GroupCrisis Intervention: Serving Multiple Constituencies
GroupCrisis Intervention: Serving Multiple Constituencies
TheIntroductoryphase willinclude members saying their names and the purpose of their presencein the group. The counselor must ensure that the confidentiality ofthe group is primary and he/she can direct members to sign consentforms. The instructor must state that time management should be apriority and elect a leader to control group activities, then hint onwhat members have to discuss (Ober et al., 2012).
Factphase: Facts of all matters affecting team members and peers shouldbe discussed. After the stage above, a transition to “Feelingphase” is necessary. At this phase, clients are to state how theyreact to messages and news especially in moments of grieve. Moresignificantly, all of them must indicate their current feelings. Atfact stage, isolation is necessary. Adolescents are to explain howthey felt previously. They can report if they got a shock, denial,confusion, or anger. Similarly, they can explain on peer pressure andhow they come up with individual choices in life. On the side ofparents, they are to talk about how they feel either fear for thesafety of their children or anxiety and how they show concern insolving their feelings both at home, community level and at schoollevel (Ober et al., 2012).
Inthe next step, the counselor moves on to brainstorming currentsymptoms that characterize the customers before counseling begins.The adolescents state somatic symptoms such as headaches, body pains,stomach upset, and how such symptoms affect both their grades andconcentration in class and overall health. For concerned members ofthe community and parents, they are to discuss the changes they takein diligently monitoring children and peers. As such, parents are todiscuss how anxious they feel after their children go out for a partywith peers and whether it affects their health (Ober et al., 2012).
Responseto the crisis. Thestandard human body reacts to the crisis in the following levels:Emotionally, individuals show the following responses anger, shock,and anxiety just to name but a few. On the cognitive level, peopleshow concentrated hardship, confusion, nightmares, flashbacks, amongothers. Additionally, behavioral responses include isolation, pacing,and inability to relax. Finally, physical reactions are fatigue, backpain, rapid heartbeat, and dizziness. The above characteristicsappear on both the adolescent, parents and concerned members of thecommunity. In children, those who have experienced a recent loss orhave attempted suicide recently show the above responses (Johnsen etal., 2012).
Therefore,adults need to monitor both themselves and their children so as tocope with life. If the symptoms persist for more than two weeks, itis necessary to contact a mental expert for advice (Suffolk,2015).
Preventingand responding to Addictions in children.Casesof drug abuse among adolescents need an instant reaction sincesubstance use affects school performance, peer relationship, andfamily relationship (Johnstonet al., 2013).Substance abuse intervention is a solution to teens before theybecome addicted. Parents should monitor teens to prevent cases ofadverse drug use. It is vital to understand that onset age and thecapacity for progression of psychological and maturational processesare integral to understanding etiology as well as the history ofSubstance Use Disorders and Adolescent use of Alcohol, Tobacco andother drugs (ATOAD) abuse (Johnstonet al., 2013).Factors contributing to drug addiction include a child’s internalmakeup such as self-esteem and adolescent environment like exposureto drugs, as well as influence from media. The society needs toengage in prevention programs like teaching parents’ mentorship andfamily management to protect youths and adults from substance abuse.Moreover, it is imperative that the school curriculum incorporatesdrug misuse in the syllabus (Johnstonet al., 2013).Addicts should visithttp://www.well.com/user/woa/index.html#return_pointto get assistance. On the other hand, families, and teens shouldvisithttp://www.aacap.org/AACAP/Families_and_Youth/Resources/CAP_Finder.aspxto receive assistance from a psychiatrist (NIH, 2015).
Thegroup will have an opportunity to point out other experiences whichare still troubling them to receive responses from their leaders.Education should solve crises and clients need to understand thattheir difficulties are temporal. Moreover, clients should be moreconversant with crises and accept that anger and guilt are part ofthe outcome. Finally, the professional has to review changes incoping with challenging events and plan for a follow-up between fivedays to one week to know how the clients are faring (NIH, 2015).
MiddleSchool Group. Theexpert should assign each member to a leader who has knowledge ofcrisis intervention for closer assistance. Each client should get aflyer that has sub-group members and the contacts of their leader.Moreover, the self-assistance strategy is crucial as it necessitatesa member of the sub-group to help a colleague. Lastly, members mustbe ready to develop new awareness skills such as meditation andrelaxing (Coreyet al., 2014).
Parentsand concerned community members group. Informationwill reach parents and the community as a whole through stationednotices on market buildings, school notice boards, and governmentbuildings such as public libraries, and post offices (Coreyet al., 2014).
AssuringCultural Appropriateness for Diverse Individuals
Leadersshould ensure that they treat cultural difference as a positive andcommendable aspect. Cultural Intelligence should make every member ofthe group feel respected and valued. Gender norms andresponsibilities must receive acknowledgment and diversity in theupheld culture (Coreyet al., 2014).
Assuringappropriateness for Individuals with Exceptionalities
Itis necessary for leaders to acknowledge similarities between peoplemore than their differences, and maximize on human strengths to limitweaknesses. For instance, individuals with hearing impairment needsign language to communicate (Corey,Corey & Corey, 2014).
Sincethe adolescents and other members of the community are always facingparticular challenges, it is essential for therapists to come up withprograms that promote meetings and other proceedings with such groupsof people. Notably, it is important to compile reports which will actas a reference point to eliminating unnecessary crisis in the younggeneration’s minds. Therefore, endeavor to coordinate with thecommunity to assist with resources that promote counseling programs.
Corey,M. S., Corey, G., & Corey, C. (2014). Groups:Process and Practice (9thEd.). Belmont. CA: Brooks/Cole.
Johnston,L., D., O., Malley, P., M., Bachman, J., G., and Schulenberg, J., E.(2013). Monitoringthe Future National Results on Adolescent Drug Use: Overview of KeyFindings.Bethesda, MD: National Institute on Drug Abuse.
Johnsen,I., Dyregrov, A., & Dyregrov, K. (2012). Participants withprolonged grief – how do they benefit from grief group participation?Omega,65(2),pp. 87-105.
NationalInstitute of Health. (2015). PreventingDrug Use among Children and Adolescents.Retrieved on 14thMarch 2017 from,http://www.drugabuse.gov/publications/preventing-drug-abuse-among-children-adolescents-in-brief/chapter-3-applying-prevention-principles-to-drug-abuse-prevention-programs/what-are.
Ober,A. M., Granello, D. H., & Wheaton, J. E. (2012). Griefcounseling: An investigation of counselors` training, experience, andcompetencies. Journalof Counseling and Development: JCD, 90(2),150-159.
SuffolkUniversity. (2015). Typicalresponses to the crisis.Retrieved on 14thMarch 2017 from, https://www.suffolk.edu/campuslife/4130.php.