Challenges Faced by Potential Group Members
Throughout childhood and adulthood, this demographic of girls encounters several obstacles. This community is frequently ignored and underserved regarding mental health and well-being. Families and communities may place excessive expectations on adolescent females and reinforce harmful gender stereotypes. Anxiety, sadness, and other forms of psychological distress can all be exacerbated by these stresses (Malakoff, 2014).
These females also suffer from low levels of confidence and self-esteem. Body image, peer pressure, and a lack of motivation are some identity difficulties they frequently face (Binik, 2021). Girls in this category typically come from low-income, single-parent homes; they face poverty and violence daily as well. The girls may have difficulty opening up to their classmates for fear of ridicule or because they feel unsafe discussing sensitive topics.
Introduction to the Population
Fieldwork has introduced me to this group; after looking at the school’s demographics and surrounding area, it was evident that a group intervention was needed for the females there. Because of a lack of funding and programming, the school could not help the girls with their problems. It was also evident that the girls needed help and direction to develop their self-worth and confidence (Adelphi University Libraries, 2020). Consequently, while planning a group-based intervention for this demographic, it is vital to consider potential impediments. This research examines the rationale behind why a group-based intervention may be an effective method of supporting teenage girls’ emotional wellness, self-esteem, and interpersonal connections.
Key Benefits of Using a Group Approach with This Population
Emotional Development
One or more therapists serve a group of clients in a single session during group therapy. Depression, anxiety, substance misuse, and other mental health concerns have all been treated in groups for decades (Bergel et al., 2010). Adolescent females benefit greatly from participation in group therapy. Support from friends and the therapist’s input might be very helpful for adolescent girls’ emotional development. Adolescent females might benefit greatly from the sense of community that develops from participation in group activities.
Bond Feeling
Adolescents might feel comfortable opening up to their peers about their struggles in group therapy. This gives the girls a chance to bond and learn about one another’s experiences with adversity (Malekoff, 2014). Talking to other females going through similar things may be quite helpful. As a result, group members are more likely to feel accepted and at ease, which in turn might aid them in overcoming challenging emotions and situations.
Self-Understanding
Adolescent females can benefit greatly from group work since they learn to better understand themselves in the group context. Adolescents have a deeper insight into their internal experiences and the motivations behind their actions in a group context (Yalom & Leszcz, 2020; Cohen & Pei, 2016). Members can gain insight into themselves and their relationships with others by participating in group conversations and activities. Knowing oneself better can lead to improved self-management of stress and emotions, as well as the identification of one’s strengths and areas for improvement.
Social Skills
Finally, working with adolescent girls in groups can boost their social skills. Adolescents can gain experience with and refine their communication, problem-solving, and teamwork abilities in a group setting (Mesbur et al.; Hopmeyer, 2003). In addition, they can learn to listen attentively, negotiate differences, and stand up for themselves. Adolescents may take the knowledge and experience they gain in a group context and apply it elsewhere, such as in the classroom or the job.
Proposed Type of Group Approach
Group Work as a Type of Direct Practice
Adolescence is a pivotal developmental period marked by thrilling and difficult physical, psychological, and social changes. Particularly difficult for girls is making the leap from childhood to adulthood (Miller, 2002). Adolescent females can benefit greatly from group interventions like group counseling and therapy. Because of its popularity and effectiveness, schools, mental health clinics, and community organizations all employ group work as a type of direct practice.
People are encouraged to work together in groups because they have the potential to gain knowledge from one another and strengthen their social networks via the exchange of information and mutual aid (Kurz et al., 2020). Group members may help each other feel accepted and heard and have a place in the world. Adolescent females, for example, may benefit more from a group approach designed specifically for them. Self-esteem, body image, relationships, academic difficulties, and substance misuse are some topics that may be discussed in a group setting (Nosko, 2002). Adolescents benefit greatly from group techniques since they may get feedback and guidance from their peers while also getting plenty of experience with the material.
Group Practice Models
Several models and theories of group practice can inform adolescent girls’ group therapy. Methods from psychoanalysis, cognitive science, and the humanities are all included (Eaton et al., 2023). Several methods and purposes are used in each of these approaches. The goal of psychoanalysis is to reveal the unconscious forces at work behind an individual’s actions (Reid, 1997). Group members can get insight into their subconscious thought patterns and learn to address challenging topics with this method effectively.
The cognitive-behavioral method aims to help patients recognize and alter destructive patterns of thought and action. By using this method, group members can increase their self-awareness and learn to adopt more beneficial patterns of thought and action (Caroline Rhoads, 2021). The humanistic method stresses the need to learn to appreciate and understand oneself. By taking this route, group members can better understand themselves.
Group Dynamics
Furthermore, while designing a group strategy for teenage females, group dynamics is a crucial topic to remember. Group dynamics studies the intricate relationships between group members (Staples, 2000). How people interact with one another and the dynamics of the group as a whole can significantly influence the group’s capacity to solve problems. Using group dynamics, a group may more easily pinpoint problems, have productive conversations about them, and offer and receive constructive criticism and feedback (Travers, 1995). Power dynamics, such as the impact of various members on the group, must also be considered when designing an effective management strategy.
Key Challenges in Group Interventions and Their Solutions
Challenges in the Agency Context
Ensuring Group Intervention Aligns with Agency Goals and Requirements
Group interventions have special difficulties in the agency environment due to the organization’s nature and services. Organizational goals and structures may impact how the group forms and functions and the decisions made throughout this process. Making sure the group intervention fits the requirements and goals of the agency is a major problem (Wright, 2002). Depending on the situation’s specifics, this may require an in-depth analysis of the company’s goals, structure, and operations. Evaluating the organization’s policies and procedures may be necessary to ensure the group intervention does not violate any preexisting policies.
Tailoring Group Intervention for Teenage Females
Another obstacle to overcome is ensuring the agency’s group intervention is specifically designed for teenage females. This necessitates figuring out how to meet the specific requirements of each female, which in turn necessitates learning about and empathizing with their different histories, experiences, and situations. The ladies’ group therapy must consider their shared experiences and aims while catering to their specific requirements (Phillips & Cohen, 2000). Individualized group therapies are one solution to these problems. This method considers the girls’ requirements while also focusing on their group dynamics and shared aims. By taking this route, we can better meet the group’s requirements and provide more individualized care.
Challenges in the Community Context
Engaging with and understanding the different cultural and social circumstances that impact teenage girls’ development is a significant issue for community-based group treatments. This can be challenging since there are often competing cultural and societal circumstances that must be taken into account (Eaton et al., 2023). A culturally sensitive approach to group treatments is necessary to overcome this difficulty. This involves working with locals to determine the specific cultural and socioeconomic settings where teenage girls find themselves and then developing adapted treatments.
Assuring all community members are involved, regardless of their identity or history, is a significant problem in community-based group treatments (Yalom & Leszcz, 2020). This is made more difficult by cultural and social obstacles to entry and participation. The key to overcoming this obstacle is to make sure everyone in the community feels welcome and protected. A trauma-informed approach, nonjudgmental language, and providing culturally relevant activities and resources are all ways to achieve this goal. Equal access to services and assistance for all community members should also be a priority.
Challenges in the Potential Members’ and Worker Context
The difficulty of identifying the underlying power dynamics between group members and the client system that may be represented in the group is a significant barrier to entry for both potential members and workers in the group setting. Members of oppressed groups, for instance, may feel intimidated by the client system and hesitant to voice their concerns for fear of retaliation. Facilitators can overcome this difficulty by making the group a welcoming place where everyone can contribute and feel secure (Bergel et al., 2021).
The facilitator’s job is to provide a safe space where everyone in the group, regardless of their personal or professional experiences, feels comfortable voicing their opinions and meeting their needs. Recognizing and resolving such biases or preconceptions about group members or the client system is another important problem in this setting (Malekoff, 2014).
The facilitator, for instance, has to be aware of their own biases about the client system and the participants in the group. Facilitators can lessen this by treating all group participants with dignity and respect. The facilitator should familiarize themselves with the client system to better comprehend the group members’ viewpoints and requirements. Facilitators may have a deeper understanding of the group dynamics and do a better job of making sure everyone has a voice.
Conclusion
In conclusion, adolescence is an often-overlooked period many do not consider an important stage of human development. Adolescence is when a girl usually becomes more conscious about her body and wants to start taking care of commercials and hygiene so she can be self-conscious. Adolescent girls face several significant challenges, one being sexuality and its associated ailments, like poor body image and depression, and another being the transition from adolescence to adulthood.
Groups for this population could serve as an excellent avenue for the empowerment of adolescent girls all around the world. Group approaches can help adolescent girls manage their challenges during this transition period. Additionally, the group should also provide opportunities for risk-taking and problem-solving. By drawing on models and theories of group practice and considering group dynamics, it is possible to develop a group approach tailored to the needs of a particular population, such as adolescent girls.
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