Running Head: GROUP THERAPY 1

Group Proposal: Psycho-educational Group Therapy to

Motivate Change for Adolescence Substance Abuse

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Abstract

Group therapy sessions are some of the best solutions to the psychosocial problems that

individual are likely to face (Robbins et al., 2019). This group therapy paper focuses on

developing a treatment therapy plan using a psycho-educational approach for individuals

experiencing challenges with drug and substance addiction. The paper begins by introducing the

group and the rationale of the group therapy sessions. The paper also identifies behavioral

change theory as the most desirable theory to apply in the case of conducting these group therapy

sessions. The paper identifies four different sessions and spells out the activities that all the

sessions will involve, including the length of time that each session will take to complete.

Key words: Group therapy, psycho-educational therapy, adolescent drug and alcohol abuse,

substance abuse, behavioral change.

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Introduction to the Group

The group is a psycho-educational support group whose primary focus is to provide

psychosocial therapy to individuals with drug addiction and substance abuse problems. The main

approach to this kind of support involves the provision of emotional support as well as

educational materials concerned with the provision of psychosocial support.

Rationale

The group recognizes the essence of psycho-educational group therapy as being

beneficial in several aspects especially given that it has the capacity to enhance interpersonal

relations as well as life skills among the members of a support group. The effectiveness of

psycho-educational group therapy for substance abuse has been adapted and used in a group

format. The primary goal is to reduce or eliminate substance abuse among adolescents. Also,

there is a need to address behaviors related to substance use. The significance of group therapy is

the crucial reason for the widespread treatment modality. However, group therapy is seen as

more cost-effective than individual treatment due to professional delivery to the affected

adolescent at once. (Baldus et al., 2018.) Further, the clinical effectiveness rate between an

individual and group therapy reflects more on cost-effectiveness. Meta-analysis suggest that one

type of group therapy is less effective than an individual due to a limited number of studies on

treatments (Robbins et al., 2019). However, group and individual psycho-educational therapy are

equally productive.

Another significance of group psycho-educational therapy is that it offers an adaptive

behavior modeling forum. It is possible to witness the adolescents' recovery as they learn the best

strategies that can help maintain abstinence and observe the outcome of these strategies applied

in real-life situations. Also, adolescents can learn the maladaptive consequences to cope with the
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strategy, for instance, member getting expelled from recovery home due to using the substance to

lower emotional distress (Gilder et al., 2017). The clients have a high chance of developing their

social skills through observation and participation in a healthy social interaction. In turn, they

form a perfect relationship with their peers or friends, family members, and other important

people. In real sense, the group psycho-educational therapy offers much-needed contact to

adolescents who feel socially isolated. Consequently, they manage to cope with life stressors

without turning to substances by enhancing positive peer support to avoid drug usage.

Behavioral Theory

Behavioral theory premises on the belief that behaviors are learned. The theory analyzes

the antecedents as well as the consequences that present themselves in the environment of a

given individual. The theory focuses mainly on the associations of daily learning that the

individual acquires from their previous experiences. The theory does not rely on therapies such

as talk therapy (Gilder et al., 2017). Instead, it emphasizes the improvement of behavior as being

directly related to the improvement of the quality of life of an individual. According to most

psychologists, behavioral therapy is, by far, the most difficult theory to apply in therapy, yet, it is

the easiest to manage. The main comparison between behavioral theory and other psychological

theories is that the other theories focus on the unconscious aspects of human life, while

behavioral theory focuses the observable impacts of human behavior (Robbins et al., 2019).

This theory explains behavior through the actions of an individual, rather than the

observations made by way of the examination of the internal motivators. Addictive behavior, for

instance, may not be attributable to a history of trauma as would be in the case of the other

theories. Instead, it will be attributable to the feelings of pleasure and reward. The two are

examples of the motivators that support the actions of addiction. Additionally, a behavioral trait
Group Therapy Sessions 5

such as anxiety falls in the category of learned behaviors and not a construct that is dependent on

previous trauma for it to occur (Gilder et al., 2017). The behavioral theory explains personality

as being a constituent of certain behavioral traits, rather than being either intrinsic or something

that can be predetermined.

Psycho-educational group sessions will offer patients understanding that behavior can be

changed, information on how to change behavior, an adequate knowledge relating to treatments,

effects, and practical problem resolution. Conversely, the psychological part will deal with the

affective and cognitive experiences concerned with substance abuse. Both educational and

psychological components will offer addicts a more incredible feeling to control their behaviors

and adapt to transformation (Baldus et al., 2018). The research will be able to elaborate on the

crisis, suggest possible changes, and exchange knowledge about functional issues that are helpful

in daily life.

Psycho-educational therapy groups educate clients about substance abuse, behaviors, and

consequences. This group is structured and specific in content. Many times, it can be presented

by videotapes and audiocassettes. However, in this plan, an experienced group leader will

facilitate discussions and videotapes and audiocassettes will be used as tools to further the

information. The purpose of psycho-educational groups is to provide a direct application to the

lives of the participants by instilling self-awareness, providing options for growth and change,

sharing community resources, and developing an understanding of the recovery process. This

will guide participants into action and advocating for their own healthcare (Merrill et al., 2017).

The leadership of the group will be democratic to allow every member to contribute during the

sessions and have all opinions given considerations.

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Rather than taking the approach that adolescents should behave a certain way for the

benefit of others or deliberately trying to manipulate change in how participants are feeling or

what they are thinking, this group will teach adolescents how to make more productive decisions

with as much information as possible. This information will include the consequences of

substance abuse behaviorally, medically, and psychologically. Another goal is to help them

prepare to seek recovery. (NCBI, 2005.)

Group Sessions

SESSION 1 – TIME ALLOTTED 1 HOUR

Objectives:

 Set the ground rules

 Introduce leader and participants

o Meet and greet activity. One introduces himself and tells one thing about him.

The next introduces the previous participant and the one thing shared, then

introduces himself and one shared thing. The third introduces only the one before

him and himself, using same method. This continues until all are introduced.

 Review goals

 Participants’ goal setting

 Explain process

Supplies:

 Journal or notebook for each participant

 Pens and pencils for each participant

 Curriculum

 Candy
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 Doodle pictures

 Tripod, marker and Poster board

 Markers

 Card stock for name plates

SET-UP

The first session is the most crucial session since it brings all the group members together

to a common sitting. Given that the target group is not big, the room set up is likely to be a

circular sitting. Members will all sit around a common table with the intent of defining them as

being equal to each other and the leader. All the members shall give their presentations from the

points where they sit. The main objective of the first session will be the introduction of all the

group members. Each individual will get a chance to present his/her name before all the group

members seated in the circle. The session leader will also write down pre-considered rules for the

group rules and explain whatever is not easy to understand to the group members. Group

members will also be encouraged to develop rules and those will be voted upon and added to the

rule chart. The group rules will be essential in managing time, as well as, the overall conduct of

the group members. The other objective in the first session will be to review the goals of the

group. The group must have set targets it intends to achieve. Again, the group goals are the

responsibilities of the therapist. It will be important to include the views of the group members as

far as the group goals is concerned. Given that the therapy session is made up of individuals from

different spheres, every one of them will definitely personal goals that they may wish to achieve

in the end. The group members will have the opportunity to share their individual goals that may

not be similar to those of the group. Candy and doodle paper will be provided at the table for

those who need the focus.

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SESSION 2 – TIME ALLOTTED 3 HOURS

Objectives:

 Review ground rules

 Respond to any questions, concerns or sharing from last week

 Consider and share challenges and experiences in substance abuse

 Brainstorming - Participants review curriculum and consider ways to manage those

challenges

 Participants’ goal setting, shared or quiet

 Explain next week

Supplies:

 Journal or notebook for each participant

 Pens and pencils for each participant

 Curriculum

 Candy

 Doodle pictures

 Tripod, marker and Poster board

 Markers

 Card stock for name plates

 Snacks and drinks

SET-UP

Upon knowing each other and sharing individual goals, it would be important for the

team to have a better understanding the challenges that they each experience. It is during this

session that the group members will have the time to share their experiences and challenges as
Group Therapy Sessions 9

far as drug and substance abuse is concerned. This is one objective for the therapy session. Each

individual will have an equal opportunity and being that part of the group calls for respect, every

opinion will be welcomed, and members urged not to judge each other. Instead, listen keenly and

try to come up with support strategies or suggestions for the affected parties. This is the

beginning of the support strategies. Brainstorming is the other objective of this second session.

The group therapist will re-cup the stated challenges with reference to the affected parties. The

purpose will be to re-confirm the problem so the group can deliberate on the relevant support

strategies. While doing so, the therapist will impart the right knowledge that the members

deserve to possess for them to be able to critically think while developing the support strategies.

This is essential in that it will not only help in providing support for colleagues, but also help the

group members develop self-support strategies. The other objective of the second session is to

help the affected parties be able to open up on their challenges. The first step in therapy is

acceptance and openness on the part of the affected party. It is important that they accept the

have issues with drug and substance abuse. That way, they will easily fit into the intervention

strategies.

SESSION 3 – TIME ALLOTTED 3 HOURS

Objectives:

 Review ground rules

 Respond to any questions, concerns or sharing from last week

 Curriculum and role playing activity (see below)

o Awareness, education and coping strategies

 Participants’ goal setting, shared or quiet

 Explain next week

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Supplies:

 Journal or notebook for each participant

 Pens and pencils for each participant

 Curriculum

 Candy

 Doodle pictures

 Tripod, marker and Poster board

 Markers

 Card stock for name plates

 Snacks and drinks

SET-UP

This session will be one of the most involving sessions for the group. It will involve

several group activities, some of which will incorporate role plays. The group realizes the

importance of simulated situations in developing treatment strategies. The group members

require engagement in terms of role play activities with individuals taking turns to act in

different capacities. The activities will be supervised and monitored by the therapist. The

activities will simulate real-life scenarios and experiences that drug addicts go through in their

daily lives. Given that the members of the group comprise people affected by the problem, they

are in better positions to bring out the actual experiences that they get. Members will be urged to

try and pair with individuals not having the same type of drug problem. For instance, a meth

addict may pair with an alcohol addict to help them understand each other’s problems better as

well as widen their scopes and understanding. They will have question and answer sessions to

come up with conclusive reports regarding their partners. They will also be urged to strategize on
Group Therapy Sessions 11

how to provide assistance to their partners based on what they will have learned. The next part

will be for individual presentations whose aim will be to help in coming up with the best

solutions collectively as a group. This session will help the group members to develop skills in

problem solving as far as drug addiction is concerned. They will be able to help other individuals

with a similar problem and might also become champions in the campaign against drug and

substance abuse within their communities. The idea of group therapy will also be essential in

helping them to have their own support group.

SESSION FOUR – TIME ALLOTTED 3 HOURS

Objectives:

 Review ground rules

 Respond to any questions, concerns or sharing from last week

 Review and assess group goals

 Review and assess individual goals

 Review what has been learned

o Application

 Review resources

o Include activity on how to find resources on one’s own

o How to remove obstacles that prevent finding resources

 Process feelings of termination

o Offer opportunities to stay in touch

 Participants’ goal setting, shared or quiet

Supplies:

 Journal or notebook for each participant

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 Pens and pencils for each participant

 Curriculum

 Candy

 Doodle pictures

 Tripod, marker and Poster board

 Markers

 Card stock for name plates

 Snacks and drinks

SET-UP

This last session is generally essential in affirming the learned experiences as well as

confirming the extent to which the learning process affects the individuals. In the first session,

the group developed and communicated the overall goals that they may want to achieve at the

end of the whole process. In this session, the team will re-assess the group goals and conduct a

review to confirm whether the main goals were met. A large emphasis will be placed on

reconsidering resources that are available as well as how to find resources on one’s own. This

will include how to get to a library, how to research on the internet, and how to remove other

obstacles that may get in the way from finding resources. The challenges will be discussed in this

session and an assessment of what could have been done differently to ensure that the group’s

goals were met. The individual participants also communicated their individual goals that have to

be assessed. The extent to which the goals have been achieved or not will be assessed and just as

in the case of the group’s goals, an assessment of what could have been done differently

conducted. Each individual will also share the learning experience as well as indicate the

application of the learned experiences in their daily lives. The main goal of the therapy sessions
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is to terminate drug reliance. The experience of termination of this part of that journey will

register mixed reactions from the different participants. In that regard, the group members will

share their individual experiences of the termination journey.

Screening

The intended audience for the therapy sessions our people with drug addiction problems

as well as people affected by issues touching on drug addictions. In that regard, the screening

process will involve identifying people who fall within the bracket of drug addiction and also

people who have endured the consequences of drug addiction by people around them such as

their parents, close family, friends, or even colleagues. The main aim of including people not

directly experiencing the challenges of drug addiction is to create an environment that makes the

drug addicts feel a sense of belonging. It will also help them understand the challenges that they

pose to the people around them especially their close family members. Both sides will be able to

appreciate each other with the goal of trying to find a way to create an accommodative

environment for all (Gilder et al., 2017).

The screening session will identify people affected with drug addiction who still have

their cognitive capabilities. It will not include individuals who have lost their cognition given

that the group therapy sessions require active involvement by all members. The inclusion of

individuals who have experienced extensive damage may not help the group achieve its main

goal given that such cases require different intervention strategies that include medical

intervention. The targeted group will comprise people with cognitive capabilities were able to

achieve self-realization and can actively participate in the intervention strategies laid out by the

group to help them as well as to help their colleagues within the group. Questions such as the

length of time the individual has been involved in the habit, the kind of damage experienced, and
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the main goal of joining the group will determine the participants allowed to join the group

therapy sessions (Gilder et al., 2017).

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Informed Consent

Group Therapy Informed Consent Form

Group therapy Sessions are unique forms of therapy in which people who are likely to be

experiencing similar kinds of problems or challenges meet and share the challenges with the

goals of receiving help from each other as well as giving help to each other.

CONFIDENTIALITY

We recognize and hold in high regard the rights to privacy and confidentiality for every

individual who will be attending the group therapy sessions. In the same regard, we would wish

that you understand but you will also be expected to treat other group members in the same way

by upholding their rights to privacy and confidentiality. You are green not to issue threats

whether to the self or to another that may amount to physical harm or any form of abuse to you

or to other members of the group.

CONDUCT AND RELATIONSHIP

It is necessary to understand that any discussions made within the group must not be discussed

outside the group.

Disrespect for one another will not be tolerated within the group.

Members must not attend the group sessions intoxicated and will not be allowed to be

intoxicated even after the group sessions.

Members must refrain from having relationships with other members that are not therapeutic

during the sessions.

THE THERAPISTS

The therapists will maintain professionalism with the participants at all times.
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WHAT TO EXPECT

Members will share their experiences and receive inputs from other members. They will also be

urged to share the best possible solutions to the challenges of the other members.

CONSENT

I agree to stick to the norms and expectations of the group therapy as indicated herein. I

acknowledge that I have read the terms and understood them. I may seek further clarification

prior to commencing the therapy sessions.

Name

First Name  Last Name

Signature

Date

Name of Facilitator

First Name  Last Name

Signature

Date

 
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Group Questionnaire

Appendix A

Thank you for agreeing to complete this group questionnaire. The questions asked sick to get

your personal experiences during the group therapy sessions. You will get a chance to share your

experiences with the group leaders as well as the overall group. Your answers may differ but feel

free to share your honest opinions about each question.

Appendix B

Please tick that which is most appropriate to you

Group Leaders Group Members

Not realistic at all Not realistic at all

A little realistic Somewhat realistic

Moderately realistic Moderately realistic

Considerably realistic Considerably realistic

Very realistic Very realistic

Appendix C

I felt that I could trust the............

The............ and I respect each other.

I feel the................ care about me.

The..................were friendly to me.

The.............and I agreed on what was important work on.

The.............and I established a good relationship and understanding of the tasks at hand.

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Group Leaders Group Members

12345 12345

12345 12345

12345 12345

12345 12345

12345 12345

12345 12345

Appendix D

These questions seek to gather your experience with the group in general. Please respond by

indicating that which is most appropriate in your situation on a scale of 1 to 5 which is a range

that indicates the weakest to the strongest.

 There was friction between members……………..

 Members were distant and withdrawn……………

 Members liked and cared for each other………….

 Members felt a sense of belonging……………….

 But the differences insecure to me……………….

 The group members accepted each other…………

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Problem Solving

Group session therapies and not be short of problems particularly behavioral challenges

that may be evident in different individuals. This means that there has to be a strategy to deal

with the challenges as they emerge. Different members have different capabilities to share their

input with the group therapy session members. The therapists recognize the different character

traits that are likely to manifest during the group session. Such characteristics include a chronic

talker or monopolizer, silent members, members who consistently attack other members in the

group, and members who cannot maintain their presence in the sessions and are frequent

absentees (Merrill et al., 2017). It is important to note that all these characters require different

approaches in terms of dealing with them. Given that the group therapy sessions are for

recovering drug addicts, the therapists recognize the sensitivity of dealing with the patients.

Therefore, different strategies will be applicable when handling such problems as they may

occur. Additionally, all members will be made aware of the group rules that will cover corrective

measures to be undertaken when such matters occur. This will mean that the members will be

privy to the measures and may have to do the best to avoid certain issues that may negatively

impact the group’s intention of reaching the set goals.

The Chronic Talker

Talking is an essential aspect of group therapy sessions. It is important to get the

contributions of each group member. However, challenges are likely to arise when there is a

member or members who are chronic talkers. It may not be easy to handle such individuals given

that they might claim to be sharing their inputs with the group. Therefore, the most amicable way

to control chronic talking within the group during therapy sessions will include the allocation of

time for each member to present themselves. The rules will indicate that no interruption should
Group Therapy Sessions 20

be experienced each time a member is presenting. They will also be the allocation of question

and answer time to allow members to shoot their questions to the relevant people. This is likely

to control unnecessary talking in the event that one member is presenting his or her case (Merrill

et al., 2017).

The Silent Member

Other members may be too silent to the point that they may appear and not taking part in

the group sessions. To address this issue, every member will be expected to participate. Opinions

will be shared on a roundtable basis, and each member will be expected to contribute their

opinions to every discussion. This will ensure that every member actively participates in the

group's activities (Merrill et al., 2017).

The Offensive Member

The offensive member is a member that consistently attacks other members. The attack

may arise when other members are presenting themselves or sharing their opinions on what

others present. To come to this, there will be moderation on how to respond to the ideas of other

members of the group. Members will have to address other members through the moderator. The

moderator, in this case, will be the therapist. Members who do not adhere to the laid out rules

will be suspended from commenting on the presentations of others for a period as may be agreed

upon by the group. They may also be excused for some time such as asking them to take a walk

to clear their heads. This is because such aggressive behavior is likely to originate from being

confined in a single place for too long (Merrill et al., 2017).

The Absentee Member

Absenteeism is likely to be one of the greatest challenges that the group is likely to face.

Absenteeism is a normal thing especially for drug addicts who may experience anxiety after
Group Therapy Sessions 21

staying away for long without using the drugs of their choice. To reduce the levels of

absenteeism, the group will encourage members to be keepers of one another, as well as

encourage each other to continue attending the sessions and develop positive attitudes towards

the therapy sessions (Merrill et al., 2017).

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References

Baldus, C., Mokros, L., Daubmann, A., Arnaud, N., Holtmann, M., Thomasius, R., &

Legenbauer, T. (2018). Treatment effectiveness of a mindfulness-based inpatient group

psychotherapy in adolescent substance use disorder-study protocol for a randomized

controlled trial. Trials, 19(1), 1-12.

Gilder, D. A., Geisler, J. R., Luna, J. A., Calac, D., Monti, P. M., Spillane, N. S., ... & Ehlers, C.

L. (2017). A Pilot Randomized Trial of Motivational Interviewing Csompared to Psycho-

Education for Reducing and Preventing Underage Drinking in American Indian

Adolescents. Journal of substance abuse treatment, 82, 74-81.

Merrill, K. L., Smith, S. W., Cumming, M. M., & Daunic, A. P. (2017). A review of social

problem-solving interventions: Past findings, current status, and future directions. Review

of Educational Research, 87(1), 71-102.

NCBI Bookshelf: A service of the National Library of Medicine, National Institutes of Health.

Center for Substance Abuse Treatment. Substance Abuse Treatment: Group Therapy.

Rockville (MD): Substance Abuse and Mental Health Services Administration (US);

2005. (Treatment Improvement Protocol (TIP) Series, No. 41.)

https://www.ncbi.nlm.nih.gov/books/NBK64214/?report=printable

Robbins, R. R., Stare, B. G., & Riggin, B. M. (2019). Through the Diamond Threshold: A

community-based psycho-educational group training program for treatment of substance

use disorders among American Indians. American Indian and Alaska Native Mental

Health Research, 26(1), 79-105.