Group Development for Substance Abusers
The type to be formed is a psychoeducational group. This group is designated to provide awareness about drug abuse, associated behaviors, and substance abuse results. This group presents group-specific content taught by videotapes, audiocassettes, or even lectures. It includes information that impacts the members’ lives (Flores & Georgi, 2005). To enable them to have self-awareness also provides options for growth and change, help the clients to understand the process of recovery and push the substance abusers to take personal initiative to seek help such as entering a treatment program.
The main population target is adolescent substance abusers. Teenage substance abuse is related to other co-occurring mental health, for example, depressive and anxiety disorders. These young people are susceptible to social influences, with peer groups and family taking the lead. The treatment of this group should include positive parental participation and recognition of the importance and impact of prosocial peer relationships. The most appropriate setting for such groups is a quiet and private place. The members of such groups should include both voluntary and involuntary members.
The reason for choosing psychoeducational groups for adolescent substance abusers is that during the teenage stage of development, the young once undergo rapid growth—this impacts their aspect of behavior such as decision making, judgment, planning, and self-control. The psychoeducational group provides more awareness about the consequences of substance abuse in terms of action, medical, and psychological effects. This helps the young adults make the appropriate decision that is positive to their lives, such as establishing and maintaining abstinence. The main interest is to save the young population from substance abuse, improve their life expectancy, and contribute to the country’s economic growth and development in the long run.
Rationale.
The members of psychoeducational groups gain knowledge to identify, avoid, and in the long run, know the specific internal states and external situations related to substance abuse.
Goals for this group.
Provide education on the impact of drug abuse in terms of behavior, medical condition, and psychology (Flores, & Georgi, 2005). Another essential goal is to motivate the members to be ready to receive treatment. The psychoeducational groups ensure that the members incorporate information to help them abstain and make productive choices in life.
These groups are used to help the members accept their condition about substance abuse, especially those who are still in denial (Flores, & Georgi,2005). Help them be more committed to continuing their treatment and support them in adopting behaviors appropriate for their recovery. These groups help the recovering addicts, and their families understand more about drug abuse, the proper treatment, and the available resources used for the healing process of their loved ones.
Advantages of group counseling.
The group helps members to gain peer supporting their recovery and also pressure to abstain from drug abuse (Leshner, 1999). Group therapy involves all the members in participation. This helps members develop a commitment to attend the meetings, and failure to do so is letting the whole group down. In doing so, they gain unity in their recovery.
Group therapy gives members a sense of belonging (Leshner, 1999). This reduces the feeling of being alone, which most drug abusers experience. Group sessions help members know that others experience the same problems and pain. This enables the members to share openly as they do not have any fear of discrimination. In the long run, it facilitates their safety and recovery.
Group therapy gives members a sense of hope (Leshner, 1999). They experience the recovery of others, which motivates them to accept treatment and have the energy to live on.
Groups give feedback about the values of the group members. This helps members new to recovery to improve their self-value and also do away with misconceptions.
In group therapy, members get support from others (Leshner, 1999). They develop a family-like environment. These members may be from the distorted family background. The support given to them is essential in their recovery.
Leadership
In the psychoeducational groups, the facilitator or the educator. They should possess core characteristics of group leaders such as caring, warmth, genuine, and positive regard to others. The leader should understand that the members are vulnerable and require their sincere support, especially in the early stage of therapy. It is their responsibility to structure the group, decide when to intervene in the group’s activities, and the authority they need to exert in the group.
Types of leadership skills required.
Active listening skills
It is crucial to have excellent listening skills as a group (Flores & Georgi, 2005). For effective therapy, it is required that the leader can perceive and acknowledged both verbal and non-verbal cues. The leader must know the context from which content is placed. Is the current topic of the topic or the experience of the member?
Firm identity
Dealing with group counseling can be emotionally challenging for leaders (Flores & Georgi, 2005). For them to steer the groups towards achieving their goals, it is essential to know themselves better. This helps them manage their own emotional lives. Leaders who are easily provoked emotionally can do a lot of harm to the group members. This skill helps the leader to adopt a professional stance when dealing with aggressive members. It is possible for leaders to become confused and lose track of the process of the group. With firm identity, the leader can draw a boundary line between work and personal issues,
Spontaneity skill
Creativity and flexibility are essential for good leaders (Flores & Georgi, 2005). They are human beings, too, and are prone to errors. When they admit their mistakes appropriately, the group members get to know that none is perfect, and it is okay for them to make mistakes. Leaders should avoid assuming an image of perfection. The members will understand that mistakes do not break relationships unnecessarily.
Empathy skills
It is crucial for treatment for substance abusers, especially in groups (Flores, & Georgi, 2005). The leader has to employ empathy skills appropriately. This helps them show the group members that they are respected and that they feel accepted for who they are. It makes it very easy for them to open up and share during the group sessions.
Ability to trust.
Group leaders need to trust others (Flores & Georgi, 2005). In psychoeducational groups, it aims in the restoration of trust of their members and also in humanity. Leaders with trust issues will not be able to help the members achieve confidence again.
Integrity at work.
In their work line and all the group sharing, there are cases of ethical issues emerging (Flores, & Georgi, 2005). Leaders should adhere to the set standards of conduct. They should always be professional at work. Leaders should know the regulations set by the institution, the laws, and regulations set by the government. Adherence to these laws is part of the integrity of the leader.
In the psychoeducational groups, the co-leadership will be necessary for both the leaders and the group members (Atieno Okech, 2008). The leader benefits in that they learn from each other, have the support, and equally challenge one another. The group members observe both leaders’ interactions and sometimes find a sense of security in one or the other leader. They also get to experience different leadership styles.
Group dynamics
Factors that influence group dynamics
Hope installation
Most clients go for treatment, feel overwhelmed by challenges of life, and fail to control and manage their drug addiction (Macaskill, 1982). When such clients interact with others facing the same issues and witness their recovery and changes, hope emerges. This gives them the energy to seek and adhere to their treatment.
Acknowledge that substance abuse is a universal problem.
Drug abuse destroys relationships and usually makes the clients feel lonely (Macaskill, 1982). When such members experience group influence, they know that their pain is not unique to them. Others experience similar to theirs, and they get support from them too. This makes them accept their situation and work on their treatment.
Available information.
The information available at the group sessions assist members to live from one day to the next (Macaskill, 1982). The information shared is put into practice by these members and, at long last, improve their recovery. The experiences shared in the group session are taken by others as motivation. This helps the new clients to know that it is possible.
Interpersonal skill development
The group sessions help the clients to learn the importance of relationships (Macaskill, 1982). The group provides a platform for members to communicate honestly with each other and support each other. They also experience respect and acceptance as they interact.
Group cohesion
This gives the members a sense of belonging, the feeling of being valued (Macaskill, 1982). This gives the members the courage to take risks of self-disclosure and a journey towards change.
Stages of group
The initial stage.
The main aim of this phase is to introduce members to the group. They are stating the expectations of the structure of the group. This includes the roles and goals of the group. The members are faced with reality, and they struggle to settle down. There are several activities taking place at this stage. First is the introduction of new members. In so doing, the facilitator helps them to connect with the old members of the group. It is also important to ease the transition of the new person. Encouraging the old members to assist them is one way of doing that. Reviewing the set agreement of the group is another activity. Active participation of the members is essential in the review. The members ought to give their views and suggestions. The discussion helps the members make the platform a secure place for them.
The transition stage
The new members have anxiety issues and may become aggressive. They cannot quickly speak up in the new environment and in front of strangers. With proper management of the group, the new members can eliminate trust issues towards the facilitator. At this phase, it is crucial to provide a cohesive environment. The leader should ensure that each member feels valued in the group. The relationship between members and the leader is important as it will contribute to the group’s productivity and throughout the recovery process.
The working stage
The members can adjust to the new environment and are comfortable. The pressing issues of the group are handled at this stage. The facilitator has to direct the group using techniques that bring out their emotions. The members have to work through their feelings, snd thoughts that are triggered by fellow members’ words. Members need to embrace honesty when addressing their issues. The connection made in the transition stage contributes to the healing process of the members.
The final stage
Here the members get to contemplate their experiences and decide on the use of the shared information. This is where feedback is collected. This stage helps the members have closure. Members process the loss of developed friendships and appreciate the work they did throughout the therapy process. It is a chance for members to part. They learn to let go of the connections. Members should know that it is a chance for them to connect with other new people.
The issues arising during each stage has to be addressed by the facilitator. It is mainly done by active listening and giving advice. Conflict resolution is also an essential aspect that the facilitator must-have.
References
Macaskill, N. D. (1982). Therapeutic factors in group therapy with borderline patients. International Journal of Group Psychotherapy, 32(1),6
Flores, P. J., & Georgi, J. M. (2005). Substance abuse treatment: Group therapy. US Department of Health and Human Services, Public Health Service, Substance Abuse and Mental Health Services Administration, Center for Substance Abuse Treatment.1-73.
Leshner, A. (1999). Principles of drug addiction treatment: A research-based guide. National Institute of Health (NIH) Publication, 9, 3-33.
Atieno Okech, J. E. (2008). Reflective practice in group co-leadership. The Journal for Specialists in Group Work, 33(3), 236-252.