Parents Education, Parenting Skills Group - Research Proposal Example

? Group Proposal Parenting Skills Group Introduction and Rationale Psycho-educational groups are team of individuals who work in group with the intention of assisting certain category of needy individuals with skill developing and prevention measures. Psycho-educational groups develop the skills and impart knowledge to children and adults with the aim of solving out their problems or issues. Moreover, these groups utilize various development strategies as well as group-based educational facilities with the objective of mitigating the issues or problems of certain specific groups of individuals. These groups offer effective training services directed towards the development of communication, decision-making as well as problem-solving skills (DeLucia-Waack, 2006). A group worker in psycho-educational groups should possess adequate knowledge about the needs or requirements which are to be offered with aim of mitigating their issues in an appropriate manner. Additionally, the group worker should have adequate communication as well as problem-solving skills so that better assistance as well as support can be imparted to groups of individuals who require social and psychological assistance. The group leader is also required to possess knowledge related to group dynamics and group leadership skills. The staff members of psycho-educational groups should have requisite knowledge as well as competencies with the aim of bestowing better assistance. The staff or group members of psycho-educational groups should further have the capability to evaluate or assess the needs or requirements of a community or certain group of individuals for better social development. These competencies as well as skills will assist the group leader and staff members to execute the group programs successfully (Brown, 2011). The target population for the proposed group study consists of parental population who are to be imparted with adequate education as well as training services. The prime intention such education and training service is to embrace parental skills and capabilities so that they are able to care as well as assist their children to grow in a better social way with a brighter future. There are various programs and services which are offered to parents with the aim of offering enhanced support as well as education for better skill development and to improve their social conditions. A psycho-educational group dealing with enhancement of parenting skills also termed as parenting skill group is designed in order to assist parents to monitor and enhance their parenting styles with the intention of preventing poor behavior of their children. The main purpose of the parenting skills group is to improve the relationship amid parents and children. It has been observed from the need statements that there are numerous problems or issues which are to be addressed by parenting skills group. Correspondingly, parenting skill group is committed towards resolving many of such problems which include suicide, academic difficulties, pregnancy, drug and alcohol abuse, depression and violent behavior. Teens with increased stress from school, peers as well as social change have led to increasing rate of suicide among this population. Adolescents ranging from 15 to 19 years of age committed suicide largely due to the aforementioned factors in the year 2007 (Rubin, 2012). Session Outline Lists Specific Goal(S) For Each Session The parenting skills groups will organize a 4-week group sessions for 1.5 hour duration in order to impart adequate education as well as skills development programs with the intention of building flourishing relationship amid parents and children. In this regard, the parents group will be offered with problem-solving as well as decision-making training facilities so that they are able to analyses the reasons that are responsible for the incongruous behavior of their children. Accordingly, the parenting skill group will facilitate in acquiring effective measures by parents to mitigate these issues. The parenting skills group has determined certain specific goals on the basis of which assistance will be offered to parents so that they can efficiently address to these issues that are revealed by their children. In the first session, different essential rules as well as goals are formulated in order to assist the parent group. In the next phase, all the members should be introduced with each other and the plans formulated should be expounded to the group which will assist towards the development of necessary skills. In the second and third session, the parents will be offered with knowledge in relation to substance abuse, peer groups involvement, family dysfunction and other factors which are seemed to be responsible for ill behavior among adolescents. In the fourth and fifth session, the parents will be provided with adequate training facilities to develop the communication skills of parents so that reasons for depressions, substance abuse and incongruous behavior amid children can be resolved effectively. With better decision-making as well as problem-solving capability parents are likely to mitigate or minimize the aforementioned issues proficiently. In the sixth session, the participating parents will be provided with strategies with the objective of developing a better bondage and control over the life of their children. The seventh or last session, is a termination stage which will determine goals of assisting the parent group to develop their communication as well as decision-making skills for better mitigation of the issues related with incongruous behavior of their children. Moreover, a small discussion will be held where the group will summarize about the various aspects which were imparted during the lesson plans. Additionally, the parents at the end of the session will present their feelings about the group members and psycho-educational group. Eventually, the group members will also represent their views about the various aspects in accordance with which their learned knowledge as well as skills will be applied outside (DeLucia-Waack, 2006). Specific Actions under Each Goal The 4-week group session will be offered in seven different sessions of 1.5 hour duration each. As the duration hour is less, the determined goals should be planned in an effective manner with the aim of successfully accomplishing them within a stated time frame. The session plan will be executed as follows: Session 1 The leader of the psycho-educational group will commence the session with the introduction of the determined goals and the purposes on the basis of which the target group can mitigate the rising problematic issues of their children. The requisite material stating the goals and the program plan will be circulated amid the group members that will explain them about the procedure on the basis of which the sessions will be executed. The leader of the parenting skills group will discuss with the group about the rules which are to be adhered and will make necessary modifications on the recommendations of the parents which will further enhance the program plan. The leader will also discuss the significance of social support networks so that the parents will be able to deal with stressful situations in an effective manner with the assistance of group members responsible for offering training and skill development programs (Sink, Eppler & Edwards, 2011). Session 2 and 3 In the session 2 and 3, the participating parents will be offered knowledge in relation to different aspects or factors which are seemed to be responsible for the ill behavior of children in school and at home. The session 2 will commence with the feedbacks of parents about their expectations from their children. In this regard, the parents are provided with information concerning with child development so that participating parents are able to respond appropriately for better development and enhancement of their children. This program will continue for 45 minutes of the session 2. In rest of the time of the session 2, the participating parents will be offered with adequate knowledge in relation to substance abuse, violent act and peer groups influence among others which are liable for poor behavior of their children. Moreover, the participating parents with the assistance of these program or curriculum will enable them to i identify the factors of ill behavior efficiently (DeLucia-Waack, 2006). On the commencement of the third session, a discussion will be held with the participating parents about the reasons which are accountable for the incongruous behavior of their children. On the basis of the discussions, the participating parents will be communicated with the extent of risks with which their children are involved. Additionally, a discussion will be constructed imparting the various disadvantages or risks of substance abuse and violent behavior among others. In this respect, the last part of session three will facilitate the participating parents to acquire adequate knowledge about the various risks factors that are attached with their children and may have the potential to adversely affect their growth as well as development (Henriksen & Johnson, 2005). Session 4 and 5 The session 4 and 5 will provide training services with the intention of developing communication skills, problem-solving skills, decision-making skills and coping skills. The participating parents with the assistance of these training services will be able to recognize the reasons for poor behavior of their children and act promptly in order to mitigate their children’s issues effectively. In this regard, the participating parents will be provided with lessons in relation to communication techniques as well as process which are essential for improving the communications skills as well as styles at the beginning of the fourth session. Moreover, a lesson based on communication skill will be undertaken. Correspondingly, the leader of the psycho-educational group will whisper directions into the ears of the left participant. The participants are required to whisper the same directions into the ears of other participants who are to their next. In this fashion, the last participant on acquiring the directions should communicate the directions to the group. Furthermore, the end directions will be compared with the initial instructions with the intention of identifying its accuracy. In this respect, the participating group acquires adequate knowledge, expertise and experience in relation to the importance of communication styles as well as process. The communication lesson plan will continue for an hour. In the remaining time, the participating parents will be provided with lessons in relation to problem-solving as well as decision-making skills. The participating parents will be taught that a proper analysis of the rising problem should be recognized appropriately in a timely manner and devise suitable strategies accordingly with the aim of mitigating these issues. The participating parents will also emphasize on the importance of self-care and self-awareness for quick recovery and will also taught with the aspect of converting important tasks or activities into manageable ones (DeLucia-Waack, 2006). In the fifth session, a discussion will be held with the participating parents about the problems or risks with which their children are attached. Moreover, the participant parents will share their experience with the group. In this regard, the participant parents will be aware of the extent of problems with which their children are tangled (DeLucia-Waack, 2006). Session 6 In the sixth session, the participating parents will be provided with strategies which will enable them to mitigate the problem of their children in an appropriate manner. The three fundamental strategies in this regard are affection, restrictions as well as freedom. With reference to this, the first strategy i.e. affection refers to building bondage, relationship as well as connection amid parents and children. This strategy will assist in developing a better sense among children about their importance in their family and as a person. The second strategy i.e. restrictions imply in forming suitable structure in family towards making every member of the family to be more disciplined. This strategy further will aid parents in creating a sensation in their children about regulations as well as control. In this respect, the children will be more self-controlled. The third strategy i.e. freedom signifies that individualities of children should be acknowledged as well as appreciated. In this context, the children will be able to develop themselves as better individuals. These strategies will also assist parents in having a better relationship as well as control over the life of their children (Berge, Law, Johnson & Wells, 2010). Session 7 The seventh session is the last session of the group plan which will involve preparing participating parents for the termination process that will predominately focused upon nurturing their children with best practice or the implementation of skills acquired in the previous sessions. The participating parents will be seated in accordance with their birthdates. Moreover, a small discussion is arranged where the parents express their experiences and knowledge which are obtained from the various lesson plans imparted to them during the sessions. The participating parents will be provided with pen and paper for stating comments about the psycho-educational group. The participating parents will also reveal their ideas about how the learned knowledge as well as skills will be applied effectively. In this respect, the group program will be terminated (DeLucia-Waack, 2006). Supplies The group program for the development of parenting skills will require different types of supplies as well as materials for executing the program plans or sessions in an effective way. The participating parents will be provided with pamphlets stating the group course plans and about the lessons which are to be offered. The group will also acquire adequate supplies and material such as pen, notepads, markers, pencils and papers for effectively rendering the development services (Rubin, 2012). Room Setup and Rationale The psycho-educational group should ensure that the participating parents are offered with adequate space and better environment. Moreover, the group program should be offered in a tranquil environment without much interruption. The room will be equipped with adequate chairs for the comfortable seating arrangement of the participants. In this respect, the lesson plans offered to the participants in a calm and composed room environment will facilitate in better exchange of information. Moreover, it will also aid in improving the teaching as well as learning process for better execution of lesson plans (Rubin, 2012). Marketing and Screening Describe Intended Audience The psycho-educational group will provide parents of school going students with adequate knowledge about the factors accountable for poor behavior, training services for the development of communication and decision-making skills. Moreover, the target groups will also be provided with strategies on the basis of which better relationship as well as control parents may have over their children. Thus, the intended audiences for the psycho-educational parenting skills group are parents whose children are in school who are victim of depression or any other incongruous behavior. Describes Screening Questions/Procedures The target audience i.e. parents of school going children for the parenting skills group will be elected based on the extent to which their children are exposed to the incongruous behavior and on the basis of determined goals of the group programs. In this respect, the parents for the group program will be screened through three procedures which include written information, group interview and personal interview. In the group interview, parents will be asked with different questions in order to identify the problem of their children. The question to be asked will be as follows: ‘What is the reason for participating in the group program organized by the psycho-educational parenting group?’ ‘Do your children go to school?’ ‘What are your aims and goals to be accomplished from this group program?’ These are the various questions as well as procedures on the basis of which parents will be screened and selected for the parenting skills group programs and lesson plans. The collected data will be analyzed with the assistance of qualitative research approach. Describes De-Selection Criteria There are two factors on the basis of which the parents for the group program will be de-selected. First, the parents whose children are not school students. Secondly, parents whose goals as well as objectives are different from the goals and motives of the psycho-educational group. On these basis of the above two criteria parents will be de-selected from the group program. Developing Flyer with Information The psycho-educational group will develop flyer with adequate information in relation to the goals and aims. Moreover, the flyer will also contain the important aspects or lessons plans which are to be imparted to parents for developing better relationship with children as well as to have an effective control over their children. In order to attract parents for the group program flyers will be distributed in school, medical facilities and local communities (Christensen, 2011). Below is a flayer developed in order to attract the target audience: Theory Describe the Particular Counseling Theory You Will Use and Why In this group proposal, individual psychology will be selected as the counseling theory for the parents whose children reveal poor behavior in school and at home. This counseling theory is formulated by Alfred Adler. The theory signifies that every individual should have a sensation of belonging in order to have better social interest. In this regard, this theory has been adopted with the aim so that the parents are offered with adequate knowledge and skills development training programs for improving their knowledge and abilities in order to ensure effective child care and management. The parents with the assistance of this group program will be able to determine appropriate life-style as well as attitudes which are necessary to develop in a social manner. Moreover, with the assistance of this theory, a better relationship amid parents and children can be developed. The theory ascertains that the behavior of children is dependent on various factors that lead to their depression as well as violent behavior (Neukrug, 2011; Johansen, 2010). Describe How Your Theory Will Inform Your Particular Goals The individual psychology theory will assist in informing the goals as well as the aims of the group program. This theory is basically based on the concept of reckoning a better social interest and a feeling or sensation of belonging. In this respect, this counseling theory will aid in revealing the various aspects, knowledge as well as skills which are essential for building a better relation amid children and parents. Additionally, parents with the knowledge of this theory may develop appropriate structure for better care and supervision of their children so that their children behave in a more disciplined manner and with autonomy. In this context, this theory will be effective in informing the goals of the psycho-educational group. Thus, the psycho-educational group with the assistance of this theory will be effective in providing better counseling services to parents whose children possess poor behavior. Consent Develops Informed Consent Acceptable To State Boards Information Sheet Confidentiality The information and data which are obtained from parents with regard to the factors accountable for incongruous behavior of children should be maintained with utmost privacy. Theoretical Orientation Parenting skills groups will ensure that the lesson plans as well as various knowledge materials are theoretically oriented including theories of counseling among others. Information on the Nature Parenting skills group will offer lesson plans as along with skills building program for the psychological development of parents in order to ensure that participant parents are able to offer better assistance to their children to grow in a social manner. Purposes and Goals of the Group The psycho-educational i.e. parenting skills group has been developed with the intention of offering adequate information and knowledge about the factors which are accountable for incongruous behavior of children at school and at home. Moreover, skill development training services will be offered for developing parents’ skills to tackle with their children’s incongruous behavior problem. The Group Services that can be provided The group will be offered with knowledge in relation to factors which are responsible for poor behavior of children. The parents will also be offered with adequate training services for improving their communication skills, problem-solving skills and decision-making skill with the objective of mitigating the behavioral issues of their children. The Role and Responsibility of Group Members and Leaders The group members and leaders of the psycho-educational parenting group will ensure that participants are selected fairly and in an appropriate manner. Moreover, they should ensure that the rooms where the lesson plans and training services will be offered are properly arranged and due consideration shall be placed on comfort aspect. Additionally, the group members and leaders will ensure that the participating parents are provided with adequate supplies as well as materials. Group Workers Qualification to Conduct the Specific Group The group workers assign for the tasks of offering knowledge and training to the target audience will be the qualified and the experienced personnel in the field of psychology. At the same time, the leader assign with the task of managing the entire activities of the group will also be a qualified school counselors or ‘licensed professional clinical counselor’ or ‘licensed group therapists’ or ‘licensed clinical psychologists’. Specific Licenses The psycho-educational group has obtained licenses from the appropriate governing authority. Certifications and Professional Affiliations The leader will be a qualified school counselors or ‘licensed professional clinical counselor’ or ‘licensed group therapists’ or ‘licensed clinical psychologists’. Certificate of Consent I have read the aforementioned information and I was provided with every opportunity to ask any questions. In case of any query, I have been answered to my utmost satisfaction. Hereby, I willingly affirm my due consent to participate in this group program. Print Name of Participant……………………… Signature of Participant………………………… Date…………………… Source: (Thomas & Pender, 2008) Statement by the researcher/person taking consent I have informed the participant about the various aspects of the group program with best my ability. Participant was also offered with every opportunity to clarify any queries or questions. A copy of this form has been provided to the participant Print Name of Researcher/person taking the consent……………………. Signature of Researcher/person taking the consent……………………. Date……………………….. Outcome Develops Survey That Measures Identified Goals A questionnaire survey will be formulated with the objective of measuring the outcomes or results of the lesson plans and skills development programs offered. The questionnaire survey will also assist in determining whether the group goals or objectives have been accomplished or not. The questions will be as follows: Were the sessions have been executed within appropriate time frame? Were the participants provided with adequate knowledge in relation to factors accountable for incongruous behavior? Were the skills development training services were imparted suitably? Have you acquired adequate knowledge on the basis of which you can mitigate your children’s problems? Problem-Solving The Chronic Talker A chronic or talkative member may create problems during lesson plans or programs for other participants due to their talkative nature. In this respect, the leader of the group will make the participants to seat in group. The chronic talker will be grouped with the leader so that the messages of conveyed by the chronic talker are interpreted from one person (leader) so that any possibility of disturbances arising from the talkative nature of the person is eliminated. Additionally, the leader in order to manage chronic talker will devise strategy with the aim of offering equal opportunity to all participants. At times, the leader may also acknowledge the contribution made by chronic talker and divert the discussion to other participants (Jacobs, Masson, Harvill & Schimmel, 2010). The Silent Member The silent member may acquire adequate knowledge in silent mode without any verbal interaction. The leader will strive to identify conceal ideas and thoughts of such person and will make effort to know and identify the reasons behind such nature of the person. Accordingly, the leader will adopt appropriate measures to mitigate the identified issues of such person and encourage that person to participate as well as interact with others efficiently (Boyd, 2008). The Member Who Attacks Another in the Group In group activities there are instances or chances of conflict amid members of the group. In the regard, the leader will take measures to determine whether the conflict arose naturally or it was a cause of certain issue. The leader will also adopt conflict resolution method for effectively mitigating such conflict amid members of the group. Moreover, the members will be offered with adequate counseling services with the aim of mitigating conflicting issues (Boyd, 2008). The Member Who Stops Coming It may happen in certain instances that one or more member stop coming for the group program. In this regard, the leader will take measure to communicate with such person and determine the reasons which are accountable for not coming for the sessions. The leader on identifying the issues will adopt appropriate measures which will motivate such person to rejoin the group program (Boyd, 2008). References Berge, J. M., Law, D. D., Johnson, J., & Wells, M. G. (2010). Effectiveness of a Psychoeducational Parenting group on child, parent, and family behavior: a pilot study in a family practice clinic with an underserved population. Families, Systems, & Health 28(3), pp. 224-235. Boyd, M. A. (2008). Psychiatric Nursing: Contemporary Practice. China: Lippincott Williams & Wilkins. Brown, N. W. (2011). Psychoeducational groups: process and practice. New York: Taylor & Francis. Christensen, L. A. (2011). Effects of group psychoeducation for parents of at-risk adolescents. Retrieved from http://digitalcommons.unf.edu/cgi/viewcontent.cgi?article=1143&context=etd DeLucia-Waack, J. L. (2006). Leading psychoeducational groups for children and adolescents. New York: SAGE. Henriksen, R. C., & Johnson, B. K. (2005). Parenting group for parents of children exposed to violence. Article 12, pp. 59-62. Jacobs, E. E., Masson, R. L. L., Harvill, R. L., & Schimmel, C. J. (2010). Group counseling: strategies and skills: strategies and skills. United States of America: Cengage Learning. Johansen, T. (2010). Religion and spirituality in psychotherapy: an individual psychology perspective. New York: Springer Publishing Company. Neukrug, E. (2011). The world of the counselor: an introduction to the counseling profession: an introduction to the counseling profession. Canada: Cengage Learning. Rubin, D. N. (2012). The development of a small parenting group regarding impact of parenting, communication, monitoring & attachment. California State University, Northridge, pp. 1-167. Sink, C. A., Eppler, C., & Edwards, C. N. (2011). School based group counseling. United States of America: Cengage Learning. Thomas R. V., & Pender, D. A. (2008). Association for specialists in group work: best practice guidelines 2007 revisions. The Journal for Specialists in Group Work, Vol. 33, No. 2, pp. 111-117. Read More