Specialists in Group Work, 33, 377–
384.
Sabri, B., Williams, J. K., Smith, D. C., Jang, M., & Hall, J. A. (2010). Substance abuse
treatment outcomes for adolescents with violent behaviors. Journal of Social
Work Practice in the Addictions, 10, 44–62.
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Sobell, L. C., Sobell, M. B., & Agrawal, S. (2009). Randomized controlled trial of
a cognitive-behavioral motivational intervention in a group versus individual
format for substance use disorders. Psych…
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