Group Termination and Action Plan

GROUP TERMINATION AND ACTION PLAN 1

GroupTermination and Action Plan

UniversityAffiliation

Group Termination

During the finalstage, groups exhibit various characteristics. For example, membersstruggle to overcome feelings of separation (Corey, Corey, &ampCorey, 2014). Furthermore, groups usually provide opportunities forrecognition of participation. Cultivated relationships have to besevered while task behaviors must be terminated (Corey et al., 2014).Members of open groups must be informed to give notice before endingtheir involvement. In many instances, unfinished business must bedealt with before concluding proceedings. The final stage is alsocharacterized by sessions where participants give and receivefeedback (Corey et al., 2014). Additionally, many groups review theexperiences of their members during the final stage. Discussions areusually held to determine ways of applying the skills gained inprevious meetings.

Group leaders must assist participants in dealing with reservationsconcerning termination. Besides, they must allow members to addressunfinished business. In this regard, it would be prudent to permitparticipants to provide each other with constructive feedback (Coreyet al., 2014). Group leaders can reduce feelings of separation byoffering follow-up sessions or individual interviews. Moreover, it isvital to assist members in determining how they will apply particularskills in various situations (Corey et al., 2014). Notably,participants should develop a framework that will enable them tounderstand, consolidate, and recall the lessons learned in the group(Corey et al., 2014). Leaders must emphasize the significance ofmaintaining privacy and confidentiality. Private consultations andother referral sources should also be provided to group members(Corey et al., 2014). Group leaders should educate participants toanticipate relapses. For example, members must be informed thatchanges would occur subtly. Hence, participants should focus onimproving their situation rather than examining others (Corey et al.,2014). Leaders must also evaluate the group’s strengths andweakness to identify needs that may require more attention (Corey etal., 2014). Eventually, all participants should incorporate changesand adapt to everyday life.

Action Plan

Groups counselingmust adopt treatment planning since it allows members to acquireinteractive feedback on their application of preventive measures(Corey et al., 2014). Notably, participants need to be helped tocultivate ways of applying the skills learned in everyday life. Inthis regard, homework assignments are used to emphasize importantlessons (Corey et al., 2014). Members need to view groups as avenuesto learn new behaviors. Consequently, participants are allowed todevise their homework assignments (Corey et al., 2014). In somecases, group leaders are heavily involved in designing appropriatetasks. On the other hand, contracts are customarily created based onthe group’s targets and objectives (Corey et al., 2014). Suchdocuments require members to pledge their commitment towardsimplementing changes. Contracts are also useful since they stipulatethe potential rewards that participants would reap if they adhered toestablished procedures. Granted, members are not permitted to alterany sections that may seem challenging or unattainable. Group leadersmust review all contracts after designated periods to evaluate theextent of progress. Therefore, participants can focus on attitudesand practices that may need to be altered.

Besides, groupscan use a variety of action-oriented tools to facilitatedecision-making. For example, scrapbooks and portfolios are utilizedto aid recovery from chemical dependence (Washington &amp Moxley,2004). They can also strengthen self-efficacy by helping groupmembers to conduct personal assessment. In particular, life-coursescrapbooks enable the organization of autobiographical statementswhile memory books stimulate life review (Washington &amp Moxley,2004). On the other hand, portfolios can help participants to ensurethat they lead substance-free lifestyles while manifesting evidenceof their accomplishments, competencies, and skills (Washington &ampMoxley, 2004). Consequently, group members can learn how to parenteffectively, prepare for work, offer support to others, and develop aproductive routine.

References

Corey, M. S., Corey, G., &amp Corey, C. (2014). Groups: Processand practice (9th ed.). Belmont, CA: Brooks/Cole,Cengage Learning.

Washington, O. G. M., &amp Moxley, D. P. (2004). Using Scrapbooksand Portfolios in Group Work With Women Who Are Chemically Dependent.Journal of Psychosocial Nursing &amp Mental Health Services,42(6), 42-€“53.