4 REFERENCES ZERO PLAGIARISM Select two clients you observed or counseled this week during a group therapy session for children and adolescents. Note: The two clients you select must have attended the same group session. If you select the same group you selected for the Week 8 or Week 9 Journal Entries, you must select different clients. Then, address in your Practicum Journal the following:
In the field of mental health, group therapy is a widely used approach to treating children and adolescents. This type of therapy offers a unique setting for clients to learn and grow, as they interact with their peers and receive support from the therapist. As a part of my practicum experience, I have observed and counseled two clients in a group therapy session for children and adolescents. In this journal entry, I will describe the two clients, their experiences in the group session, and reflect on the therapeutic interventions used.
Client A is a 14-year-old girl who has been attending the group therapy sessions for the past six weeks. She presents with symptoms of anxiety and low self-esteem, which have been impacting her school performance and overall well-being. In the group sessions, Client A is generally quiet and hesitant to share her thoughts and feelings. She often sits in the back of the room, avoiding eye contact with others. However, during this week’s session, she showed a slight improvement in her engagement with the group. She raised her hand to speak on a few occasions and made eye contact with her peers when they spoke.
Client B is a 16-year-old boy who recently joined the group therapy sessions. He has a history of depression and has been struggling with self-isolation and feelings of hopelessness. Client B is typically withdrawn and expresses himself through monosyllabic responses. During the group session, he remained mostly silent, not actively participating in the discussions or activities. However, towards the end of the session, he shared a personal experience related to the session topic, albeit briefly. This was an encouraging sign of progress, as it represented a willingness to open up to the group.
The therapeutic interventions used in the group session were tailored to address the specific needs of the clients. The therapist utilized a variety of techniques to foster trust, engagement, and skill-building. To address Client A’s social anxiety, the therapist employed a gradual exposure approach. The group activities started with low-pressure interactions, such as sharing personal interests, before progressing to more challenging tasks, such as role-playing social scenarios. This allowed Client A to slowly build confidence and feel more comfortable in social settings.
For Client B, the therapist focused on creating a non-judgmental and supportive environment. The therapist encouraged the group members to show empathy and active listening to each other, modeling these behaviors themselves. This approach aimed to cultivate a sense of belonging and acceptance, which is especially crucial for clients with a history of feeling isolated. Additionally, the therapist incorporated cognitive-behavioral techniques to challenge negative thinking patterns and help Client B develop more adaptive coping strategies.
Overall, the group therapy session provided a valuable therapeutic setting for both clients. Despite their different levels of engagement and progress, both clients showed signs of improvement. While Client A demonstrated increased participation and willingness to interact with the group, Client B displayed a small breakthrough by sharing a personal experience. These small victories contribute to the overall therapeutic goal of promoting growth and well-being among children and adolescents in the group therapy setting.
In conclusion, this week’s group therapy session for children and adolescents provided an opportunity to observe and counsel two clients, Client A and Client B. The session focused on addressing their individual needs and fostering growth within a supportive and non-judgmental environment. Client A exhibited gradual improvements in engagement, while Client B displayed a small breakthrough in sharing personal experiences. These observations highlight the importance of tailored therapeutic interventions and the potential for positive change in group therapy settings for children and adolescents.