Social Science - Sociology Assignment
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Socialworkerswhoareproposingatreatmentgroupmustthinkoflogisticalconcernssuchasthegroupsize.docx
TreatmentGroupProposal1-1.docx
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Treatment Group Proposal: Caregiver Stress and Family Conflict Support Group
WKS 6 ASSIGNMENT SOCW 6121: Social Work Practice With Groups Dr. April 5, 2026
Purpose
The proposed treatment group will provide both therapeutic care and psycho education to family caregivers who feel stressful and strained as they provide care to their seriously mentally ill or cognitively impaired relatives. In the process of interactions with the client of Parker family media case, a number of concerns were revealed. Sara Parker is a 72-year-old female patient with symptoms of cognitive deficits and hoarding, who has her daughter Stephanie living with her who has developed bipolar disorder. During the home visit of the Adult Protective Services, both of them confessed that there has been an increased conflict at home in relation to Sara hoarding and the efforts of Stephanie cleaning the apartment. Although both of them have not reported the sustained violence, the employee has observed that there has been tension of emotions and physical stress on the family which indicated the presence of caregiver stress and pooring family relationships.
A psycho educational and support group is a proper intervention with this type of dynamics. Psycho educational groups consist of a therapeutic discussion and psycho education on coping mechanisms, mental illness, and family communication (Toseland and Rivas, 2017). Such participants are assisted by these groups to learn practical skills and emotional support of individuals that are also confronted with the same care giving problems. The licensed clinical social worker (LCSW) who will be the leader of the proposed group will have a background in the areas of group facilitation, family systems, and mental health practice. The group leaders should also be knowledgeable of the trauma-informed care and crisis intervention to make sure that the surrounding is comfortable and secure when the emotionally sensitive conversations occur (Corey et al., 2018).
Membership
The proposed group shall cater to adult caregivers and family members to live or offer care to persons with severe mental illness, dementia, or hoarding behavior. These members may be spouses, adult children, or any other relatives that are put under stress or conflict due to the care giving duties. This group participation would particularly impact those individuals such as Stephanie who are struggling to manage their mental health needs and are attempting to care of their relatives.
Subjects will be expected to embody different backgrounds in terms of culture, socioeconomic as well as demographics. Cultural competence will also be required as communities do not hold the same beliefs regarding caring, family responsibility, and mental illness (Sue and Sue, 2022). Engagement of respondent will be done on a voluntary basis to facilitate open, trustful and substantive group discussions. The sample will include six to ten participants depending on the research the most appropriate number to reach a therapeutic and group interaction (Toseland and Rivas, 2017).
Statement of Need
Caregiver support in mentally ill or cognitively depressed persons is severely required. Care giving tends to cause emotional stress and social isolation in addition to psychological stress otherwise known as caregiver burden. These researches have demonstrated that the number of caregivers who are estimated to take care of mentally ill individuals and report high caregiver burden in emotional fatigue and disrupted family relationships is estimated at 31 percent (Zhu et al., 2022). Also, stress related to care giving duties is moderate to severe, and is being reported among a number of caregivers.
These issues are depicted in Parker family case. Hoarding and cognitive impairments have also made Sara create a clutter in her home, as well as on-going conflict between her and Stephanie. At the same time, the bipolar disorder of Stephanie renders her unable to assume care giving roles and be a stable mental system. Devoid of action, such challenges might develop and result in unsafe living conditions or additional emotional decline. The treatment group would provide coping skills, communication and support of families in similar situation.
Recruitment
The interviewees will be identified through the social service agencies, the community mental health clinics, outpatient program in the hospital, senior day treatment centers and the social service agencies. Referrals to the clients facing caregiver stress, or family conflict due to mental illness will be encouraged among the social workers, therapists as well as case managers.
The group facilitator will have to conduct the screening interview on the potential group members before they are allowed to join the group. The screening will assess the role of care giving, degree of emotional distress and ability to participate safely in a group. Those people who have acute psychiatric crisis or interpersonal violence will be directed to more specific services. The invited members will be engaged in an orientation program where the objectives and goals of the group, rules of confidentiality, and participation will be explained (Corey et al., 2018).
References
Corey, G., Corey, M. S., & Corey, C. (2018). Groups: Process and practice (10th ed.). Cengage Learning.
Sue, D. W., & Sue, D. (2022). Counseling the culturally diverse: Theory and practice (9th ed.). Wiley.
Toseland, R. W., & Rivas, R. F. (2017). An introduction to group work practice (8th ed.). Pearson.
Zhu, L., Heffernan, C., & Tan, J. (2022). Caregiver burden: A concept analysis. International Journal of Nursing Sciences, 9(3), 301–308.
Socialworkerswhoareproposingatreatmentgroupmustthinkoflogisticalconcernssuchasthegroupsize.docx
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.
Resources
Be sure to review the Learning Resources before completing this activity. Click the weekly resources link to access the resources.
To Prepare
· Review the Learning Resources on the beginning stage of group work and on assessment.
· Review your Week 6 Assignment, in which you detailed the purpose, membership, statement of need, and recruitment of your proposed treatment group. NOTE: WKS 6 ASSIGNMENT ATTACHED SEPARATELY.
· Continue to draft your Treatment Group Proposal by focusing on the “Composition & Contract” and “Orientation” sections.
By Day 7
Submit a 2-page paper covering the following sections of your Treatment Group Proposal:
· Composition & Contract: Criteria for inclusion/exclusion, size (number in group), open/closed; contents of contract (number of sessions, frequency, time of meetings, and length)
· Orientation: How you will address and ensure confidentiality, obtain informed consent, and establish rules
Use the Learning Resources to support your paper. Make sure to provide APA citations and a reference list.
submission information
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Rubric
SOCW_6121_Week7_Assignment_Rubric
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SOCW_6121_Week7_Assignment_Rubric |
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Criteria |
Ratings |
Pts |
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This criterion is linked to a Learning OutcomeSubmit a 2-page paper covering the following sections of your Treatment Group Proposal:...Composition & Contract |
24 to >21.36 ptsExceeds Expectation 90-100%Response meets expectations and exceeds through insightful connection to social work practice and/or additional details and examples from the Learning Resources, peer-reviewed research, or other relevant sources. 21.36 to >18.96 ptsMeets Expectation 80-89%Response fully describes criteria for inclusion/exclusion, size of group, and whether it will be open or closed. Response fully describes the contents of the contract (number of sessions, frequency, time of meetings, and length). ... Response demonstrates clear connection to the Learning Resources. At least one scholarly resource is used to support the response. 18.96 to >16.56 ptsFair 70-79%Response provides a limited, incomplete, or vaguely developed description of criteria for inclusion/exclusion, size of group, and whether it will be open or closed. Response provides a limited, incomplete, or vaguely developed description of the contents of the contract (number of sessions, frequency, time of meetings, and length). ... Response may show evidence of connection to the Learning Resources, but it is vague or poorly connected. 16.56 to >0 ptsNeeds Improvement 0-69%Response makes little or no attempt to describe criteria for inclusion/exclusion, size of group, and whether it will be open or closed. Response makes little or no attempt to describe the contents of the contract (number of sessions, frequency, time of meetings, and length). ... Response does not demonstrate connection to the Learning Resources. No resources are used to support the response. |
24 pts |
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This criterion is linked to a Learning OutcomeOrientation |
27 to >24.03 ptsExceeds Expectation 90-100%Response meets expectations and exceeds through insightful connection to social work practice and/or additional details and examples from the Learning Resources, peer-reviewed research, or other relevant sources. 24.03 to >21.33 ptsMeets Expectation 80-89%Response fully describes the process for addressing and ensuring confidentiality, obtaining informed consent, and establishing rules. ... Response demonstrates clear connection to the Learning Resources. At least one scholarly resource is used to support the response. 21.33 to >18.63 ptsFair 70-79%Response provides a limited, incomplete, or vaguely developed description of the process for addressing and ensuring confidentiality, obtaining informed consent, and establishing rules. ... Response may show evidence of connection to the Learning Resources, but it is vague or poorly connected. 18.63 to >0 ptsNeeds Improvement 0-69%Response makes little or no attempt to describe the process for addressing and ensuring confidentiality, obtaining informed consent, and establishing rules. ... Response does not demonstrate connection to the Learning Resources. No resources are used to support the response. |
27 pts |
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This criterion is linked to a Learning OutcomeWriting |
9 to >8.01 ptsExceeds Expectation 90-100%Paper meets length requirements, meets expectations, is generally error-free (two or fewer), and further exceeds by showcasing an exemplary scholarly voice to develop its message or communicate ideas. ... Paper appropriately paraphrases sources, using one or fewer quotes. Presents polished APA Style. Citations, reference list, and paper formatting are generally error-free (two or fewer). ... Tone and presentation of ideas are free from bias and objective, unless otherwise directed in the prompt. 8.01 to >7.11 ptsMeets Expectation 80-89%Paper meets length requirements and is clear and coherent. Errors in grammar, sentence structure, and punctuation are minor, minimal (three to five), and do not interfere with the scholarly message. The paper displays effective organization and focus to communicate ideas. ... Paper appropriately paraphrases sources. Paper may use two to three short quotes but provides appropriate reference. Consistently documents sources in APA Style. Uses citations for ideas requiring attribution, with a few minimal errors (three to five). The reference list is complete and contains only minimal errors (three to five). Paper formatting is appropriate. There is a clear distinction between cited content and original thought. ... Tone and presentation of ideas are free from bias and objective, unless otherwise directed in the prompt. 7.11 to >6.21 ptsFair 70-79%Paper does not meet length requirements (either somewhat too short or too long). The paper is somewhat clear and coherent. Errors in grammar, sentence structure, and punctuation are minor but frequent (5–10) and occasionally interfere with the message. The paper lacks clear organization or occasionally strays from the focus. ... Paper may rely on four short quotes or one to two long quotes (over 40 words) and/or does not sufficiently paraphrase material from other resources into student’s own words. Attempts to document sources in APA Style. Citations are present but contain frequent APA errors or omissions. A reference list is provided but is incomplete and/or contains frequent APA errors. Paper formatting may be incorrect (e.g., single-spaced or without a title page). ...Occasionally lacks a clear distinction between cited content and original thought. ...Tone and presentation of ideas are free from bias and objective, unless otherwise directed in the prompt. 6.21 to >0 ptsNeeds Improvement 0-69%Paper does not meet length requirements (either significantly too short or too long). The paper lacks clarity and coherence. Errors in grammar, sentence structure, and punctuation are major, pervasive (11+), and interfere with the message. The paper is not organized or lacks focus. ... Paper relies excessively on quoting (five or more short quotes or three or more long quotes [over 40 words]) and/or uses quoted material without paraphrasing or referencing the source of the material. Little or no attempt has been made to document sources in APA Style. Citations are infrequent or missing, and a reference list is not provided. Little or no attempt has been made to format the paper in APA Style. ... There is no distinction between cited content and original thought. ... Tone and presentation of ideas reveal bias and subjectivity. |
9 pts |
Total Points: 60
