RE: SOCW6121: Discussion- Task Groups (2 Questions_

RE: SOCW6121: Discussion- Task Groups (2 Questions_

Group work is a commonly used method within school settings. Because peer interaction is important in the emotional and social development of children, the task group can serve as a wonderful therapeutic setting and tool; however, many factors should be considered when implementing this type of intervention.

For this Discussion, read the Van Velsor (2009) article. (Use 3 peer reviewed references, Use sub-headings, be detailed in response)

• Post your understanding of task groups as an intervention for children.
• Use the model for effective problem solving to compare and contrast (how to identify the problem, develop goals, collect data).
• How does this model differ from a traditional treatment group?
• What are the advantages and possible disadvantages of this model?
• Describe how you might use this model for adults.
• What populations would most benefit from this model?

Reference

Van Velsor, P. (2009). Task groups in the school setting: Promoting children’s social and emotional learning. Journal for Specialists in Group Work, 34(3), 276–292.

Note: You will access this article from the Walden Library databases.

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Respond to a colleague by suggesting other advantages or disadvantages of the model for effective problem solving. (Use 3 peer reviewed references, Use sub-headings, be detailed in response)

Response to Chelsea

Understanding of task groups as an intervention for children:

Group interaction for children is essential in developing social behaviors and beliefs (Van Velsor, 2009). When children engage in groups, they learn how to “integrate thinking, feeling, and behaving to achieve important life tasks” (Van Velsor, 2009, p. 276). When a child engages in a group, it can occur in a school or environmental setting such as church or therapeutic environment. For children that engage in a therapeutic task group, it can be challenging as many task groups are observed as repetitive and boring (Toseland & Rivas, 2017). However, according to Toseland & Rivas (2017), task groups can actually be beneficial for children as they can help a child develop a support system and share their emotions with individuals aside from their family. Additionally, task groups can help children with mental health diagnoses by educating the children on appropriate behavior while helping them “unlearn inappropriate social beahviors” (Van Velsor, 2009, p. 277).

How does this model differ from a traditional treatment group?

When compared to a traditional treatment group, a task group is utilized as a hands-on approach to solving problems. Treatment groups focus on discussing the problem and changing emotional responses where as task groups look at applying “social and emotional skills and behaviors in a real life situation” (Van Velsor, 2009, p. 277). Additionally, treatment groups are utilized to help a specific group of individuals such as domestic violence, PTSD, or AA.On the other hand, a broad array of individuals can benefit from engaging in a task group regardless of the problem at hand. Van Velsor (2009) states that when applied in a classroom setting, a task group can benefit every child as they learn to control their emotional and social responses. The purpose of task groups is to develop a sense of community and social skills with individuals within your environment where as treatment groups have a direct plan of assessing the problem, developing a plan, and implementing the plan, and evaluating the effectiveness. For task groups, success is dependent on the skills developed and the involvement that each member feels in the group. Toseland & Rivas (2017) states that task groups are beneficial in bringing different members of the community together when each individual feels like they are a vital part to the group, regardless of their problem.

What are the advantages and possible disadvantages of this model?

The main advantage of a task group to solve problems among children is that it provides an interactive, hands-on activity. Many children are unable to sit for long periods of time and are more likely to engage with they are completing an activity that is fun or enjoyable. Children also develop essential life skills through task groups such as collaboration, respectful communication, and respect for those around them (Van Velsor, 2009). Additionally, a task group problem-solving model is beneficial because it can not only be applied to children with challenges, but all children regardless of their mental health status. When a child engages in a task group, the learn to “deal with life” (Van Velsor, 2009, p. 278) and the struggles that accompany it. By learning how to handle challenging moments, children can learn to face adversity and increase their resiliency.

Although there are many benefits to task groups, the greatest disadvantage is that task groups heavily emphasize interpersonal skills while disregarding emotional trauma. If a child as experienced a traumatic event or been a victim of physical or sexual abuse or neglect then they are not going to benefit from learning appropriate communication styles. Additionally, the group does not provide the child the opportunity to build a support systems with other individuals that have experienced similar challenges as them. Support systems with like-minded individuals are very important because it can help the child feel connected and understood while also helping the child form new coping skills. When engaging in a task group, children do not learn coping skills for their emotions but rather skills on how to engage with those around them.

Describe how you might use this model for adults. What populations would most benefit from this model?

Utilizing task groups among the adult population would be best in situations of team building. There are many companies where the employees must collaborate and work together efficiently to assure a smooth running business. By utilizing a task group, business can teach their employees how to “follow policies, procedures, and goals of the agency” (Toseland & Rivas, 2017, 342). Additionally, a task group can also be utilized among families where communication is strained. Many family members experience turmoil because they do not know how to engage with each other in a respectful and appropriate manner. In a task group, family members can build their communication styles and attempt strengthen their family bond by learning how to interact with one another.

Although the task group appears to be very beneficial for young children, it appears that it would most benefit working adults. As stated, task groups help teach employees how to communicate with one another while also teaching them the policies and procedure of the company. Additionally, Toseland & Rivas (2017) also state that task groups are beneficial among employers and employees as it helps employers listen and understand the needs of their employees. When an employee feels that they are being heard and that their employer is actually cares, it increases positive emotions within the work environment and can make work more enjoyable. To utilize a task group in the work place, Toseland & Rivas (2017) suggest allowing employees to participate in decision making processes regarding policies and procedures, respecting employees wants and needs, encouraging positive collaboration.

Toseland, R. W., & Rivas, R. F. (2017). An introduction to group work practice (8th ed.). Boston, MA: Pearson.

Van Velsor, P. (2009). Task groups in the school setting: Promoting children’s social and emotional learning. Journal for Specialists in Group Work, 34(3), 276–292.