T‌‍‍‍‌‍‍‌‌‍‍‍‌‍‍‍‍‌‍‍he Comprehensive Group Interaction Paper

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T‌‍‍‍‌‍‍‌‌‍‍‍‌‍‍‍‍‌‍‍he Comprehensive Group Interaction Paper assesses your performance in the following competencies: 1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.2, 4.3, 6.1, 6.2, 7.4, 8.3, 8.4, 8.5, 9.1 Assignment Comprehensive Group Interaction Paper: (max. 80 points, due on DATE) A large portion of your grade will be based on a Comprehensive Group Interaction paper that combines the material learned over the course. This assignment has three major components (1, 2, & 3), which combined, must not exceed 20 double-spaced pages. This paper is to be written in APA 7 th edition standards (see rubric for grammatical errors and the points that are associated with this portion. It is to have a minimum of three references from the course material/ supplemental resources used and cited throughout in order to receive full credit for this section as well. It can be between 15-20 pages total (to include cover page, reference page, and brochure. Please use small subheadings for each category within your final paper. For example: An analysis of your group experience 1. What Did you learn about yourself? (a) (b) ect.. 2. What did you learn about the group process? (a) (b) ect.. 3. Group Proposal (a) (b) ect.. This will give your paper a smoother flow. An analysis of your group experience. Write a paper about what you learned about the group process throughout the semester. Students who are at a practicum, which offers group settings, should be cofacilitating with other professionals. Students who are not yet at a practicum, which offers group settings, will use the class/text/MindTap experience as well as outside groups they attend that align with the Page 2 of 3 principles of this course. This is an opportunity for you to process your own group experience from the perspectives of group members and leaders. Be sure to write in specific and concrete terms rather than general and global terms (substantiate your points with concrete examples). If you mention other group members from your practicum settings, use their initials only. Address not only what you learned, but how you learned it, and how the insight you gained about yourself will impact your life personally and professionally. The following questions may help to guide your self-exploration: 1. What did you learn about yourself? , , , a. Focus on personal qualities, beliefs, and attitudes that may enhance or detract from your effectiveness as a group leader. b. Assess and discuss how you were able to separate your personal values of that of at least one group member and how you were able to gain only factual reflection without your own biases countering this. c. Identify some countertransference issues that you may encounter in the future based on your experiences in the small and/or large groups d. Describe your strongest and weakest skills as a group leader and your plan for addressing skills that need improvement e. Discuss your feelings on how to be responsive to each of the video segments of the course. Describe the professional demeanor in your behavior/appearance as it relates to your oral videos as well as this written assignment f. Discuss your observations of how as practitioners one can advocate for members of the group based on needs observed while protecting the welfare of the group. 2. What did you learn about group processes? , , , , , , a. Describe the personality of your group and the importance of diversity in shaping life experiences within the group process. b. Describe how human behavior, person-in-environment and social environments impact the group you observed/en‌‍‍‍‌‍‍‌‌‍‍‍‌‍‍‍‍‌‍‍gage with, as well as how to approach using a multidisciplinary framework with individuals c. Identify and describe how clients were given the ability to provide information and contribute to the group and how this is connected to course materials d. Describe the way your small group functioned and what you have learned about how groups function and malfunction e. Discuss the interpersonal skills developed to engage diverse clients with empathy and reflection. How you will this translate to future groups that you may lead f. Describe the evolution of your group in terms of stages (forming, storming, norming, performing) of development and specific group processes (., level of trust established, the impact of working with Page 3 of 3 co-leaders, conflict and/or resistance, cohesion) How does this advance the mutually agreed goals of the group? g. Discuss at least 5 ethical principles and/or factors to consider when working with groups that are connected to the NASW Code of Ethics (use as a reference and cite) h. Describe the use of supervision from your instructor/practicum supervisor used to guide your professional judgment and behavior while learning the group process as well as the experience of cofacilitating with other professional 3. Group Proposal – , , , – Draw from the texts, class discussions, and group experiences throughout the semester to create a proposal for a group that you would hope to implement in your practicum setting (students do not have to be in a practicum to complete this project). Include specific goals and purposes of the group, screening processes, a brief explanation of the theories and techniques that would be used, and the topics or sub-topics that would be discussed in each session. Make sure that you provide a sound rationale for each decision you make regarding the group. In addition: Identify and describe at least one Theory and Technique of Group Counseling (Chapter Four) believed to be effective for the type of group you propose with supportive reference(s). Be sure to discuss how values affect your choice as well as any researched material basing this comprehensive planned approach. a. Identify and describe five engagement strategies believed to be effective for the type of group you propose with supportive reference(s). These are the techniques you have learned throughout the semester as well as how you connect this to group members being experts of their own experiences. This may include topic points you identify for engagement as well as how you connect this to group members being experts of their own experiences b. Through the research, references, technology and reflection used you will identify ethical ways (as a student practitioner) the group will discuss, negotiate, mediate, and offer solutions to advocate for group/individual needs and practice outcomes c. Design a brochure for the group that would appeal to the target population. Include pertinent information (., who, what, where, when, why, how, etc.). This should have an impressive written professional tone throughout. The brochure needs to be in a Word Tri-fold template. d. You will need to measure the success of the group. A way to ensure this is to observe/research multiple outcomes measures of clients/group work. Please identify and discuss at least two (2) evaluation measures for group work with supportive reference, then design an evaluation form for group participants to complete so that you can report outcome data for your own proposed or implemented group. Provide a rationale for the items you include in the evaluatio‌‍‍‍‌‍‍‌‌‍‍‍‌‍‍‍‍‌‍‍n

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