2. Choose one of the group sessions summarized in the article (excluding sessions 1
and 8) for which you will develop a detailed agenda for leading the selected session
for a fictional set of grandparents. The group sessions are as follows:
1. Intros and orientation (do not select this session)
2. Signature strengths
3. Small changes lead to big solutions
4. What is better further progress
5. Doing something different
6. Maintaining change
7. Panel discussion life lessons
8. Change Party (do not select this session)
3. Create a list of 5-6 individuals who represent fictional grandparents who will be part
of your group. Describe briefly their demographic information, how they been
affected by the opioid crisis, the reason for placement of their grandchildren in their
care and some demographic information about their grandchildren.
Example:
Grandparent: Ethel Stevens, 69, white
Parent: Joslyn Stevens, 41, white, incarcerated
Grandchild: Edward Stevens, 12, white
Referred for: truancy, failing grades, fighting in school.
Background: Joslyn has been incarcerated for 2 years, expected release
in 3 years. Monthly visits with Steven in prison. Stevens father and
grandfather are deceased. Little contact with cousins or other relatives.
4. Develop a detailed agenda for running the group that includes the approximate
duration, materials needed, content and instructions for each activity you will
execute with the group members. (See the attached sample assignment.)
5. Predict 2 potential challenges that might arise in your group. These challenges
might be related to the content or material covered or to interpersonal dynamics
among members.
6. Make suggestions about how you might address the problems.
SAMPLE:
SFBT Assignment Sample
Session 1: Introduction and Orientation to the group
Goals/Learning Objectives:
Participants will be able to articulate the reasons for their participation in the group
Participants will contribute to constructing group rules or norms
Participants will be able to name one way that our solution focused group is different from traditional family therapy.
Agenda
1. 15 min each member introduces themselves by sharing their name, the name of their grandchild, and the positive adjective that describes their family.
Group leaders will provide name tags where grandparents will write their own names and the names and the name of their grandchild in parenthesis.
Group leaders will use a flip chart to record the adjectives the members share and ask exploring questions or reframing information if group members struggle to use positive terms.
2. 15 min creating group rules
Each grandparent will identify a house rule they grew up with in their homes when they were children that they think was important and shaped how they learned. Members will then decide if it is a rule that should be adopted or adapted in some way for the GRG group.
Group leaders will get the group started by sharing rules like: What happened in the family stays in family. What that meant in our family, was that we didnt share family business outside of home. What that might mean for our group is that we maintain confidentiality when someone shares something.
Group leaders will record group rules
3. 15 min psychoeducation about the opioid crisis, addiction and stats about GRG rates to normalize experiences, using the following points from the websites listed below:
https://www.moveforwardpt.com/Resources/Detail/7-staggering-statistics-about-america-s-opioid-epi
In 2016, health care providers across the US wrote more than 214 million prescriptions for opioid pain medicationa rate of 66.5 prescriptions per 100 people.
2. As many as 1 in 5 people receive prescription opioids long-term for noncancer pain in primary care settings.
3. More than 11 million people abused prescription opioids in 2016.
4. Every day, more than 1,000 people are treated in emergency departments for misusing prescription opioids.
5. More than 40% of all US opioid overdose deaths in 2016 involved a prescription opioid.
6. Drug overdoses claimed the lives of nearly 64,000 Americans in 2016. Nearly two-thirds of these deaths (66%) involved a prescription or illicit opioid.
7. The CDC estimates the total economic burden of prescription opioid misuse in the US is $78.5 billion a year, including the costs of health care, lost productivity, addiction treatment, and criminal justice involvement.
https://brandongaille.com/21-statistics-on-grandparents-raising-grandchildren/
Children who have a caring adult within the family can help to reduce the risks of suffering from future bouts of depression and anxiety.
Over 40% of children being cared for by a grandparent are there because of at least one parents substance abuse.
28% of the kids who are being raised by their grandparents were victims of abuse, abandonment, or neglect from their parents.
Grandparents often have to handle the false promises that parents make to their children as they attempt to stay within the childs life, leading to future behavioral difficulties.
For every child that is in the foster system right now, there are about 25 kids being raised by their grandparents and/or an extended family support system.
4. 30 min each family shares their story using the 4 questions (flip chart for themes and emotions)
What is the most important part of the problem that brought you here?
What part of the problem would you want to work on first?
What is/are your thoughts about the problem you are having with your grandchild?
What is the one thing you would like to learn as it relates to this problem from this group?
5. 15 min overview of SFBT, description of next sessions and Q&A
Group leaders will highlight four things about SFBT:
Focus on the future rather than on the past
Focus on solutions rather than problems
Recognizing that the problem is not the person (separating the person from the problem)
Looking at what is already going right.
Group leaders will give the date, time and topic of the next group session.
PART 2
Problem #1: Bob tends to dominate the conversation, interrupting his wife, Emma and cutting off the other members when they talk.
Solutions: I would use physical proximity with Bob to communicate that I am paying attention to him and help him feel heard. I would ask his wife direct questions and maintain eye contact. I might use a writing rather than talking structure for some activities or assign him the role of notetaker to be sure he is in listening mode. I might use small group discussion and report back strategy and organize the small groups so he and his wife are separated to give her time to voice her ideas. I might also ask the group to practice active listening, and when Bob interrupts, I would remind him of the active listening goal and request that he restate what someone else has said to demonstrate he has heard them.
Problem #2: Cheryl and Eileen have made several comments about Georgettes granddaughter being a bad influence on their grandchildren.
Solutions: I would remind the group at the beginning of each session about the expectation of respect in talking about each other and each others families. I would also use some time in a session to talk about racial and cultural differences and respect, as cultural bias may be part of the issue. I would also do some breakout session work but assign Cheryl and Eileen to different groups and assign Georgette be with a group with Cheryl or Eileen to help build that relationship and promote empathy.
