Must Be Finished Tomorrow 421 By 10 Am Pacific Time 2 Page P

Must Be Finished Tomorrow 421 By 10am Pacific Time2 Page Paper Whi

Must be finished tomorrow (4/21) by 10am pacific time 2 page paper, which will be part of a group paper, therefore, no conclusion is needed but must have introduction Group: Single parents of child with disabilities (low-income) Things to include: -The group members will partake in a pretest and post test questionnaire in order to evaluate progress, as well as giving members the opportunity to discuss their experiences from first session and how they feel now, end of group) -Throughout groups sessions, rating scale evaluations will also be used -Group leaders may give strategies to members to help them after group (self care, maintaining healthy mental state ability, resources for financial struggles) Resources: American Counseling Association (2014) Code of Ethics. Retrieved from Baker, J. (n.d.) The therapeutic relationship once established, need never be broken. International Journal of Speech-Language Pathology, 12 (4). Must Include : Corey, M. S., Corey, G., & Corey, C. (2018). Groups: Process and practice (10th ed.). Boston, MA: Cengage. Chapter 9: “Final Stage of a Group” Syracuse University School of Education (2018) Termination of Counseling Retrieved from Must Include : Corey, G., Corey, M. S., & Haynes, R. (2014). Groups in action: Evolution and challenges (2nd ed.). Belmont, CA: Brooks/Cole, Cengage. Resources that can be given to members at the end of group to help assist them ongoing. (These can be handed out on a worksheet, emailed, written down etc.): Please add what you find as well as you explore this topic and reach out to me with any questions!

Paper For Above instruction

This paper examines the implementation of a therapeutic group tailored to single parents of children with disabilities who face low-income challenges. The focus is on fostering emotional resilience, sharing resources, and providing ongoing support to improve mental health and practical outcomes. The structure of the group, including assessment methods, therapeutic strategies, and resources for sustained benefit, are discussed in detail to illustrate how counseling concepts can be applied effectively in this context.

The group begins with an initial assessment, utilizing pretest questionnaires to gauge participants’ baseline psychological state, challenges, and specific needs. This ensures that the therapeutic interventions are tailored and targeted. At the conclusion of the sessions, post-test questionnaires serve to evaluate progress, reflect on changes in perceptions and mental health, and identify areas requiring further support. The use of rating scales throughout the sessions further quantifies participants’ engagement, mood, and perceived benefit, providing both the facilitator and participants with tangible progress markers.

Engagement in a supportive group environment allows members to share their experiences, which can be deeply validating. Members, primarily low-income single parents of children with disabilities, often carry significant emotional burdens, including stress, grief, and concerns about their child's future. Facilitators can employ established group therapy methods based on Corey, Corey, and Haynes (2014), emphasizing the importance of group cohesion, safety, and trust-building during the initial and middle phases of therapy. These elements are crucial for encouraging honest sharing and establishing a therapeutic alliance.

The final stage, as discussed in Corey, Corey, and Haynes (2014), involves a structured termination process. This includes summarizing progress, acknowledging the journey, and preparing members for continued self-support outside the group. The Syracuse University (2018) emphasizes that effective termination requires sensitivity and clarity, ensuring that members feel closure and are equipped with resources for ongoing self-care.

During sessions, facilitators may introduce strategies aimed at enhancing self-care, managing emotional distress, and addressing financial strain. These include mindfulness techniques, stress reduction exercises, and resource sharing for financial assistance, childcare, and healthcare support. Such strategies align with the American Counseling Association (2014) Code of Ethics, which underscores the counselor’s responsibility to promote client well-being and connect clients with community resources.

To support ongoing growth, members can be provided with written resources, including worksheets, contact information for local and national support programs, and educational materials on managing stress and disabilities. These resources serve as practical tools that members can access independently after the group concludes, fostering sustained resilience and community connection.

In summary, the group’s design incorporates early assessment, ongoing evaluation through rating scales, therapeutic strategies grounded in established counseling theories, and comprehensive resource provision for continued support. Applying these components ensures that single parents of children with disabilities can gain valuable emotional support, practical resources, and a sense of community, ultimately improving their mental health and caregiving capacity.

References

• American Counseling Association. (2014). Code of Ethics. American Counseling Association.
• Baker, J. (n.d.). The therapeutic relationship once established, need never be broken. International Journal of Speech-Language Pathology, 12(4).
• Corey, G., Corey, M. S., & Haynes, R. (2014). Groups in action: Evolution and challenges (2nd ed.). Belmont, CA: Brooks/Cole, Cengage.
• Corey, M. S., Corey, G., & Corey, C. (2018). Groups: Process and practice (10th ed.). Boston, MA: Cengage.
• Syracuse University School of Education. (2018). Termination of Counseling. Retrieved from [URL]
• Additional peer-reviewed sources on group therapy for caregivers and low-income populations.
• Research articles on assessing progress in group therapy using pre/post questionnaires.
• Resources on mental health strategies for caregivers of children with disabilities.
• Community resource guides and educational materials on financial aid programs.
• Articles on ethical considerations in group counseling, particularly for vulnerable populations.