DQ#1
Lekeitha S
RE: Specialty Groups
This writer would be interested in facilitating a group that addresses the different traumas in children. Childhood trauma has been defined as the mental result of one sudden external blow or a series of disappointments, rendering the young person temporarily helpless and breaking past ordinary coping and defensive operations (Menschner & Maul, 2016). Experiencing trauma during childhood significantly increases the risk of severe health problems such as chronic lung, heart, liver disease and depression, sexually transmitted diseases, tobacco, alcohol, and illicit drug abuse throughout life (Menschner & Maul, 2016). Childhood trauma is also linked to increases in social service costs (Menschner & Maul, 2016). Implementing trauma-informed approaches to care may help health care providers engage their patients more effectively. It offers the potential to improve outcomes and reduce avoidable healthcare and social services costs (Menschner & Maul, 2016).
Abused and neglected children typically experience harm at an adult’s hand, frequently someone in an influential family role (Wanlass et al., 2006). Not surprisingly, these victims often replay aspects of their traumatic abuse within the group therapy setting (Wanlass et al., 2006). Therapists often become transference objects, arguably a necessary component in working through traumatic events. Whether or not such encounters are therapeutic depends on the therapist’s skill, particularly in managing countertransference reactions (Wanlass et al., 2006). A therapist cannot prevent what has already happened and can only work with the resultant trauma (Wanlass et al., 2006). The shame, humiliation, powerlessness, sadness, and paralyzing helplessness experienced during episodes of abuse are projected onto the therapist (Wanlass et al., 2006). Many therapists are made uncomfortable by helplessness, someone else’s, or their own. Having an advanced education, a title, and years of clinical experience, therapists may think of themselves as potent change agents (Wanlass et al., 2006).
The treatment of abused and neglected youth does not end with the group therapy hour (Wanlass et al., 2006). Therapists have an ethical and legal responsibility to advocate for their clients (Wanlass et al., 2006). In addition to working through trauma, therapists are advocates within the child welfare system. This role may include intervention at the individual, community, and societal level (Wanlass et al., 2006). Ethically this writer would need specialized training to be able to will be able to address and resolve any emotional and behavioral difficulties children face while dealing with trauma experiences.
References:
Menschner, C.& Maul, A. (2016). Key ingredients for successful trauma-informed care implementation. Center for Health Care Strategies. Retrieved from https://www.samhsa.gov/sites/default/files/programs_campaigns/childrens_mental_health/atc-whitepaper-040616.pdf
Wanlass, J., Moreno, J.K. & Thomson, H.M. (2006) Group Therapy for Abused and Neglected Youth: Therapeutic and Child Advocacy Challenges. The Journal For Specialists in Group Work, 31(4), 311-326, DOI: 10.1080/01933920600918808
Carmetta M
RE: Specialty Groups
Hello Dr. Nichols and class,
Since the writer has experience with exceptional family members and the special education population, the writer has discovered multiple techniques of group therapy for youth and adolescents with learning disabilities and social or emotional problems. According to the research of Mishna et al. (1994), children and adolescents who having learning disabilities are at a high risk of experiencing social and emotional difficulties. The authors suggest that children and adolescents with learning disabilities sometimes have a problem comprehending social cues (Mishna et al., 1994). The writer found that children and adolescents may isolate themselves from their peers due to social and emotional challenges. Since peer relationship and social development is presented as a great important for child and adolescent development (McIntosh et al., 1991), Feigin and Meisgeier (1987), suggest that social skills training and teaching can be incorporated through individual and group therapy to improve social functioning of learning disabled children and adolescents.
In reference to this article and for the past 30 years, group therapy has been presented beneficial for adolescents with deficient social skills and low self-esteem (Raubolt, 1983). At the time of this article, there was little literature that supported learning disabled adolescents and group therapy. Documented group therapy for learning disabled adolescents in the late 1980’s and early 1990’s took place in an academic setting (Coche & Fisher, 1989). In current times, group therapy is suggested beneficial for adolescents with learning disabilities needing assistance with social or emotional skills. Mishna et al. (1994) suggest that one of the benefits of group therapy for adolescents with learning disabilities is increased self-esteem through being accepted by others in the group. The writer found that group therapy facilitates identification, interpersonal learning, and it highlights real life relationships. Mishna et al. (1994), presents that group therapy for adolescents with learning disabilities is beneficial by teaching conflict resolution, behavior control, socialization stabilization, and motivation towards academic achievements.
There are some suggested challenges of group therapy for adolescents with learning disabilities. According to Coche and Fisher (1981), some adolescents with learning disabilites may not be able to talk about their feelings or discuss their emotional issues. But the writer discovered that group therapy can still provide treatment that helps address fear of ridicule and the enhancement of social skills. Mishna et al. (1994), suggest that group therapy provides a peer group that is essential for adolescent development. The writer also learned that group therapy for adolescents with learning disabilities can help through academics, social failures, emotional development, and social development (Mishna et al., 1994).
References
Coche, J.M., & Fisher, J.H (1989). Group psychotherapy with learning disabled adolescents. In F.J Azima & L.H. Richmond (Eds.), Adolescent Group Psychotherapy, American Group Psychotherapy Association Monograph Series (pp. 125-la|. Madison, CT.: International Universities Press, Inc.
Feigin, J., & Meisgeier, C. (1987). Learning disabilities and critical social and behavioral issues: a review. Reading, Writing, and Learning Disabilities, 3, 259-274
Mclntosh, R., Vaughn, S., & Zaragoza, N. (1991). A review of Social Interventions for Students with Learning Disabilities. Journal of Learning Disabilities, 24(8), 451-458
Mishna, Faye & Kaiman, Janice & Little, Sandra & Tarshis, Elizabeth. (1994). Group therapy with adolescents who have learning disabilities and social/emotional problems. Journal of Child and Adolescent Group Therapy. 4. 117-131. 10.1007/BF02548484.
Raubolt, R. (1983). Brief, problem-focused group psychotherapy with adolescents. American Journal of Orthopsychiatry, 53(l), 157-165
Carmetta
DQ#2
Carmetta M
RE: Differences within the Group
Hello Dr. Nichols and class,
When it comes to difference in groups, the writer has witnessed challenges within the African American community in reference to group interventions with a noticeable presence of bias and prejudice. This is a touchy topic for the writer but the writer has witnessed other professionals refuse the opportunities to serve certain ethnic group due to the perception of conflict or fear of the unknown. Berg et al. (2013), suggest that issues of diversity has received “mixed attention” over several decades. When it comes to diversity and social justice, the authors suggest that a lot of the struggles rest on issues of discomfort (Adams et al. 2007). The writer found that groups functioning in naivety or the lack of awareness is one of many issues that can impact universal interactions within group work.
From a professional point of view, the writer found that all therapist must maintain a desire to understand all groups of people. When it comes to therapy and African-Americans, Thrive Works (2018), suggest that therapy may be challenging due to stigmas and a hesitancy towards mental illness. Mental illness and therapy is not a one race, ethic group, gender, multicultural, or religious disease. According to Thrive Works (2018), every community struggle with emotional issues or mental illness. Therapy was a foreign concept in the past for African Americans but more and more people are warming up to the idea (Thrive Works, 2018). Thrive Works (2018), suggest that individual or group therapy should present a climate that respects the vulnerability of social climates and increased acceptance. The writer also found that therapist or group facilitators should not make assumptions about ethnic identity, perceptions of racism, or intra-individual differences. According to Thrive Works (2018), therapist should also avoid presumptions and perceptions when it comes to counseling according to race, sexuality, ethnicity, gender, and religion. It is suggested that therapy is about growth, unconditional positive regard, genuineness, and respect.
References
Adams, M., Bell, L. A., & Griffin, P. (Eds.) (2007). Teaching for diversity and social justice (2nd ed.).London and New York: Routledge
Berg, R. C., Fall, K. A., & Landreth, G. L. (2013). Group Counseling : Concepts and Procedures: Vol. 5th ed. Routledge.
Thrive Works. (2018, June 1). Common Counseling Challenges for African-Americans. Retrieved on June 15, 2021, from https://thriveworks.com/blog/common-challenges-african-americans/
Carmetta
Larisa L
RE: Differences within the Group
The authors of the article, Mizock & Lundquist (2016), citing a number of authors, write that transgender and gender non-conforming (TGNC) clients report negative experiences when faced with medical and mental health services (Poteat, German, & Kerrigan, 2013; Shipherd, Green, & Abramovitz, 2010; Xavier et al., 2013). Scholars, Bockting, Robinson, Benner, & Scheltema, 2004; Willging, Salvador and Cano (2006) argue that a psychotherapy experience that exacerbated a client’s problem can increase the severity of symptoms, bring the client dissatisfaction with the treatment, and cancel the desire to seek help. According to Mizock & Fielding (2016), clients need psychotherapy that reaffirms transgender and gender non-conforming (TGNC) identities. Scholars Grossman & D’Augelli, 2007; Potheat, Herman and Kerrigan (2013); Schipherd, Green and Abramowitz (2010); Xavier et al. (2013) report that they have observed that TGNC clients frequently report negative experiences of psychotherapy, discrimination and prejudice they encounter (offensive language, mistreatment, and outright refusal to help) (Mizock & Lundquist, 2016).
The issue of sex differences has worried humanity since ancient times. Many different philosophical and prescientific myths have been devoted to this issue. Despite the fact that sexology and endocrinology are now a full-fledged scientific theory, Lacan (2011) and Laqueur (1990) argue that from a psychoanalytic point of view, these myths continue to function unconsciously. However, as early as 1905, Freud, in his article “Three Essays on the Theory of Sexuality,” writes, “primordial bisexuality is structural in subjects in the same way as the differentiation caused by the Oedipus-castration complex (Freud, 1905). According to Freud, in libido or drive energy, there are no sexual differences. Freud (1905) is convinced that “the libido can only be masculine or, better, masculine, if we knew what masculine and feminine,” says Freud in “Three Essays.” However, according to modern scholars Diemen and Goldner (2011), D’Ercol (2014) and Hodges (2011), Freud theoretically got lost in two different directions. On the one hand, he dyadically develops the concept of masculinity and femininity; on the other hand, he destroys the intersection of paired activity-passivity with masculinity and femininity and criticizes heterosexual sex, for whom he presupposes normality, as you can read about in Freud’s article “On Femininity” (1932) (Curti L. et al.,2019).
This writer has no experience with transsexual clients. According to this writer, in order to work with clients of this population, it is necessary to have a good knowledge of the topic of transsexualism and the articles that this author found will be useful for studying this topic. This writer will adhere to the recommendations of Jungers & Gregoire (2013), which argue that consultants take reasonable precautions to protect clients from physical, emotional, or psychological trauma. According to the authors of the article, the group leader is obliged to select potential customers so that they are guaranteed to meet the interests of the group members. Group leaders establish appropriate practices for identifying members and forming the group, and must complete and sign informed consent. The group leader discusses with the group members the limits of confidentiality, explains the rights of the group members, the purpose of the group and the conditions for participation in the group (whether it is voluntary or mandatory)
(American Psychological Association, 2015).
References
Mizock, L. & Lundquist, S. (2016). Missteps in psychotherapy with transgender clients: promoting gender. Sensitivity in counseling and psychological practice. Psychology of Sexual Orientation and Gender Diversity. American Psychological Association.2016, Vol. 3, No. 2, 148 –155
https://www.apa.org/pubs/journals/features/sgd-sgd0000177.pdf
Guidelines for psychological practice with. Transgender and gender nonconforming people.
American Psychological Association. 2015.
https://www.apa.org/practice/guidelines/transgender.pdf
Curti L. et al. (2019). (PDF) Transsexualism and psychoanalytic perspectives: gender theories and clinics. Available from:https://www.researchgate.net/publication/340629166… [accessed Jun 16 2021].La camera blu /About genders n° 21 (2019)
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