WK10Assgn_Garcia_H1

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Walden University *

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Feb 20, 2024

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1 Treatment Group Proposal Title Heidi Garcia MSW, Walden University SOCW 6121: Advanced Social Work Practice II Dr. Destonie Cormier August 3, 2023

2 Victims of Sexual Assault and or Domestic Violence Treatment Group Abstract The focus for the treatment group for victims of sexual assault and or domestic violence will be on college campuses since there is a higher rate of these crimes on campus. The treatment group will provide support, education, prevention, and therapy for its members. Furthermore, the treatment group will be safe outlet for its members to come together with the guidance of a licensed professional to speak about their trauma openly and without judgement. This can be accomplished through establishing the groups contract, rules, and confidentiality. Additionally, recruitment will be done on campus with flyers and establishing a rapport with campus police. The group will be small and last for 12 weeks with the intent of helping its members through their trauma and graduate from the program with a better understanding of their endured trauma and control over their life altering symptoms. Purpose According to Toseland et, al., (2017), treatment groups have six primary purposes; to support, educate, provide growth for their members, provide appropriate therapy, socialization to their members, and self-help. The treatment group will be for individuals who have endured sexual assault and or domestic violence. The group will be led by a licensed clinician with experience in survivors of sexual assault and domestic violence. Additional supervision from the clinician's supervisor to occasionally audit the group and check in with the clinician to ensure that the group members have the proper support, education, resources, and utilization of appropriate therapeutic approach.

3 Membership This group will be inclusive and focus on supporting individuals that are currently dealing with physiological and psychological aspects of sexual assault or domestic violence. It will be offered to a mixed culture, with no age restrictions, and inclusive gender identity. Additionally, the group will include survivors of sexual assault or domestic violence so that they are examples of survival and provide insight and guidance to those who are new to the group. The group will be voluntary and held in a safe closed environment due to the sensitivity and trauma experienced by its members. When privacy and trust are developed in a group, members are more likely to disclose pertinent and sensitive information within the group (Toseland & Rivas, 2017). Statement of Need College campus life can be exciting and fun, especially for first and second-year students that want to socialize, attend parties, and drink. Unfortunately, those things can put individuals at risk for potential sexual assault or domestic violence. According to Kimble et, al., (2007), Reports show that there are a substantially high number of college students that endure sexual assault and domestic violence on campus: About 1 in 5 college-aged female survivors received assistance from a victim services agency and 23.1% of TGQN (transgender, genderqueer, nonconforming) college students have been sexually assaulted. Overall, 13% of all students experience rape or sexual assault through physical force, violence, or incapacitation (among all graduate and undergraduate students) (Kimble et, al., 2007). Given the statistical information provided the prevalence of support groups and education on avoiding dangerous situations that can lead to sexual assault and domestic violence is evident and much needed on college campuses.

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4 Recruitment Group work must determine the source of recruiting and the methods to target potential members (Toseland & Rivas, 2017). The initial process of recruitment would be implemented by posting flyers on campus to gain interest. I would also speak with campus police to establish a working relationship and provide a flyer and or pamphlets for them to give to the victims that report sexual assault and or domestic violence. Social media can be a good platform to post information on the school's website or social media page- the information for the flyers and social media posting would only be regarding group support for sexual violence and domestic violence and only include a phone number but not include the group's location or schedule. Next I would then screen the members who responded to the flyers by holding a secure and private interview either by phone or in person and I would ask questions regarding their experience with sexual assault and or domestic violence and their commitment to helping victims. After members are recruited the process of training members on how to support them and other members will begin. The training process will cover various topics; emotional support, connecting victims with resources, and respecting everyone's privacy. Providing a safe secure place is important for the group members- this can be done either on campus or if the members are more comfortable with an off-campus location. Maintaining communication with group members is vital and it ensures that the members are provided support and comfort, and maintain the group's success. Composition & Contract The group contract will be created by the clinician and its members to formalize the expectations of the group members and their expectations. The ground rules for the group will be included in the group’s contract, attendance rules, frequency and duration of the meetings,

5 and communications. Group therapy will consist of 6 group participants, and it will be a closed group for the safety and privacy of the group members. Inclusion and participation by group members are necessary for the productivity and growth of the group. The group sessions will be held twice a week during evening hours to accommodate the group members’ work schedules and there will be 12 sessions in total. Any assignments of specific tasks, roles, and responsibilities will be established and documented in the group’s contract. Furthermore, establishing a specific outline for the group members on how to appropriately deal with unmet expectations or other any other problems will be documented. After completing the contract it will be handed out for each group member to sign and then copies of the contract will be given to each member for future reference. By completing a contract with the group members, it will help establish good faith with the members. According to Oakley et al., (2004), establishing a group contract with its members will help the members have deeper learning, strong information retention, and the acquisition of valuable communication and teamwork skills. Group contracts allow the members to take an active role in setting the tone for group interactions, and help “motivate ownership of learning” (Hesterman, 2016, p.5). Orientation Confidentiality will be discussed with all group members and handouts of HIPAA-Notice of Privacy Practices will be given to each member. Reassurance with the group members that all communications and records created in the process of counseling are held in the strictest confidence. Limits of confidentiality will be discussed with the group members by the clinician explaining that information can be disclosed to other agencies without the member’s knowledge or consent for any of the following reasons; (a) if you threaten grave or bodily harm or death to

6 another person, (b) if a court of law issues a legitimate court order (signed by a judge), (c) If you reveal information relative to child abuse, child neglect, or elder abuse, I am required by law to report this to the appropriate authority, (d) If you are in therapy by order of a court of law, the results of the treatment ordered must be revealed to the court; (e) Disclosure is required by the Board of Behavioral Health Examiners; (f) to comply with the USA Patriot Act and other federal, state or local laws, and (g) seeking payment through an insurance company. Discuss with the group members about the clinician’s role within the group in case there is an instance where the clinician also plays a role in a group member’s individual therapy. It is also important to discuss maintaining the group’s confidentiality outside of the group such as paths crossing outside of the group- for the clinician, it is important to explain that maintaining confidentiality by not acknowledging the member unless the member approaches the clinician. There may also be a time when group members cross paths with other group members explaining that it is important to keep interaction to a minimum unless desired by both parties. Be respectful to not reveal anything related to the group outside of the group. Intervention Framework When working with groups in a therapeutic environment, evidence-based approaches help the group therapist grow awareness within themselves and the group's culture, express their ideas, work out objectives, clarify immediate goals, and see both their potentialities and limitations (Baird et al., 2021). I will utilize Cognitive Processing Therapy (CPT) and Supportive Psychotherapy for this group. CPT is effective for those who are struggling with PTSD due to violence, abuse, natural disasters, or other traumatic events (Asmundson et al., 2019). Individuals with PTSD tend to think very differently about themselves or their environment, they focus on their safety, and who they trust, they may feel like they don’t have control, they have

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7 low self-esteem, and they may feel incapable of intimacy (Asmundson et al., 2019). The best approach with CPT for the group will be to initially focus on psychoeducation that helps the group members learn about PTSD and what they can expect from treatment. Furthermore, working with the members to identify how PTSD has altered their thoughts and beliefs affects both the way they feel and how they act (Cusack et al., 2016). More specifically, helping the members identify thoughts that are inaccurate and unhelpful and practicing strategies with worksheets and exercises (Cusack et al., 2016). Another evidence-based practice that I will utilize with my group is Supportive Psychotherapy. This approach will help the group members to deal with their emotional distress and problems in their lives through comforting, advising, encouraging, reassuring, and mostly listening attentively, and sympathetically (Falkenström, 2013). I would further utilize this approach with the group members by encouraging them to expand their interests in the world through friends, school, hobbies, sports, or work. I would help the group members deal with all their different problems with their emotional illnesses and how they are affecting the rest of their lives (Falkenström, 2013). I would first start with the group by providing education to them about PTSD and how they are affected by their traumas through the change in their behavior or thought process. Helping the members identify their unhealthy coping techniques due to their trauma and then replacing them with healthier coping techniques. I would speak with the group members about socialization and how they can continue to stay social in a safe manner without triggering any unwanted memories of their trauma. Acceptance of their trauma will be discussed so that the group members can acknowledge their experiences with trauma, their PTSD, and how they can move forward and have a productive life. Furthermore, teaching the members how to take back

8 their power or control from those that inflicted the trauma upon them so that they can regain their self-esteem and confidence. Evaluation Methods I would use a self-reporting metric to evaluate the progress of my group. Self-reporting measures, such as thoughts or attitudes, help evaluate interpersonal situations, claim Toseland and Rivas (2017). Each member would discuss what they had learned so far from being a part of the group in answer to a series of questions I had prepared. They would also use my self-report to calculate their anxiety, sadness, or trauma scale. This would be used to gauge how well the group's therapies were working. I would be able to make the required modifications thanks to the self-reporting exercise to ensure that everyone in the group benefitted. I think it would be helpful since it would be simple enough for everyone to grasp. Everyone would have the opportunity to voice their ideas. To determine a group's preparedness for termination, it's critical to evaluate each member separately and collectively. Clients must be able to discuss their accomplishments in therapy, describe how they feel about the termination process, and indicate how they can return in the future. It's also critical to have member input when assessing if the termination could be premature. To identify a member's suitability for termination, it is crucial to evaluate them both individually and collectively. This can include monitoring progress during sessions, receiving individual and collective feedback from family members, and assessing the reduction of family problems and achieving goals (Toseland & Rivas, 2017). Furthermore, I would utilize Bales's (1950), Interaction Process Analysis document of general measures of interpersonal processes and interaction groups to have a better understanding of each group member's readiness for termination. Another document that I would utilize at a separate time before termination would

9 be the Budman et al., (1993), a scale that identifies group members' interpersonal process and group cohesion and interactions. Finally and most importantly I would utilize self-disclosure and feedback individually from each member to further assess their readiness for termination.

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10 References Asmundson, G., Thorisdottir, A. S., Roden-Foreman, J. W., Baird, S. O., Witcraft, S. M., Stein, A. T., Smits, J., & Powers, M. B. (2019). A meta-analytic review of cognitive processing therapy for adults with posttraumatic stress disorder. Cognitive behavior therapy, 48(1), 1–14. https://doi.org/10.1080/16506073.2018.1522371 Bales RF. (1950) Interaction Process Analysis: A Method for the Study of Small Groups. Vol. XI. Oxford: Addison-Wesley. Budman SH, Soldz S, Demby A, Davis M, Merry J. (1993). What is cohesiveness? An empirical examination. Small Gr Res ;24:199–216. 10.1177/1046496493242003 Cusack, K., Jonas, D. E., Forneris, C. A., Wines, C., Sonis, J., Middleton, J. C., ...& Weil, A. (2016). Psychological treatments for adults with posttraumatic stress disorder: a systematic review and meta-analysis. Clinical Psychology Review , 43, 128–141. Ezhumalai, S., Muralidhar, D., Dhanasekarapandian R., & Nikketha, B. S. (2018). Group interventions. Indian Journal of Psychiatry , 60, S514–S521. https://doi.org/10.4103/psychiatry.IndianJPsychiatry_42_18 Falkenström F, Markowitz JC, Jonker H, Philips B, Holmqvist R. (2013). Can psychotherapists function as their own controls? Meta-analysis of the crossed therapist design in comparative psychotherapy trials . J Clin Psychiatry; 74:482–491 Hesterman, S. (2016). The digital handshake: A group contract for authentic learning in higher education. Journal of University Teaching and Learning Practice, 13(3), 1-24. Kimble, Neacsiu, et. Al (2007). Campus Sexual Assault Study, Risk of Unwanted Sex for College Women: Evidence for a Red Zone, Journal of American College Health (2 nd ed.). Pearson

11 Oakley, B., Felder, R. M., Brent, R., & Elhaji, I. (2004). Turning student groups into effective teams. Journal of Student-Centered Learning, 2(1), 9-34. Toseland, R. W., & Rivas, R. F. (2017). An introduction to group work practice (8th ed.). Pearson.

WK10Assgn_Garcia_H1

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