Assessment Application Assignment: Submit A 2-3 Page Paper I

Assessment Application Assignmentsubmit A 2 3 Page Paper Apa Formatted

Assessment Application Assignment Submit a 2-3 page paper APA formatted paper. Your paper should include: · A description of with which you might like to build a group an explanation of the type of group you might build with this population. · An explanation of the concerns that might be addressed for this population in that group and a description of which cultural structures and values may oppress, marginalizes, alienate, create, or enhance privileges and power for this group. · A description of the details you must consider when planning the group. For example composition of the group, recruitment strategies, format (open or closed), time frame, and use of screening interviews for members. · An explanation of the intervention skills needed for working with this group and an explanation of the potential professional roles the social worker might need to take on as the leader. · An explanation of the potential dynamics to be aware of when running this particular group. Support your Assignment with specific references to the Resources. Be sure to provide full APA citations for your references.

Paper For Above instruction

The task of creating and leading a therapeutic group requires careful consideration of the population involved, the purpose of the group, and the strategies employed to ensure its effectiveness. In this paper, I will outline a potential group I would like to establish, the concerns addressed within this group, the cultural dynamics at play, planning considerations, intervention skills necessary, professional roles, and the potential group dynamics to anticipate.

Identifying the Population and Model of the Group

The population I would like to build a group for is recently incarcerated young adults, aged 18-25, transitioning back into their communities. These individuals frequently face challenges such as reintegration difficulties, stigma, employment barriers, mental health concerns, and substance use issues. A peer support/mentorship group grounded in a cognitive-behavioral framework would be highly effective here, aiming to foster resilience, promote positive social behaviors, and facilitate skill development necessary for reintegration.

Addressing Concerns and Cultural Structures

This population experiences significant concerns related to trauma, low self-esteem, disrupted familial relationships, and systemic barriers. Culturally, marginalized groups—particularly those from minority backgrounds—often encounter structural oppression through discriminatory policies, economic disparities, and societal stigmatization. These structures can marginalize them further, creating a cycle of deprivation and marginalization. Conversely, recognizing cultural strengths such as communal resilience, spiritual resources, and collectivist values can serve to enhance their sense of identity and power. It's essential to be aware of how cultural values around family, religion, and community influence engagement and healing processes.

Planning Considerations

When planning the group, process considerations include group composition—preferably a heterogeneous mix of individuals with similar reentry experiences to promote shared understanding but also diverse enough to foster varied perspectives. Recruitment strategies might involve collaboration with parole officers, community organizations, and faith-based groups to reach potential members. An open group format could be more inclusive initially, allowing newcomers to join at various points, but a closed group might foster deeper trust over time. The timeframe would be structured over twelve weekly sessions, each lasting up to ninety minutes, with screening interviews conducted to ensure suitability and readiness for participation. Screening helps identify those who are emotionally prepared and committed to the process.

Intervention Skills and Professional Roles

Essential intervention skills include active listening, empathy, trauma-informed care, and facilitating peer empowerment. The social worker must be adept at managing confidentiality, boundaries, and conflict resolution. As the group facilitator, the social worker's role extends beyond leader to advocate, supporter, and resource connector, guiding discussions while respecting individual experiences. Flexibility and cultural competence are vital, as is ongoing assessment of group cohesion and individual progress throughout the sessions.

Potential Group Dynamics

During sessions, dynamics such as power struggles, resistance, or withdrawal may arise, especially given the population's histories of trauma or mistrust. Recognizing and addressing transference or countertransference is critical, as well as fostering a safe, respectful environment. Group cohesion can be challenged by external stressors like housing instability or employment concerns, so the leader must be prepared to facilitate emotional regulation and promote peer support. Additionally, cultural diversity must be acknowledged, ensuring that inclusion and respect for different cultural expressions are maintained.

In conclusion, developing a support group for formerly incarcerated young adults requires multidimensional planning, cultural awareness, and versatile intervention skills. Acknowledging systemic oppressions while empowering individual and collective strengths supports meaningful engagement and potential positive transformation. Ongoing reflection and cultural humility are crucial for effective leadership in this context.

References

American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.). https://doi.org/10.1037/0000165-000

Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Harvard University Press.

Craig, S. B., & Bruck, C. (2014). Organizing community-based mental health services: A framework for implementation. Journal of Community Psychology, 42(2), 113-126.

Matthews, D., & Gahagan, J. (2014). Cultural competence in mental health care: A review of practices and policies. American Journal of Public Health, 104(9), e10-e20.

Miller, W. R., & Rollnick, S. (2013). Motivational interviewing: Helping people change (3rd ed.). Guilford Press.

National Reentry Resource Center. (2015). Reentry myths and facts.

Sesin, C. (2020). Addressing trauma in youth reentry programs. Youth & Policy, 41, 22-30.

Smith, L. K. (2016). Cultural competence and social work practice. Journal of Social Work, 16(4), 423-439.

Williams, D. R., & Mohammed, S. A. (2009). Beliefs, culture, and health: The importance of cultural competence in health disparities research. American Journal of Public Health, 99(2), 187-192.