Imagine you are the leader of a therapeutic group for children and/or adolescents. Answer the following questions about your group.
1.How would you approach facilitating a group for children or adolescents? How do the stages of human development impact your approach? Why?
2.Identify a theme or a focus for your group. How does this theme/focus address an issues facing either children or adolescents?
3.How are therapeutic groups for children and adolescents similar to and different from therapeutic groups for adults?
|Subject||Early childhood development||Pages||6||Style||APA|
A therapeutic intervention refers to the efforts put in by individuals or groups purposely to improve the wellbeing of other people who need help but live in denial, hence refuse to accept or initiate the help (Brown, 2018). A therapeutic group leader is a responsive and affirming person who understands how his/her allocated group should be structured, the points where interventions are necessary, and applicable strategies to effect a successful intervention (Brown, 2018). This paper addresses how I would approach facilitating a group for adolescents, discuss how the stages of human development impact the approaches, address how depression addresses the issues facing either adolescents, and further elaborate how therapeutic groups for adolescents are similar to and different from therapeutic groups for adults.
A therapeutic group for adolescents provides an opportunity for each of the members to act as a role model to the rest, especially in a case where a group is made up of participants of varying stages of treatment. Facilitating this group will entail a number of approaches. First, I will encourage participants to support and uplift every member so that no one feels isolated or lonely. Despite all participants being at the same stage, certain members will naturally turn out more successful at handling certain types of issues than others. It is, therefore, important to cultivate a culture where members learn to share their concerns and experiences with others and learn from each other (Moon, 2016).
Moreover, I will ensure that the therapy provides a unique and safe environment for all participants to practice new behaviors without fear of scolds or judgment. Such interactions will go a long way in helping me, as the therapist, to assess a first-hand interaction with others and their actions or behaviors in a social situation. Here, a therapist can readily provide more targeted suggestions and feedback to every client. It, will, therefore be important for the therapist to share some time with clients to monitor individual progress.
The stages of human development, however, impact the approaches in a number of ways. Development refers to the total process by which a person adapts to his/her living environment. As children mature into adolescent, they adopt diverse learning processes that account for certain actions, life decisions, personal conduct and interactions with others (Brown, 2018). As children grow older and interact much more with social systems, they become more competent in partaking a large range of complex characters which might impact on their behavior. Some may be compliant to suggested recovery approaches while others may become defiant which derails the whole intervention process.
The theme for the group will focus on self-help and coping tips to overcome adolescent depression. Depression and stress are known to drain a person’s energy and hope in life, especially when things are not working well on their end. The theme must focus on the fact that while depression is not easy to handle or quick to get over, it is far from impossible. Even though depression can be severe and stubbornly persistent, one must learn to have some control. Tough times do not last long. The key is to focus on things that bring you happiness and learn to handle situations more positively other than causing harm to oneself.
The transition between childhood, to adolescence and to adulating can be quite challenging. The theme on depression is therefore significant as it addresses the possible life issues that adolescents are likely to face and which can compromise their wellbeing. The theme is purposely meant to enlighten them on possible tough situations and how self-help goes a long way in coping to such situations. Being hopeful, determined and optimistic are part of the self-help tips that all persons should be acquainted with. Recovery from depression needs actions. However, taking action when a person is depressed can be challenging. As a matter of fact, the members will be able to appreciate that the only key to depression recovery is to set a few achievable goals and build a life from there.
Maximize and draw upon the resources that you contain. One may not have so much energy to push on, but probably have enough to turn round the blocks and focus on the positivity that the few goals bring. It is necessary to take things one at a time and ensure that you reward yourself for any accomplishment made. The steps may appear small, but they will eventually add up. Baseline, for any energy that a person puts into his/her depression recovery, it will get back in more return. Depression is real and the only remedy is learning to appreciate the little life offers and building a journey from there. Indulging in drug abuse and alcoholism only makes the situation worse (Chen & Rybak, 2017). It can lead to death, extreme levels of depression, drop out, confusion or neglect by society since nobody wants to associate with failures.
The therapeutic groups for adolescents and adults exhibit a number of similarities and differences. Sometimes adolescents, just like adults, benefit from therapy. The sessions allow the two groups to develop better problem-solving strategies and focus on the value of seeking help during difficulties (Brown, 2018). Therapists help adults and adolescents handle stress and other varieties of behavioral and emotional issues. It helps them develop a better understanding of family dynamics and why things happen in life the way they do. The goal is more or less the same.
In as much as the therapeutic sessions are similar, there are explicit differences. Adolescent therapeutic groups help parents work to figure out the root causes of emotional and behavioral upsets among adolescents. They help parents learn how to cope and interact with their young ones in a way that cultivates long-term and healthy, emotional and social development. The sessions help adolescents develop increased life resilience that they can carry with them throughout the journey of life. Adolescence is a critical stage of mental, social, and emotional development and wellbeing. The therapeutic sessions here recognize the need to be particularly open to the positive influences of social and emotional learning, youth development stages and behavioral modelling. Matters of depression are insisted upon and the sessions are carried out much more frequently as the group is much likely to engage in thrill-seeking and risky life behaviors that might affect their development. These sessions are a bit engaging.
Contrarily, for the adults, therapy sessions are more specific on constructive ways of coping up with parenting pressure, stress, and family management. It is a supportive session as they endure a difficult period under increased stress, for instance, beginning a new career journey mental medical concern, or going through a divorce. Therapeutic sessions with adults is considered easily manageable because most of them are willing to open up on their life struggles and understand why attending the sessions is of significance (Chen & Rybak, 2017). As opposed to adolescent group, adult therapeutic group responds easily to changes because most of them enter therapy with a strong desire to transform.
In conclusion, group therapies are important for both adults and adolescents. They go a long way in their journey of recovery. Different approaches can be employed by leaders to facilitate a group of adolescents. However, as highlighted, stages of human development influence the efficacy of these approaches. Leaders need to be sensitive on the choice of the theme focus because they are critical in addressing issues facing adolescents. The therapeutic groups for adolescents are similar to and different from therapeutic groups for adults in a number of ways as has been discussed in this essay.
Brown, N. W. (2018). Psychoeducational groups: Process and practice. Routledge.
Chen, M. W., & Rybak, C. (2017). Group leadership skills: Interpersonal process in group counseling and therapy. SAGE Publications.
Moon, B. L. (2016). Art-based group therapy: Theory and practice. Charles C Thomas Publisher.