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He lives in Salt Lake City, Utah, with his daughters, who remind him every day not to take things too seriously. What you are getting for free! Learn More. When the response was minimal, the site coordinator realized that this was not reaching her families. Since many parents had a history of feeling unwelcome, she had to take a different approach.
She began direct outreach with a few parents, who in turn, gave her the names of others who may want to participate. She spoke to them individually, explaining the mission of her program and the need for parental input. In the end, 15 parents signed on to participate in the focus group sessions The After School Corporation, It has created a full-time, salaried staff position at each clubhouse to help families deal with social issues, providing triage, case management, and referral services.
Several research-based toolkits and resources have been developed to help educators both in schools and in afterschool programs work more effectively with families.
After School Corporation. Does the client pose a threat to others? Is the client prepared to engage in the give and take of group dynamics? Motivation to abstain. Clients with low levels of motivation to abstain should be placed in psychoeducational groups. They can help the client make the transition into the recovery-ready stage. In placement, both the client's and group's best interests need to be considered.
For example, bringing a new member who is in crisis into treatment may tax the group beyond its ability to function effectively, yet the group might easily manage a person in similar crisis who already is part of the group Vannicelli Group stability counts as well. An ongoing group of clients who have gained insight into the management of their feelings can support a new member, helping that person solve problems without getting caught up in feelings of crisis themselves.
Stage of recovery. The five stages of Prochaska and DiClemente's trans-theoretical model of change discussed briefly in chapter 2 and in greater detail in TIP 35, Enhancing Motivation for Change in Substance Abuse Treatment [ CSAT b ] map the route that a person abusing substances must travel during the transition from abuse to recovery. The stages of change are best conceived as a cycle, but movement through the cycle is not always a tidy, forward progression.
Clients can—and often do—move backward as they struggle with dependence. Varying types of groups will be appropriate for clients at different stages of recovery. For example, an interpersonal process group might be overstimulating for some clients in early stages of recovery, particularly those undergoing detoxification.
They would benefit most from a group with a strong primary focus on achieving and maintaining abstinence. Once abstinence and attachment to the recovery process are established, the client is ready to work on such issues as awareness and communication of feelings, conflict resolution, healthy interdependence, and intimacy.
Expectation of success. Every effort should be made to place the client in a group in which the client, and therefore, the program, can succeed. A poor match between group and client is not always apparent at the outset. Monitoring can ensure that clients are in groups in which they can learn and grow without interfering with the learning and growth of others.
Although the primary factor to consider regarding continued participation in group should be a client's ability to get something out of the experience, it is also important to determine how each person's participation affects the group as a whole. A client who, for whatever reason, cannot participate may have a profoundly adverse effect on the group's ability to coalesce and function cohesively. If a client does not interfere with group progress, however, sometimes it is appropriate to keep a nonparticipant in the group and simply allow that person to sit and listen.
A number of different assessment models can be used to allow meaningful dialog between client and program representatives during the screening and placement phase, even when resources are limited. The criteria are arranged in two sets, one for adults and one for adolescents. Each set covers five levels of service:. On the five levels of care, ASAM also provides a brief overview of the services available for particular severities of addiction and related problems.
For placement in group therapy, a provider can also consider. Although no single set of criteria is sufficient to evaluate a client's proper placement, this document presents a chart see Figure that summarizes the types of group treatment most appropriate for clients at different stages of recovery. Clinicians can use the chart as a guide to determine the type of group most appropriate for a client.
When different dimensions of evaluation conflict in their placement indications, the clinician will need to break the impasse with clinical judgment. Actual client placement should take into account characteristics such as substances abused, duration of use, treatment setting, and the client's stage of change.
For example, a client in a maintenance stage may need to acquire social skills to interact in new ways, may need to address emotional difficulties, or may need to be reintegrated into a community and culture of origin.
Only an additional level of assessment will determine which of these groups or combination of groups is best for the client. A number of classification systems have been applied to the stages of recovery from substance abuse.
The most common, however, classifies clients as being in an early, middle, or late stage of recovery:. Early recovery. The client has moved into treatment, focusing on becoming abstinent and then on staying sober. Clients in this stage are fragile and particularly vulnerable to relapse. This stage generally will last from 1 month to 1 year. Middle recovery. The client feels fairly secure in abstinence.
Cravings occur but can be recognized. Nonetheless, the risk of relapse remains. The client will begin to make significant lifestyle changes and will begin to change personality traits. This stage generally will take at least a year to complete, but can last indefinitely. Sometimes they relapse and revert to an early stage of recovery. Clients work to maintain abstinence while continuing to make changes unrelated to substance abuse in their attitudes and responsive behavior. The client also may prepare to work on psychological issues unrelated to substance abuse that have surfaced in abstinence.
Since recovery is an ongoing process, this phase has no end. Figure uses Prochaska and DiClemente's stages of change model to relate group placements to the client's level of motivation for change. In all aspects of group work for substance abuse treatment, clinicians need to be especially mindful of diversity issues.
Such considerations are key in any form of substance abuse treatment, but in a therapeutic group composed of many different kinds of people, diversity considerations can take on added importance.
As group therapy proceeds, feelings of belonging to an ethnic group can be intensified more than in individual therapy because, in the group process, the individual may engage many peers who are different, not just a single therapist who is different Salvendy It is taken to mean any differences that distinguish an individual from others and that affect how an individual identifies himself and how others identify him. Considerations such as age, gender, cultural background, sexual orientation, and ability level are all extremely important, as are less apparent factors such as social class, education level, religious background, parental status, and justice system involvement.
Figure provides several definitions around culture. To help clinicians understand the range of diversity issues and the importance of these issues, this volume adapts a diversity wheel from Loden and Rosener see Figure on p. The wheel depicts two kinds of characteristics that can play an important role in understanding client diversity: The inner wheel includes permanent characteristics such as age or race; the outer wheel lists a number of secondary characteristics that can be altered.
Note that primary characteristics are not necessarily more important than secondary ones and that this figure does not include a comprehensive list of secondary characteristics. It is important for clinicians to realize that diversity issues affect everyone. All individuals have unique characteristics. Further, how people view themselves and how the dominant culture may view them are frequently different.
In any event, no one should be reduced to a single characteristic in an attempt to understand that person's identity. All people have multiple characteristics that define who they are. While ideas of difference are social constructions, they do have a real-world effect. For example, members of groups tend to act in different ways when with members of their own group than they would in a heterogeneous group.
Further, the dominant culture's attitudes and beliefs about people based on age, race, sexual preference, and so on influence everyone. A culturally homogeneous group quite naturally will tend to adopt roles and values from its culture of origin Tylim These ways should be understood, accepted, respected, and used to promote healing and recovery.
However, group leaders should also be aware of the possibility that these group roles and values might conflict with treatment requirements, and therefore clinicians need to be prepared to provide more direction to group members when required Salvendy For example, a group composed of Southeast Asian refugees might give authority to older men in the group, who may never be challenged, contradicted, or disagreed with because to do so would show disrespect Kinzie et al.
These older, adult males can assist in group leadership. However, the opinions of female group members, particularly younger ones, might be ignored, and a group leader should be able to compensate for this tendency. Consequently, group leaders regarded as authority figures that is, not compadres unwittingly may represent discrimination and encroachments on freedom Torres-Rivera et al.
Cultural practices also affect communication among group members. Many traditionally raised Asians, for example, will be reluctant to disagree openly with their elders or even voice a personal opinion in their presence Chang Gender-specific cultural roles, too, may be played out in groups. For example, women may hold emotional energy for men or nurture them. TV even exists in a portable version such as on the cell phone.
In rainy days, those who are accustomed to run while watching TV would still get the benefits by doing it at house or indoor buildings. Regarding to the large popularity of TV, it is found from some researches that TV could give both positive and negative impact to the society, particularly for children and teenagers who are in formation phase on both their way of thinking and way of life.
That is why, some types of parents are usually very careful in dealing with TV by accompanying their children in TV time. A few of them even totally prohibit watching television at all. Watching TV with family has variety of benefits to give better education and tighten the relationship between family members. Some of those benefits of watching TV with family are the following. A common problem of nowadays people is about too much routine activities at work or school.
This makes them hard to find a quality time with family except at the weekends or holidays, if they do not have school program or do extra-time work.
Watching TV together with family could be a considerable choice for having a quality time after a full-day work or school. This could be done after or before dinner time where all family members could sit together, talk each other or simply spend the time together for recharging the energy and mind for tomorrow activities.
The segment of TV audience that people or parents need to pay very much attention is the children. Children do not know how to pick any TV program properly because they do not have much consideration and insight.
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