Assignment Prompt & Instructions
[>Sociology homework help](https://www.sweetstudy.com/fields/social-science-sociology)
Please see attached file
**files (2)**
– ## WKS7ASSIGNMENT.docx
– ## Insocialworkwithindividualclients.docx
**## WKS7ASSIGNMENT.docx**
1
**Creating a Supportive Treatment Group for Caregivers: Composition, Contract, and Orientation**
WEEK 7 ASSUGNMENT
University
April 11, 2026
**Composition and Contract**
The Caregiver Stress and Family Conflict Support Group will be a closed treatment group of caregivers of individuals with severe mental illness, dementia or hoarding related impairment. The team will be involved in offering therapeutic care and psychoeducation to caregivers under stress and family conflict as a result of care giving roles. The sample will consist of six to ten adults who are under stress due to care giving roles, and are mostly family members (spouses or adult children). Membership will be voluntary and there will be an open trust-based environment (Toseland & Rivas, 2017).
**Inclusion and Exclusion Criteria**: The participants should be aged 18 years and either reside or take care of a relative with severe mental illness, dementia or hoarding behaviors. The team is welcoming to all members of various cultural and socioeconomic backgrounds in order to facilitate inclusivity. The following will be used as exclusion criteria: people having acute psychiatric crises, interpersonal violence, or cognitive impairments that will not allow them to participate in the group discussions meaningfully (Corey et al., 2016). This will make sure the group is focused and supportive to the members.
It will be a closed group to build trust and continuity and sessions will be 90 minutes, one a week and ten weeks in duration. The expectations of the contract will include attendance, participation and confidentiality. The frequency, time, and duration are in line with the research on the best group dynamics to treat similar groups (Toseland and Rivas, 2017). It will also be specified in the contract what the group aims at achieving, such as alleviating stress among caregivers, enhancing their communication skills and social support. The objectives match the established needs in the Parker family situation, where the stress of caring and family conflict was aggravated by mental illness and hoarding behaviors (Zhu et al., 2022).
Cultural Competence: Since the subjects are diverse, cultural competence will be one of the elements in group facilitation. The social work practice is focused on cultural awareness and responsiveness especially in situations where the caregivers belong to different cultural groups (Sue and Sue, 2022). To illustrate, cultural perceptions about care giving and mental illness can vary drastically and knowledge of these variations is crucial in a safe and inclusive environment. The recognition and appreciation of various forms of families and practices of care giving will assist the group leader in making sure that each member feels appreciated and acknowledged (Sue and Sue, 2022). The leader of the group will also employ culturally relevant interventions; therefore all the members will be able to interact with the content in a manner that will appeal to their experiences and beliefs.
**Orientation**
Informed consent, group rules and confidentiality will be discussed during the orientation session. In the initial session, the participants will be told about the boundaries of confidentiality, the lawful and ethical responsibilities of the social worker, including the requirement to report abuse or the risk of self-harm or other people (NASW, 2021). It is important that the participants should know that their disclosures will not be disclosed outside of the group, although, there are some exceptions.
Verbal explanation and signed consent form will be used to get the informed consent. The consent form will specify the group objectives, the group structure, the number of meetings to be held and the group meetings duration and the group leader. Students will be requested to ask questions to make sure that they have a complete idea of the process (Corey et al., 2016). This will make their involvement voluntary and they will be informed of their rights.
Group rules will be developed by the group and members will be given the mandate to develop norms that will foster mutual respect and trust. Behavior expectations (such as speaking one at a time, confidentiality, and I-statements to talk about personal experiences) will be covered by rules. These principles will guarantee a secure and respectful environment where individuals will be able to share their issues and feelings concerning caregiving (Toseland and Rivas, 2017). The leader of the group will also note that nonjudgmental listening is essential because stress experienced by caregivers is usually coupled with intense emotional and social issues, especially when it comes to families that have to deal with mental health crises (Liu et al., 2020).
References
Corey, G., Corey, M. S., & Corey, C. (2016). Groups: Process and practice (10th ed.). Cengage Learning.
Liu, Z., Heffernan, C., & Tan, J. (2020). Caregiver burden: A concept analysis. International Journal of Nursing Sciences, 7(4), 438–445.
[https://doi.org/10.1016/j.ijnss.2020.07.012](https://doi.org/10.1016/j.ijnss.2020.07.012)
National Association of Social Workers. (2021). Code of ethics of the National Association of Social Workers.
[https://www.socialworkers.org/About/Ethics/Code-of-Ethics/Code-of-Ethics-English](https://www.socialworkers.org/About/Ethics/Code-of-Ethics/Code-of-Ethics-English)
Sue, D. W., & Sue, D. (2022). Counseling the culturally diverse: Theory and practice (9th ed.). Wiley.
Toseland, R. W., & Rivas, R. F. (2017). An introduction to group work practice (8th ed.). Pearson.
Zhu, L., Heffernan, C., & Tan, J. (2022). Caregiver burden: A concept analysis. International Journal of Nursing Sciences, 9(3), 301–308.
**## Insocialworkwithindividualclients.docx**
In social work with individual clients, an intervention that is effective for one person will not necessarily be effective for another. The same is true of group work techniques. Social workers who lead treatment groups must research and consider evidence-based interventions that support the specific characteristics and issues of the group members as well as the group’s purpose and focus. Social workers must also outline topics for the sessions that will guide discussion and facilitate achievement of treatment goals. The agenda topics must be logically sequenced. For example, if a social worker is leading a treatment group for breast cancer survivors, the social worker may want to first cover the cancer experience, grief, and loss, before moving on to healthy coping.
In this Assignment, you develop the intervention framework for your proposed group and include the sequenced topics you will address throughout treatment.
Resources
Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.
WEEKLY RESOURCES
To Prepare
Review the Learning Resources on treatment group methods and interventions.
Conduct your own library search for articles on group interventions for the target population (i.e., people experiencing addiction or sexual assault trauma).
Review your Week 7 Assignment, in which you detailed the contract and orientation processes of your proposed treatment group. ATTACHED SEPARATELY.
Continue to draft your Treatment Group Proposal by focusing on the intervention framework.
By Day 7
Submit a 1- to 2-page paper covering the following section of your Treatment Group Proposal:
·
**Intervention Framework**
· Describe the evidence-based practices and techniques to be used. Justify why the framework is appropriate for the target population and issue(s).
· Identify and justify topics you plan to cover over the course of the group treatment.
Use the Learning Resources and any relevant additional literature to support your paper. Make sure to provide APA citations and a reference list.
Rubric
SOCW_6121_Week8_Assignment_Rubric
SOCW_6121_Week8_Assignment_Rubric
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeSubmit a 1- to 2-page paper covering the following section of your Treatment Group Proposal:…Intervention Framework…Describe the evidence-based practices and techniques to be used. Justify why the framework is appropriate for the target population and issue(s).
30 to >26.7 pts
Exceeds Expectation 90-100%
Response meets expectations and exceeds through insightful connection to social work practice and/or additional details and examples from the Learning Resources, peer-reviewed research, or other relevant sources.
26.7 to >23.7 pts
Meets Expectation 80-89%
Response fully describes specific evidence-based practices and techniques to be used. The framework is appropriate to the target population and issue(s), and justification for the framework’s appropriateness is robust. … Response demonstrates clear connection to the Learning Resources. At least one scholarly resource is used to support the response.
23.7 to >20.7 pts
Fair 70-79%
Response provides a limited, incomplete, or vaguely developed description of general evidence-based practices and techniques to be used. The framework is appropriate to the target population and issue(s). However, justification for the framework’s appropriateness is limited, incomplete, or vague. … Response may show evidence of connection to the Learning Resources, but it is vague or poorly connected.
20.7 to >0 pts
Needs Improvement 0-69%
Response makes little or no attempt to describe evidence-based practices and techniques to be used, the practices identified are not evidence-based, the framework is inappropriate to the target population and issue(s), and/or there is little or no attempt to justify the appropriateness of the framework. … Response does not demonstrate connection to the Learning Resources. No resources are used to support the response.
30 pts
This criterion is linked to a Learning OutcomeIdentify and justify topics you plan to cover over the course of the group treatment.
21 to >18.69 pts
Exceeds Expectation 90-100%
Response meets expectations and exceeds through insightful connection to social work practice and/or additional details and examples from the Learning Resources, peer-reviewed research, or other relevant sources.
18.69 to >16.59 pts
Meets Expectation 80-89%
Response identifies appropriate and specific topics to cover over the course of the group treatment. Response fully justifies why these topics would be important. … Response demonstrates clear connection to the Learning Resources. At least one scholarly resource is used to support the response.
16.59 to >14.49 pts
Fair 70-79%
Response identifies appropriate but general topics to cover over the course of the group treatment. Response provides limited, incomplete, or vaguely developed justification. … Response may show evidence of connection to the Learning Resources, but it is vague or poorly connected.
14.49 to >0 pts
Needs Improvement 0-69%
Response makes little or no attempt to identify topics to cover over the course of the group treatment, the topics identified are not appropriate, and/or there is little or no attempt to justify why the topics would be important. … Response does not demonstrate connection to the Learning Resources. No resources are used to support the response.
21 pts
This criterion is linked to a Learning OutcomeWriting
9 to >8.01 pts
Exceeds Expectation 90-100%
Paper meets length requirements, meets expectations, is generally errorfree (two or fewer), and further exceeds by showcasing an exemplary scholarly voice to develop its message or communicate ideas. … Paper appropriately paraphrases sources, using one or fewer quotes. Presents polished APA Style. Citations, reference list, and paper formatting are generally error-free (two or fewer). … Tone and presentation of ideas are free from bias and objective, unless otherwise directed in the prompt.
8.01 to >7.11 pts
Meets Expectation 80-89%
Paper meets length requirements and is clear and coherent. Errors in grammar, sentence structure, and punctuation are minor, minimal (three to five), and do not interfere with the scholarly message. The paper displays effective organization and focus to communicate ideas. … Paper appropriately paraphrases sources. Paper may use two to three short quotes but provides appropriate reference. Consistently documents sources in APA Style. Uses citations for ideas requiring attribution, with a few minimal errors (three to five). The reference list is complete and contains only minimal errors (three to five). Paper formatting is appropriate. There is a clear distinction between cited content and original thought. … Tone and presentation of ideas are free from bias and objective, unless otherwise directed in the prompt.
7.11 to >6.21 pts
Fair 70-79%
Paper does not meet length requirements (either somewhat too short or too long). The paper is somewhat clear and coherent. Errors in grammar, sentence structure, and punctuation are minor but frequent (5–10) and occasionally interfere with the message. The paper lacks clear organization or occasionally strays from the focus. … Paper may rely on four short quotes or one to two long quotes (over 40 words) and/or does not sufficiently paraphrase material from other resources into student’s own words. Attempts to document sources in APA Style. Citations are present but contain frequent APA errors or omissions. A reference list is provided but is incomplete and/or contains frequent APA errors. Paper formatting may be incorrect (e.g., single-spaced or without a title page)….Occasionally lacks a clear distinction between cited content and original thought. … Tone and presentation of ideas are free from bias and objective, unless otherwise directed in the prompt.
6.21 to >0 pts
Needs Improvement 0-69%
Paper does not meet length requirements (either significantly too short or too long). The paper lacks clarity and coherence. Errors in grammar, sentence structure, and punctuation are major, pervasive (11+), and interfere with the message. The paper is not organized or lacks focus. … Paper relies excessively on quoting (five or more short quotes or three or more long quotes [over 40 words]) and/or uses quoted material without paraphrasing or referencing the source of the material. Little or no attempt has been made to document sources in APA Style. Citations are infrequent or missing, and a reference list is not provided. Little or no attempt has been made to format the paper in APA Style. … There is no distinction between cited content and original thought. … Tone and presentation of ideas reveal bias and subjectivity.
9 pts
Total Points: 60
**## Insocialworkwithindividualclients.docx**
In social work with individual clients, an intervention that is effective for one person will not necessarily be effective for another. The same is true of group work techniques. Social workers who lead treatment groups must research and consider evidence-based interventions that support the specific characteristics and issues of the group members as well as the group’s purpose and focus. Social workers must also outline topics for the sessions that will guide discussion and facilitate achievement of treatment goals. The agenda topics must be logically sequenced. For example, if a social worker is leading a treatment group for breast cancer survivors, the social worker may want to first cover the cancer experience, grief, and loss, before moving on to healthy coping.
In this Assignment, you develop the intervention framework for your proposed group and include the sequenced topics you will address throughout treatment.
Resources
Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.
WEEKLY RESOURCES
To Prepare
Review the Learning Resources on treatment group methods and interventions.
Conduct your own library search for articles on group interventions for the target population (i.e., people experiencing addiction or sexual assault trauma).
Review your Week 7 Assignment, in which you detailed the contract and orientation processes of your proposed treatment group. ATTACHED SEPARATELY.
Continue to draft your Treatment Group Proposal by focusing on the intervention framework.
By Day 7
Submit a 1- to 2-page paper covering the following section of your Treatment Group Proposal:
·
**Intervention Framework**
· Describe the evidence-based practices and techniques to be used. Justify why the framework is appropriate for the target population and issue(s).
· Identify and justify topics you plan to cover over the course of the group treatment.
Use the Learning Resources and any relevant additional literature to support your paper. Make sure to provide APA citations and a reference list.
Rubric
SOCW_6121_Week8_Assignment_Rubric
SOCW_6121_Week8_Assignment_Rubric
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeSubmit a 1- to 2-page paper covering the following section of your Treatment Group Proposal:…Intervention Framework…Describe the evidence-based practices and techniques to be used. Justify why the framework is appropriate for the target population and issue(s).
30 to >26.7 pts
Exceeds Expectation 90-100%
Response meets expectations and exceeds through insightful connection to social work practice and/or additional details and examples from the Learning Resources, peer-reviewed research, or other relevant sources.
26.7 to >23.7 pts
Meets Expectation 80-89%
Response fully describes specific evidence-based practices and techniques to be used. The framework is appropriate to the target population and issue(s), and justification for the framework’s appropriateness is robust. … Response demonstrates clear connection to the Learning Resources. At least one scholarly resource is used to support the response.
23.7 to >20.7 pts
Fair 70-79%
Response provides a limited, incomplete, or vaguely developed description of general evidence-based practices and techniques to be used. The framework is appropriate to the target population and issue(s). However, justification for the framework’s appropriateness is limited, incomplete, or vague. … Response may show evidence of connection to the Learning Resources, but it is vague or poorly connected.
20.7 to >0 pts
Needs Improvement 0-69%
Response makes little or no attempt to describe evidence-based practices and techniques to be used, the practices identified are not evidence-based, the framework is inappropriate to the target population and issue(s), and/or there is little or no attempt to justify the appropriateness of the framework. … Response does not demonstrate connection to the Learning Resources. No resources are used to support the response.
30 pts
This criterion is linked to a Learning OutcomeIdentify and justify topics you plan to cover over the course of the group treatment.
21 to >18.69 pts
Exceeds Expectation 90-100%
Response meets expectations and exceeds through insightful connection to social work practice and/or additional details and examples from the Learning Resources, peer-reviewed research, or other relevant sources.
18.69 to >16.59 pts
Meets Expectation 80-89%
Response identifies appropriate and specific topics to cover over the course of the group treatment. Response fully justifies why these topics would be important. … Response demonstrates clear connection to the Learning Resources. At least one scholarly resource is used to support the response.
16.59 to >14.49 pts
Fair 70-79%
Response identifies appropriate but general topics to cover over the course of the group treatment. Response provides limited, incomplete, or vaguely developed justification. … Response may show evidence of connection to the Learning Resources, but it is vague or poorly connected.
14.49 to >0 pts
Needs Improvement 0-69%
Response makes little or no attempt to identify topics to cover over the course of the group treatment, the topics identified are not appropriate, and/or there is little or no attempt to justify why the topics would be important. … Response does not demonstrate connection to the Learning Resources. No resources are used to support the response.
21 pts
This criterion is linked to a Learning OutcomeWriting
9 to >8.01 pts
Exceeds Expectation 90-100%
Paper meets length requirements, meets expectations, is generally errorfree (two or fewer), and further exceeds by showcasing an exemplary scholarly voice to develop its message or communicate ideas. … Paper appropriately paraphrases sources, using one or fewer quotes. Presents polished APA Style. Citations, reference list, and paper formatting are generally error-free (two or fewer). … Tone and presentation of ideas are free from bias and objective, unless otherwise directed in the prompt.
8.01 to >7.11 pts
Meets Expectation 80-89%
Paper meets length requirements and is clear and coherent. Errors in grammar, sentence structure, and punctuation are minor, minimal (three to five), and do not interfere with the scholarly message. The paper displays effective organization and focus to communicate ideas. … Paper appropriately paraphrases sources. Paper may use two to three short quotes but provides appropriate reference. Consistently documents sources in APA Style. Uses citations for ideas requiring attribution, with a few minimal errors (three to five). The reference list is complete and contains only minimal errors (three to five). Paper formatting is appropriate. There is a clear distinction between cited content and original thought. … Tone and presentation of ideas are free from bias and objective, unless otherwise directed in the prompt.
7.11 to >6.21 pts
Fair 70-79%
Paper does not meet length requirements (either somewhat too short or too long). The paper is somewhat clear and coherent. Errors in grammar, sentence structure, and punctuation are minor but frequent (5–10) and occasionally interfere with the message. The paper lacks clear organization or occasionally strays from the focus. … Paper may rely on four short quotes or one to two long quotes (over 40 words) and/or does not sufficiently paraphrase material from other resources into student’s own words. Attempts to document sources in APA Style. Citations are present but contain frequent APA errors or omissions. A reference list is provided but is incomplete and/or contains frequent APA errors. Paper formatting may be incorrect (e.g., single-spaced or without a title page)….Occasionally lacks a clear distinction between cited content and original thought. … Tone and presentation of ideas are free from bias and objective, unless otherwise directed in the prompt.
6.21 to >0 pts
Needs Improvement 0-69%
Paper does not meet length requirements (either significantly too short or too long). The paper lacks clarity and coherence. Errors in grammar, sentence structure, and punctuation are major, pervasive (11+), and interfere with the message. The paper is not organized or lacks focus. … Paper relies excessively on quoting (five or more short quotes or three or more long quotes [over 40 words]) and/or uses quoted material without paraphrasing or referencing the source of the material. Little or no attempt has been made to document sources in APA Style. Citations are infrequent or missing, and a reference list is not provided. Little or no attempt has been made to format the paper in APA Style. … There is no distinction between cited content and original thought. … Tone and presentation of ideas reveal bias and subjectivity.
9 pts
Total Points: 60
**## WKS7ASSIGNMENT.docx**
1
**Creating a Supportive Treatment Group for Caregivers: Composition, Contract, and Orientation**
WEEK 7 ASSUGNMENT
University
April 11, 2026
**Composition and Contract**
The Caregiver Stress and Family Conflict Support Group will be a closed treatment group of caregivers of individuals with severe mental illness, dementia or hoarding related impairment. The team will be involved in offering therapeutic care and psychoeducation to caregivers under stress and family conflict as a result of care giving roles. The sample will consist of six to ten adults who are under stress due to care giving roles, and are mostly family members (spouses or adult children). Membership will be voluntary and there will be an open trust-based environment (Toseland & Rivas, 2017).
**Inclusion and Exclusion Criteria**: The participants should be aged 18 years and either reside or take care of a relative with severe mental illness, dementia or hoarding behaviors. The team is welcoming to all members of various cultural and socioeconomic backgrounds in order to facilitate inclusivity. The following will be used as exclusion criteria: people having acute psychiatric crises, interpersonal violence, or cognitive impairments that will not allow them to participate in the group discussions meaningfully (Corey et al., 2016). This will make sure the group is focused and supportive to the members.
It will be a closed group to build trust and continuity and sessions will be 90 minutes, one a week and ten weeks in duration. The expectations of the contract will include attendance, participation and confidentiality. The frequency, time, and duration are in line with the research on the best group dynamics to treat similar groups (Toseland and Rivas, 2017). It will also be specified in the contract what the group aims at achieving, such as alleviating stress among caregivers, enhancing their communication skills and social support. The objectives match the established needs in the Parker family situation, where the stress of caring and family conflict was aggravated by mental illness and hoarding behaviors (Zhu et al., 2022).
Cultural Competence: Since the subjects are diverse, cultural competence will be one of the elements in group facilitation. The social work practice is focused on cultural awareness and responsiveness especially in situations where the caregivers belong to different cultural groups (Sue and Sue, 2022). To illustrate, cultural perceptions about care giving and mental illness can vary drastically and knowledge of these variations is crucial in a safe and inclusive environment. The recognition and appreciation of various forms of families and practices of care giving will assist the group leader in making sure that each member feels appreciated and acknowledged (Sue and Sue, 2022). The leader of the group will also employ culturally relevant interventions; therefore all the members will be able to interact with the content in a manner that will appeal to their experiences and beliefs.
**Orientation**
Informed consent, group rules and confidentiality will be discussed during the orientation session. In the initial session, the participants will be told about the boundaries of confidentiality, the lawful and ethical responsibilities of the social worker, including the requirement to report abuse or the risk of self-harm or other people (NASW, 2021). It is important that the participants should know that their disclosures will not be disclosed outside of the group, although, there are some exceptions.
Verbal explanation and signed consent form will be used to get the informed consent. The consent form will specify the group objectives, the group structure, the number of meetings to be held and the group meetings duration and the group leader. Students will be requested to ask questions to make sure that they have a complete idea of the process (Corey et al., 2016). This will make their involvement voluntary and they will be informed of their rights.
Group rules will be developed by the group and members will be given the mandate to develop norms that will foster mutual respect and trust. Behavior expectations (such as speaking one at a time, confidentiality, and I-statements to talk about personal experiences) will be covered by rules. These principles will guarantee a secure and respectful environment where individuals will be able to share their issues and feelings concerning caregiving (Toseland and Rivas, 2017). The leader of the group will also note that nonjudgmental listening is essential because stress experienced by caregivers is usually coupled with intense emotional and social issues, especially when it comes to families that have to deal with mental health crises (Liu et al., 2020).
References
Corey, G., Corey, M. S., & Corey, C. (2016). Groups: Process and practice (10th ed.). Cengage Learning.
Liu, Z., Heffernan, C., & Tan, J. (2020). Caregiver burden: A concept analysis. International Journal of Nursing Sciences, 7(4), 438–445.
[https://doi.org/10.1016/j.ijnss.2020.07.012](https://doi.org/10.1016/j.ijnss.2020.07.012)
National Association of Social Workers. (2021). Code of ethics of the National Association of Social Workers.
[https://www.socialworkers.org/About/Ethics/Code-of-Ethics/Code-of-Ethics-English](https://www.socialworkers.org/About/Ethics/Code-of-Ethics/Code-of-Ethics-English)
Sue, D. W., & Sue, D. (2022). Counseling the culturally diverse: Theory and practice (9th ed.). Wiley.
Toseland, R. W., & Rivas, R. F. (2017). An introduction to group work practice (8th ed.). Pearson.
Zhu, L., Heffernan, C., & Tan, J. (2022). Caregiver burden: A concept analysis. International Journal of Nursing Sciences, 9(3), 301–308.
**## Insocialworkwithindividualclients.docx**
In social work with individual clients, an intervention that is effective for one person will not necessarily be effective for another. The same is true of group work techniques. Social workers who lead treatment groups must research and consider evidence-based interventions that support the specific characteristics and issues of the group members as well as the group’s purpose and focus. Social workers must also outline topics for the sessions that will guide discussion and facilitate achievement of treatment goals. The agenda topics must be logically sequenced. For example, if a social worker is leading a treatment group for breast cancer survivors, the social worker may want to first cover the cancer experience, grief, and loss, before moving on to healthy coping.
In this Assignment, you develop the intervention framework for your proposed group and include the sequenced topics you will address throughout treatment.
Resources
Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.
WEEKLY RESOURCES
To Prepare
Review the Learning Resources on treatment group methods and interventions.
Conduct your own library search for articles on group interventions for the target population (i.e., people experiencing addiction or sexual assault trauma).
Review your Week 7 Assignment, in which you detailed the contract and orientation processes of your proposed treatment group. ATTACHED SEPARATELY.
Continue to draft your Treatment Group Proposal by focusing on the intervention framework.
By Day 7
Submit a 1- to 2-page paper covering the following section of your Treatment Group Proposal:
·
**Intervention Framework**
· Describe the evidence-based practices and techniques to be used. Justify why the framework is appropriate for the target population and issue(s).
· Identify and justify topics you plan to cover over the course of the group treatment.
Use the Learning Resources and any relevant additional literature to support your paper. Make sure to provide APA citations and a reference list.
Rubric
SOCW_6121_Week8_Assignment_Rubric
SOCW_6121_Week8_Assignment_Rubric
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeSubmit a 1- to 2-page paper covering the following section of your Treatment Group Proposal:…Intervention Framework…Describe the evidence-based practices and techniques to be used. Justify why the framework is appropriate for the target population and issue(s).
30 to >26.7 pts
Exceeds Expectation 90-100%
Response meets expectations and exceeds through insightful connection to social work practice and/or additional details and examples from the Learning Resources, peer-reviewed research, or other relevant sources.
26.7 to >23.7 pts
Meets Expectation 80-89%
Response fully describes specific evidence-based practices and techniques to be used. The framework is appropriate to the target population and issue(s), and justification for the framework’s appropriateness is robust. … Response demonstrates clear connection to the Learning Resources. At least one scholarly resource is used to support the response.
23.7 to >20.7 pts
Fair 70-79%
Response provides a limited, incomplete, or vaguely developed description of general evidence-based practices and techniques to be used. The framework is appropriate to the target population and issue(s). However, justification for the framework’s appropriateness is limited, incomplete, or vague. … Response may show evidence of connection to the Learning Resources, but it is vague or poorly connected.
20.7 to >0 pts
Needs Improvement 0-69%
Response makes little or no attempt to describe evidence-based practices and techniques to be used, the practices identified are not evidence-based, the framework is inappropriate to the target population and issue(s), and/or there is little or no attempt to justify the appropriateness of the framework. … Response does not demonstrate connection to the Learning Resources. No resources are used to support the response.
30 pts
This criterion is linked to a Learning OutcomeIdentify and justify topics you plan to cover over the course of the group treatment.
21 to >18.69 pts
Exceeds Expectation 90-100%
Response meets expectations and exceeds through insightful connection to social work practice and/or additional details and examples from the Learning Resources, peer-reviewed research, or other relevant sources.
18.69 to >16.59 pts
Meets Expectation 80-89%
Response identifies appropriate and specific topics to cover over the course of the group treatment. Response fully justifies why these topics would be important. … Response demonstrates clear connection to the Learning Resources. At least one scholarly resource is used to support the response.
16.59 to >14.49 pts
Fair 70-79%
Response identifies appropriate but general topics to cover over the course of the group treatment. Response provides limited, incomplete, or vaguely developed justification. … Response may show evidence of connection to the Learning Resources, but it is vague or poorly connected.
14.49 to >0 pts
Needs Improvement 0-69%
Response makes little or no attempt to identify topics to cover over the course of the group treatment, the topics identified are not appropriate, and/or there is little or no attempt to justify why the topics would be important. … Response does not demonstrate connection to the Learning Resources. No resources are used to support the response.
21 pts
This criterion is linked to a Learning OutcomeWriting
9 to >8.01 pts
Exceeds Expectation 90-100%
Paper meets length requirements, meets expectations, is generally errorfree (two or fewer), and further exceeds by showcasing an exemplary scholarly voice to develop its message or communicate ideas. … Paper appropriately paraphrases sources, using one or fewer quotes. Presents polished APA Style. Citations, reference list, and paper formatting are generally error-free (two or fewer). … Tone and presentation of ideas are free from bias and objective, unless otherwise directed in the prompt.
8.01 to >7.11 pts
Meets Expectation 80-89%
Paper meets length requirements and is clear and coherent. Errors in grammar, sentence structure, and punctuation are minor, minimal (three to five), and do not interfere with the scholarly message. The paper displays effective organization and focus to communicate ideas. … Paper appropriately paraphrases sources. Paper may use two to three short quotes but provides appropriate reference. Consistently documents sources in APA Style. Uses citations for ideas requiring attribution, with a few minimal errors (three to five). The reference list is complete and contains only minimal errors (three to five). Paper formatting is appropriate. There is a clear distinction between cited content and original thought. … Tone and presentation of ideas are free from bias and objective, unless otherwise directed in the prompt.
7.11 to >6.21 pts
Fair 70-79%
Paper does not meet length requirements (either somewhat too short or too long). The paper is somewhat clear and coherent. Errors in grammar, sentence structure, and punctuation are minor but frequent (5–10) and occasionally interfere with the message. The paper lacks clear organization or occasionally strays from the focus. … Paper may rely on four short quotes or one to two long quotes (over 40 words) and/or does not sufficiently paraphrase material from other resources into student’s own words. Attempts to document sources in APA Style. Citations are present but contain frequent APA errors or omissions. A reference list is provided but is incomplete and/or contains frequent APA errors. Paper formatting may be incorrect (e.g., single-spaced or without a title page)….Occasionally lacks a clear distinction between cited content and original thought. … Tone and presentation of ideas are free from bias and objective, unless otherwise directed in the prompt.
6.21 to >0 pts
Needs Improvement 0-69%
Paper does not meet length requirements (either significantly too short or too long). The paper lacks clarity and coherence. Errors in grammar, sentence structure, and punctuation are major, pervasive (11+), and interfere with the message. The paper is not organized or lacks focus. … Paper relies excessively on quoting (five or more short quotes or three or more long quotes [over 40 words]) and/or uses quoted material without paraphrasing or referencing the source of the material. Little or no attempt has been made to document sources in APA Style. Citations are infrequent or missing, and a reference list is not provided. Little or no attempt has been made to format the paper in APA Style. … There is no distinction between cited content and original thought. … Tone and presentation of ideas reveal bias and subjectivity.
9 pts
Total Points: 60
**## WKS7ASSIGNMENT.docx**
1
**Creating a Supportive Treatment Group for Caregivers: Composition, Contract, and Orientation**
WEEK 7 ASSUGNMENT
University
April 11, 2026
**Composition and Contract**
The Caregiver Stress and Family Conflict Support Group will be a closed treatment group of caregivers of individuals with severe mental illness, dementia or hoarding related impairment. The team will be involved in offering therapeutic care and psychoeducation to caregivers under stress and family conflict as a result of care giving roles. The sample will consist of six to ten adults who are under stress due to care giving roles, and are mostly family members (spouses or adult children). Membership will be voluntary and there will be an open trust-based environment (Toseland & Rivas, 2017).
**Inclusion and Exclusion Criteria**: The participants should be aged 18 years and either reside or take care of a relative with severe mental illness, dementia or hoarding behaviors. The team is welcoming to all members of various cultural and socioeconomic backgrounds in order to facilitate inclusivity. The following will be used as exclusion criteria: people having acute psychiatric crises, interpersonal violence, or cognitive impairments that will not allow them to participate in the group discussions meaningfully (Corey et al., 2016). This will make sure the group is focused and supportive to the members.
It will be a closed group to build trust and continuity and sessions will be 90 minutes, one a week and ten weeks in duration. The expectations of the contract will include attendance, participation and confidentiality. The frequency, time, and duration are in line with the research on the best group dynamics to treat similar groups (Toseland and Rivas, 2017). It will also be specified in the contract what the group aims at achieving, such as alleviating stress among caregivers, enhancing their communication skills and social support. The objectives match the established needs in the Parker family situation, where the stress of caring and family conflict was aggravated by mental illness and hoarding behaviors (Zhu et al., 2022).
Cultural Competence: Since the subjects are diverse, cultural competence will be one of the elements in group facilitation. The social work practice is focused on cultural awareness and responsiveness especially in situations where the caregivers belong to different cultural groups (Sue and Sue, 2022). To illustrate, cultural perceptions about care giving and mental illness can vary drastically and knowledge of these variations is crucial in a safe and inclusive environment. The recognition and appreciation of various forms of families and practices of care giving will assist the group leader in making sure that each member feels appreciated and acknowledged (Sue and Sue, 2022). The leader of the group will also employ culturally relevant interventions; therefore all the members will be able to interact with the content in a manner that will appeal to their experiences and beliefs.
**Orientation**
Informed consent, group rules and confidentiality will be discussed during the orientation session. In the initial session, the participants will be told about the boundaries of confidentiality, the lawful and ethical responsibilities of the social worker, including the requirement to report abuse or the risk of self-harm or other people (NASW, 2021). It is important that the participants should know that their disclosures will not be disclosed outside of the group, although, there are some exceptions.
Verbal explanation and signed consent form will be used to get the informed consent. The consent form will specify the group objectives, the group structure, the number of meetings to be held and the group meetings duration and the group leader. Students will be requested to ask questions to make sure that they have a complete idea of the process (Corey et al., 2016). This will make their involvement voluntary and they will be informed of their rights.
Group rules will be developed by the group and members will be given the mandate to develop norms that will foster mutual respect and trust. Behavior expectations (such as speaking one at a time, confidentiality, and I-statements to talk about personal experiences) will be covered by rules. These principles will guarantee a secure and respectful environment where individuals will be able to share their issues and feelings concerning caregiving (Toseland and Rivas, 2017). The leader of the group will also note that nonjudgmental listening is essential because stress experienced by caregivers is usually coupled with intense emotional and social issues, especially when it comes to families that have to deal with mental health crises (Liu et al., 2020).
References
Corey, G., Corey, M. S., & Corey, C. (2016). Groups: Process and practice (10th ed.). Cengage Learning.
Liu, Z., Heffernan, C., & Tan, J. (2020). Caregiver burden: A concept analysis. International Journal of Nursing Sciences, 7(4), 438–445.
[https://doi.org/10.1016/j.ijnss.2020.07.012](https://doi.org/10.1016/j.ijnss.2020.07.012)
National Association of Social Workers. (2021). Code of ethics of the National Association of Social Workers.
[https://www.socialworkers.org/About/Ethics/Code-of-Ethics/Code-of-Ethics-English](https://www.socialworkers.org/About/Ethics/Code-of-Ethics/Code-of-Ethics-English)
Sue, D. W., & Sue, D. (2022). Counseling the culturally diverse: Theory and practice (9th ed.). Wiley.
Toseland, R. W., & Rivas, R. F. (2017). An introduction to group work practice (8th ed.). Pearson.
Zhu, L., Heffernan, C., & Tan, J. (2022). Caregiver burden: A concept analysis. International Journal of Nursing Sciences, 9(3), 301–308.
**## Insocialworkwithindividualclients.docx**
In social work with individual clients, an intervention that is effective for one person will not necessarily be effective for another. The same is true of group work techniques. Social workers who lead treatment groups must research and consider evidence-based interventions that support the specific characteristics and issues of the group members as well as the group’s purpose and focus. Social workers must also outline topics for the sessions that will guide discussion and facilitate achievement of treatment goals. The agenda topics must be logically sequenced. For example, if a social worker is leading a treatment group for breast cancer survivors, the social worker may want to first cover the cancer experience, grief, and loss, before moving on to healthy coping.
In this Assignment, you develop the intervention framework for your proposed group and include the sequenced topics you will address throughout treatment.
Resources
Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.
WEEKLY RESOURCES
To Prepare
Review the Learning Resources on treatment group methods and interventions.
Conduct your own library search for articles on group interventions for the target population (i.e., people experiencing addiction or sexual assault trauma).
Review your Week 7 Assignment, in which you detailed the contract and orientation processes of your proposed treatment group. ATTACHED SEPARATELY.
Continue to draft your Treatment Group Proposal by focusing on the intervention framework.
By Day 7
Submit a 1- to 2-page paper covering the following section of your Treatment Group Proposal:
·
**Intervention Framework**
· Describe the evidence-based practices and techniques to be used. Justify why the framework is appropriate for the target population and issue(s).
· Identify and justify topics you plan to cover over the course of the group treatment.
Use the Learning Resources and any relevant additional literature to support your paper. Make sure to provide APA citations and a reference list.
Rubric
SOCW_6121_Week8_Assignment_Rubric
SOCW_6121_Week8_Assignment_Rubric
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeSubmit a 1- to 2-page paper covering the following section of your Treatment Group Proposal:…Intervention Framework…Describe the evidence-based practices and techniques to be used. Justify why the framework is appropriate for the target population and issue(s).
30 to >26.7 pts
Exceeds Expectation 90-100%
Response meets expectations and exceeds through insightful connection to social work practice and/or additional details and examples from the Learning Resources, peer-reviewed research, or other relevant sources.
26.7 to >23.7 pts
Meets Expectation 80-89%
Response fully describes specific evidence-based practices and techniques to be used. The framework is appropriate to the target population and issue(s), and justification for the framework’s appropriateness is robust. … Response demonstrates clear connection to the Learning Resources. At least one scholarly resource is used to support the response.
23.7 to >20.7 pts
Fair 70-79%
Response provides a limited, incomplete, or vaguely developed description of general evidence-based practices and techniques to be used. The framework is appropriate to the target population and issue(s). However, justification for the framework’s appropriateness is limited, incomplete, or vague. … Response may show evidence of connection to the Learning Resources, but it is vague or poorly connected.
20.7 to >0 pts
Needs Improvement 0-69%
Response makes little or no attempt to describe evidence-based practices and techniques to be used, the practices identified are not evidence-based, the framework is inappropriate to the target population and issue(s), and/or there is little or no attempt to justify the appropriateness of the framework. … Response does not demonstrate connection to the Learning Resources. No resources are used to support the response.
30 pts
This criterion is linked to a Learning OutcomeIdentify and justify topics you plan to cover over the course of the group treatment.
21 to >18.69 pts
Exceeds Expectation 90-100%
Response meets expectations and exceeds through insightful connection to social work practice and/or additional details and examples from the Learning Resources, peer-reviewed research, or other relevant sources.
18.69 to >16.59 pts
Meets Expectation 80-89%
Response identifies appropriate and specific topics to cover over the course of the group treatment. Response fully justifies why these topics would be important. … Response demonstrates clear connection to the Learning Resources. At least one scholarly resource is used to support the response.
16.59 to >14.49 pts
Fair 70-79%
Response identifies appropriate but general topics to cover over the course of the group treatment. Response provides limited, incomplete, or vaguely developed justification. … Response may show evidence of connection to the Learning Resources, but it is vague or poorly connected.
14.49 to >0 pts
Needs Improvement 0-69%
Response makes little or no attempt to identify topics to cover over the course of the group treatment, the topics identified are not appropriate, and/or there is little or no attempt to justify why the topics would be important. … Response does not demonstrate connection to the Learning Resources. No resources are used to support the response.
21 pts
This criterion is linked to a Learning OutcomeWriting
9 to >8.01 pts
Exceeds Expectation 90-100%
Paper meets length requirements, meets expectations, is generally errorfree (two or fewer), and further exceeds by showcasing an exemplary scholarly voice to develop its message or communicate ideas. … Paper appropriately paraphrases sources, using one or fewer quotes. Presents polished APA Style. Citations, reference list, and paper formatting are generally error-free (two or fewer). … Tone and presentation of ideas are free from bias and objective, unless otherwise directed in the prompt.
8.01 to >7.11 pts
Meets Expectation 80-89%
Paper meets length requirements and is clear and coherent. Errors in grammar, sentence structure, and punctuation are minor, minimal (three to five), and do not interfere with the scholarly message. The paper displays effective organization and focus to communicate ideas. … Paper appropriately paraphrases sources. Paper may use two to three short quotes but provides appropriate reference. Consistently documents sources in APA Style. Uses citations for ideas requiring attribution, with a few minimal errors (three to five). The reference list is complete and contains only minimal errors (three to five). Paper formatting is appropriate. There is a clear distinction between cited content and original thought. … Tone and presentation of ideas are free from bias and objective, unless otherwise directed in the prompt.
7.11 to >6.21 pts
Fair 70-79%
Paper does not meet length requirements (either somewhat too short or too long). The paper is somewhat clear and coherent. Errors in grammar, sentence structure, and punctuation are minor but frequent (5–10) and occasionally interfere with the message. The paper lacks clear organization or occasionally strays from the focus. … Paper may rely on four short quotes or one to two long quotes (over 40 words) and/or does not sufficiently paraphrase material from other resources into student’s own words. Attempts to document sources in APA Style. Citations are present but contain frequent APA errors or omissions. A reference list is provided but is incomplete and/or contains frequent APA errors. Paper formatting may be incorrect (e.g., single-spaced or without a title page)….Occasionally lacks a clear distinction between cited content and original thought. … Tone and presentation of ideas are free from bias and objective, unless otherwise directed in the prompt.
6.21 to >0 pts
Needs Improvement 0-69%
Paper does not meet length requirements (either significantly too short or too long). The paper lacks clarity and coherence. Errors in grammar, sentence structure, and punctuation are major, pervasive (11+), and interfere with the message. The paper is not organized or lacks focus. … Paper relies excessively on quoting (five or more short quotes or three or more long quotes [over 40 words]) and/or uses quoted material without paraphrasing or referencing the source of the material. Little or no attempt has been made to document sources in APA Style. Citations are infrequent or missing, and a reference list is not provided. Little or no attempt has been made to format the paper in APA Style. … There is no distinction between cited content and original thought. … Tone and presentation of ideas reveal bias and subjectivity.
9 pts
Total Points: 60