Assignment; Cohort Group Proposal: Adolescent Victims of Abuse

Assignment; Cohort Group Proposal: Adolescent Victims of Abuse

Assignment; Cohort Group Proposal: Adolescent Victims of Abuse

Adolescent Victims of Abuse

Rationale

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Our group is in favor of proposing a closed psychotherapy group for adolescent victims between the ages of thirteen and eighteen who have been impacted by physical, emotional, and/or sexual abuse and/or neglect. Corey et al. (2018) discussed how victims must have access to trusted adults and safe spaces to report abuse and/or neglect as they move past those situations (p. 60). Group members will be able to meet peers who have encountered similar experiences which can cause long-lasting effects on their mental health (Mehta et al., 2023). Some risk factors include feelings of isolation, shame, helplessness, withdraw, and developing symptoms to include aggression, depression, anxiety, sleep disturbances, and eating disorders (Strathearn et al., 2020). Protective measures that will be addressed are creating a safe space for group members to acknowledge what has happened to them and use their strength to move forward(Ahn et al., 2022). They will learn to build healthy and nurturing relationships to live productive lives.

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Literature Review

The impacted population for this closed, psychotherapy group will include adolescents between the ages of thirteen and eighteen years old. According to Corey et al. (2018), it is necessary to screen participants due to possible bias (p. 156). Group members will have a safe space to share and discuss their feelings and experiences without judgment, discussed how the broaden-and-build theory was used to draw out positive emotions and share them collectively amongst the group (Wei et al. p.731, 2021). Emotional regulation is an important characteristic adolescent victim of abuse need to develop as they go through the healing process and develop healthy life habits to manage strong feelings. Developing nurturing relationships and having proper mental health support will encourage adolescents to be open to strategies that will help properly channel their emotions.

Population and Statistical Prevalence of the Problem

Adolescents between the ages of thirteen and eighteen years old who have experienced sexual abuse are a growing problem within the United States. Commercial sexual exploitation (CSE) is occurring in between one and three hundred thousand children and adolescents and is most common in low socioeconomic populations. A common development of post-traumatic stress disorder happens to adolescent victims according to (Kenny et al., 2018). Group members will be identified as those with similar experiences.

Risk Factors

According to Kuper & Turanovic (2020), adolescents are likely to develop mental health issues that can affect them into adulthood if left untreated. Intelligence, family relationships, and living environments are some risk factors for physical abuse studied in the study by Kuper Turanovic (2020). Other risk factors include feelings of isolation, shame, helplessness, withdrawal, and developing symptoms including aggression, depression, anxiety, sleep disturbances, and eating disorders.

Protective Measures

When protective measures are in place, adolescents are less likely to or will overcome risk factors more rapidly and have a better lifelong outcome. Adolescents can develop coping mechanisms and be provided with support to promote welfare while trying to avoid long-lasting negative impacts. Conclusion Offering group counseling for adolescent victims of abuse will aid in the development of having a positive outlook for the future. Group members will meet peers who have endured similar experiences that can lessen feelings of isolation. There are risk factors that must be considered by group leaders to ensure a positive and safe atmosphere is provided. Protective measures are in place to provide meaningful and efficient therapeutic services to group members.

Group Goals and Objectives

Group Goal – The overall change will include decreasing feelings of isolation, shame, helplessness, and withdrawal, and developing symptoms including aggression, depression, anxiety, sleep disturbances, and eating disorders. Group members will learn strategies to help with the stressors that have risen due to the abuse.

Objective 1 – Positive self-talk can be done by writing words or phrases on a piece of paper that can be easily accessed. Group members will be encouraged to recite three words or phrases each day for six weeks to build the love of self.

Objective 2 – Learn how to recognize the onset of aggressive, depressive, and anxious feelings. Once these feelings are acknowledged, clients will designate five to ten minutes per day when they are alone to think about them for four weeks to reduce the intensity of these feelings.

Objective 3 – Group members will pick a hobby of interest such as exercise, sewing, or colouring five days a week for fifteen minutes to help reduce stress.

Practical Considerations

There are three important areas to concisely address:

  • Screening for group membership is vital to ensure effective counseling. Members should be invited after some time has passed since the abuse took place and they have participated in individual therapy. Group members should be between the ages of thirteen and fifteen years or sixteen and eighteen years old, same gender, and have been through similar abuse experiences. Adolescents must be willing to participate in the various methods led by group leaders.
  • I will first discuss group therapy in addition to current individual therapy with parents or guardians before inviting adolescents to attend. Once they agree, I will provide them with the parameters for group sessions including confidentiality, discussion topics, and therapeutic methods. To participate in group psychotherapy, parents or guardians must sign the informed consent once group members have been invited and accepted their group counseling invitation.
  • This psychotherapy group will be closed to six to eight members. A one-hour session per week will be offered for twelve weeks. The location will be in a lounge-type room with individual chairs and couches for members to have space and feel comfortable. There will also be enough small tables or tray tables for each member to use for activities that may include writing and drawing.

Diversity

Group leaders must uphold cultural sensitivity to incorporate diversity within the group. This includes ethnic, gender, religious, sexual, socioeconomic class, physical abilities, etc. Cultural diversity has an impact on the group cycle during group therapy sessions(Hendriks, 2019). Cohesion can develop over time in a diverse group. Cohesion is an internal concept in group therapy that refers to an appreciation for the group, satisfaction with different people, and the idea of a social association between many group individuals (Patallo, 2019). This can give the group members a feeling that they are a part of the community they have always felt they needed during this trying time in their lives(Narula & Prakash, 2022). Particularly if their lifestyle isn’t entirely accepting of counseling, group members who are in comparable situations may feel like they are in the great company during this cycle (Beaulieu et al., 2018).

Termination and Resources

During the last session, group members will talk about interpersonal learning experiences and what they took away from the experience of group psychotherapy. The most important point for the group members is they learned they are not alone. They have learned how to handle feelings of stress, depression, and anxiety through calming methods. There will be a discussion about how they can continue to use these strategies in the future and live healthier, balanced life. There will also be light refreshments and snacks to enjoy while having free time for the last fifteen to twenty minutes. I will provide members with other groups and activities of interest to continue reaching their goals and staying active within their community.

References

Ahn, Y. D., Jang, S., Shin, J., & Kim, J. W. (2022). Psychological Aspects of Child Maltreatment. Journal of Korean Neurosurgical Society, 65(3), 408–414. https://doi.org/10.3340/jkns.2021.0300

Beaulieu, L., Addington, J., & Almeida, D. (2018). Behavior Analysts’ Training and Practices Regarding Cultural Diversity: The Case for Culturally Competent Care. Behavior Analysis in Practice12(3). https://doi.org/10.1007/s40617-018-00313-6

Corey, M. S., Corey, G., & Corey, C. (2018). Groups: Process and practice (10th ed.). Cengage.

Hendriks, T. (2019). Guidelines for the cultural adaptation of positive psychology interventions. Caribbean Journal of Psychology. https://www.academia.edu/41682420/Guidelines_for_the_cultural_adaptation_of_positive_psychology_interventions

Kenny, M. C., Helpingstine, C. E., Harrington, M. C., & McEachern, A. G. (2018). A comprehensive group approach for commercially sexually exploited girls. The Journal for Specialists in Group Work, 43(4), 376–398. https://doi.org/10.1080/01933922.2018.1484540

Kuper, J. L., & Turanovic, J. J. (2020). Adjustment Problems in Early Adulthood Among Victims of Childhood Physical Abuse: A Focus on Adolescent Risk and Protective Factors. Crime & Delinquency, 66(3), 337–362. https://doi.org/10.1177/0011128719850

Mehta, D., Kelly, A. B., Laurens, K. R., Haslam, D., Williams, K. E., Walsh, K., Baker, P. R. A., Carter, H. E., Khawaja, N. G., Zelenko, O., & Mathews, B. (2023). Child Maltreatment and Long-Term Physical and Mental Health Outcomes: An Exploration of Biopsychosocial Determinants and Implications for Prevention. Child psychiatry and human development, 54(2), 421–435. https://doi.org/10.1007/s10578-021-01258-8

Narula, V., & Prakash, R. (2022). Cultural Competence Of Health Care Workers: A Study Of Sasaram/Bihar. İmgelem6(10), 261–276. https://doi.org/10.53791/imgelem.1102475

Patallo, B. J. (2019). The multicultural guidelines in practice: Cultural humility in clinical training and supervision. Training and Education in Professional Psychology13(3), 227–232. https://doi.org/10.1037/tep0000253

Strathearn, L., Giannotti, M., Mills, R., Kisely, S., Najman, J., & Abajobir, A. (2020). Long-term Cognitive, Psychological, and Health Outcomes Associated With Child Abuse and Neglect. Pediatrics, 146(4), e20200438. https://doi.org/10.1542/peds.2020-0438

Wei, M., Wang, L.-fei, & Kivlighan, D. M. (2021). Group counseling change process: An adaptive spiral among positive emotions, positive relations, and emotional cultivation/regulation. Journal of Counseling Psychology, 68(6), 730–745. https://doi.org/10.1037/cou0000550

Submit your completed Group Proposal using the Cohort Group Proposal Template.

Group Proposal: Adolescent victims of all types of abuse

Please ensure you follow the rubric exactly

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Rubric:

This criterion is linked to a Learning OutcomeAssignment Expectations:By Day 7: Submit your Cohort Group Proposal with each of the following components:1. An APA Style Title Page.2. Three to five pages of the body of the paper.3. Reference page(s).
A

Thoroughly addressed all required components of the assignment with a well-developed submission that exceeds expectations.

Assignment Expectations:The Cohort Group Proposal includes a section on the rationale that describes the population, the prevalence of the problem and risk factors, and describes the type of group proposed.
A

Thoroughly addressed all required components of the assignment with a well-developed submission that exceeds expectations.

This criterion is linked to a Learning OutcomeAssignment Expectations:The Cohort Group Proposal includes a section on the review of the relevant literature.
A

Thoroughly addressed all required components of the assignment with a well-developed submission that exceeds expectations.

This criterion is linked to a Learning OutcomeAssignment Expectations:The Cohort Group Proposal includes a section on the goal of the group with measurable objectives.
A

Thoroughly addressed all required components of the assignment with a well-developed submission that exceeds expectations.

This criterion is linked to a Learning OutcomeAssignment Expectations:The Cohort Group Proposal includes a section on the practical considerations including the screening procedures; informed consent and cancellation policy; group rules; time, location, and frequency of meetings; and necessary community resources.
A

Thoroughly addressed all required components of the assignment with a well-developed submission that exceeds expectations.

Assignment Expectations:The Cohort Group Proposal includes a section with an outline or brief narrative of planned strategies/interventions.
A

Thoroughly addressed all required components of the assignment with a well-developed submission that exceeds expectations.

This criterion is linked to a Learning OutcomeAssignment Expectations:The Cohort Group Proposal includes a section on how diversity may be addressed in the group.
A

Thoroughly addressed all required components of the assignment with a well-developed submission that exceeds expectations.

This criterion is linked to a Learning OutcomeAssignment Expectations:The Cohort Group Proposal includes a section describing the termination procedures.
A

Thoroughly addressed all required components of the assignment with a well-developed submission that exceeds expectations.

This criterion is linked to a Learning OutcomeAssignment Expectations:The Cohort Group Proposal includes a section on the objective and subjective evaluations of the group.
A

Thoroughly addressed all required components of the assignment with a well-developed submission that exceeds expectations.

This criterion is linked to a Learning OutcomeLearning Objective: Develop a proposal describing the necessary components of a group proposal.
A

Demonstrated understanding and integration of course content to the extent that the learning objective was mastered,

This criterion is linked to a Learning OutcomeSubmission Quality: The extent to which the submission demonstrated writing quality.
A

Writing was extremely organized, concise, well written, and included citations and references for ideas of others used in the assignment.

 

Required Readings:

  • Corey, M. S., Corey, G., & Corey, C. (2018). Groups: Process and practice (10th ed.). Cengage.
    • Chapter 3, “Ethical and Legal Issues in Group Counseling”
  • American Counseling Association. (2014). ACA code of ethicsLinks to an external site.. Retrieved from http://www.counseling.org/docs/ethics/2014-aca-code-of-ethics.pdf?sfvrsn=4
    • In particular, review the relevant sections of the code for group work.

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