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Review this modules 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.pdf social_group_work_practice__an_evidence_based_approach.pdf evidence_based_group_work__a_framework_for_advancing_best_practice.pdf Unformatted Attachment Preview 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 418 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. 420 J. S. Wodarski and M. D. Feit 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 ... Purchase answer to see full attachment