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2 posts

Re:Topic 8 DQ 1 (Obj. 8.1, 8.3, and 8.4)

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When developing adult support groups there are certain factors that should be determined such as age, gender, type of issue, how the group is organized, the number of members, will it be co-facilitated, the format of the group, if the group session will be opened or closed, and short and long term outcomes expected (Corey, 2016). According to the American Counseling Association ACA (2014), section A9a implies “To the extent possible, counselors select members whose needs and goals are compatible with goals of the group, who will not impede the group process, and whose well-being will not be jeopardized by the group experience”. According to Corey (2016), states that a group approach can meet any needs and groups are a powerful intervention tool that impacts childhood, adulthood, and geriatric disorders positively. Corey (2016) and Barlow (2008) indicate that groups can be beneficial for prevention and educational purposes. The adult support groups can all be structured through specific norms, getting acquainted, exploring the members expectations, members learn how the group functions, members define their own goals, clarify their expectations, explain the clear purpose and the leader can clear up misconceptions (Corey, 2016). The author reported that leader has to prevent harm to the member. In each of these adult support groups, members need support, education, knowledge, encouragement, and counseling. According to Sullivan (2011) indicates members can be in disbelief, face interpersonal issues, dependency issues, lack meaning for life, situational crisis, life transitions or having a hard time dealing with the sensitivity of the issue. The members may need to learn their rights, recognize their needs and wants. Each of the adult groups would benefit from resources that they can utilize outside of group. Adult groups should foster the same goals such as justice, autonomy, restoration, physical and psychological safety (Sullivan (2011).

Corey, G. (2016). Theory & practice of group counseling (9th ed.). Belmont, CA: Brooks/Cole, Cengage Learning.

Sullivan, C. M. (2011). Evaluating domestic violence support service programs: Waste of time, necessary evil, or opportunity for growth? Aggression and Violent Behavior, 16(4), 354-360. DOI: 10.1016/j.avb.2011.04.008

American Counseling Association. (2014). ACA code of ethics. Alexandria, VA: Author recognizes that students often encounter challenging assignments that may be beyond their current skill level or require more time than they can spare due to their busy schedules. The platform steps in to provide valuable academic support by offering assistance with a wide range of assignments. Whether it’s a complex research paper, a challenging math problem set, or a literary analysis, ensures that students receive the guidance they need to excel. Every student is unique, and so are their academic needs. recognizes this and offers customized solutions. Students can communicate directly with their assigned writers, providing specific instructions and guidelines. This personal touch ensures that each assignment reflects the student’s individual style and preferences. Meeting deadlines is a critical aspect of academic success. understands this and prioritizes punctuality. The platform is known for its ability to deliver assignments promptly, even when facing tight schedules. This reliability allows students to submit their work on time, relieving them of the stress associated with late submissions.

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