Introduction
I completed my field practicum at Parkridge Valley Child and Adolescent. From the beginning, my field instructor informed me that I would be leading an Independent Living Group each week for the male, adolescent patients in the Level Three Residential Treatment Center (RTC). Before I started leading out in this group, I reviewed the available curriculum. I quickly noticed a significant section was focused on navigating through cities with paper maps and concluded that the curriculum overall was largely outdated. Although parts of the curriculum could be useful, I sensed that it could be more beneficial to the adolescent patients to create more updated lesson plans, actives, and handouts. Through assessing the group, I determined what would be most useful to them and catered the group agenda to their interests and needs. Each week, I put together a written out plan with handouts and activities in order to form and implement an Independent Living Group Curriculum. I facilitated the group from October 2019 until Covid-19 no longer allowed me to attend in person in March 2020. I was able to return in June 2020 to lead out in a few final groups.
What social issue has been addressed and why?
Describe the social issue in the community/agency context
The social issues that is being addressed is lack of preparation of adolescents to function independently in society upon reaching adulthood due to a lack of knowledge and skills. As an intern as Parkridge Valley Child & Adolescent, I had the opportunity to work with patients in the Level Three RTC. The patients in this program were between the ages of 13-17 and had significant behavioral and/or mental health issues. The residential unit is longterm and treats patients for three to six months. When assessed through a pre evaluation, the majority of the patients indicated that there were areas where they could learn and grow more. As a group, they verbally requested to learn more about taxes, college/education, bank accounts, 401k plans/retirement plans, trade school, benefits, insurance, career paths, and legal information.
How significant was that issue? Implications? People affected?
The majority of the patients in the Level Three RTC are in DCS Custody. Although this does not necessarily mean that they have lacked the support and training necessary for basic life skills, it typically means that they have faced some inconsistency. Many patients were not raised in homes where they were given the opportunities to learn all of the necessary aspects of living independently as an adult. In addition, the patients at Parkridge Valley live for three to six months and at times up to a year in this facility; thus they are not able to naturally learn some skills and gain experiences for independent living in this controlled environment. One study showed that those who were living independently after being in foster care struggled significantly more with substance abuse and housing instability (Greeno, Lee, Tuten, & Harburger, 2019). Adults who had been in children’s or adolescent’s mental health residential units were far more likely to struggle with “substance abuse, personal well-being, education and employment, and social networks and relationships” (Grosset, Frensch, Cameron, & Preyde, 2018). The patients in Level Three RTC are prone to have difficulties with independent living since they both are in a residential mental health unit and in DCS custody. Researchers in both studies concluded that more resources and help needs to be provided for those transitioning to living independently. Not only does lacking this preparation put this population at a disadvantage, but it also is a detriment to society as a whole by having young people not as able to meet their potential. Overall, society is benefited by adding to it those who are able to function independently and successfully.
Who initiated the project? Sponsors?
My field instructor at my placement gave me the opportunity to facilitate this group that is required by the policy at Parkridge. Instead of utilizing the outdated curriculum that existed, I decided to develop my own topics and activities. Parkridge hospital provides the space and supplies for this weekly group.
What interventions have been designed?
Mission
The Independent Living Groups aim to equip adolescents in DCS Custody with knowledge and skills necessary to function independently during adulthood.
Goals
The goals of the Independent Living Groups included educating the group on daily living, self care, looking forward, relationships & communication, work & study life, housing & money management, and career & education planning. Seeing that it is not feasible to equip a group with all the skills needed, another goal was to instill in them a curiosity and desire to take the initiative in gaining independent living skills.
Intervention Tools
The main intervention tool that has been selected is a psychoeducational group focused on independent living skills. Within this group multiple interventions are utilized including, activities, discussions, handouts, and practice activities for participants to complete between groups.
The following are links to the agendas, handouts, and reflections on the groups that I planned and facilitated.
- Choices Agenda, Choices Reflection
- Goals Agenda, Goals Reflection, PowerPoint: Lifestyle Goals
- Education & Budgeting Agenda , Education & Budgeting Reflection, Budgeting Guidelines, Average Weekly Earnings by Educational Attainment
- Budgeting Agenda, Budgeting Game
- Job Application & Interview Questions Agenda, Job Application & Interview Questions Reflection, Job Application, Job Interview Questions
- Job Interview Etiquette Agenda, Job Interview Etiquette Reflection, Job Interview Etiquette, Responding to Discrimination
- Resume Agenda, Resume Reflection
- Power of Knowledge Agenda, Power of Knowledge Reflection
- Buying vs. Renting Agenda, Renting vs. Buying Reflection, Renting vs. Buying
- Social Media Presence Agenda, Social Media Presence Reflection
- College Preparation Agenda, College Preparation Reflection, The College Payoff, College Preparation Timeline
- Overcoming Addictions Agenda, Overcoming Addictions Reflection, Overcoming Addiction
Theoretical Perspectives
Yalom’s Theory supports the use of groups by pointing out eleven intrinsically beneficial factors of group therapy. Of these components, I personally observed the group benefitting from installation of hope, imparting information, and imitative behavior (Good Therapy, 2015). The Social Learning Theory added to my perspective and guided my plans for Independent Living Groups. This theory asserts that learning is enhanced by watching the desired skills modeled and then practicing on one’s own with trial and error (Loman & Siegel, 2000). Based on this, I sought to provide the group with examples and opportunities to attempt applying various information and skills.
Review of Literature
Research shows the need for and benefit of increased preparation for independent living, especially among those who spend significant amounts of time living in places other than their homes. Researchers found that those who had been in foster care were significantly more prone to substance abuse and housing instability. However, this was greatly mitigated by increased preparation for independent living (Greeno et al., 2019). One study reported that those in foster care found that classes that cover independent living skills, especially information regarding successful budgeting, were particularly helpful (McMillen, Rideout, Fisher, & Tucker, 1997). Although this study is outdated, it supports how knowledge empowers people. Researchers found that those in foster care who received increased preparation for independent living had less psychological challenges and greater overall wellbeing (Greeno, Fedina, Lee, Farrell, & Harburger, 2019). Adults who had spent time in children’s or adolescents residential mental health units struggled in significant areas of life. Researchers concluded that they would benefit by increased preparation for independent living (Grosset et al., 2018).
What were some of the results achieved?
People served, or other measurable outcomes
Each week 7-12 adolescent male patients participated in this Independent Living Group. Before starting the groups, I had decided to administer a pretest and a posttest in order to evaluate outcomes. At the first group, I distributed an assessment to measure the groups’ competence in various areas of independent living. I had planned to give the group the same assessment at the last group; however, I was unexpectedly unable to facilitate groups from March 2020 – June 2020 due to Covid-19. When I was able to resume facilitating groups, the patients composing the group were almost entirely new. Since I was only there for a few weeks, there was not time to readminister the pretest and the posttest. I can only predict that the posttest would have showed increased scores in the areas that were covered by the group.
Reviews, rewards, or any other form of recognition Participants would receive
When participants completed practice activities outside of group and brought them to share in the next group, they would be rewarded with candy. At times, participants also received candy for completing activities within group or sharing.
Conclusions
Limitations for implementing the project (examples: time, financial resources, human resources, etc.).
The limitations for implementing this project included a lack of time and financial resources. With more time and financial support, the lesson plans could have been more elaborate. Also, as the group facilitator, I feel that I largely lack the expertise that more seasoned social workers could offer to an Independent Living Group. I sought to overcome this by involving staff with more life experience. I would have loved to bring in other guests to share; however, I was unable to do this due to the hospital’s policies. I was also limited in the number of Independent Living Groups that I was able to lead by Covid-19.
What could have been done better?
I could have improved this project by my method of evaluation. Although this setting provided long-term care, patients still gradually came and discharged. Therefore, it was not possible to obtain a consistent pretest and posttest from the group. I could have improved this by having new members complete the pretest and ensuring that patients took the posttest before discharging. I also could have incorporated simple pretests and posts at the beginning and endings of groups in order to evaluate the effectiveness of specific lesson plans.
What were some unexpected outcomes?
Before beginning this project, I did not expect the wide variety of cognitive functioning and comprehension within one group. Because of this, I was challenged with creating materials that were appropriate for the slowest member of the group, while still engaging for the brightest member of the group. Since medications that alter alertness were administered and changes to the group could occur weekly, I had to learn to quickly adjust my plans, based on the present group. Personal growth that I did not expect was how facilitating this group strengthened my abilities to be assertive and make quick decisions.
Competencies
Competency 1: Demonstrate ethical and professional behavior
- I demonstrated professionalism in my way of communicating and dressing.
- I came prepared to facilitate group each week.
- In presenting the information, I was careful to manage my personal biases and opinions.
Competency 2: Engage diversity and difference in practice
- The group was composed of participants with diverse characteristics and backgrounds.
- One group session focused on diversity and discrimination. I created a handout to increase awareness and understanding of this issue.
Competency 3: Advance human rights and social, economic, and environmental justice
- One of the main aims of this group is to equip the participants with knowledge and tools to empower them to live successful lives as adults.
- During one group session, the participants were provided information on the rights each of them had in DCS Custody.
Competency 4: Engage in practice-informed and research-informed practice
- The efficacy of independent living groups is well supported by current research.
- In order to plan each group, I researched relevant and effective materials and activities.
Competency 5: Engage in policy practice
- The Independent Living Group fulfilled one of the policies at Parkridge that required a certain number of groups be provided to patients.
- The information provided to group members will empower them with the knowledge to vote on different issues.
Competency 6: Engage with individuals, families, groups, and organizations, and communities
- While facilitating groups, I engaged with the participants and staff in a warm and professional way.
- Before and after groups, I would take time to engage with group participants. I would make small talk and check in with them in order to build rapport.
Competency 7: Assess with individual, families, groups, and organization, and communities
- During the first group session, I had the participants fill out an assessment to determine what areas needed more focus.
- I also asked the group verbally what they would like to learn more about and wrote down their responses, in order to plan the groups in order to meet the needs and interests of the group more effectively.
Competency 8: Intervene with individuals, families, groups, organizations, and communities
- I provided the group participants with relevant and needed information.
- I gave the participants opportunities to practice applying information through group activities and practice assignments.
Competency 9: Evaluate individuals, families, groups, organizations, and communities
- I chose to use the Casey Life Skills Assessment as a pretest and posttest in order to evaluate the effectiveness of the Independent Living Group.
References
Good Therapy. (2015). Irvin Yalom. https://www.goodtherapy.org/famous-psychologists/irvin-yalom.html
Greeno, E. J., Fedina, L., Lee, B. R., Farrell, J., & Harburger, D. (2019). Psychological well-being, risk, and resilience of youth in out-of-home care and former foster youth. Journal of Child & Adolescent Trauma, 12(2), 175–185. https://doi-org.ezproxy.southern.edu/10.1007/s40653-018-0204-1
Greeno, E. J., Lee, B. R., Tuten, M., & Harburger, D. (2019). Prevalence of substance use, housing instability, and self-perceived preparation for independence among current and former foster youth. Child & Adolescent Social Work Journal, 36(4), 409–418. https://doi-org.ezproxy.southern.edu/10.1007/s10560-018-0568-y
Grosset, C., Frensch, K., Cameron, G., & Preyde, M. (2018). Perceptions of long-term community adaptation of delinquent young adults who graduated from children’s residential mental health treatment. Child & Adolescent Social Work Journal, 35(3), 231–241. https://doi-org.ezproxy.southern.edu/10.1007/s10560-017-0519-z
Loman L. A., and Siegel L. G. (2000). A review of literature on independent living of youths in foster and residential care. http://www.iarstl.org/papers/IndLivLit.pdf .
McMillen, J. C., Rideout, G. B., Fisher, R. H., & Tucker, J. (1997). Independent-Living Services: The Views of Former Foster Youth. Families in Society, 78(5), 471–479. https://doi.org/10.1606/1044-3894.816