Description
Seven Fundamental Tasks Exercise:
Toseland identifies seven fundamental tasks during the middle stage of treatment
groups.
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Preparing for group meetings
Structuring the group’s work
Involving and empowering group members
Helping members to achieve goals
Using empirically based treatment methods
Working with reluctant and resistant group members
Monitoring and evaluating the group’s progress
Students will be placed into groups and assigned a group function. You will create a
brief video presentation for the class to share about how the task operates in the group
setting. You are expected to create an outline of your task to be used as a handout for
your peers.
Be SMART:
Objective goals are SMART, not vague
Follow the SMART goals format to help formulate solid, measurable goals that will help both
you and the member know what you?re working toward.
SPECIFIC ? Who, What, When, Where, and How
? For instance, if you indicate you will be addressing coping skills in
treatment, identify specific types of coping skills (anger management,
communication, etc.).
? Identify specific clinical interventions you will use.
MEASURABLE ? Intensity, Frequency, Duration of Symptoms
? Indicate what sort of objective, quantifiable behavioral indicators will be
used to determine if progress is being made in treatment. The measurable
component will determine if the goal has been completed. Choose a
quantitative format that best translates what treatment you are hoping to
accomplish (Example: ?five out of seven days? instead of ?60% of the
time?).
? Short-term treatment goals work best to show progress over time.
ATTAINABLE ? Is the member capable of what is being expected of him/her?
? Is the treatment goal within the member?s power or control?
? Member?s developmental and intellectual abilities should be considered.
REALISTIC ? Is your treatment goal a fair expectation?
? Is the bar set too high or too low for this member?
? Is the goal something that a productive, functional member of society
would be able to do? (Example: Expecting a ?100% reduction in
aggression? is not realistic.)
TIME-LIMITED ? What is a realistic timeframe to complete the treatment goal(s)?
? ?Time-limited? is based on time periods expected of best practices, not
never-ending therapy.
? Emphasize gaining the maximum benefit within a specified timeframe.
For Example:
1. Client will reduce anger tantrums at home by learning anger management techniques (self-relaxation, timeouts, stress management) to use daily, as evidenced by no more than 1 reported tantrum per week from aunt and
grandmother.
2. Client will learn and implement 3 new calming strategies as part of a new way to manage confrontations with
peers, as evidenced by eliminating physical aggression at school.
3. Client will verbalize emotions related to bio-mother and normalize his experience, by discussing at least 3 related
emotions per session.
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Treatment Planning for Children and Adolescents
Long and Short Term Treatment Goals
Prepared by Nancy Lever, Ph.D. and Jennifer Pitchford, LCPC
SMHP Program, May 2008
Problem
Academic Issues
Treatment Goals
Patient will be promoted to the next grade level by end of school
year.
Patient will be appropriately evaluated and placed in special
education if indicated.
Long Term
Patient will attend school 90% of the time (current level _______%).
Patient will increase time spent in class learning.
Patient will increase grades from a ____ (e.g. ?c?) average to a ____
(e.g., ?b?) average in all classes (or in specific class).
Patient will increase grades from passing 2 out of 4 classes to
passing 4 out of 4 classes at next report card/end of year.
Family will consent to referral to child study team.
Short Term
Patient will increase the times he/she attends coach classes/tutoring
from ____ times per week to ____ times per week.
Patient will increase the times he/she turns in homework from ___
times per week to ____ times per week.
Aggression
Teacher reports of student effort will show improvement from
current level of __________ to ___________ (using academic
feedback chart/form).
Patient will decrease suspensions and expulsions during the
academic school year.
Patient will decrease the times he/she has a negative encounter with
the police.
Long Term
Patient will significantly reduce the intensity and frequency of
verbal and physical aggression.
Patient will resolve the core issues that are the source of aggression.
Patient will improve ability to express anger in a healthy manner.
Patient will reduce frequency of physical fights from ____ to ____
times per week.
Patient will decrease office referrals from ____ per month to ____
per month.
Patient will increase the time he/she demonstrates skills to walk
away from and/or avoid conflict from ____ times per week to ____
times per week (using behavior chart).
Short Term
Patient will increase the times he/she demonstrates positive coping
skills from ___ times per week to ____ times per week when
frustrated in classroom (using behavior chart).
Patient will role-play conflict resolution skills at least one time per
session.
Patient will role-play how to use words instead of actions in a
conflictual situation in session two times per month.
Attendance
Long Term
Patient will attend school 80% of the time (current level _____%).
Patient will be on time for school 90% of the time (current level
_____%).
Patient will not be truant from any classes for the remainder of the
school year.
Patient will increase attendance from _________% to ________%.
Patient will decrease lateness from ___ days a week to ___ day(s) a
week by the end of the semester.
Patient will follow an attendance contract to be maintained by
___________.
Short Term
Patient will identify reasons behind attendance issues and will
problem solve about how to resolve at least one time per session.
Patient will increase class attendance from attending ____ classes to
___ classes per week.
Anxiety
Patient will attend at least ___ out of ___ therapy appointments per
month.
Patient will identify and resolve issues that are the source of anxiety.
Patient will no longer exhibit a particular phobia.
Long Term
Patient?s anxiety will no longer be at a clinical level and will
demonstrate improved functioning.
Patient will show a reduction of anxiety on the _______ scale from
current level of _______ to ________ by the end of the school year.
Patient will verbally identify fears, concerns, and anxiety at least
one time per session.
Patient will show a decrease in anxiety from ___ to ___ on an
anxiety measure over school year.
Patient will demonstrate positive self-talk at least one time per
session.
Short Term
Patient will increase engagement in relaxation techniques from ___
times to ___ times per week (recorded on chart/in journal).
Patient will be able to identify precipitants/triggers to anxiety one
time per session.
Body Image
Long Term
Patient will use thought-stopping techniques one time per week
(recorded on chart/in journal).
Patient will eat in a healthy manner and will have a realistic view of
his or her body size.
Patient will not engage in any binges or purging.
Patient will be able to gain insight into issues behind his or her
disorted body image.
Patient will improve self esteem and become more forgiving and
accepting of his or her body.
Patient will identify two positive physical attributes at least one time
per session.
Short Term
Patient will discuss eating habits and healthy eating at least one time
per session.
Depression
Patient will express thoughts/feelings related to body image at least
one time per session.
Patient will decrease depressive symptoms.
Patient will not exhibit any suicidal actions or gestures.
Long Term
Patient?s depression will no longer be at a clinical level and he or
she will demonstrate improved functioning.
Patient will identify and gain insight into sources contributing to the
depression and will demonstrate improved mood .
Patients CDI scores will decrease from baseline of ___ to ___.
Patient will be able to identify negative self-talk at least one time per
session.
Short Term
Patient will be able to report that he or she was able to verbalize
sadness to family or peer at least one time per week (record in
journal).
Patient will increase number of positive self-statements/affirmations
in session from current level of ______ to ______.
Disruptive Classroom
Behavior
Long Term
Increase involvement in activities with peers from ___ times to ___
times per week.
Patient will decrease disruptive behavior in the classroom.
Patient will follow teacher directions in the classroom.
Patient will increase the times he/she is in seat when expected to be
(tracked on behavior chart ? 3 warnings per day).
Patient will say at least 1 nice thing to a classmate per day in the
classroom (tracked on behavior chart).
Patient will raise hand appropriately at least one time per day in
class (tracked on behavior chart).
Short Term
Patient will have appropriate materials on desk at least 2 times
during the school day (tracked on behavior chart).
Patient will remain quiet unless otherwise directed with two
reminder per class.
Family Conflict
Long Term
Clinician will observe student in classroom setting and see a
decrease in _____________from _______to _______.
The family will demonstrate improved communication skills and
problem solving skills with one another.
The family will handle upsets without resorting to violence or verbal
aggression.
The family will learn to respect each other?s strengths and to work
together to deal with problems.
Patient will verbalize feelings related to family conflicts at least two
times per month.
Patient will express willingness to involve family in family sessions
at least one time per month.
Patient will participate at least two times per family session.
Short Term
Patient will expressing feelings/thoughts by using ?I? statements at
least one time per family session.
Patient will accept responsibility for own role in conflicts at least
one time per session.
Family will attend family sessions at least one time per month.
Family will have family meetings ___ time(s) per week and report
on each meeting during family session.
Impulsivity
Patient will increase family engagement from ___ positive
activity/ies to ___ positive activities per week.
Patient will be able to regularly maintain patience and process
thoughts and feelings before acting.
Long Term
Patient will learn necessary skills to problem-solve before acting on
first impulse.
Patient will identify two triggers for impulsivity each session.
Patient will identify consequences of impulsivity each session.
Short Term
Patient will be able to appropriately wait for his or her turn in an
activity at least one time during session each week.
Patient will increasethe time he/she raises his/her hand during group
sessions from ___ times per group to ___ times per group.
Patient will reduce lying and be able to discuss consequences of
lying.
Lying
Long Term
Patient will gain insight into the consequences of lying and will
resolve sources behind his or her lying.
Patient will reduce lying from ___times per day to ___times
(recorded on behavior chart).
Patient will be able to verbalize the negative impacts of lying once
per month.
Short Term
Patient will reduce lying to less than once per session.
Parent/Teacher reports of lying will decrease from ___ times per
week to ___ times per week (recorded on behavior chart).
Oppositionality
Patient will take responsibility and ownership for lying when
confronted.
Patient will show a reduction of negative interactions with
adults/authority figures.
Patient will increasingly comply with rules in classroom.
Long Term
Patient will gain insight into anger behind oppositionality and will
resolve source of this upset.
Patient will show an increase in positive interactions with adult
authority figures and will gain some level of respect and
consideration for them.
Patient will decrease suspensions from ___ times per month/quarter
to ___ times per month/quarter.
Patient will decrease office referrals from ___ times per week/month
to ___ times per week/month.
Short Term
Patient will engage in at least one positive interactions with a
teacher or administrator each day (recorded on behavior chart).
Poor Social Skills
Long Term
Patient will say at least one nice thing to another group member
during each session.
Patient will be able to establish and maintain a friendship with
another peer.
Patient will be able to interact with peers at an age appropriate level.
Patient will be accepted by peers and will have the necessary skills
to handle common social situations.
Patient will engage in social skillbuilding sessions in school once
per week.
Patient will initiate at least 1 positive social interaction with peers in
group session each week.
Patient will increase positive social interactions in class from ___
positive social interactions to ___ positive social interactions.
Short Term
Patient will verbalize how their behavior impacts others at least one
time per session.
Patient will be able to verbalize connections between
Relationships
Long Term
thoughts/feelings and behavior at least one time per session.
Patient will be able to form a healthy relationship with another
person.
Patient will be willing to end unhealthy relationships and to expect
positive treatment from others.
Patient will gain insight into issues that may be the source of
problems in his or her relationships.
Patient will be able to identify positive traits that they expect in a
partner at least one time per month.
Patient will be able to verbalize their feelings/thoughts related to
relationships at least one time per session.
Short Term
Patient will be able to role-play solutions to problems in
relationships each session.
Patient will engage in healthy and safe dating practices and be able
to verbalize them once per month.
Self-Esteem
Long Term
Patient will participate in a supportive group session twice a month
with peers.
Patient will gain an improved sense of self and the confidence
needed to function well at home and school.
Patient will show an increase in self esteem.
Patient will no longer make negative comments about self and will
be more accepting of strengths and weaknesses.
Patient will make two positive self-statements each session.
Patient will identify and discuss personal strengths each month in
session.
Short Term
Sexual/Physical Abuse
Long Term
Patient will increase the times he/she makes self-affirming
statements from ___ time(s) to ___ times per session.
Patient will show improvement on a standardized self-esteem
measure during the course of the year from a score of ____ to ____.
Patient will be able to verbalize thoughts and feelings related to the
abuse and to establish healthy relationships with others.
Patient will be able to create appropriate boundaries with others and
to create and follow a safety plan.
Patient will be able to verbalize thoughts and feelings related to the
abuse and to move forward in own recovery.
Patient will be able to verbalize his/her feelings and thoughts
connected to the abuse at least one time per month.
Patient will identify triggers that are connected to memories of the
abuse and discuss at least one time per month.
Short Term
Patient will develop a safety plan with therapist.
Patient will reduce nightmares from ____ to ____ times each week.
Substance Use/Abuse
Patient will show a reduction in trauma related symptoms including
___________ from ____ times to ____ per month.
Patient will no longer abuse substances.
Patient will be able to gain insight into his or her addiction and will
recognize patterns that lead to abuse.
Long Term
Patient will develop friendships and relationships that support
sobriety.
Patient will develop and enhance problem solving and coping skills
necessary to maintain a drug-free existence.
Patient will be able to verbalize that substance abuse is a concern in
his or her life.
Patient will demonstrate a reduction in reported substance usage
from ___ times to ___ times per week.
Short Term
Patient will identify and role-play positive coping skills at least one
time per session.
Patient will identify precipitants to drug usage and discuss in session
at least once per month.
Patient will attend drug treatment or support groups one time per
week.
Tantrums
Long Term
Patient will identify negative consequences of usage once per
month.
Patient will no longer exhibit any tantrums.
Patient will be able to express upset in a healthier manner and will
develop positive coping skills.
Patient will practice deescalating techniques at least one time per
session.
Short Term
Patient will reduce number of tantrums in classroom from ____ to
____ per week.
Patient will reduce time spent in tantrums from ____ to ____ per
week.
Patient will be able to identify precipitants to tantrums in session
each week.
Withdrawal
Long Term
Patient will be able to role play positive coping skills in session
twice per month.
Patient will form positive connections with two peers by the end of
the school year.
Patient will increase connections with family, school staff and peers
and will discuss thoughts and feelings with them.
Patient will not avoid others and will engage in social activities on a
regular basis.
Patient will actively participate in group counseling two times per
month.
Short Term
Patient will raise hand in class once each day (track on behavior
chart).
Patient will join one afterschool activity by the end of the quarter.
Medication
Management
Long Term
Patient will verbalize thoughts and feelings related to withdrawal
from others at least one time per session.
Patient will take medication consistantly.
Patient will agree to taking medication at health suite every day.
Patient will increase consistancy of taking medication from ___
times to ___ times per week.
Short Term
Patient will remember to go to health suite to take medication before
the nurse needs to remind him/her at least ___ times per week.
Treatment Group Case Example
Anne is a social worker for Parsons Child and Family Center, an agency that provides residential
treatment services to adolescents in community-based group homes. Most of the adolescents who
have been placed in the homes have emotional and behavioral problems that have proven to be
too difficult for their parents to manage or cannot be maintained safely in foster care. The
residences are segregated by gender. Anne holds group sessions with the adolescents in each
residence three times each week. These groups are called ?residential meetings.? The groups
vary in size, depending upon the number of residents in each house. The groups are open
membership and time is unlimited, although many of the clients live in the homes for about 12
months. At times there is fluctuation in membership, as clients occasionally are hospitalized or
are discharged to a more or less restrictive setting and new members are placed in the residences.
The girls in one residence have recently started to act out with increasing frequency, and they
have even begun to engage in dangerous behaviors such as running away. This behavior cannot
be tolerated because it is very dangerous. Two girls, Marela and Tamika, have a history of acting
out and seem to be the instigators. These two girls are at risk of being placed in a more restrictive
setting. Anne has started today?s residential meeting by focusing on an event that happened the
previous night. Four of the girls, Marela, Tamika, Kim, and BJ, had left the group home after
dinner and did not return until the next day. Anne stated that the purpose of today?s group was to
help the girls examine their behavior, to think about what the potential consequences might be,
and to help them make choices. The two girls who were the leaders, Marela and Tamika, both
said that they did not have to talk about anything that they did not want to talk about because
Anne had told the group members on a number of occasions that they could set the agenda for
the residential meetings. Anne responded that the group was for them and that they certainly
could not be made to discuss anything they did not want to talk about. However, Anne also
explained that the situation in the group home had escalated to a point that if changes did not
occur, it was likely that some of the girls would be placed in more secure settings where they
would have far fewer privileges and freedoms. Anne said that she would like to prevent this from
happening and that she hoped the girls would make choices now that would preserve their ability
to make choices in the future. Anne said that it was impossible for her to make them to behave
differently but that she would like them to take steps to reach the goals for themselves that they
had talked about previously in the group, rather than having them sabotage the gains they had
already made. Anne also pointed out to Kim that she had the stated goal of being a singer and to
BJ that she wanted to become a veterinarian. She poised a question to the group: How are their
current behaviors going to affect their future goals? Kim began to discuss her fears about the
future and worried how her behavior might be affecting her life while Marela and Tamika simply
looked on. Then, Marela and Tamika began to voice some complaints they had about the way
they were treated in the residence by members of the child care staff.
Think about the following questions as you create a short-term treatment goal for one of the
group members:
What might the worker do at this point to help Marela and Tamika?
What kind of resistance and reluctance might the worker receive at this point, and how
might she deal with it?
What type of planning might the worker do for the next session?
What type of activities or exercises might be useful?
Defense
Mechanism
Acting out
Altruism
Anticipation
Denial
Displacement
Dissociation
Distortion
Description
Example
Temper tantrum, drug use,
Behaving in a manner that expresses impulse or
promiscuity; unconscious
unconscious wishes without
wish may be a desire for
awareness/understanding of the emotion driving
attention; emotion may be
behavior
loneliness
A church member who
Concern for other?s well-being, in either an
volunteers for any and every
excessive or successful manner; actions/service
responsibility; the friend who
to others that brings enjoyment, distraction, or
bends over backward to
avoidance of problems
serve, at their own expense
Realistic planning for future discomfort;
Spending so much time
adequate anticipation may yield appropriate
planning for future events
preparation for future event/circumstance
that events are not enjoyed
creating anxiety
Declaring or thinking whatever is true is false;
refusal to accept reality, external facts, events, Alcoholic who refuses to
or implications because nature of the reality
believe his drinking makes
threatens individual; emotional conflicts
an impact on his job
resolved by refusal to acknowledge unpleasant performance or family life
external realities
Mother may yell at child
when she feels angry at
Aggression or even sexual impulses redirected
husband; in this case she
to a more acceptable party; emotion pointed to
displaces her anger toward
safer outlet; separation of emotion from its real
child because child appears
object; emotion dissuaded to object or party that
to be a more acceptable
brings less risk
target; less threatening, less
risk in outcome
Mode of internal identity or character to avoid
painful emotions; separation of naturally
Individual daydreams
occurring feeling from event or thought;
excessively to avoid painful
extreme compartmentalizing; feel separated
realities, even situations they
from their bodies; feel events are not really
currently experience
happening; conscious thought process is
elsewhere, not in present moment
Individual convinces
themselves everyone around
them dislikes them to prevent
Large reshaping of external reality to meet
attachments or risk of
internal needs
rejection; or convinces self
that everyone adores them to
feed ego and avoid painful
realities
Propensity to withdrawal into fantasy for
Excessive daydreaming,
resolution of conflicts, in both the inner and
which may interfere with
outer world
functioning in external world
Allows for exploration of absurdity, or
emotions and ideas unpleasant to focus on or
Excessive humor used to
too terrible to talk about, in a way that brings
mask emotions and avoid
Humor
pleasure to others; wit, a type of humor that
addressing underlying ?true?
displaces, brings attention to the distressing,
issues
which remains unpleasant
Turning negative feelings into pain, illness, and Experiencing symptoms of
Hypochondriasis anxiety instead of expressing feelings or
various illnesses;
addressing issues
psychosomatic symptoms
Unconsciously choosing to perceive another
Perceiving an averageIdealization
individual as having more positive qualities
looking person to be
than he or she may actually have
extremely beautiful
The unconscious modeling of one?s self upon
another person?s character and behavior; or
Mimicking another?s dress,
Identification
conscious efforts to model and conform to a
or mannerisms
group
Taking an extremely objective viewpoint
After learning they have a
without regard for emotions; focusing on only
terminal illness, an
intellectual parts of a situation to create distance
individual begins spending
from relevant anxiety provoking emotions;
Intellectualization
all time studying about the
avoiding unacceptable emotions by focusing on
illness to avoid thinking
the intellectual aspects; thinking about wishes in
about the direct effect in
emotionally bland, formal ways, and not acting
their own life
on them
Deeply associating a
belonging with an absent
Identifying with some idea or object so deeply person; the object mentally
Introjection
that it becomes a part of another person
represents that person (in a
very extreme form,
necrophilia)
Describing a murder with
The general form of separation of feelings from
Isolation
graphic details with no
ideas and events
emotional response
Overly compliant on the
Passive
Aggression toward others expressed indirectly
outside, with underlying
aggression
or passively
resistance or hostility
Attributing one?s own unacknowledged
Assuming that someone you
unacceptable/unwanted thoughts and emotions extremely dislike extremely
Projection
to another? reduces anxiety, allows expression dislikes you; severe
of undesirable impulse or desire without
prejudice, severe jealousy,
conscious awareness
hypervigilance to external
Fantasy
danger, and ?injustice
collecting?
Rationalization
Reaction
Formation
Regression
Repression
Sublimation
Creating false but credible justifications;
You are turned down by
convincing oneself no wrong was done or all is
someone you are interested
or was all right through faulty/false reasoning;
in and rationalize that you
indicator of this defense mechanism can be seen
were not that attracted to
socially as the formulation of convenient
them; protects self-esteem
excuses
Overacting in the opposite way to a fear;
converting unconscious wishes or impulses
A manager treats employee
perceived to be dangerous into opposites;
whom they extremely dislike
behavior completely opposite of what one really ultra kindly, making many
wants or feels; taking opposite belief because special efforts to cater to that
true belief causes anxiety? works effectively for person and thus hiding true
coping in the short term but will eventually
feelings of dislike
break down
Reverting to coping at an earlier stage of
Adult throwing a temper
development
tantrum
Individual abused as a child
Pulling thoughts into unconscious, preventing
represses feelings and
painful or dangerous thoughts from entering
memories, so that feelings
consciousness; seemingly unexplainable
and memories no longer
naivety, memory lapse, or lack of awareness of
remain in the conscious
one?s own situation and condition; emotion is
memory; the abuse continues
conscious, but idea behind it absent; pushing
to affect the individual?s
uncomfortable thoughts into the subconscious
behavior in relationships
Individual redirects murder
Redirecting ?wrong? urges into socially
impulses and becomes a
acceptable actions
surgeon
The Helping Process and Skills for Generalist Social Work Practice:
The Shulman Model
Mezzo Skills
*Denotes those skills that are unique to the group/mezzo context
*Dynamics of Mutual Aid
Preparatory Phase
*Co-Leadership
Skills
Skills
Skills
Mutual aid system
Sharing relevant data
Dialectical process
Discussing a taboo area
?All-in-the-same-boat?
phenomenon
Problem-solving
Rehearsal
?Strength-in-numbers?
phenomenon
Engaging other professionals in developing the
group
Achieving consensus on the service
Reaching for underlying staff resistance
Agency or setting support for the group
Group context for service
Identifying individuals vs. group service needs
Informed consent and colleague communication
Group composition, timing, and structure
Group member selection (age, race, ethnicity,
language)
Considering spoken language (Arroyo)
Seeking appropriate referrals
Recruiting: confronting the illusion of agreement
Group timing considerations
Group structure, setting, and rules
Reflective practice in coleadership
Honest communication
(Arroyo)
Strengths-based collaboration
(Arroyo)
Beginning Phase
Middle Phase
Ending or Transition
Phase
Skills
Contracting skills
Tuning in intellectually and
affectively to self
Tuning in intellectually and
affectively to the client
system
*Tuning in intellectually and
affectively to the group as a
whole (Arroyo)
Clarifying the group?s purpose
Clarifying the role of the group
leader(s)
Reaching for group members?
feedback
*Identifying the common
ground
Supporting members in taboo
areas
Dealing with issues of authority
Reaching in to silence in group
*Integrating the latecomer
*Establishing group rules
Skills
*Reaching for individual communication in the
group
*Reaching for the group response to the individual
*Avoiding individual counseling in the group
Sessional tuning in
Sessional contracting
Elaborating skills
Containment
Focused listening
Questioning
Reaching inside of silences
Moving from general to specific
Empathic skills
Reaching for feelings
Displaying understanding of the member?s feelings
Putting the member?s feelings into words
Sharing leader?s feelings
Integrating the personal and the professional
Expressing a group leader?s investment in the
success of the members
Exploring taboo subjects
Making a demand for work
Partializing group members? concerns
Holding to focus
Checking for underlying ambivalence
Challenging the illusion of work
Supporting group members in taboo areas
*Identifying taboo subjects
*Changing the culture of the group
*Dealing with the authority and intimacy themes
Identifying content and process connections
Sharing data
Providing relevant data
Data open to challenge/providing data as a personal
view
Helping the group members see life in new ways
Sessional ending skills
Summarizing
Generalizing
Identifying next steps
Rehearsing
Identifying ?doorknob?
communications
Skills
Identification of major learning
Identification of areas for
future work
Synthesizing endings process
and content
Transition to new experiences
and support systems
Shulman, L. (2012). The skills of helping individuals, families, groups, and communities (7th ed.). Belmont, CA: Brooks/Cole.
Compiled by Carrie Arroyo, LCSW, Lecturer Baylor School of Social Work, and Kelsey Stevens, MSW Student, May 2014
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