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Ending Stage and Evaluation Assignment
Ending Stage and Evaluation Assignment
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages
Description/Paper Instructions
SOCW 6121 the Ending Stage and Evaluation Assignment
The ending stage of a group is just as important as the beginning stage. Effective termination is an important part of the therapeutic process and an expectation of the NASW Code of Ethics (1996). Some members of the group may need further therapy or services, and it is the responsibility of the clinical social worker to assess every member’s needs.
Also, the members should feel that some type of closure has occurred, and this is often done through ending exercises. These exercises help the members of the group say goodbye to one another and acknowledge the group’s accomplishments.
Another important part of the ending stage is the evaluation of the group intervention. The NASW Code of Ethics (1996) requires that some type of evaluation method is implemented in clinical practice. The social worker should evaluate the group’s goals and the level of success of the group process.
Learning Objectives
Students will:
Analyze termination process with families and groups
Evaluate appraisal methods for group process
Learning Resources
Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.
Required Readings
Toseland, R. W., & Rivas, R. F. (2017). An introduction to group work practice (8th ed.). Boston, MA: Pearson.
Chapter 13, “Ending the Group’s Work” (pp. 395-416)
Chapter 14, “Evaluation” (pp. 417-443)Plummer, S.-B., Makris, S., & Brocksen, S. M. (Eds.). (2014). Social work case studies: Concentration year. Baltimore, MD: Laureate International Universities Publishing [Vital Source e-reader].
“Working With Organizations: The Southeast Planning Group” (pp. 51–52)Discussion: Termination with Families and Group
Intervention endings are a critical part of social work practice. Because endings may create strong emotional reactions, the termination process starts from the first session. Successfully terminating family sessions or group sessions promotes learning for clients to take with them moving forward.
By Day 3
Post a comparison of the termination process between treatment groups and family sessions. Explain how you would evaluate readiness to terminate group and family treatment, identifying similarities and differences between the evaluation of the two types of treatment.
Describe the techniques you would use to terminate a treatment group and how these may be the same or different than the techniques you would use to terminate a family intervention.
Darrell Morris RE: Discussion – Week 11COLLAPSE
Termination is the final stage of counseling that marks the close of the therapeutic alliance. For the last interaction to be successful, the counselor must look at creating a good impression so that the counselee may associate the experience as a multiplying effect of improvement as their time is well spent.
Termination is experienced only when the goals are reached, and specified working time has ended. Besides, termination also involves a follow-up program that is made to ensure that counseling clients have been able to adapt to a new living style as stability and wellbeing is guaranteed (Plummer, Makris, & Brocksen, 2014).
According to London (2007), assessing the group’s members through their reactions, behaviors, and performance help counselors to identify the ultimate time to terminate the therapeutic sessions. On the other hand, terminating a family treatment can only be done when the goal has been achieved and that counselees have attained stability.
One of the similarities of the two types of treatment is that terminations are done when progress has been made to assist the care seekers in returning to their initial wellbeing before the problem occurred.
On the contrary, the family sessions are different from treatment groups as it involves altering the interactions between or among family members to improve the functionality of the family. Family sessions are aimed at providing therapies that solve problems that need changing or adjusting rather than viewing the problem as residing on a particular person. Besides, group counseling is done to assist in developing skills (Toseland & Rivas, 2017).
Closing a group or terminating a counseling session is critical to all individuals in any setting; however, examining the extent and the readiness to discontinue group treatment is complex. This is because the termination of groups is often evaluated through assessing the progress towards goal achievement. Unlike treatment groups, observation techniques can be utilized in family sessions as their cohesiveness to settle their differences for more exceptional outcomes can be easily analyzed.
References
London, M. (2007). Performance appraisal for groups: Models and methods for assessing group processes and outcomes for development and evaluation. Consulting Psychology Journal: Practice and Research, 59(3), 175–188.
Plummer, S.-B., Makris, S., & Brocksen, S. M. (Eds.). (2014). Social work case studies: Concentration year. Baltimore, MD: Laureate International Universities Publishing [Vital Source e-reader].
Toseland, R. W., & Rivas, R. F. (2017). An introduction to group work practice (8th ed.). Boston, MA: Pearson.
Response 2
Tamara Travis RE: Discussion – Week 11COLLAPSE
A comparison of the termination process between treatment groups and family sessions is that both groups need to be able to utilize the tools to problem solve on their own. Although both sessions are groups, each member should fully understand how to problem-solve independently.
Toseland & Rivas noted that “members should learn how to solve their own problems independently” (2017). Mastering that technique early, will help with the members to not depend on the counselor but have the confidence to end treatment.
I would use a questionnaire, periodically after the third or fourth session, to evaluate the group to hopefully determine if the members are ready termination and what is needed to prepare them for termination. A difference with evaluating treatment group and the family session is that within a family setting the worker will need to determine if that family can function individually and collectively whereas, in a group setting, the worker will need to determine if the individuals will be able to function independently.
A similarity in evaluating both types is that results will always prove if the sessions were effective. Plummer, Makris, & Brocksen) highlighted that results from evaluations assist with identifying strategies to improve what is needed in a group (2014).
A technique I would use to terminate a treatment group make all members aware and understand, in the early phase, that treatment will end. This will allow for each not experience shock or have time to disconnect their dependence and connectedness of both leader and other members.
This will be the same process in a family setting. Because in a family setting, members tend to depend on the worker to help, but if they are reminded early that treatment will end, they will begin to absorb and obtain the information needed to do better and be better after treatment.
Reference:
Toseland, R. W., & Rivas, R. F. (2017). An introduction to group work practice (8th ed.). Boston, MA: Pearson.
Chapter 13, “Ending the Group’s Work” (pp. 395-416)
Chapter 14, “Evaluation” (pp. 417-443)
Plummer, S.-B., Makris, S., & Brocksen, S. M. (Eds.). (2014). Social work case studies: Concentration year. Baltimore, MD: Laureate International Universities Publishing [Vital Source e-reader].
“Working With Organizations: The Southeast Planning Group” (pp. 51–52)
By Day 5
Respond to at least two colleagues by explaining whether you agree or disagree that the techniques identified by your colleague will result in successful termination. Identify potential consequences of early termination for families and groups.
Submission and Grading Information
Grading Criteria
To access your rubric:
Week 11 Discussion RubricPost by Day 3 and Respond by Day 5
To participate in this Discussion:
Week 11 DiscussionAssignment: Assessing Group Process 5
For this Assignment, describe the overall process of the group and your feelings about the group experience.
Choose an evaluation method described by Toseland & Rivas (2017) or London (2007), and use it to evaluate your group (i.e., analysis of the product, group questionnaire).
Identify something you might have changed during this process and describe what you could have done differently.
Group Process Assignments should integrate course concepts related to group process. Assignments should demonstrate critical thought when applying course material to your group experience. Support ideas in your Assignment with APA citations from this week’s required resources.
By Day 7
Submit your Assignment (2-3 pages).
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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