Discussion: Termination with Families and GroupIntervention 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 3Post 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.By Day 5Respond 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.Colleague: Caneshia TerminationWhile serving patients, the point of termination will occur. While engaging with families and treatment group the termination will differ. Within a treatment group, members create an intimate bond with one another by shared experiences. The shared experiences are what brough the group together. At the end of the treatment group, the emotions of the members run high and can be difficult to let go (Toseland, R. W., & Rivas, R. F., 2017). Bonds are built through compassion, understanding, and empathy. Treatment groups are initially strangers who over time grow to build bonds. Whereas in a family therapy the bond is established through a legal connection. This connection is via blood related or related by law. Often an informal connection that leads to labeling an individual as family. The termination process for family occurs when the family and the facilitator agree the presenting issues has been resolved. For example, a family might present to family therapy as a result of communication issue. The facilitator will guide the family to act as the medicator to educated and interfere proper and health communicating skills. Once the family has mastered better communication, the family will no longer require services. Thus, termination will be considered and enforced. Within treatment group, a timeline will be established for the length of the group. The difference between the two is a family’s bond will remain post group therapy. Treatment groups are stranger and will mostly likely never speak to one another again. During my first internship, I conduct group and family therapy. Some of the rules for treatment group, was members were prohibited from interacting while participating within group. The present rules included the treatment group members were forbidden to interact outside of Group. Upon termination of family, I ensure the bond of the family continue. The strong bond was encouraged to progress further. Readiness to terminate group and family treatmentPer the NASW (2017), Social Work Dictionary defines termination as: "The conclusion of the social worker-client intervention process; a systematic procedure for disengaging the working relationship (NASW, 2017). Termination process begins prior to beginning any treatment. Rather the termination is within family or treatment. The termination will establish itself at the beginning. The facilitator will set standards and goals for both treatment and family group. The facilitator will guide treatment group and group therapy towards goals one desire to conquer or overcome. Upon initial engagement a timeline would be established. Thus, expectations will be set from the start. For example, I will inform treatment group members that the group timeline is set for eleven weeks. Hence, at the end of the elven weeks the termination process will begin. In family therapy a timeline will also be established. However, if the facilitator feels goals are not met, the facilitator will adjust accordingly. As a facilitator, I would remind group members for treatment group and family therapy the set timeline. I will inform the group members of goals set during the first encounter. I will ensure the patient is informed that the termination process is not a reflection of their behavior but based on goals set during initial engagement. As the facilitator I would ensure that I am gentle as the termination process can be an emotional and overwhelming process. Separation anxiety and dispatchment may be difficult for some. Thus, during the process of termination, I will analyze if the patient has met and excel personal goals set prior to the beginning of treatment and group therapy. One primary difference between treatment and family therapy is family therapy will focus on the family. Treatment group will focus on the individual. For example, during group, if I observe a group member as not a candidate for termination. I will speak privately with the group member for one-on-one therapy. Termination also occurs if a member desires not to further with services.TechniquesI would ensure members can perform appropriate problem-solving skills on their own before termination is finalized (Toseland, R. W., & Rivas, R. F., 2017). I would access group members ability to process the approaching termination. For example, inform the patient two weeks prior to the ending of group. I would remind group members of the timeline. I will access the group’s ability to illustrate a demonstration of meeting the goals. For example, for both treatment and family therapy, I will test the patient’s ability to express emotions or conflict in a healthy manner. The difference between family and treatment is the observations. Within family, I will observe the group as a whole, whereas treatment group, I will analyze each group member as an individual. How well can the individual process alone? I would employ the technique of requesting critical feedback. Requesting feedback with allow me to observe if the patient is emotionally prepared for termination. In addition, I gain via the feedback of both treatment and family therapy the effectiveness of the group and the termination process.Reference:National Association of Social Workers. (2017). Code of Ethics. https://www.socialworkers.org/About/Ethics/Code-of...Toseland, R. W., & Rivas, R. F. (2017). An introduction to group work practice (8th ed.). Boston, MA: Pearson.Colleague: lyndsay Hello,According to Toseland, et al (2017) discusses that the termination of a group is when the task is either completed, or the group gets to a point, where they either dismantle or address the need to further evaluation and assessment to redefine group process and goals. At the time with termination could be established is when the clinician and the individual mutually agree that the goals and objectives are met, and the individual has either made progress in completing goals, or the clinician can terminate or recommend another clinician who could further assist if the individual has minimal motivation of progress, or if the individual decides to terminate by not attending (Toseland, et al, 2017) Toseland, et al (2017) expands on the termination process begins with the evaluation process to discuss and observe the completion of the group task or if all members of the group mutually agree. The evaluation process is similar as it reviews the overall goals and the plans to achieve those goals, this is both completed in group and individual settings.Suggestions to terminate a treatment group, first off is to discuss the amount of groups that we plan on having to work towards achieving the goal. Closer to the final weeks of the group, I would begin discussion and evaluation processes to determine the effectiveness of the group, if we are able to end group as planned, or should work towards extending the group, or making further referrals for individual sessions for those still in need. For family intervention, I would start with the same process, by starting our group sessions by acknowledging how many sessions we have together and utilize that time frame in development and implementation of goals, and towards the final weeks, would hold discussions regarding termination.ReferencesToseland, R. W., & Rivas, R. F. (2017). An introduction to group work practice (8th ed.). Boston, MA: Pearson.

Assignment ContentResource: Ch. 1 of Introduction to Corrections and the Federal Bureau of Prisons timelineImagine you are a corrections professional and have been asked to present to a high school class on how the field of corrections has evolved over time.Create an 8- to 10-slide Microsoft® PowerPoint® presentation in which you:Identify two historical developments in corrections and what impact they have on corrections today.Contrast two types of American prison models.Explain the most common types of punishment used in prisons. Provide your view on how effective you feel these types of punishments are and why.Include comprehensive speaker notes. Speaker notes should mirror if you were to present the content to your audience in person.

For this benchmark, create a SIOP lesson plan that integrates students' reading levels, cultural background, language objectives, content objectives, and best instructional practices for ELLs, as well as authentic assessment for a grade level (1st - 3rd grade) and content area of your choice. Use the SIOP lesson plan template, located on the College of Education site in the Student Success Center, and the "Class Profile” to complete this assignment. From the “Class Profile,” specify a grade-level of your students. Choose a performance objective from the ELA Common Core State Standards to create the content objective for your lesson. Select the English language proficiency standards based on the needs of your students. Consider applicable language acquisition stages of development in designing your lesson plan. Utilize strategies and classroom assessment techniques that are appropriate for all ELLs including ELLs with special needs and gifted ELLs. Integrate the following: Lesson Preparation Building Background Comprehensible Input Strategies Interaction Practice & Application Lesson Delivery Review & Assessment For your assignment, be sure to include both the ELA and ELP standards for your lesson plan.  http://www.cal.org/siop/lesson-plans/index.html