Screening Questions for Children of Divorce Group

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timer Asked: Aug 29th, 2017
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Question Description

As your group grows and considers how to generate new members, you also need to consider how new members will be selected. When determining which new members to add, it is suggest you follow a screening process to ensure they are a good fit for the group.

Develop a set of screening questions and criteria that you, as the group leader, will use to choose the members of the group. Begin with demographics questions (name, age, address, presenting issue, etc.) There should be a minimum of 10 screening questions, not including the demographics questions.

Write a 500-750-word paper that describes the criteria that you as the leader will use to choose the members for the group. Include the screening questions in your paper. Use a minimum of three scholarly references in addition to the course textbook to support the findings.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.

This assignment uses a scoring guide. Please review the scoring guide prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to Turnitin.

Submit your questions and assignment to your instructor.

This assignment meets the following CACREP Standard: 2.F.6.e. Approaches to group formation, including recruiting, screening, and selecting members.

This assignment meets the following NASAC Standard: 91) Facilitate the entry of new members and the transition of exiting members


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Running head: CHILDREN OF DIVORCE THERAPY GROUP Children of Divorce Therapy Group Kassandra Johnson Grand Canyon University August 23rd, 2017 1 CHILDREN OF DIVORCE THERAPY GROUP 2 Counseling groups have been the order of the day in many institutions. However, critical populations that can benefit from group therapy, but is often overlooked, are the children effect by divorce. For that reason, the paper’s attention will be directed to this group type, why this type of group is chosen, the population to be served, the number of sessions, number of participants and the goals of the counseling group. Children of divorce need to be discussed at length since these children undergo a lot of suffering. According to Sprenkle (2014), although most children of divorce will never portray the suffering they are undergoing, research shows that they face several types of adjustment difficulties. The adjustment difficulties experienced by children of divorce include cognitive deficits, as well as internalizing and externalizing problems. Additionally, children of various stages of growth and development may be affected differently by the divorce of his or her parents. This may require special attention to be paid towards these children to see that they continue to grow and succeed despite extraordinary challenges. In the United States of America, the divorce rate is currently reported at 3.2 percent of marriages (Stallman & Sanders, 2014). The children of divorce therapy sessions will be conducted for a total of 16 sessions, two times a week. In order to give an intimate feel but provide a plethora of experiences, the group will be capped at 10 participants between the ages of 12 and 16. The first goal of the counseling group is to minimize the behavioral and emotional problems that children undergo when divorce occurs (Sprenkle, 2014). Secondly, the group will enable children of divorce to familiarize and express various divorce-related concepts with others whom are undergoing similar experiences. A third goal of group will be to enable children to have less anxiety about their family circumstances and develop coping strategies. CHILDREN OF DIVORCE THERAPY GROUP 3 CHILDREN OF DIVORCE THERAPY GROUP References Sprenkle, D. H. (2014). Divorce therapy. Routledge. Stallman, H. M., & Sanders, M. R. (2014). A randomized controlled trial of family transitions triple P: A group-administered parenting program to minimize the adverse effects of parental divorce on children. Journal of Divorce & Remarriage, 55(1), 33-48. 4 Topic 4 Rubric: Group Design Part Three: Screening Questions Criteria % Value % Scaling 1: Unsatisfactory 2: Less Than Satisfactory 3: Satisfactory 4: Good 5: Excellent 0% 74% 79% 87% 100% Content – 70% Screening Questions 30% No screening questions are included with the assignment. Screening questions minimally included, and/or the screening questions included are not appropriate for the group. All required types of screening questions are included in the assignment. All required types of screening questions are included in the assignment. In addition, the questions included were appropriate for the type of group. All required types of screening questions are included in the assignment. In addition, the screening questions selected show an advanced understanding of group and group dynamics. Description about the Criteria for New Members 40% Content is incomplete or omits most of the requirements stated in the assignment criteria. Does not demonstrate an understanding of the basic principles. Does not demonstrate critical thinking and analysis of the overall program Content is incomplete or omits some requirements stated in the assignment criteria. Demonstrates shallow understanding of the basic principles. Within section revisions components may be missing details, only a Content is complete, but somewhat inaccurate and/or irrelevant. Content is comprehensive and accurate. Sections form a cohesive logical and justified whole. All of the major sections have been revised based upon logical feedback, conclusions, and sound research. Shows careful Content is comprehensive. Presents ideas and information beyond that presented throughout the course, and substantiates their validity through solid, academic research where appropriate. Demonstrates adequate understanding of the basic principles. The major sections have had revisions but some components may be © 2016. Grand Canyon University. All Rights Reserved. subject. surface level of evaluation is offered, methods are described but flawed or unrealistic and strategies are discussed, but incomplete. missing details. Reasonable but limited inferences and conclusions are drawn but lack development. Supporting research is inadequate in relevance, quality, and/or correctness. planning and attention to details and illuminates relationships. Research is adequate, current, and relevant, and addresses all of the issues stated in the assignment criteria. Research is thorough, current, and relevant, and addresses all of the issues stated in the assignment criteria. Final project exhibits the process of creative thinking and the development of the each part of the project. Applies framework of knowledge and practice. All of the major sections have been revised based upon logical feedback, conclusions, and sound research. Shows careful planning and attention to how disparate elements fit together. Thesis and/or main claim are clear and forecast the development of the paper. It is descriptive and reflective of the arguments and appropriate to the Thesis and/or main claim are comprehensive. The essence of the paper is contained within the thesis. Thesis statement makes the purpose of the paper Organization and Effectiveness – 20% Thesis Development and Purpose 7% Paper lacks any discernible overall purpose or organizing claim. Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear. Thesis and/or main claim are apparent and appropriate to purpose. © 2016. Grand Canyon University. All Rights Reserved. Argument Logic and Construction Mechanics of Writing (includes spelling, punctuation, grammar, language use) 8% 5% purpose. clear. Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative. Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources. Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility. Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis. Argument shows logical progressions. Techniques of argumentation are evident. Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, and/or word choice are present. Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used. Writer is clearly in command of standard, written, academic English. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative. Format – 10% Paper Format (use of appropriate style for the major and assignment) 5% Template is not used appropriately or documentation format is rarely followed correctly. Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent. Appropriate template is used. Formatting is correct, although some minor errors may be present. Appropriate template is fully used. There are virtually no errors in formatting style. All format elements are correct. Documentation of Sources (citations, 5% Sources are not Documentation of sources is inconsistent Sources are documented, as appropriate to Sources are documented, as Sources are completely and correctly © 2016. Grand Canyon University. All Rights Reserved. footnotes, references, bibliography, etc., as appropriate to assignment and style) documented. or incorrect, as appropriate to assignment and style, with numerous formatting errors. assignment and style, although some formatting errors may be present. © 2016. Grand Canyon University. All Rights Reserved. appropriate to assignment and style, and format is mostly correct. documented, as appropriate to assignment and style, and format is free of error. ...
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School: Rice University

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Running head: SCREENING QUESTIONS FOR CHILDREN OF DIVORCE GROUP

Screening Questions for Children of Divorce Group
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SCREENING QUESTIONS FOR CHILDREN OF DIVORCE GROUP

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Screening questions for children of Divorce group
For the success of any group, it is necessary to carry out a recruitment process that will
adhere to the principles and the needs of the group. Ordinarily, every group has procedures that
have been laid down to guide the selection process. The primary reason for generating these
guidelines and principles is to make sure that the group obtains members who would suit the
purpose, functions, and objectives (Cohen, 2015). The ‘children of Divorce group' seeks to
recruit new members. In the process, it decides to come up with appropriate questions that would
be useful in screening the interested ...

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