For This Discussion, Read The Van Velsor (2009) Article ✓ Solved

For this Discussion, read the Van Velsor (2009) article. Pro

For this Discussion, read the Van Velsor (2009) article. Provide a 400-word discussion post that addresses the following: your understanding of task groups as an intervention for children; use the model for effective problem solving to compare and contrast (how to identify the problem, develop goals, collect data); how this model differs from a traditional treatment group; the advantages and possible disadvantages of this model; describe how you might use this model for adults; and what populations would most benefit from this model. The paper must contain at least three references from the required readings and must include Toseland & Rivas (2017), Van Velsor (2009), and Holosko, Dulmus, & Sowers (2013).

Paper For Above Instructions

Introduction

Task groups are structured, goal-oriented group interventions used by agencies and schools to solve specific problems and implement programs while leveraging social processes for therapeutic benefit (Toseland & Rivas, 2017). In school contexts, task groups aim to foster children’s social and emotional learning (Van Velsor, 2009). This paper reviews task groups as interventions for children using the model for effective problem solving, compares this model to traditional treatment groups, outlines advantages and disadvantages, and discusses adaptation for adult populations.

Understanding Task Groups as an Intervention for Children

Task groups with children combine instrumental objectives (completing tasks, projects, or programs) with opportunities for social learning and skill building (Van Velsor, 2009). Unlike unstructured peer play or purely didactic instruction, task groups create collaborative contexts where children practice communication, conflict resolution, and role-taking while working toward concrete outcomes (Toseland & Rivas, 2017). In classrooms and school-based settings, this dual focus supports emotional regulation and pro-social behaviors, making task groups both preventive and remedial (Holosko, Dulmus, & Sowers, 2013).

Applying the Model for Effective Problem Solving

The model for effective problem solving typically involves problem identification, goal development, data collection, intervention planning, implementation, and evaluation. Applied to task groups with children:

  • Identify the problem: Use teacher referrals, behavioral data, academic indicators, and observation to define a specific, observable problem (e.g., frequent peer conflict on the playground) (Toseland & Rivas, 2017).
  • Develop goals: Translate the problem into measurable group goals (e.g., reduce conflict incidents by 50% over eight weeks; increase cooperative exchanges) and set process goals (e.g., build communication skills) (Van Velsor, 2009).
  • Collect data: Employ baseline measures such as frequency counts, teacher ratings, child self-reports, and observational checklists. Use ongoing session notes and periodic fidelity checks to track progress (Holosko et al., 2013).
  • Plan and implement: Select age-appropriate tasks that require collaboration (projects, peer tutoring, shared responsibilities), structure roles, and incorporate brief skill-teaching and reflection periods (Toseland & Rivas, 2017).
  • Evaluate and adjust: Compare post-intervention data to baselines, solicit participant and teacher feedback, and refine group composition or task design as needed (Van Velsor, 2009).

Differences from Traditional Treatment Groups

Traditional treatment groups (e.g., psychotherapeutic groups) primarily prioritize intrapersonal change, emotional processing, and therapeutic factors like catharsis or insight (Yalom & Leszcz, 2005). Task groups, by contrast, foreground instrumental outcomes: problem resolution and skill acquisition through doing. While therapeutic process occurs, it is often secondary and embedded within task completion rather than explicit psychodynamic or process-focused work (Toseland & Rivas, 2017). Session structure in task groups is more directive and activity-based, with clearer role assignments and performance expectations (Van Velsor, 2009).

Advantages and Possible Disadvantages

Advantages of task group models include clear, measurable objectives; high ecological validity when tasks mirror real-world roles; rapid skill rehearsal in social contexts; and acceptability within school settings (Holosko et al., 2013). They can engage children who resist talk-based therapy and produce observable outcomes valued by educators and administrators (Van Velsor, 2009).

Disadvantages include potential overemphasis on product at the expense of emotional processing, risk of excluding children who struggle to contribute to tasks, and the need for skilled facilitation to balance task completion with therapeutic opportunities (Toseland & Rivas, 2017). Poorly matched tasks or inadequate role support can reinforce negative dynamics rather than remediate them (Burlingame et al., 2016).

Adapting the Model for Adults

The problem-solving task group model translates well to adult contexts such as workplace teams, community action groups, and psychoeducational support groups. For adults, tasks can be career-focused (job search groups), health-oriented (chronic disease self-management), or community-based (neighborhood planning). Facilitators should emphasize collaborative decision-making, adult learning principles, and measurable outcomes (Corey, 2016). Data collection might include pre-post functional assessments, work performance metrics, or validated scales for social functioning (Burlingame et al., 2016).

Populations That Would Benefit Most

Children who exhibit social skills deficits, disruptive behaviors, or school adjustment problems benefit from task groups that scaffold peer interactions (Van Velsor, 2009). Adolescents transitioning to independent roles, adult learners needing vocational skills, and community groups seeking collective efficacy also gain from task-group formats. Populations with pragmatic goals—e.g., families in parenting groups, adults in employment-readiness programs—find the structured, outcomes-driven approach particularly useful (Holosko et al., 2013).

Conclusion

Task groups are a versatile intervention aligning goal-directed activity with social learning. Using a structured problem-solving model—identify, set goals, collect data, implement, and evaluate—maximizes both task completion and therapeutic benefit. While differing from traditional treatment groups in emphasis and structure, task groups offer measurable advantages in school and community settings when facilitated with attention to inclusivity and process factors (Toseland & Rivas, 2017; Van Velsor, 2009; Holosko et al., 2013).

References

  • Toseland, R. W., & Rivas, R. F. (2017). An Introduction to Group Work Practice (8th ed.). Boston, MA: Pearson.
  • Van Velsor, P. (2009). Task groups in the school setting: Promoting children's social and emotional learning. Journal for Specialists in Group Work, 34(3), 276–292.
  • Holosko, M. J., Dulmus, C. N., & Sowers, K. M. (2013). Social Work Practice with Individuals and Families: Evidence-Informed Assessments and Interventions. Hoboken, NJ: John Wiley & Sons.
  • Yalom, I. D., & Leszcz, M. (2005). The Theory and Practice of Group Psychotherapy (5th ed.). New York: Basic Books.
  • Burlingame, G. M., Strauss, B., & Joyce, A. S. (2016). Change mechanisms and effectiveness of small group treatments. In M. J. Lambert (Ed.), Bergin and Garfield's Handbook of Psychotherapy and Behavior Change (7th ed.). New York: Wiley.
  • Corey, G. (2016). Theory and Practice of Group Counseling (9th ed.). Boston, MA: Cengage Learning.
  • McDermut, W., Miller, I. W., & Brown, R. A. (2001). The efficacy of group psychotherapy for depression: A meta-analysis and review of the empirical research. Clinical Psychology: Science and Practice, 8(1), 98–116.
  • Gottfredson, D. C., & Gottfredson, G. D. (2002). Quality of school-based prevention programs: Results from a national survey. Journal of Research in Crime and Delinquency, 39(1), 3–35.
  • American School Counselor Association. (2012). The ASCA National Model: A Framework for School Counseling Programs. Alexandria, VA: ASCA.
  • Fixsen, D. L., Naoom, S. F., Blase, K. A., Friedman, R. M., & Wallace, F. (2005). Implementation research: A synthesis of the literature. Tampa, FL: University of South Florida, Louis de la Parte Florida Mental Health Institute.

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