Group Proposal

Topics: Parenting, Childhood, Leadership Pages: 7 (4534 words) Published: October 28, 2014

The purpose for facilitating parenting skills support groupsDanny R. Totten Liberty University
Abstract
In society, many counselors are facilitating psychoeducational support groups for various reasons. During this assignment, the writer is providing a university lecturer in a group proposal on how to facilitate a psychoeducational support group that teaches parenting skills. In this assignment, the writer will cover the rationale and purpose for parenting skills, the findings, the theory, and basic tenet of the theory. The writer is also providing the university lecturer with an outline of the group proposal for (4) – sessions, goals, group guidelines, an informed consent form, and out comes using a Likert scale for group member s to rate their experience in learning parenting skills. Keywords: groups, psychoeducational, parenting

The purpose for facilitating parenting skills support groupsIn society, many counselors have to counsel parents that have problems getting along with their children, or want to ameliorate their parenting skills. Thus, using community support programs will enable each parent to enhance his or her ability to channel through some communication barriers and become parents that are more productive. Rationale/Purpose

As part of psychoeducational group work, parenting skills are part of life skills training. When a parent learns new skills that can enhance his or her ability to be a better parent, the skills building aspect of the training focuses on assisting individuals to recognize and improve in areas of their lives in which they fall short. During the parenting skills process, parents learn coping responses, and learn new and appropriate behaviors CITATION Gad12 \l 1033 (Gadding, 2012). Although purposes for parenting skills training may differ, one of the primary reasons for forming a support group is that it teaches parents how to respond to their child’s behavioral problems, which can put children at risk of mental illness as an adult. Too often, situations like these can lead to underprivileged outcomes on a long-term basis. Thus, other reasons could include, increasing the risk of other mental health issues such as unemployment, criminality, and a shorter lifespan. Whenever situations like these occur, most children seek assistance from their teachers and others medical providers. In many instances, only a small portion of the population has access to well-structured community based programs that provide early interventionsCITATION Kha13 \l 1033 (Khan, Parsonage, & Brown, 2013) . “A strong body of research demonstrates the effectiveness of these programs, but much less is known about the practicalities of identification and referral … is among the key ingredients of good implementation”CITATION Kha13 \p 194 \l 1033 (Khan, Parsonage, & Brown, 2013, p. 194). One of the primary reasons for a parenting skills support groups was to maximize the understanding of some the key constraints and barriers that seem to be affecting the execution of current early intervention programs. Currently, most early intervention programs promote a better quality of life for children with conduct problems. Thus, the best practices were to explore the best solutions in overcoming these barriers. In this assignment, the writer provides empirical evidence through national surveys, past, and more recent studies that facilitating parental skills are very effective. (p. 194) Findings

Researchers attribute the psychological process, as a complicated recommendation, requiring parents to acknowledge challenges in managing their child’s behaviors. In many instances, this will allow parents to overcome their feelings of failure, or baring the risks disclosing disgraceful information to professionals. To be dependent for support, professionals over the years have concluded that understanding the significance of what they see, hear, know, and teach will motivate parents to learn new skills. However, this will...

References: BIBLIOGRAPHY Berge, J. M., Law, D. D., Johnson, J., & Wells, G. M. (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), 224-235. doi:10.1037/a0020907
Counsel, A. G. (2014). ACA code of ethics. Alexandria: The American Counseling Association.
Gadding, S. T. (2012). Groups a counseling specialty. Upper Saddle River: Peason Education, Inc.
Jacobs, E. E., Masson, R. L., Harvill, R. L., & Schimmel, C. J. (2012). Group counseling strategies and skills. Belmont: Brooks/Cole.
Khan, L., Parsonage, M., & Brown, E. R. (2013). Parenting programmes: identification and referrals. Journal of children 's services, 8(3), 352 - 363. doi:ttp://dx.doi.org/10.1108/JCS-03-2013-0011
McConnell, D., Breitkreuz, R., & Savage, A. (2012). Independent evaluation of the Triple P Positive Parenting Program in family support service settings. Child & Family Social Work, 43-54. doi:doi:10.1111/j.1365-2206.2011.00771.x
n.d. (2014, October 19). Virginia department of health professions. Retrieved from Virginia board of counseling: www.dhp.virginia.gov/counseling/
Zvelc, G., Cernetic, M., & Kosak, M. (2011). Mindfulness-based transactional analysis. Transactional Analysis Journal, 41(3), 241-254. Retrieved from http://search.proquest.com/docview/925800934?accountid=12085
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