Group Work - Solution Focused Therapy

(Readings: Corcoran, J. (2003). Clinical Applications of Evidenced-Based Family Interventions. Oxford: Oxford University Press and Johnson, C. V., Reister, A.E., Corbett, C., Buehler, A., Huffaker, L., Levich, K., & Pena, E. (1998). Group activities for children and adolescents: An activity group therapy approach. Journal of Child and Adolescent Group Therapy, 8, 2, 71-88.)

My fellow intern sent me an email asking if I’d read the assigned Johnson article, suggesting that we might discuss it and use it to improve the group we’re co-facilitating. At this point, anything to improve the group sounds like a good plan to me, and if it provides a structured opportunity to really use one of these articles, I am all the more for it.

At present, we are running a solution-focused weekly group for five 3rd grade boys. The boys were referred by each of their teachers and met with N. and I individually to establish personal goals for work during the next 6 weeks. We’re about to have our third session and are feeling a bit worse for wear. These boys are lovely and amazing, but also completely wear me out. It’s such a struggle for me to try and find a balance between the kinds of structure I employed as a teacher as compared with the shift in purpose as a school social worker. More often than not, I have to remind myself that I’m not in the classroom and that this fact gives me a lot of freedom. Old habits are hard to break, however.

Our shared concern has been how to use the group curriculum we’ve been given in a way that fits the needs of these boys. As for all groups, setting, duration, and frequency all much be considered. Right now, our timing is off. Well, my timing is off. I can’t seem to fit things in, in an authentic and organic way. I used to be much better with my time management within the context of groups. I’m also wondering if we’re really clear on the purpose, and if N. and I aren’t clear, we can’t expect the group to be. Also, as referenced by Johnson, Reister, Corbett, Buchler, Huffaker, Levich & Pena (1998), the beginning phase of group centers around a search for meaning and these boys are trying on different roles, testing us and establishing who they want to be in this group. Additionally, the relationship between group structure and ego development is a concept worth more time and thought, on my part, and I hope to further my understanding on the interplay soon.

The Corcoran (2003) article is organized in a very accessible way, and the suggested activities are very helpful. I appreciate the concreteness with which the authors are presenting their material. A central question I have when reflecting upon the group is: are we engaging these kids? Most of the activities listed in the SOS (Spell Out) book are not particularly active and for these five boys, that really doesn’t work for them, and N. and I are finding out that it doesn’t really work for us either. I’m still feeling uncertain as to whether or not this group is going to gel. Our plan for next week, however, is to move away from such direct and didactic interventions and work on an art activity, discussing social skills throughout, as they are relevant and opportunities present themselves.