Provide A 400-Word Discussion Post: A Comparison Of The Term ✓ Solved

Provide a 400-word discussion post: A comparison of the term

Provide a 400-word discussion post: A comparison of the termination process between treatment groups and family sessions; Explain how you would evaluate readiness to terminate group and family treatment, identifying similarities and differences between the evaluation of the two types of treatment; Describe the techniques you would use to terminate a treatment group and how these may be the same or different than the techniques you would use to terminate a family intervention; Must contain at least 3 references and citations.

Paper For Above Instructions

Introduction and purpose. The ending stage of any therapeutic process is a critical, often emotionally charged phase that requires intentional planning and skilled execution. In group work, termination must balance clinical objectives with ethical responsibilities, ensuring clients have closure, understand progress, and feel prepared to continue or pursue additional services if needed. This paper compares terminating a group treatment with terminating a family intervention, outlines how readiness to terminate can be evaluated for both contexts, and describes termination techniques appropriate to each setting. The discussion draws on established group work literature, family therapy principles, and ethical guidelines (Toseland & Rivas, 2017; Yalom & Leszcz, 2005; NASW, 1996).

Part 1: Termination processes in groups versus families. In group work, termination typically involves consolidating gains, summarizing process learning, and planning for aftercare or referrals. Endings in groups can evoke a shared sense of achievement and loss, and the facilitator’s role includes managing group dynamics that surface during closure, including unfinished business or residual transference. Yalom and Leszcz (2005) emphasize that group endings should reinforce learning and resilience, with a focus on the group as a social microcosm for ongoing personal development. Toseland and Rivas (2017) further articulate concrete steps, such as summarizing goals, documenting progress, and providing resources for continued growth after the group ends. In contrast, terminating a family intervention centers on the systemic impact of change within the family unit. Closure must attend to how family members apply new interaction patterns, sustain behavioral changes, and coordinate supports outside therapy. Family termination often involves ensuring that communication patterns, problem-solving strategies, and home practices are transferable to daily life and that any necessary follow-up services are identified and arranged (Toseland & Rivas, 2017; Plummer, Makris, & Brocksen, 2014).

Part 2: Evaluating readiness to terminate. Assessing readiness to terminate group treatment involves examining progress toward stated goals, stabilization of the group process, maintenance of gains, and the clients’ confidence in independently applying skills learned during sessions (London, 2007). Readiness indicators include sustained symptom reduction, improved functioning, and clear post-therapy plans. The evaluation should also consider ethical obligations to ensure clients are not prematurely discharged and have access to appropriate services if needs persist (NASW, 1996). For family interventions, readiness to terminate is more complex due to systemic interdependencies. Evaluation should determine whether family members demonstrate sustained behavioral changes, whether communication and problem-solving patterns have generalized beyond sessions, and whether supportive resources are in place (Plummer et al., 2014). Similarities across settings include the need for goal attainment verification and a plan for aftercare; differences arise from the level at which change is measured—individual or subgroup gains within a family system versus group-level outcomes in a shared therapeutic experience (London, 2007; Gladding, 2018).

Part 3: Termination techniques and their contextual adaptations. Techniques for terminating a treatment group emphasize collective closure: a formal ending ritual or exercise, a structured debrief, and a written summary of each member’s progress and strategies for maintenance. A group-oriented ending should include feedback from members about what was helpful, what remains challenging, and how to transfer learning to real-world settings. Practitioners may develop a relapse prevention plan, provide referrals for ongoing support, and offer a post-group check-in schedule if appropriate. These techniques align with best practices in group psychotherapy and the broader social work literature (Yalom & Leszcz, 2005; Toseland & Rivas, 2017). For family interventions, termination involves coordinating consistent family-based strategies post-therapy, reinforcing communication and problem-solving skills within the household, and ensuring that the family system knows how to access resources if needs reemerge. Techniques may include joint family sessions focused on cementing changes, individual or family follow-up appointments, and caregiver support planning. Although both contexts require closure, the emphasis in family termination is on sustaining the family’s new patterns rather than solely confirming individual gains (Plummer et al., 2014; Gladding, 2018). Throughout both settings, ethical considerations guided by the NASW Code of Ethics (1996) dictate that termination should be planned, transparent, and conducted with sensitivity to clients’ emotional responses, cultural contexts, and confidentiality considerations (NASW, 1996; Toseland & Rivas, 2017).

Part 4: Ethical considerations and professional implications. Ending practices must align with ethical standards. The NASW Code of Ethics emphasizes competent practice, informed consent, and appropriate endings that support client well-being, including referrals when needed (NASW, 1996). Termination should be introduced from the outset of therapy, with expectations clarified in early sessions, and revisited as therapy progresses (Tuckman & Jensen, 1977). From a supervisory perspective, it is essential to document the termination plan, ensure accuracy in case notes, and verify that follow-up arrangements are feasible and accessible to clients (London, 2007). The therapist’s skill in managing emotions—both group members’ and family members’—during termination is a core competence, contributing to positive post-therapy outcomes and the likelihood of seeking future services if necessary (Yalom & Leszcz, 2005; Gladding, 2018).

Conclusion. Termination is not a peripheral aspect of therapy but a core component of effective practice. A deliberate, context-sensitive approach to endings—whether in groups or families—promotes learning, reinforces gains, and supports continued growth beyond the therapeutic setting. By assessing readiness, applying appropriate termination techniques, and adhering to ethical guidelines, clinicians can help clients achieve a sense of closure and empowerment that sustains positive change over time. The literature on group work and family therapy provides a robust foundation for these practices, offering evidence-based strategies and ethical considerations that clinicians can adapt to diverse clinical contexts (Toseland & Rivas, 2017; Yalom & Leszcz, 2005; NASW, 1996; Plummer et al., 2014; London, 2007; Gladding, 2018).

References

• Toseland, R. W., & Rivas, R. (2017). An introduction to group work practice (8th ed.). Boston, MA: Pearson.
• Yalom, I. D., & Leszcz, M. (2005). The Theory and Practice of Group Psychotherapy (5th ed.). New York, NY: Basic Books.
• London, M. (2007). Performance appraisal for groups: Models and methods for assessing group processes and outcomes for development and evaluation. Consulting Psychology Journal: Practice and Research, 59(3), 175–188.
• Plummer, S.-B., Makris, S., & Brocksen, S. M. (Eds.). (2014). Social work case studies: Concentration year. Baltimore, MD: Laureate International Universities Publishing [Vital Source e-reader].
• NASW. (1996). Code of Ethics for Social Workers. Washington, DC: National Association of Social Workers.
• Corey, G., Corey, M. S., & Corey, C. (2014). Groups: Process and Practice (8th ed.). Belmont, CA: Brooks/Cole.
• Gladding, S. T. (2018). Counseling: A Comprehensive Profession (8th ed.). Upper Saddle River, NJ: Pearson.
• Tuckman, B. W., & Jensen, M. A. (1977). Stages of small-group development: A review of the research. Group & Organization Studies, 2(4), 419–427.
• American Group Psychotherapy Association. (2014). Guidelines for group psychotherapy practice. New York, NY: AGPA.
• Additional credible sources as applicable to reinforce the concept and to meet the assignment's requirement for multiple citations may be consulted; ensure that any further references used are properly cited in-text and in the references list.