ISP102 Introduction to Social and Psychoeducational Theories
Task:
Learning Outcomes
d) Describe and formulate the processes required to facilitate agreed change outcomes
e) Apply behavioural techniques to support behaviour change
f) Develop a process for program monitoring, recording and intervention, according to individual client needs.
The purpose of this assessment activity is to identify a model, (say REBT, CBT, DBT or ACT, etc.) that would suit a specific client presentation and then apply this to a time-limited group setting. You are to choose one (1) of the three (3) scenarios below and develop a program (1500 words) that deals with the broad issues identified.
Keys points to discuss in the paper;
1. You must briefly describe the generic problem being treated. This would include definitions supported by references.
2. Identify two models that could work, then, supported by research, justify why one was chosen over the other.
3. Develop a program that treats the issue based on the model selected.
a. Elaborate on the theory used to develop your program to underpin your choice.
b. Design and describe the course. This would include the target audience and the purpose (i.e. what problem is being addressed by the group).
c. Describe, in sequence, the areas to be covered throughout the program. This needs to follow a building or deepening of concepts that lead to supported
d. Describe structured exercises and why they would be used. Participants may be required to do homework, keep a journal etc.;.
e. Discuss how the group itself can be used as part of the change process.
f. Finally, students must prepare potential participants for the end of the group and include relapse prevention measures. Students may discuss their proposals and suggestions within the class context (i.e. either as a class exercise in small groups or directly with the facilitator) to get feedback and guidance.
Scenario 1:
The Ford Engine Stamping Plant at Geelong has been closed for a year now. There are a number of, mainly, middle-aged male workers who have not been able to move on. They have not gained new employment as their motor industry-related skills have gone offshore. They have not taken up training in new areas. All participants have been identified as suffering from depression to varying degrees. None are suicidal but a number feel very hopeless and are unable to see any meaningful future for themselves or their families. Ford is concerned about the welfare of these ex-employees and ask your team to design and run an 8-week group that addresses many lifestyle, health and other related issues with an overarching focus on helping them deal with depression.
Scenario 2:
A very large, suburban high school has identified a concerning upward trend in the number of female students presenting to the school counsellors with eating disorders. A number of cases of anorexia nervosa have been diagnosed and some students are undiagnosed but have concerning eating problems. The school counselling department has been able to attain a budget to address the issue. Your team has been approached to design a 10-week psychoeducation program (one term) that voluntary participants can attend once a week at lunch times.
Scenario 3:
A regional Local Health District (LHD), within a lower socio-economic population, have decided to offer a program to address a number of negative health issues in the area. The LHD have decided to focus on ‘better choices’ as a way of reversing negative trends in the community. Specific areas they have identified to target are school and work absenteeism; social isolation; poor lifestyle choices (particularly in terms of food and sleep); and increasing sedentary occupationsin both children and adults. Part of their aim is to reduce the high number of doctor visits related to preventable illnesses. They would like you to provide an 8-week psychoeducation program that identifies specific behaviour change strategies to help incorporate ‘better choices’ into their lifestyles. This case study is to be written in the third person.
