Psychoeducational Group for Adolescents of Divorce

PSYCHOEDUCATIONAL GROUP 10

Billy Ashley, Ryan Leavey and Bethany Wright

Old Dominion University

Psychoeducational Group for Adolescents of Divorce

The purpose of this psychoeducational group is to present information to enable adolescents to better understand the different aspects of divorce and to facilitate group members sharing common experiences about divorce. This includes teaching how to solve problems by presenting strategies and coping skills and supporting members in creating a support system outside the group setting.

The population for this group is adolescents between the ages of thirteen and seventeen. It is open to both males and females whose parents are currently divorcing or in a legal separation. The parents can be in any stage in the process from filing for divorce to one year after the finalization of divorce.

Background: Literature Review

Article: Supporting the mental health of children and youth of separating parents.

According to the journal “Supporting the mental health of children and youth of separating parents,” when parents divorce, children feel an initial onslaught of emotions such as sadness, confusion, fear of abandonment, anger, guilt, grief and conflicts related to loyalty and misconceptions. Recent research suggests a gap between individuals of divorced parents and individuals of continuously married parents in terms of academic achievement, conduct, psychological adjustment, self-concept and social relations (Clark, 2013).

While parents are still strongly influential during adolescence, peers become the reference group. Teens are eager to feel a sense of belonging and acceptance among their peers and place emphasis on peer interactions and relationships (Clark, 2013). By participating in a psychoeducational group for adolescents of divorce, teens receive the benefit of learning coping skills and information about divorce as well as the benefit of processing the skills and information with their peers. This journal endorses that “group support helps reduce children's sense of isolation, clarifies misconceptions, and teaches how to problem-solve and communicate more effectively with parents.”

Article: Protecting children from the consequences of divorce: A longitudinal study of the effects of parenting on children’s coping processes.

The journal “Protecting Children From the Consequences of Divorce: A Longitudinal Study of the Effects of Parenting on Children’s Coping Processes,” also asserts that peers have increasing influence starting in middle childhood. However, it affirms that the family is arguably the most powerful context in which coping processes occur (Vélez, Wolchik, Tein & Sandler, 2011) . These statements show the likely detriment that divorce has on children and adolescents due to the upheaval that takes place in the family unit and structure. They also make a case for having a peer support system in the time of upheaval, not to replace the family, but to supplement any support received from their parents and family. A psychoeducational group for adolescents whose parents are in the process of divorce or have recently divorced is a powerful tool for parents, teens, and any other helping professionals involved in combating the effects of divorce.

Article: When parents’ divorce: Assisting teens adjust through a group approach.

This article discusses how divorce has become a common occurrence for children and adolescents. This experience can have a profound effect on them and can follow them into adulthood. In this article it is shown that developing a support group can be a positive approach to assisting children and adolescents in gaining an understanding of themselves, their family and their future relationships (Studer & Alton, 1996). This article also discusses contributing factors to the adjustment difficulties. From these factors a needs assessment was conducted, and it was found that many students had a need to understand the consequences of divorce. It also showed that students felt that talking about the divorce with their parents added more stress to the parent. Thus participating in a support group would address their concerns and provide a safe environment in which to do so.

Article: Commuting between two parental households: The association between joint physical custody and adolescent wellbeing following divorce.

With an increasing divorce rate and the effects it is having on adolescents, there has been a shift from the traditional practice of granting mothers sole custody to the practice of joint physical custody, allowing adolescents to live an equal amount of time with each parent. This study looks at the pros and cons. There are studies that show a small positive effect with joint physical custody, greater parental involvement being the most notable. However, it also shows that feelings of instability stem from the constant moving from one house to the other (Vanassche, Sodermans, & Matthijs, 2013). Psychoeducational support groups designed specifically for adolescents dealing with parental separation or divorce can assist in this difficult transition and help decrease the negative impact.

References

Clark, B. (2013). Supporting the mental health of children and youth of separating parents. Paediatrics & Child Health (1205-7088), 18(7), 373-377.

Studer, J. R., & Alton, J. A. (1996). When parents divorce: Assisting teens adjust through a group approach. Guidance & Counselling, 33-39.

Vanassche, S., Sodermans, K., & Matthijs, K. (2013). Commuting between two parental households: The association between joint physical custody and adolescent wellbeing following divorce. Journal of Fammily Studies, q139-158.

Vélez, C. E., Wolchik, S. A., Tein, J., & Sandler, I. (2011). Protecting Children From the Consequences of Divorce: A Longitudinal Study of the Effects of Parenting on Children's Coping Processes. Child Development, 82(1), 244-257. doi:10.1111/j.14678624.2010.01 553.x.

Structure of Group

The screening process for the psychoeducational group for children of divorced parents will consist of one student needs survey (appendix A). The survey will be kept confidential due to the survey only asking for age and not name. Group leaders will be able to assess the group members by finding out where group member are in emotional and social categories.

Since a psychoeducational group for children of divorced parents is not a topic where children and parent want to broadcast personal information, the advertisement for the group would be kept simple. Flyers can be seen poster at local agencies, where children and parents are more active. The areas include local YMCAs, Boys and Girls clubs, churches, community service boards, and Big Brothers Big Sisters. Another way of advisement is through communication between school guidance counselors or therapist. If a guidance counselors or therapist is currently seeing a child of divorce and believes the child could benefit from the group then a recommendation would occur through word and flyer. Before the first group meeting, each member will have to do the pre-assessment. When finished with the pre-assessment can be turned in back to the agencies, therapist, or guidance counselors.

While, the total amount of sessions will be six weeks. Due to the confidentiality factor and the amount of sessions the membership will be closed and limited to 10 group members.

Along with meeting times, the group has basic rules. The rules include respect towards each other, what’s discussed in the group stays in the group, don’t interrupt people when others are talking (one person talks at a time), encourage people to participate, and be on time for the meetings. During the first meeting the group rules will be discussed and members will have the chance to add their own group rules.

Screening Process

Membership, Format and Logistical Considerations

Every Tuesday, the group will meet for an hour from 7:30 – 8:30pm at the Virginia Beach Rec Center. The time will ensure that parents will not worry about taking time off work and allow the child to do afterschool activities and school work. While, the total amount of sessions will be six weeks. Due to the confidentiality factor and the amount of sessions the membership will be closed and limited to 10 group members.

Rules

Rules include respect towards each other, what’s discussed in the group stays in the group, don’t interrupt people when others are talking (one person talks at a time), encourage people to participate, and be on time for the meetings. During the first meeting the group rules will be discussed and members will have the chance to add their own group rules.

Diversity and Ethical Considerations

In every group, some sort of ethical issue or an unruly group member becomes the norm. With the case of an ethical issue, the group leaders will have strategies to prevent any further ethical issues. Before the first group session, all members will receive information about the group so each participant will know what to expect from the group. To go along with the first group rule, everything discussed in the group will remain confidential. In the case of a group leader knowing a group member, there will be two options that the group leader will take. The first option will be if the group leader feels like it will not impact the relationship in a negative way then the group member can stay. If not, then the group leader will have a talk with the member and refer them to another psychoeducational group.

The next issue that can be a concern in a group is an unruly member. The group leaders will use positive reinforcement at first. For example, if an unruly member says something in the group a simple “thank you for your response.” If the group member is the type a member who has to respond to everything then the group leaders will say something like “before you respond Bob, I think Sally had something to say that is important.” In the case of the group member constantly being unruly, a group leader will have a one on one talk with him or her after a session to discuss the problems he or she is causing. If the group member constantly disrupts or still causes problems in the group after the one on one talk, then the group leaders have to prepare for termination of the group member.

Goals and Objectives of Group

· To enable group members to have a clearer understanding of common feelings and difficulties that surround divorce and give members tools to navigate feelings and difficulties.

o Group leaders will present participants with facts about divorce that are both relevant to them as adolescents and will help them understand their parents’ experiences.

o Group leaders will present participants with strategies and coping skills that will help them apply what they learn to their lives.

· To facilitate group members’ disclosure of their personal experiences and normalize the situations that they face.

o Each session, there will be activities that will utilize the opportunity for group members to share details about their lives and that will focus on the fact that the group members have similar experiences.

o Group members will have numerous opportunities to break into small microgroups to process how the educational material applies to their lives.

· To give the group members the tools they need to feel prepared and self-confident upon group termination.

o Group leaders will routinely stress the importance of creating a support system outside of the group and conceptualizing this group as temporary.

o Group leaders will consistently measure group members’ progress and adjust the lesson plans and content as needed in order to ensure that the group members are as well prepared as possible for the termination of the group.

Evaluation Procedures

As stated before, the pre-evaluation and assessment will be a confidential survey (Appendix A). The survey will allow the group leaders to understand where the group stands as a whole. This pre-evaluation will only ask age so group leaders not have any prejudices against any group member.

During the six sessions there will be evaluations throughout. At the beginning of sessions starting at session two, the group leaders will ask how home assignments went. Before the sessions end, the group leaders will ask group members what they learned and positives and negatives of the session. This will assess if the session accomplished its original goal while group members can learn ways to improve for the next session.

The main point of the post evaluation is to find out where what the group leaders can do to improve for the next psychoeducational group for children of divorced parents. This means group leaders will pass out a simple evaluation (Appendix B) at the end of the sixth session. With the evaluation, group members can also provide additional support when group leaders go to different agencies to pitch a psychoeducational group.

Conclusion

The intent behind this group is to alleviate the negative impacts of divorce. This group will offer support and resources for adolescents whose parents are divorcing or who have recently divorced. A psychoeducational group is an extremely valuable and beneficial resource for adolescents of divorce.