Introduction
The field placement agency, Astor Services, specializes in assisting families requiring help. The goal is to improve children’s well-being through programs that address barriers to mental health, welfare, and development (About Astor, 2023). Astor has been operating for over 70 years as a non-profit, providing vulnerable minors with the services of psychologists, nurses, social workers, and professionals in early childhood development.
The initiative is inclusive of all races, religions, sexual orientations, and genders, valuing diversity as one of its core values. Adolescents, in particular, can access support, including psychological support. Each member can receive person-centered help tailored to individual needs. In addition, specialized group meetings are available for interventions aimed at specific demographics.
Group Formation
The teen support group was established for individuals aged between 11 and 18 because adolescents are particularly prone to experiencing mental health problems. The phenomenon is well documented in the literature and is associated with the natural processes of maturation and cognitive and biological development (Lukoševičiūtė-Barauskienė et al., 2023). The agency acknowledges that adolescents are vulnerable due to a lack of independence in situations where family life may be disruptive, as well as to risks associated with certain conditions. Hence, there was a need to create a group in response to the lack of safe spaces where this specific age demographic can access guidance, support, and understanding.
Goal
The goal my field supervisor and I have developed for the field placement group is to provide teenagers at Astor Services with a space to receive emotional support through group sessions. According to researchers, group therapy as a concept has fostered positive changes in this specific age group (Marmarosh et al., 2022). The said goal aligns with the desire to assist adolescents who are facing difficulties interacting with peers, maintaining healthy relationships with family members, and failing at school.
Demographic
The demographic consists of teenagers aged between 11 and 18. Most of the participants can be classified as within lower socioeconomic classes. In addition, education levels vary by age, with members ranging from middle school to high school students. The adolescents come from different living situations, some coming from full or single-parent homes.
Others are in foster care and group homes, and the agency’s commitment to assisting a wide range of people, regardless of their characteristics, facilitates diversity. Many of the teenagers have histories of mental health issues, including depressive disorder, PTSD, and bipolar disorder. In addition, drug and alcohol problems are also present among a number of the participants.
Environment
The room where the group meets is located at the Astor Center. It is a space dedicated to group sessions, so all necessary items and equipment are available. It is a welcoming environment where the chairs are arranged in a circle to ensure each participant feels included in the discussion.
Since educational objectives are present, the space is equipped with a whiteboard and supplies. As a result, speakers and adolescents can write information down, take notes, and have a visual presentation of the information being shared. It is important to make the setting both aesthetically appealing and practical, with the necessary materials in place and aligned with the initiative’s needs.
Topics
The first session will cover norms. The objectives are to build rapport with participants, inform members of the rules for the support meetings, and introduce each individual and the program. The subject for the following meeting will be emotions and how to understand them. The objectives include identifying different feelings and how they affect a person, as well as developing healthy habits to cope with them. The third class will focus on stress, with the aim of learning tactics to minimize anxiety and improve self-care.
The following session will tackle relationships and social interactions. The intention is to discuss what makes for a healthy bond, how to foster positive connections, and how to set boundaries and resolve conflicts. A critical concept to be developed during the discussions is communication across different settings, including with peers, parents, siblings, and professional acquaintances. Last but not least, the fifth session will focus on personal growth and goal setting. The adolescents will learn about effective problem-solving, resilience, maintaining motivation, and the importance of long-term gratification.
Core Values and Knowledge
One topic that aligns with the core values highlighted in the “Standards for Social Work Practice with Groups” is the importance of fostering diversity and ensuring an individual-centered approach. The International Association for Social Work with Groups (IASWG) highlights that groups can provide a microcosm of a just society. This implies that age, gender, sexual orientation, and race do not prevent participants from being heard and empathized with (2015).
From the social worker’s perspective, this principle can be applied to ensure that each member feels they belong and that their opinions are welcomed. In addition, connotation can inform culturally aware interventions. Hence, it is important to recognize that each person has a different background and set of values.
Planning, Recruitment, and New Group Formation
The task of group-forming has been applied during the pre-group stage. According to the standards, the social worker determines the type, size, structure, and process that best aligns with the goals of the initiative (IASWG, 2015). Through discussions with the field supervisor, it was determined that the meeting of a psychoeducational group would include 11 to 18-year-old teenagers. Said groups are prone to mental health struggles and are vulnerable to a lack of access to needed resources for education and interventions.
Said considerations also align with the task of identifying and addressing group-specific needs and aspirations (IASWG, 2015). Teenagers are prone to having difficulties fitting in, communicating with parents, forming and maintaining goals, and having healthy coping mechanisms for stress and negative emotions. Nonetheless, they seek peer approval and aim to fit in as they learn about themselves and develop an identity.
Concerning areas of knowledge, two specific domains can be identified. First and foremost, it is critical to have a comprehensive understanding of the agency’s mission and functions (IASWG, 2015). Astor’s mission is to assist families via educational and practical implementations. In the case of group sessions for adolescents, the included topics, such as communication and fostering positive relationships, directly align with the organization’s objective. It is also critical to maintain awareness of the demographic diversity (IASWG, 2015). As Astor specializes in assisting lower socioeconomic groups, the current initiative considers the unique characteristics and needs of said group, including vulnerabilities when it comes to substance abuse.
Ethical Considerations
A practice that was both observed and applied is informed consent. Before attending the meetings, participants should be aware of the group’s nature and the potential benefits and risks of attending (IASWG, 2015). Hence, they can make informed decisions about their expectations and needs, as well as the characteristics of the intervention itself.
The said context was employed when having discussions with potential participants and their family members, as it is important to maintain transparency. An additional ethical consideration is confidentiality, a means of maintaining trust and integrity (IASWG, 2015). Future members are informed that their private information will remain protected, but there are limits in cases where their safety or the well-being of others is compromised.
New ethical concerns arise from the new implementations employed, such as Telehealth. Specifically, privacy may be compromised because participants may not have confidentiality when participating in discussions at home or at school (Karasneh et al., 2019). On the other hand, data storage may not meet standards, allowing unauthorized parties to access information. Additionally, the educators operating within the groups may lack the needed skills to assist virtually.
References
About Astor. (2023). Astor Services.
The International Association for Social Work with Groups (2015). Standards for social work practice with groups(2nd).
Karasneh, R. A., Al-Azzam, S. I., Alzoubi, K. H., Hawamdeh, S. S., & Muflih, S. M. (2019). Patient data sharing and confidentiality practices of researchers in Jordan. Risk Management and Healthcare Policy, 12, 255–263.
Lukoševičiūtė-Barauskienė, J., Žemaitaitytė, M., Šūmakarienė, V., & Šmigelskas, K. (2023). Adolescent perception of mental health: It’s not only about oneself; it’s about others, too. Children, 10(7).
Marmarosh, C. L., Sandage, S., Wade, N., Captari, L. E., & Crabtree, S. (2022). New Horizons in groupPsychotherapy Research and Practice from third wave positive psychology: A practice-friendly review. Research in Psychotherapy: Psychopathology, Process and Outcome, 25(3), 258–270.