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Group Therapy with Older Adults
Group Therapy with Older Adults
As the population continues to age, more and more older adults will require therapy for various mental health
issues. While the group setting offers many benefits and makes therapy more accessible to those in need of
services, this therapeutic approach may not be effective for all clients. For this Discussion, as you examine
your own practicum experiences with older adults in group therapy settings, consider strategies to improve the
effectiveness of your sessions.
Learning Objectives
Analyze group therapy sessions with older adults
Recommend strategies for improving the effectiveness of group therapy sessions for older adults
To prepare:
Review this week’s Learning Resources, and consider the insights provided on group therapy with older adults.
Reflect on your practicum experiences with older adults in group therapy settings.
Start writing by:
(1a). Post a description of a group therapy session with older adults, including
(1b). the stage of the group,
(1c). any resistances or issues that were present, and
(1d). therapeutic techniques used by the facilitator.
(2). Explain any challenges that may occur when working with this group.
Support your recommendations with evidence-based literature.
Video games are harmful – argumentative essay
Video games are harmful – argumentative essay
Getting Started With Critical Thinking
Click here to watch the video
Thinking About Question at Issue
A week later, Susan still hasn’t found regular work, but she continues to apply. She has picked up a couple of
shifts here and there, but not enough to pay the bills. Her mother agrees to pay her rent, but demands that
Susan do chores in return. Being without a job takes more time than having a job.
Her phone rings, interrupting her job search at the staffing agency.
“Ms. Maxwell, this is Lieutenant Ed Kowalski of the Riverbend City Police. We’ve arrested your son, Joe, for
threatening the clerk at Wholesale Shoes.”
Susan texts her mother with the news. Then she explains the situation to her new friends. Her mother texts
back that she needs to go bail Joe out immediately.
“Do you have a way to get money for bail?” Christy asks.
“Will you be safe with Joe if you bail him out tonight?” Mike asks.
“Do you have a lawyer to get advice from?” Juan asks.
“I think the question is what’s right for Joe,” Susan says.
“Bail him out but tell him he needs to get a job and repay you,” Juan says.
“Or you could ask your mom to put up the bail; she’s the one who wants him out,” Christy says.
Susan thinks about it. She doesn’t have the money to bail Joe out, and she doesn’t have anything to put up as
collateral for a loan—even the car is in her mother’s name. Although the others seem to think she should bail
out her son, Susan decides to leave him in jail.
Looking Ahead
This week, we begin our look at critical thinking. As you complete your work, think of Susan’s experience. What
stage of thought do you think she is in? From what you learn about critical thinking, what advice could you offer
Susan?
TO DO LIST:
Discussion: Chose one option to respond to this week.
What You Need to Know: Explore resources related to purpose in writing and critical thinking, including a selfassessment
to help you determine your level of critical thinking.
Plan: Review Week 6 assignment requirements and resources to support your work, including building a thesis
statement and setting up your paper.
Review: Track your progress this week by visiting the Achievement Board.
Discussion Overview
Each discussion in this course has three options which may apply readings, use new skills, reflect on how
content applies to you, or give you an opportunity to talk about what interests you most. You will choose one to
respond to each week.
What You Need to Know
This week we move from skills to have in college to learning how to think critically-a crucial aspect of a college
education. The first step to becoming a critical thinker is to be honest with yourself about where you are in your
development. After that, we’ll explore the first steps to take for your week 6 assignment, where you’ll put your
new critical thinking skills to work.
Critical Thinking
Paul, R., & Elder, L. (2012). Critical thinking: Tools for taking charge of your learning and your life (3rd ed.).
Boston, MA: Pearson.
Chapter 1: Becoming a Fair-minded Thinker.
Complete the short assessment, “What Stage of Thought Are You In?,” to help you determine your current
level of critical thinking. Be honest and thoughtful in your answers to achieve the best results from this
assessment. You will complete this assessment again in Week 10 to measure your progress in critical thinking
from this course experience.
Purpose in Writing
There’s a purpose behind everything you write. Are you trying to inform or
persuade? What do you want your reader to do with the information?
Read Focus and Intent to follow steps of finding your purpose in writing, including an opportunity to practice
those steps.
APA Style
Review the Direct Quotations and Paraphrasing page on the Learn tab of Academic Writer on how to handle
paraphrasing and quotations in APA style. Additional guidance on APA style is found on the APA Help page in
the companion HELP site.
Plan: Week 6 Assignment
PLAN: WEEK 6 ASSIGNMENT
As you become familiar with this week’s resources, take a moment to review the requirements for the Week 6
assignment so that you’re aware of how all of these pieces will come together to support your work. Then, use
the Assignment Calculator to see the steps and a recommended schedule for your assignment’s paper.
Sources to Construct Your Paper
The following articles are provided for you to use in your week 6 assignment. You may go use the Capella
Library if you wish, but you are not required. Reading these articles will help you to start formulating knowledge
for constructing your argument that supports your stance on the topic of violence in video games.
If you’re taking the stance that video games are not harmful to children, refer to the following resources,
reading the discussion section of each:
Harrington, B., & O’Connell, M. (2016). Video games as virtual teachers: Prosocial video game use by children
and adolescents from different socioeconomic groups associated with increased empathy and prosocial
behavior. Computers in Human Behavior, 63, 650–658.
Lobel, A., Engels, R. C. M. E., Stone, L. L., & Granic, I. (2019). Gaining a competitive edge: Longitudinal
associations between children’s competitive video game playing, conduct problems, peer relations, and
prosocial behavior. Psychology of Popular Media Culture, 8(1), 76–87.
Verheijen, G. P., Stoltz, S. E. M. J., van den Berg, Y. H. M., & Cilleson, A. H. N. (2019). The influence of
competitive and cooperative video games on behavior during play and friendship quality in adolescence.
Computers in Human Behavior, 91, 297–304.
Wang, B., Taylor, L., & Sun, Q. (2018). Families that play together stay together: Investigating family bonding
through video games. New Media & Society, 20(11), 4074–4094.
If you’re taking the stance that video games are harmful to children, refer to the following resources, reading
the discussion section of each:
Chang, J. H., & Bushman, B. J. (2019). Effect of exposure to gun violence in video games on children’s
dangerous behavior with real guns: A randomized clinical trial. JAMA Network Open, 2(5), 1–11.
Coyne, S. M., Warburton, W. A., Essig, L. W., & Stockdale, L. A. (2018). Violent video games, externalizing
behavior, and prosocial behavior: A five-year longitudinal study during adolescence. Developmental
Psychology, 54(10), 1868–1880.
Dowsett, A., & Jackson, M. (2019). The effect of violence and competition within video games on aggression.
Computers in Human Behavior, 99, 22–27.
Greitemeyer, T. (2018). The spreading impact of playing violent video games on aggression. Computers in
Human Behavior, 80, 216–219.
Shao, R., & Wang, Y. (2019). The relation of violent video games to adolescent aggression: An examination of
moderated mediation effect. Frontiers in Psychology, 10, 1–9.
Program Proposal Assignment
Program Proposal Assignment
Program Proposal:Title Page & Reference Page
For this assignment, you will submit a title page and reference page in current APA format for your Program
Proposal. In addition to the textbooks and the Bible, your reference page must contain at least 8 scholarly peer
reviewed journal articles published in the past 5 years. These articles must be different than those submitted
for the Annotated Bibliography. Popular writing, books, and web pages are NOT acceptable sources for this
paper.
For this assignment you will research, prepare, and present a program proposal to address “meeting the needs
of military veterans in the community.” After completing and reporting on the needs of the military veterans, and
establishing the biblical foundation for this program, develop a program to meet the identified needs through a
community or church based weekly group. This assignment has tremendous potential to be a powerful ministry
for any church and community. The proposal will consist of the bullet points listed below as subheaders for
your paper.
• INTRODUCTION (1/2 -1 page)
• NEEDS ASSESSMENT (5-6 pages)
o Give a research based overview of at least 3 major needs faced by returning military veterans.
o Select and expound on at least one need on which to build the program proposal.
o Throughly explain the Biblical basis for providing this group (using scripture and biblical integration).
o This section should be 5-6 pages long and include at least 5 scholarly sources and the Bible.
• PROGRAM PROPOSAL (4-5 pages)
o OVERVIEW – Make an argument for this group based upon current research.
o POPULATION -Who is the population for the program? What veterans would benefit from this program?
o OUTCOMES – What are projected program outcomes? What are the expected outcomes for veterans?
o FOCUS AREAS – What are the areas of focus which will be addressed? (family, loss, trauma, career
transition, community/church service, etc.)
o METHODS OF INSTRUCTION – How will these areas of focus be addressed, taught, treated?
o PROGRAM LENGTH – How many weeks will the program lasts?
o LOCATION – Where will the group be held?
o FUNDING – How will it be funded?
o MARKETING – How will the program be advertised? (church newsletter, newspaper, Veteran Affairs, Veteran
of Foreign Wars Post)
• CONCLUSION (1 page)
SPECIFICATIONS:
• Length of the body of the paper: 10–12 pages. Points will be deducted if the paper is below 10 pages (not
including title page and references).
• Paper must include at least 10 references. At least 6 of these references must be scholarly peer-reviewed
journal articles no older than 5 years old. The other references should address military veterans needs, group
formation or other applicable subjects. Bible must be included as a reference.
• Follow current APA format and do NOT use first person, popular books or articles.
• Only .mil or .gov websites may be used. Note these are not scholarly sources.
• The Program Proposal will be graded on thoroughness, content, and integration of Biblical perspective.
• Avoid Plagiarism—Using or passing off someone else’s work as your own is a serious academic offense.
Papers are submitted through SafeAssign to check for the proper treatment of sources.