Planning And Implementing Treatment Goals With Urban Youth

Planning and Implementing Treatment Goals with Urban Youth

Review this week’s Resources. Consider the needs of the urban youth population and the type of group you might build to benefit the population. Think about how you might structure this group and what role you, the social worker, might need to assume in order to support the group members. Finally, reflect on what intervention skills this group might require and the potential group dynamics of which you should be aware while running the group.

Assignment: (2- to 4-page paper in APA format). Your paper should include: a description of the population with which you might like to build a group and 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, marginalize, alienate, create, or enhance privilege 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.

Paper For Above instruction

The focus of this paper is the development and implementation of a therapeutic group tailored to urban youth, emphasizing the importance of understanding the unique needs, cultural context, and potential challenges faced by this population. Building effective group interventions requires careful planning, cultural competence, and awareness of group dynamics to support positive outcomes for youth navigating complex urban environments.

Description of the Population

The population targeted in this intervention comprises urban youth aged 14 to 18 years living in socioeconomically disadvantaged neighborhoods. These adolescents often experience challenges such as poverty, exposure to violence, racial discrimination, limited access to educational resources, and familial instability. Many of these youth face systemic barriers that impact their mental health, self-esteem, and social functioning. Recognizing the intersectionality of race, socioeconomic status, and community environment is critical when designing interventions aimed at supporting their development and resilience.

Type of Group and Its Purpose

The group proposed for this population is a cognitive-behavioral therapy (CBT)-based support group. This format is chosen because CBT has a strong evidence base for addressing issues such as anger management, impulsivity, depression, and anxiety—common concerns among urban youth. The group will serve as a safe space for youth to express their experiences, develop coping strategies, and foster peer support. The aim is to promote emotional regulation, improve social skills, and enhance academic and personal functioning.

Concerns Addressed in the Group

Key concerns include trauma symptoms related to community violence, difficulties with emotional regulation, behavioral issues, peer pressure, and issues related to identity and cultural oppressions. The group will also focus on building resilience and empowering youth to challenge systemic barriers. Addressing stigma around mental health within the community and fostering a sense of belonging are crucial components of the intervention.

Cultural Structures and Values

Many urban youth come from diverse cultural backgrounds, with values and traditions that may conflict with mainstream societal norms or be misrepresented in dominant narratives. Cultural values such as collectivism, respect for elders, religious faith, and community interconnectedness can serve as sources of strength but may also be sources of oppression if misunderstood or dismissed by societal institutions. Recognizing these cultural structures allows the social worker to build culturally sensitive interventions that affirm the identities of youth while addressing systemic oppression.

Planning Considerations

When planning the group, several factors must be considered. Group composition should include 6-8 members with similar age ranges and shared experiences to facilitate cohesion. Recruitment strategies include collaborating with schools, community centers, and youth organizations to identify potential participants, with parental consent secured for minors. The format will be a closed group to foster trust and stability, with an 8-12 week duration meeting weekly for 1.5 hours. Screening interviews are essential to assess eligibility, motivation, and readiness for group participation, ensuring members’ capacity for confidentiality and engagement.

Intervention Skills and Professional Roles

Effective intervention skills include active listening, cultural competence, rapport building, trauma-informed care, and facilitating peer interactions. The social worker must also be adaptable, able to de-escalate conflicts, and capable of guiding discussions around sensitive topics. As the group leader, the social worker may assume roles as facilitator, counselor, advocate, and cultural broker, ensuring that the group environment is safe, inclusive, and empowering.

Potential Group Dynamics

Group dynamics to anticipate include the development of trust and cohesion, peer influence, resistance to change, and possible conflicts arising from cultural misunderstandings or personal insecurities. Some youth may be reluctant to share due to mistrust or stigma, requiring the social worker to employ motivational interviewing techniques. It’s also important to monitor for power imbalances, favoritism, or dominance by certain members, and to manage these dynamics sensitively to maintain a supportive environment.

In conclusion, designing and implementing a support group for urban youth necessitates a comprehensive understanding of their unique cultural, psychological, and social realities. A culturally sensitive, trauma-informed approach combined with strong therapeutic skills can foster a supportive environment that promotes resilience, emotional growth, and empowerment. The role of the social worker as a culturally competent facilitator is vital in navigating complex group dynamics and fostering meaningful change within urban youth communities.

References

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• Bryan, J., & Cade, W. (2012). Race and culture in counseling and psychotherapy: A critical perspective. Journal of Counseling & Development, 90(4), 393-399.
• Hughes, D., & Chen, L. (2011). Becoming culturally competent in counseling diverse populations. Journal of Multicultural Counseling and Development, 39(2), 89-101.
• Miller, W. R., & Rollnick, S. (2013). Motivational interviewing: Helping people change. Guilford press.
• Owusu, A., & Owusu-Afriyie, P. (2014). Youth violence and urban communities: Strategies for intervention. Journal of Urban Affairs, 36(5), 600-616.
• Ridley, C. R., & Rains, J. R. (2014). Multicultural counseling: Perspectives and practices. Sage Publications.
• Suárez-Orozco, C., & Suárez-Orozco, M. M. (2015). Children of immigration: The origins of identity. Harvard University Press.
• Watts, R. J., & Vijayaraghavan, M. (2014). Toward a critical framework for urban youth development. Urban Education, 49(2), 107-117.
• Williams, L. M., & Wade, T. (2016). Cultural competence in mental health services. American Journal of Orthopsychiatry, 86(4), 400-410.
• Yalom, I. D., & Leszcz, M. (2005). The theory and practice of group psychotherapy. Basic Books.