Treatment Group Proposal Erika Tallent Walden College

Treatment Group Proposalerika Tallentwalden Collegesocw 612110092022

Initiating and Contracting With the Group Social workers who are proposing a treatment group must think of logistical concerns such as the group size, timing and number of sessions, and processes for gaining informed consent, ensuring confidentiality, and establishing group rules. These items may feel like routine administrative tasks, but they have the power to impact members’ sense of security and the success of the group as a whole.

For example, if rules are externally imposed on members, rather than created from within, it may affect empowerment. If one member does not take the informed consent agreement seriously, they might freely disclose confidential information outside the group. As the group leader, the social worker is responsible for developing strategies that help everyone feel safe to share. In this Assignment, you write the next sections of your Treatment Group Proposal, focusing on group composition, contracting, and orientation of group members.

Paper For Above instruction

The process of initiating and contracting with a therapy group is fundamental in setting the foundation for effective group dynamics and ensuring a safe environment conducive to healing and growth. This phase involves careful planning around group composition, establishing clear contracts that define session logistics, and orienting members on confidentiality, informed consent, and group rules. Addressing these elements thoughtfully helps in maximizing participant engagement, protecting privacy, and empowering members within the group structure.

Group Composition

The composition of the group should be carefully outlined to promote a balanced and effective therapeutic environment. Typically, for a veteran-focused transition group, the ideal group size ranges from six to ten members. This size allows for meaningful participation from each member without becoming unmanageable and ensures ample opportunity for individual sharing and support (Toseland & Rivas, 2017). To foster a supportive atmosphere, inclusivity criteria should prioritize veterans who are currently transitioning or have recently transitioned from military service, regardless of demographic background, to ensure diversity and breadth of perspectives, which enhances group learning and cohesion.

Members should meet inclusion criteria such as being currently in transition, experiencing challenges like PTSD, substance use, or adjustment difficulties, and being willing to participate actively. Exclusion criteria may include individuals exhibiting high levels of aggression, active suicidal ideation, or severe cognitive impairments that could hinder participation or compromise safety. The group should be closed to new members after initiation to develop trust and cohesion or, alternatively, open if flexibility is needed for ongoing support, depending on organizational capacity and goals.

Contract Development

The contractual framework delineates the logistical structure of the group, including the number of sessions, frequency of meetings, and length of each session. For a typical 8 to 12-week program, sessions are scheduled weekly, lasting approximately 90 minutes. Such consistency builds routine and reliability, key factors in promoting a sense of safety among veterans facing transitional stress (Young, 2013). The contract explicitly states the total number of sessions, meeting days and times, confidentiality policies, and the expectations for attendance and participation.

Furthermore, the contract should specify that participation is voluntary and that members can withdraw at any time without penalty. Maintaining clarity around these points supports ethical practice and empowers members to make informed decisions. The contractual agreement also includes processes for handling emergencies, such as suicidal ideation or disclosures of abuse, to ensure safety and appropriate intervention (Toseland & Rivas, 2017).

Orientation Procedures

The orientation process is central to establishing trust, clarifying expectations, and setting the tone for respectful and confidential interactions. This phase involves an initial discussion about confidentiality, emphasizing that disclosures within the group are confidential with exceptions related to safety concerns such as imminent harm (Young, 20113). The facilitator explains the limits of confidentiality and seeks agreement from members to honor privacy in the group setting.

Informed consent is obtained through a detailed form that covers the purpose of the group, confidentiality policies, contractual commitments, and participants’ rights. This process ensures that veterans understand their role and the confidentiality boundaries, empowering them to engage honestly and responsibly (Toseland & Rivas, 2017). Additionally, the facilitator will collaboratively establish group rules with members, emphasizing respect, active listening, punctuality, and confidentiality. This participatory approach enhances buy-in and fosters a sense of shared ownership in group norms.

To further promote safety and cohesion, the orientation includes an icebreaker activity to build rapport and reduce anxiety among members. The facilitator may also review the agenda, address logistical questions, and explain the support resources available outside the group, including mental health services and crisis intervention contacts. Reinforcing a welcoming atmosphere through these steps encourages openness and encourages members to participate actively from the outset.

In conclusion, careful planning around group composition, clear and collaboratively developed contracts, and thorough orientation are essential steps in establishing a productive and safe group environment. By addressing logistical concerns thoughtfully and with sensitivity to veterans’ needs, social workers can facilitate trust, empower members, and promote recovery and transition success.

References

• Toseland, R. W., & Rivas, R. F. (2017). An introduction to group work practice (8th ed.). Pearson.
• Young, T. L. (2013). Using motivational interviewing within the early stages of group development. The Journal for Specialists in Group Work, 38(2), 169–181.
• Derifinko, K. J., Halsell, T. A., Isaacs, M. B., Colvin, L. W., Salgado Garcia, F. I., & Bursac, Z. (2019). Perceived needs of veterans transitioning from the military to civilian life. The Journal of Behavioral Health Services & Research, 46(3).
• Ravindran, C., Morley, S. W., Stephens, B. M., Stanley, I. H., & Reger, M. A. (2020). Association of suicide risk with transition to civilian life among US military service members. JAMA Network Open, 3(9), e-e. https://doi.org/10.1001/jamanetworkopen.2020.16261
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• Social Work Scrapbook. (2018, May 29). Social work group therapy: Co-facilitating a girls group [Video]. YouTube.
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