Groups for Children and Adolescents

Groups for Children and Adolescents

Question 1

Answer

Group therapy for children and adolescents necessitates both behavioral and psychodynamic treatment approaches. The behavioral approach seeks to directly alter the groups’ behavior while the psychodynamic focus on directing children and adolescents into the comprehension of their more profound behavior (Haen, 2017). Similarly, the group for the entities comprises the assigning of roles to each individual intending to achieve cohesiveness. In dealing with children, the group leader ought to identify appropriate themes that apply to children and adolescents. For instance, a group that emphasizes the theme of hope and the need for belonging makes it therapeutic for children.

Besides, a group leader approaches groups for adolescents and children in an honest as well as a directive approach. It is because it aids in structuring a conducive environment where the active group addresses their concerns. Therefore, group leaders ought to offer services gently since children and adolescents. In so doing, the children will learn to cope with different stressors and thus regain their normalcy. Also, a group leader in approaching the identified group ought to provide interpersonal support (Haen, 2017). The support encourages emotional experience among the members, which facilitates solutions to problems encountered in daily their daily lives. Similarly, the group leader should initiate positive relations among children and adolescents through training. It is achieved through mobilizing change in behavior through the acquisition of skills from the training. As a leader, the incorporation of all the actions brings out unique groups with skills to approach different life hurdles.

Question 2

Answer

In essence, children possess different temperaments that determines their approach and interaction with the surrounding. While children undergo different developmental stages, they are bound to myriad challenges. Mental health concerns accrue with events the children and teens interact in their growth and development. As such, in approaching children and adolescents, a group leader ought to ascertain the members’ developmental changes. It is fundamental as it aids in identifying the strains encountered hence facilitating recovery among the groups.

The developmental stages for children impact the way I approach such groups as a leader in diverse ways. For instance, children experience a wide range of emotional, psychosocial, and cognitive skills. Therefore, with the mastery of every ability, they tend to be diverse approach skills at the adult levels. The process necessitates adjustment of the skills so that they fit with the skills to be gained (Perry-Parrish et al., 2016) Similarly. Most children tend to be impulsive owing to their developmental stages. Thus, a group leader should design a structure to adhere to throughout the group sessions. It is fundamental in the achievement of a desirable impulse controlling strategy for the children as the group becomes cohesive. Besides, a group leader ought to comprehend the egocentric nature of children (Reid et l., 2018). Thus, a leader should facilitate a forum for children to understand the world of their peers. It helps in appreciating differences among the group members and hence achievement of mentally healthy children.

Question 3

The focus of my group entails providing an environment whereby children and adolescents improve their self-esteem. It a powerful theme that ensures the group members can confidentially cope with different issues they encounter. Notably, group therapy offers members a platform for children to help each other. Often, the groups have the notion that since they need help, they can’t extend their aiding hands. Therefore, groups give the children insights that facilitate skills and experiences that are helpful to their peers. The power of offering a helping hand to different entities remains therapeutic in self-esteem and, thus, self-esteem. Similarly, structured activities incorporated in groups gives the members ways to cope with various issues. It is because it provides the group members an opportunity to practice necessary skills and also receive feedback. Also, group leaders incorporate strategies within the group in their daily lives. It is essential as children grab cognitive and emotional skills that aid them in dealing with overwhelming feelings encountered in their daily existence.

Besides, group leaders facilitate different themes whereby adolescents communicate openly with their peers. It is a critical approach that offers normalization of mixed feelings and experiences. Thus, children and adolescents have the opportunity to learn of themselves while impacting on other individual’s behaviors. It is fundamental as it gives the group members feedback that is developmentally appropriate. In so doing, children and adolescents adhere to the treatment therapy initiated hence hastening their recovery. Also, children possess a limited comprehension of emotions due to their vulnerability. As such, the incorporation of honesty and openness in dealing with them aids in improving their prognosis. Also, themes for guided interactions are essential for approaching children and adolescents. It helps in advancing their emotional intelligence and even development of social skills that are useful in for the developmental goals for the children and adolescents.

Children and adolescents struggling with mental ailments such as anxiety, socialization, anxiety, among other concerns, benefit from the group therapy. Thus, treatment for such groups ought to center on providing solutions to different situations. Also, the provision of coping skills ensures that children and adolescents receive a conducive environment that fosters positive relations with their peers.

Question 4

Answer

Notably, just like the adult populations, children and adolescents benefit from group therapy. Therapy aids children gain diverse skills such as problem-solving, help-seeking behaviors, among others. Similarly, children learn an understanding of different issues that they encounter within their surroundings. Therapists working with children and adolescents seek to figure out the root causes behavioral and other upsets prevalent with the groups. The strategies employed allow for strengthened attachments amid the groups that influence their future interactions. Often, adults tend to seek support when they face difficult challenges. Children and adolescents differ from adults due to their inability to seek professional assistance when they face difficult situations (Waters et al., 2017). Also, children and more so adolescents, in some instances, resist initiated moves offered by their parents and guardians for counseling. This makes it challenging to handle such individuals, unlike the adults who willingly agree to such initiatives.

Also, adolescents and children depend mainly on the support of their parents and guardians support. In some instances, adults hold busy schedules, and thus the groups struggle with the stressors and life events on their own. This makes the group therapy approach for such groups dissimilar in comparison with that adult (Waters et al., 2017). Similarly, children and adolescents express themselves brilliantly of most recent events and get bored quickly, unlike the adult clients. Therefore, their care focuses on structured approaches, and the group leader ought to be active in the management of the children. It is essential as it aids the therapists to deal effectively with their impulsive nature and hence achieve successful health outcomes for the children and adolescents.

References

Haen, C., & RDT, C. (2017). Handbook of Child and Adolescent Group Therapy. Routledge. New York.

Perry-Parrish, C., Copeland-Linder, N., Webb, L., & Sibinga, E. M. (2016). Mindfulness-based approaches for children and youth. Current problems in pediatric and adolescent health care, 46(6), 172-178.

Reid, S., Fry, E., & Rhode, M. (2018). Working with small groups of children in primary schools. In Child Psychotherapist and Problems of Young People (pp. 31-62). Routledge.

Waters, A. M., Theresiana, C., Neumann, D. L., & Craske, M. G. (2017). Developmental differences in aversive conditioning, extinction, and reinstatement: A study with children, adolescents, and adults. Journal of experimental child psychology, 159, 263-278.