Discussion Wk 3

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Community College of Baltimore County *

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Communications

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Apr 3, 2024

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Explain how a social worker assesses group dynamics. Then, evaluate the dynamics (communication, cohesion, social integration, influence) of the therapy group shown in the Group video. Social workers are pivotal in evaluating group dynamics within therapeutic environments to enhance and support group therapy sessions effectively. The term 'group dynamics' pertains to the array of interactions, behaviors, and relationships between group members. For social workers, a deep comprehension of these dynamics is imperative to discern communication patterns, unity, social integration, and influence among the group, all of which profoundly affect the therapy's success (Toseland and Rivas, 2017). In the therapy group shown in the video, we see a dynamic where an adoptive teen is displaying anger issues towards her parents, particularly her mother (Group, 2020). The father dismisses her behavior as just being a kid, while the mother recognizes the teen's anger and wants to address it (Group, 2020). This dynamic can be problematic as it creates tension within the family and may hinder progress in therapy. Explain how this group’s dynamics may influence treatment. What principles for practice might be helpful for the leader to know in dealing with this group? To evaluate these dynamics, social workers employ techniques like observation, engagement, and feedback from participants. Observing member interactions and communication provides critical insight into the collective dynamic (Toseland and Rivas, 2017) . Engaging in activities and discussions offers a direct perspective on these interactions, revealing any potential issues or obstacles. A key element of group dynamics that social workers examine is communication. In a therapeutic group setting, robust communication is essential to build trust, empathy, and mutual understanding (Toseland and Rivas, 2017). Social workers assess how members convey messages through verbal and nonverbal signals, demonstrate active listening, and share feelings and thoughts candidly (Toseland and Rivas, 2017). Recognizing these communication styles enables social workers to guide the group towards more meaningful and healing exchanges (Toseland and Rivas, 2017). Cohesion is a crucial element of group dynamics that social workers evaluate. It encompasses the feelings of belonging, support, and connection experienced by group members (Toseland and Rivas, 2017) . Social workers monitor the interactions between group members, their relationship-building, and their provision of emotional support to one another (Toseland and Rivas, 2017). A therapy group with high cohesion can foster a secure and nurturing environment where members feel appreciated, understood, and accepted (Davies et al., 2019). Conversely, low cohesion can result in conflicts, misunderstandings, and diminished trust among group members, which can obstruct the therapeutic process.

Assessing social integration is another vital facet of group dynamics for social workers. This concept pertains to how included, accepted, and connected group members feel within the group (Toseland and Rivas, 2017). Social workers observe member interactions, shared experiences, and participation in group activities. Fostering social integration enables social workers to cultivate a community sense and belonging within the group(Toseland and Rivas, 2017) . This can amplify the therapeutic experience and facilitate emotional healing and personal development. Additionally, influence is a critical aspect considered by social workers in group dynamics. Influence is the capacity of members to affect one another's thinking, feelings, and actions. Social workers monitor how members shape each other's viewpoints, dispositions, and reactions to therapeutic measures (Toseland & Rivas, 2017). Comprehending influence dynamics enables social workers to pinpoint possible discord, power imbalances, or opposition to transformation that might surface during therapy. When engaging with this group, it is crucial for the social worker to be versed in several practice principles that can augment the therapeutic process. A key principle is the necessity for the social worker to cultivate a secure and nurturing environment (Toseland and Rivas, 2017). This allows group members to comfortably share their thoughts, feelings, and experiences without the apprehension of judgment or reproach (Davies et al., 2019). The social worker should also promote transparent and sincere communication among group members, endorsing active listening, compassion, and regard for varied viewpoints (Toseland and Rivas, 2017). Another practice principle is the significance of establishing definite boundaries and expectations within the group. The social worker must set clear guidelines for dialogue, privacy, and involvement to guarantee that the group operates in a manner that is respectful and efficacious (Toseland and Rivas, 2017). Moreover, the social worker should be cognizant of the power dynamics within the group and endeavor to ensure an equitable environment where every member has an equal chance to voice their thoughts, emotions, and experiences (Toseland and Rivas, 2017). In order to address these dynamics and effectively treat the family, the leader of the group therapy session should be aware of certain principles for practice. It is important for the leader to establish clear goals for the therapy group and create a safe and supportive environment for communication. The leader should also encourage empathy and understanding among group members, helping them to see each other's perspectives and work towards a common goal. In summary, evaluating group dynamics is vital for social workers to comprehend the interactions, conduct, and relationships among group members in a therapeutic context. Through examining communication patterns, unity, social integration, and influence within the group, social workers can adeptly guide and nurture group therapy sessions (Toseland and Rivas, 2017). These sessions foster recovery, development, and emotional health. By implementing practice principles that focus on establishing a secure environment, encouraging open dialogue, and

defining clear boundaries, social workers can aid in fostering positive and constructive group dynamics (Toseland and Rivas, 2017). This enhances the therapeutic journey for all group members. References: Davies, P. T., & Coe, J. L. (2019). Family relationship dynamics: A developmental perspective Links to an external site. . In B. H. Fiese, M. Celano, K. Deater-Deckard, E. N. Jouriles, & M. A. Whisman (Eds.), APA handbook of contemporary family psychology: Foundations, methods, and contemporary issues across the lifespan, Vol. 1 (pp. 165–185). American Psychological Association. https://doi.org/10.1037/0000099-010 Group. (2020, May 1). S1, Ep 5: Is this allowed in group. [Video]. YouTube. https://www.youtube.com/watch?v=4B2AfEiVAgI Toseland, R. W., & Rivas, R. F. (2017). An introduction to group work practice (8th ed.). Pearson Stephanie, you highlighted the lack of communication and collaboration within the group as a major challenge. I agree with your assessment, and I feel as though for this group to work through their problems, there’s should be more effective communication among everyone. It is crucial for a group to function cohesively and efficiently (Corey, Corey, & Corey, 2018). Without open and honest communication, misunderstandings can arise, which may lead to conflicts and hinder the group's progress. To address this issue, I suggest that implementing regular check-in meetings where members can share updates will help to not only foster communication but also promotes collaboration and a sense of accountability among group members (Corey, Corey, & Corey, 2018). Another relevant practice principle that could be implemented to enhance group dynamics is the use of effective communication strategies. This could involve setting clear expectations for communication within the group, such as active listening, speaking respectfully, and providing constructive feedback. By promoting open and honest communication, group members can better understand each other's perspectives and work together more effectively towards common goals (Toseland and Rivas, 2017). Social Work Lab As I gear up for the Skills Lab Intensive, I've ensured to back up the Student Skills Inventory on my computer and have procured the ZIP files for each day of Week 4. This checklist has proven indispensable in guaranteeing my readiness for the intensive skills training program. By

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methodically organizing and archiving the required materials, I've secured easy access to them, which keeps me aligned with my educational goals. One aspiration I hold for the Skills Lab Intensive is to enhance my abilities in communication and active listening. As a student of social work, I acknowledge the critical need to communicate effectively with both clients and peers to deliver optimal care and support. Through engaging in practical exercises and assimilating feedback from instructors, I aim to fortify these competencies and evolve into a more proficient and compassionate social worker. Regarding the Skills Lab Intensive, I have several inquiries that I seek to resolve. Initially, I am intrigued by the structure of the program and the manner in which sessions will unfold in a virtual environment. Are there provisions for interactive group tasks, or is the emphasis predominantly on solitary skill refinement? Furthermore, I am keen to ascertain if there are any mandatory readings or tasks that must be fulfilled before the program commences. Lastly, my interest extends to understanding more about the instructors' professional journeys in social work. What insights and experiences do they offer, and how will they navigate us through the skill development journey? As I prepare for the social work licensure examination in my state, I have a few inquiries. First, I'm eager to understand the specific content areas encompassed by the exam, along with its format and structure. Furthermore, I'm interested in identifying the most effective study materials and methods to ensure thorough preparation for the exam. Additionally, I seek information about the application and scheduling process for the exam, as well as advice for passing it on my first try. I am thrilled about participating in the Skills Lab Intensive and advancing on my path to becoming a licensed social worker. I am certain that the skills and knowledge acquired through this experience will be crucial as I gear up for the social work licensure exam and embark on my professional journey in social work. Psych Discussion Post a response to the following: Explain how to differentiate between ASD and social communication disorder and ADHD. Differentiating between Autism Spectrum Disorder (ASD), Social Communication Disorder (SCD), and Attention Deficit Hyperactivity Disorder (ADHD) is crucial for accurate diagnosis and appropriate intervention strategies. While these disorders may share some overlapping symptoms, they are distinct in their core features and characteristics. By understanding the unique manifestations of each disorder, professionals can tailor treatment plans to meet the individual needs of each child.

Attention-Deficit/Hyperactivity Disorder (ADHD), Autism Spectrum Disorder (ASD), and Social Communication Disorder (SCD) are neurodevelopmental disorders that typically emerge early, often before a child starts school, as stated by the American Psychiatric Association (2022). These disorders are characterized by developmental deficits in brain processes leading to impairments in personal, social, academic, or occupational functioning. Autism Spectrum Disorder (ASD) is marked by persistent challenges in reciprocal social communication and interaction, along with limited and repetitive patterns of behavior, interests, or activities during early development stages. Attention-Deficit/Hyperactivity Disorder (ADHD) involves a consistent pattern of inattention and/or hyperactivity-impulsivity that disrupts functioning or development. Children with ADHD might act out or have tantrums during significant transitions due to impulsivity or lack of self-control. In contrast, children with autism spectrum disorder (ASD) might have tantrums because they cannot handle changes from their expected routine, as stated by the American Psychiatric Association (2022). Social communication disorders encompass difficulties with language and communication, including the inability to understand both verbal and non-verbal cues. The American Psychiatric Association (2022) notes that a key difference between ASD and social communication disorder is that ASD includes restricted or repetitive behaviors, interests, or activities, which are not present in social communication disorder. Describe the target behaviors for each. Autism Spectrum Disorder (ASD) manifests as deficiencies in nonverbal communicative behaviors, such as maintaining eye contact, and limited, repetitive patterns of behavior, interests, or activities. The American Psychiatric Association (2022) notes that individuals with ASD often struggle with forming, sustaining, and understanding relationships. This difficulty hampers their ability to interact with others and express emotions. Challenges may include difficulties in finding friends or engaging in imaginative play, adapting behavior to suit various social contexts, or showing interest in peers' activities." Individuals with Social Communication Disorder experience language impairments that hinder effective communication, impede the development of social relationships, and negatively affect academic and occupational achievements. These individuals often shun social interactions due to difficulties with language. Conversely, children diagnosed with Social Communication Disorder (SCD) may see benefits from interventions aimed at bolstering social skills. These include grasping and employing nonverbal signals, initiating and sustaining dialogue, as well as forging connections with fellow peers (American Psychiatric Association, 2022). Additionally, Attention-Deficit/Hyperactivity Disorder (ADHD) may lead to emotional dysregulation or impulsivity, resulting in a propensity for individuals to become easily agitated, frustrated, or to overreact emotionally. Meanwhile, for children with Attention Deficit Hyperactivity Disorder (ADHD), focal behaviors should encompass augmenting concentration and attentiveness, curtailing impulsiveness, and formulating methods for better organization and time management (American Psychiatric Association, 2022). Explain the implications of medication and policy in relation to these diagnoses (e.g., activating an IEP, ADA related policies, funding).

In terms of medication and policy implications, it is essential to consider the individual needs of each child and their specific diagnosis when determining the appropriate interventions and supports. Medication may be prescribed for children with ADHD to help manage symptoms of inattention, hyperactivity, and impulsivity (Sadr et al., 2023). However, medication is not typically used as a primary intervention for ASD or SCD. In the educational setting, individuals with ASD and SCD may benefit from a variety of accommodations and services. For example, individuals with ASD may benefit from visual aids, social skills training, and a structured environment that helps them navigate social interactions and manage sensory issues. Individuals with SCD may benefit from speech therapy, social skills training, and other interventions that help them improve their communication skills and build relationships. Regarding policy implications, individuals diagnosed with Autism Spectrum Disorder (ASD), Social Communication Disorder (SCD), and Attention-Deficit/Hyperactivity Disorder (ADHD) may qualify for certain accommodations and services under the Individuals with Disabilities Education Act (IDEA) or the Americans with Disabilities Act (ADA) (Francisco et al. 2020). These statutes safeguard the rights of individuals with disabilities and mandate that educational institutions and employers furnish necessary accommodations and support to facilitate their success (Francisco et al. 2020). To ensure that individuals receive suitable accommodations and assistance in educational environments, initiating an Individualized Education Plan (IEP) or a 504 plan may be essential. In conclusion, it is important for speech-language pathologists and other professionals working with children with ASD, SCD, and ADHD to understand the distinctions between these disorders, the target behaviors associated with each, and the implications of medication and policy in relation to these diagnoses. By addressing the unique needs of each child and providing appropriate interventions and support, we can help children with these disorders reach their full potential and thrive in their social and academic environments. References: American Psychiatric Association. (2022). Diagnostic and statistical manual of mental disorders (DSM-5-TR) (5th ed., text rev.). https://doi.org/10.1176/appi.books.9780890425787 Francisco, M. P. B., Hartman, M., & Wang, Y. (2020). Inclusion and special education. Education Sciences, 10(9), 238. https://doi.org/10.3390/educsci10090238 Sadr-Salek, S., Costa, A. P., & Steffgen, G. (2023). Psychological Treatments for Hyperactivity and Impulsivity in Children with ADHD: A Narrative Review. Children, 10(10), 1613. Scattolin, M. A. de A., Resegue, R. M., & do Rosário, M. C. (2022). The impact of the environment on neurodevelopmental disorders in early childhood.Links to an external site. Jornal de Pediatria, 98(Suppl. 1), S66–S72. https://doi.org/10.1016/j.jped.2021.11.002

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I found your analysis of the similarities between autism spectrum disorder (ASD) and social communication disorder (SCD) to be very insightful. It is true that both disorders can be characterized by deficits in nonverbal and verbal communication, making it difficult for individuals to effectively interact and communicate with others. It is important to recognize these similarities in order to provide appropriate support and interventions for individuals with these disorders. However, one study I found interesting mentioned that are distinguishes among ASD and SCD. For example, a child who has an ASD diagnosis will show or should have a history of repetitive patterns in behaviors, activities and interest (Timler, 2018). Those behaviors would involve echolalia, lining up toys rather than using them in ways that other children do, becoming severely upset with transitions and interruptions in routines, showing extremely focused interests on one or more topics, and displaying significant under- or over-sensitivity to sights, sounds and textures (Timler, 2018). Whereas, for a child with SCD will display impairments in verbal and nonverbal social communication skills. In addition to the behaviors and deficits, individuals with both ASD and SCD may also exhibit difficulties with social interaction and understanding social cues (Jackson, 2021). This can further impact their ability to form relationships and navigate social situations. Identifying and addressing these challenges is crucial in helping individuals with these disorders develop the necessary skills to communicate and interact with others effectively. Research has shown that early diagnosis and treatment can significantly improve the individuals behavior, communication skills, and social skills. References: Jackson, S.L.J. (2021). Autism: Social Communication Disorder. In: Volkmar, F.R. (eds) Encyclopedia of Autism Spectrum Disorders. Springer, Cham. https://doi.org/10.1007/978-3- 319-91280-6_102176 Timler, G. R. (2018). Similar… But Very Different: Determining when a child has social communication disorder versus autism spectrum disorder can be tricky. Here are some key considerations. The ASHA Leader, 23(4), 56-61. I completely agree with your assessment that medication can be beneficial for individuals diagnosed with ADHD. Medication, such as stimulant medications and non-stimulant medications, can help improve focus, attention, and impulse control in individuals with ADHD ( Aishworiya et al., 2022). It can also help reduce hyperactivity and impulsive behavior, making it easier for individuals to function in their daily lives ( Johansson et al., 2020). However, medication may not be as beneficial for individuals diagnosed with ASD or SCD. In fact, some studies have shown that individuals with ASD or SCD may not respond as well to medication for ADHD as individuals without these comorbid conditions (Johansson et al., 2020).

This is because the underlying neurobiological differences in individuals with ASD and SCD may affect how they respond to medication. That being said, it's important to approach medication for ADHD on a case-by-case basis and to consider the individual's unique needs, symptoms, and comorbid conditions. Psychoeducation is helpful for improving the experience and long-term outcomes for individuals with ADHD and ASD (Powell et al., 2022). Psychoeducation is defined as interventions to teach individuals about their disorder by supporting them, providing information and disorder management skills (Powell et al., 2022). It can be delivered by one on one interventions, parent /caregiver, teachers or in a group setting. References: Aishworiya, R., Valica, T., Hagerman, R., & Restrepo, B. (2022). An Update on Psychophaone- on-oneaone-on-onet of Autism Spectrum Disorder. Neurotherapeutics : the journal of the American Society for Experimental NeuroTherapeutics, 19(1), 248–262. https://doi.org/10.1007/s13311-022-01183-1 Johansson, V., Sandin, S., Chang, Z., Taylor, M. J., Lichtenstein, P., D'Onofrio, B. M., Larsson, H., Hellner, C., & Halldner, L. (2020). Medications for attention-deficit/hyperactivity disorder in individuals with or without coexisting autism spectrum disorder: analysis of data from the Swedish prescribed drug register. Journal of neurodevelopmental disorders, 12(1), 44. https://doi.org/10.1186/s11689-020-09352-z Powell, L. A., Parker, J., Weighall, A., & Harpin, V. (2022). Psychoeducation Intervention Effectiveness to Improve Social Skills in Young People with ADHD: A Meta-Analysis. Journal of attention disorders, 26(3), 340–357. https://doi.org/10.1177/1087054721997553

Discussion Wk 3

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