Spring 2022 SOWK 487 Week 12 - Group Work Approaches Related to Setting I
A presentation at Heritage University @ CBC Week 12 in in Pasco, WA 99301, USA by Jacob Campbell
Group Work Approaches RELATED TO SETTINGS Part 1 of 2 Physical & Mental Health Involuntary Clients Strength-Based with Children & Adolescents Child Welfare SOWK 487 Jacob Campbell, LICSW - Spring 2022 HERITAGE UNIVERSITY
THE KEYS TO STAYING ON TRACK SOWK 487 Jacob Campbell, LICSW - Spring 2022 HERITAGE UNIVERSITY
GROUP WORK APPROACHES Strength-Based Physical & Mental Involuntary Groups w/ Health Clients Children & Child Welfare Adolescents Ruffolo and Maker (2017) Chapter 13 - EvidenceBased Group Work in Mental Health Practice SOWK 487 Rooney and Chovanec (2017) Chapter 14 Involuntary Groups Malekoff (2017) Chapter 15 Strengths-Based Group Work with Children and Adolescents Jacob Campbell, LICSW - Spring 2022 Rittner (2017) Chapter 16 Group work in Child Welfare HERITAGE UNIVERSITY
GROUPS IN PHYSICAL AND MENTAL HEALTH Redistributional Justice Identity Concerns Uncertain Conditions Crisis Situations (Ruffolo & Maker, 2017) SOWK 487 Jacob Campbell, LICSW - Spring 2022 HERITAGE UNIVERSITY
INVOLUNTARY GROUPS Reactance Theory Stages of Change Model Motivational Interviewing Stages of group change for involuntary clients (Rooney & Chovanec, 2017) SOWK 487 Jacob Campbell, LICSW - Spring 2022 HERITAGE UNIVERSITY
REACTANCE THEORY Mental E ects: Perceptual or judgmental changes Importance of freedom Reactance Magnitude of threat to freedom Behavioral E ects: Opposition, aggression, etc. (Brehm, 1972) ff ff SOWK 487 Jacob Campbell, LICSW - Spring 2022 HERITAGE UNIVERSITY
MOTIVATIONAL INTERVIEWING
STAGES OF CHANGE Maintenance Pre-contemplation Relapse Contemplation Action any time Preparation (Miller & Rollnick, 2013) SOWK 487 Jacob Campbell, LICSW - Spring 2022 HERITAGE UNIVERSITY
THE “SPIRIT” OF MOTIVATIONAL INTERVIEWING Collaboration vs. Confrontation Evocation vs. Imposing Ideas Autonomy vs. Authority (Miller & Rollnick, 2013) SOWK 487 Jacob Campbell, LICSW - Spring 2022 HERITAGE UNIVERSITY
THE PRINCIPLES OF MOTIVATIONAL INTERVIEWING Express Empathy Support Self-E icacy Roll with Resistance Develop Discrepancy (Miller & Rollnick, 2013) ff SOWK 487 Jacob Campbell, LICSW - Spring 2022 HERITAGE UNIVERSITY
THE PRINCIPLES OF MOTIVATIONAL INTERVIEWING Express Empathy Support Self-E icacy Basis for client feeling heard and understood Permits clients to honestly share experiences Roll with Resistance Relies on client’s experiencing clinician seeing from their point of view Develop Discrepancy (Miller & Rollnick, 2013) ff SOWK 487 Jacob Campbell, LICSW - Spring 2022 HERITAGE UNIVERSITY
THE PRINCIPLES OF MOTIVATIONAL INTERVIEWING Express Empathy Support Self-E icacy Strengths-based approach Client must believe change is possible Roll with Resistance Clients often have tried to change, and been unable Develop Discrepancy (Miller & Rollnick, 2013) ff SOWK 487 Jacob Campbell, LICSW - Spring 2022 HERITAGE UNIVERSITY
THE PRINCIPLES OF MOTIVATIONAL INTERVIEWING Express Empathy Experiences con lict with view of problem or solution Support Self-E icacy Roll with Resistance Con licts based on ambivalence about change Clinician’s job to avoid confronting in the early stages Clients de ine their own problems and solutions Develop Discrepancy Inviting clients to examine new point of view (Miller & Rollnick, 2013) f ff f f SOWK 487 Jacob Campbell, LICSW - Spring 2022 HERITAGE UNIVERSITY
THE PRINCIPLES OF MOTIVATIONAL INTERVIEWING Express Empathy Support Self-E icacy Motivation occurs where there is a mismatch in values and actions. Roll with Resistance Gradually helping clients to become aware of how current behaviors lead away from goals. Develop Discrepancy (Miller & Rollnick, 2013) ff SOWK 487 Jacob Campbell, LICSW - Spring 2022 HERITAGE UNIVERSITY
AGGRESSION REPLACEMENT TRAINING
GROUP NORMS Respect Safety Participation Con identiality f SOWK 487 Jacob Campbell, LICSW - Spring 2022 HERITAGE UNIVERSITY
THINKING ERRORS AKA: Cognitive Distortions Thinking Errors or Cognitive Distortions lead us to trouble when we use them to make sense of our poor choices and antisocial behavior. We also end up with consequences that we do not like. Self-centered Thinking: Thinking about only your own needs or interests, not caring about others. One example is saying “If I lie to people, it is nobody’s business but mine.” Assuming the Worst: Acting as if the worst outcome in a situation is the only possible outcome. Thinking people are out to get you. One example is saying, “I might as well lie, people won’t believe me if I tell the truth.” Blaming Others: Not accepting responsibility for your choices and consequences. Making it seem like someone forced you to act how you did. Saying someone else is responsible. One example is saying, “People make me lie when they ask too many questions.” Minimizing/mislabeling: Thinking Errors or Cognitive Distortions lead us to trouble when we use them to make sense of our poor choices and antisocial behavior. We also end up with consequences that we do not like. The four thinking errors we learn about in Moral Reasoning are: SOWK 487 Jacob Campbell, LICSW - Spring 2022 HERITAGE UNIVERSITY
THINKING ERRORS These same styles of thinking can also lead us to positive decisions. AKA: Cognitive Distortions Style of Thinking Positive/Pro-social I am not going to rob a bank with you Self-Centered Thinking because I don’t want to get in trouble. You do whatever you want. Assuming the Worst Blaming Others Minimizing/mislabeling If I drink and drive, I will die. Okay Because You are using Thinking Ahead to stay out of a situation that may lead to trouble. You are using Thinking Ahead and may save your own life. If there weren’t so many drug dealers in If it is a factual statement, then you my neighborhood, it would be a safer are not trying to blame someone place to live. else. It is no big deal to get a lu shot, the needle just hurts for a second. You are using a Reminder to help to calm yourself down. Jacob Campbell, LICSW - Spring 2022 f SOWK 487 HERITAGE UNIVERSITY
Reggie’s Problem Situation from ART “YOUR FATHER IS LATE AGAIN,” REGGIE’S MOTHER TELLS REGGIE ONE NIGHT AS HE SITS DOWN TO DINNER. REGGIE KNOWS WHY; HE PASSED HIS FATHER’S CAR ON THE WAY HOME FROM SCHOOL. IT WAS PARKED OUTSIDE THE MIDTOWN BAR AND GRILL. REGGIE’S MOTHER AND FATHER HAD ARGUED MANY TIMES ABOUT HIS FATHER’S STOPPING OFF AT THE BAR ON HIS WAY HOME FROM WORK. AFTER THEIR LAST ARGUMENT, HIS FATHER HAD PROMISED HE WOULD NEVER DO IT AGAIN. “I WONDER WHY YOUR FATHER IS LATE,” REGGIE’S MOTHER SAYS. “DO YOU THINK I SHOULD TRUST WHAT HE SAID ABOUT NOT DRINKING ANY MORE? DO YOU THINK HE STOPPED OFF AT THE BAR AGAIN?” REGGIE’S MOTHER ASKS HIM. WHAT SHOULD REGGIE SAY OR DO? SOWK 487 Jacob Campbell, LICSW - Spring 2022 HERITAGE UNIVERSITY
MORAL REASONING Problem Situation: Reggies Problem “Real” Problem De inition: Name 1 2 3 4 5 Group Decision f SOWK 487 Jacob Campbell, LICSW - Spring 2022 HERITAGE UNIVERSITY
TECHNIQUES UTILIZED WITH INVOLUNTARY GROUPS Emphasizing choices already made Positive future focus Emphasize choice Clarifying non-negotiable requirements Limited, clear requirements Clarifying rights and limitations Clarifying roles Avoid emphasis on blaming SOWK 487 Rewarding acknowledging responsibility Jacob Campbell, LICSW - Spring 2022 HERITAGE UNIVERSITY
STRENGTHS BASED GROUP WORK WITH CHILDREN AND ADOLESCENTS 1 Form groups based on member felt needs and wants, not diagnoses 2 Structure groups to welcome the whole person, not just the troubled parts 3 Integrate verbal and nonverbal activities 4 Decentralize authority and turn control over to group members 5 Develop alliances with relevant other people 6 Maintain a dual focus on individual change and social reform 7 Understand and respect group development as a key to promoting change (Malekoff, 2017) SOWK 487 Jacob Campbell, LICSW - Spring 2022 HERITAGE UNIVERSITY
NEXT WEEK NO SYNCHRONOUS CLASS April 11, 2022 SOWK 487 Jacob Campbell, LICSW - Spring 2022 HERITAGE UNIVERSITY
ASSIGNMENT 04 Research Paper to Inform Group Practice Meta: Points 100 pts (20% of inal grade); Deadline Friday 04/22/22 at 11:55 PM; Completion Submit an individual paper via My Heritage Assignments which is connected to Chalk and Wire Task: Working individually, students will complete a research paper regarding a facilitated treatment group. It is helpful for the student to select a group that they might be interested in providing in the future. The group can be on almost any topic. For instance, you may choose to research chemical dependency, sex offender treatment, sexual abuse recovery, grief and loss, parenting children with special needs, homeless teens, etc. The inal paper will be 1,500 to 1,750 words in length. It should be written using APA format and strong academic and professional writing skills. A title page, abstract, written article, and reference page are all included. The paper will consist of a minimum of four sources that guide facilitating your group topic. At least two journal articles must be from peer-reviewed sources. The inal paper should include the following information: f f f f f f Criterion for Success: Students will be assessed on their ability to demonstrate effective scholarly writing and practice behaviors. This paper will be graded according to the research and intervention practice behavior rubric and the APA research paper rubric. The competencies will be assessed through the practice behaviors rubric. Grades will be included in inal grades, which must be submitted by the instructor no later than Wednesday 05/18/22 at 5:00 PM. • • • • Discussion, synthesis, and analysis of the indings of the research Examination how the research indings relate to each other, it is helpful to look for themes in the articles and base your paper around those themes Use of examples about how the information provided should be applied to practice with groups Understanding of how to apply the information to the knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in interventions with clients and constituencies
Week 12 moves into a two-part series of looking at groups that we complete focused on different populations. The first week has readings from Ruffolo and Maker (2017) dive into group work focused on mental health. As we know, many of the groups that social workers end up facilitating include involuntary participants. Rooney and Chovanec (2017) offer many suggestions on how to succeed with this population. Finally, Malekoff (2017) talks about strength-based practices with youth, and Rittner (2017) looks specifically at child welfare. We will be talking about bits and pieces of doing group work with each of these populations during class. We will also be doing a participatory activity out of Aggression Replacement Training.
Reference
Malekoff, A. (2017). Chapter 15 - Strengths-based group work with children and adolescents. In C. D. Garvin, L. M. Gutierrez, & M. J. Galinsky Handbook of Social Work with Groups (pp. 255-270). The Guilford Press.
Rittner, B. (2017). Chapter 16 - Group work in child welfare. In C. D. Garvin, L. M. Gutierrez, & M. J. Galinsky Handbook of Social Work with Groups (pp. 271-286). The Guilford Press.
Rooney, R., & Chovanec, M. (2017). Chapter 14 - Involuntary groups. In C. D. Garvin, L. M. Gutierrez, & M. J. Galinsky Handbook of Social Work with Groups (pp. 237-254). The Guilford Press.
Ruffolo, M. C., & Maker, C. M. (2017). Chapter 13 - Evidence-based group work in mental health practice. In C. D. Garvin, L. M. Gutierrez, & M. J. Galinsky Handbook of Social Work with Groups (pp. 220-236). The Guilford Press.
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