Grambling State University
Group 2: Stress Management
Practice Methods II
Professor J. Garrison
By: Shauntoria Shepherd, Jawanzla Fields, Darcelle Deruise, Jalen Oliver
Abstract Psychoeducational groups focus on developing members’ cognitive, affective, and behavioral skills through a structured set of procedures within and across group meetings. The goal is to provide members with targeted education on a variety of psychological issues or informational deficits. Our group proposal is based on stress management for Grambling State University students. We chose this type of group because it is a topic that we can all relate to. As college students we experience various stressors and the goal of this
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Long term goal is to lower the stress levels among the college students by teaching them sufficient techniques and coping skills. In this group, students are taught how to develop decision making skills, develop coping skills, and identify goals they want to accomplish. The group will conduct its work by meeting in a classroom so each person can have a clear view of each other and what goals they are looking to accomplish. The group will be more of a free-form style of dialogue where each member participates as he or she sees fit. The job description of the group facilitator is to establish trust, co-construct a goal to help reduce stress, emphasize hope, and utilize sufficient cognitive behavioral techniques to help facilitate problem resolution, facilitate the self-discovery of member owns strengths and resources, protect members from physical, emotional, and assign tasks that help reevaluate the problem and the goal.
By establishing trust, it can help lead to growth. That trust will be helpful in guiding them through ways to solve their problems and help get positive feelings of hope. The group leader is to create a climate of mutual respect, dialogue, inquiry, and affirmation in which members can create. Cognitive Behavior counseling is designed to be structure a new way for clients use their thinking by allowing to identify
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There are numerous concerns and reasons why students come to utilize our center such as relational problems (family, friends, significant others) substance abuse, alcohol abuse, unhealthy eating habits, disorders, disabilities, self-respect, self-image, domestic violence, stress problems, and sexual violence. At the CWRC, we believe the development of a person as a whole is a critical factor to the academic mission and strategy plan of the Grambling campus. We are affirmed in our belief that wellness does a great deal of help for students to become more responsible for the well-being of their lives and understand the primary factors that affect the content of their health and lives. Students making informed and reflective decisions can increase the capacity of being more resilient to meeting demands and
The main action of the cognitive behavioural therapist is to recognise the client’s problems in a cognitive way (Curwen, Ruddell, and Palmer, 2000).
One that is working with a group should know what area he or she should focus on and the purpose of the group. A group that gives support to adults who are perpetrators of domestic violence would be considered a psychoeducational group. A psychoeducational group creates the opportunity for group members to learn skills that can aid in their own personal growth (Corey, Corey, & Corey, 2014). The goal of the psychoeducational group is to help the group members gain awareness of the issues that come along with domestic violence (Corey et al., 2014). Normally psychoeducational group sessions are about two hours long every week and may last for about four to fifteen weeks (Corey
Irvin D. Yalom, author of the book The Theory and Practice of Group Psychotherapy, has vast knowledge and experience with group therapy and, in this book, imparted it to neophyte counselors in a logical and detailed format. The author carefully explained the therapeutic value of a group, the factors necessary to facilitate change, and the role of the therapist. The author emphasized the here-and-now focus, and how group members create a social microcosm of their life within the therapy group. Yalom advised on practical matters, like the selection of clients and the creation of the group. He then carefully explored the stages that groups move through and some problem members could encounter.
Social Workers must be knowledgeable on how to facilitate and lead group sessions with clients. They must be cognizant on their responsibilities as a facilitator, and diligently work to meet the needs of all group members collectively and individually. According to Toseland, Ronald, & Rivas, Robert (2009) group work practice focuses on Social Work practice with a broad range of treatment and task groups and the group’s environment (pg. 2.). It is significant for Social Workers to be equipped with the knowledge and skills to be able to properly assess and assist in group atmospheres. At my field placement which is at the Covenant House, a homeless shelter in Detroit that services youth from ages 18-24. I am responsible for co-facilitating along with the agency’s Social Worker, a
The group members who will participate in the psychoeducational group at the North Palm Beach Teen Outpatient Facility will be court ordered to attend the Alcohol Education Program provided by a state-licensed service provider. The hypothesis is if adolescents receive education on alcohol use, resources, and services then alcohol abuse will decline among this population. The criterion for the group is individuals who have convicted of their first driving under the influence (DUI) offense. The group will consist of six to eight members, from the ages of sixteen to twenty years old. As part of a suspended sentencing arrangement or condition of probation a judge has ordered the offenders to attend such programs to teach them about alcohol dependency
The primary roles that were incorporated into group were defined by the leaders of group. Those leaders included the social workers and group psychologists, as well as students when appropriate. The leaders focused on task and maintenance roles, such as; coordinator, elaborator, evaluator, information seeker, initiator/contributor, opinion giver, procedural technician, encourager, gatekeeper, harmonizer, and standard setter. The individual roles was primarily the dominator. Due to the dominator portion of group, it changed the atmosphere and will be discussed later.
National Health Ministries (2006). Stress & The College Student. The University of Illinois at Chicago. http://www.uic.edu/depts/wellctr/docs/Stress%20and%20the%20College%20Student.pdf
Cognitive is defined as a mental process; it refers to everything going on in your mind including your thought processes and the way you are thinking and feeling. Behaviour refers to everything that you may do; this includes any action that you may present or act out, this can also be an indirect action that is caused by other underlying behaviours. Therapy is a systematic approach to try and resolve a problem, illness, actions, irregular thought patterns or anything that may be a disturbance that distracts you from your everyday functioning. Cognitive Behavioural Therapy (CBT) is a dynamic mode of holistic intervention that seeks to change thought processes that are linked with emotions through a goal-orientated process (Freeman and Ronen, 2007). Individuals have a three-step thought process; inferences, evaluations and core beliefs. Cognitive Behavioural Therapy looks into the dysfunctional thinking a client may have, which influences their thoughts, mood and behaviour. This theory is kept very loose and non-structured; depending on the client different theories will have to be applied depending on their needs and emotions.
The Clinical Application of Cognitive-Behavioral Therapy. Cognitive-behavioral therapy (CBT) is based on the concept that behavior change may be achieved through altering cognitive processes. The assumption underlying the cognitively based therapeutic techniques is that maladaptive cognitive processes lead to maladaptive behaviors and changing these processes can lead to behavior modification. According to Mahoney (1995), an individual's cognitions are viewed as covert behaviors, subject to the same laws of learning as overt behaviors. Since its inception, cognitive-behavior modification has attempted to integrate the clinical concerns of psychodynamic psychotherapists with the technology of behavior therapists (Mahoney, 1995).
The therapists help clients develop self-motivation and positive behaviors by embracing rational and logical thoughts. The client is expected to make a follow-up of the ideas and concepts provided by the therapists. Both clients and therapists should be in constant communication to encourage positive thinking and develop logical and rational ideas. Cognitive Behavior Cognitive behavioral therapy is an approach used by psychotherapists to deal with emotional and behavioral behaviors. One of the issues associated with this type of therapy is the approach can be used in the treatment of other diseases related to emotional and physical stress.
After completing the group task of preparing a presentation on, transferring individual facilitation skills into a group work setting, I will critically reflect upon my own participation. I will evaluate my self-awareness while working in the group, as well as those around me. The way that I personally dealt with any issues that arose within the group and how that affected the group dynamics. I will also briefly discuss the roles in which each member of the group took part and how role allocation affected, the group dynamics and the working relationships. Finally, I will evaluate my work having discussed it with my fellow group members.
Cognitive behavior therapy has been proven to work in many different areas and presenting problems. One area that was not mention above that would significantly improve the outcome of any given therapy is the willingness of the client to accept treatment. The goal of cognitive behavior therapy is to focus on the present and to help the client identify their own strengths, learn new tools or techniques that they can use on their everyday life, and to be able to identify the different thought, emotional, and behavioral patterns that lead to undesirable
Nowadays, stress is a major burden in the daily life of the average student, and it seems harder and harder to tackle it and eliminate all the factors that cause it. Students find it hard to concentrate on studying since there are a lot of deadlines and exams causing additional pressure. Stress in the form of anxiety and worry about past or future study-related experiences disturbs one’s well-being and students are not doing well anymore (Schutz & Davis, 2000).
Seward, B. (2012). Managing stress: Principles and strategies for health and well-being. (7th ed.). Burlington, Ma: Jones and Barlett Publishing.
Stress is something that everyone has to deal with in life, whether it is good or bad stress. Stress management techniques are a great way to deal with stress. Some of the stress management techniques that I learned from this course are prioritization, scheduling, and execution. Using these techniques has effectively helped me deal with my own stress. When it comes to dealing with stress I still have many strengths and weaknesses that I will explain. Some stressors I have in my life that I will discuss are psychointrapersonal, social, life events, and daily hassles. Next, I will give my opinion on my post-course survey, and compare and contrast it to my pre-course survey scores. Finally, I will explain my last goals for this stress management course.