Assignment Prompt & Instructions
8-10 pages
**APA Style 7th ed**
– 2 years ago
**files (3)**
– ## PsychotherapyGroupPlanAssignmentInstructions1.docx
– ## TopicselectedinWeekOne.docx
– Reading.docx
**## PsychotherapyGroupPlanAssignmentInstructions1.docx**
EDCO 711
**Psychotherapy Group Plan Assignment Instructions**
Overview
This assignment provides you with the opportunity to extend the topic you selected in Week One by creating a comprehensive psychotherapy group plan. The plan will clearly differentiate this group from the previously developed psychoeducational group and be grounded in scholarly research and best practices in group psychotherapy.
Instructions
Students will develop a detailed psychotherapy group plan, differentiating it from a psychoeducational group and demonstrating how it meets the unique therapeutic needs of its members. The plan must be fully supported by current research and structured using the following headings:
1.
**Topic Overview**
Provide a succinct and clear description of the psychotherapy group’s focus. Articulate why this topic is appropriate for a psychotherapy group, supported by evidence-based research. This section should introduce the therapeutic rationale for choosing group as a treatment modality.
2.
**Differentiation of Psychotherapy and Psychoeducation**
Clearly explain the distinctions between psychotherapy and psychoeducation within the context of group work. Highlight the theoretical and practical differences between the two approaches and how these differences impact the design, goals, and leadership of the proposed group.
3.
**Group Composition**
Describe the ideal composition of the psychotherapy group. This section should outline the inclusion/exclusion criteria for group members, considering factors such as demographics, presenting issues, and the therapeutic needs of the population. Provide a rationale for why this composition will support the therapeutic goals of the group.
4.
**Setting and Structure**
Detail the setting in which the group will take place (e.g., in-person, virtual), including the physical environment, frequency of sessions, and duration of the group. Ensure that the setting and structure align with best practices for psychotherapy groups and are conducive to achieving therapeutic outcomes.
5.
**Goals of the Group**
Outline the specific therapeutic goals for the group. These goals should be measurable, realistic, and directly tied to the presenting issues of the group members. Support these goals with research and therapeutic theory, demonstrating how they will contribute to meaningful therapeutic change.
6.
**Group Member Guidelines**
Establish the guidelines that will govern group member behavior, including expectations for participation, confidentiality, and group cohesion. These guidelines should promote a safe and therapeutic environment for all members and be informed by ethical standards in group therapy.
7.
**Group Leader Role and Function**
Describe the role and function of the group leader. This section should discuss the leadership style, interventions, and therapeutic techniques the leader will use to facilitate the group process. Provide a rationale for these choices based on research and group theory.
8.
**Biblical Integration:** Demonstrate biblical integration by incorporating relevant Christian principles and scripture to support your points. This should include appropriate Christian resources, such as theological texts, biblical commentaries, or scholarly works from a Christian perspective, to substantiate points and enhance the depth.
9.
**Conclusion**
Summarize the key points of your psychotherapy group plan, reinforcing how the group is designed to meet the therapeutic needs of its members. Highlight the importance of the group’s goals and structure in achieving successful outcomes.
**Formatting and Submission Requirements**
·
**Length**: Your paper should be 8-10 pages, excluding title and reference pages.
·
**APA Style**: Follow current APA professional formatting guidelines throughout the paper, including proper citations and references.
·
**References**: Include at least seven scholarly, peer-reviewed references, published within the last three-five years, to support your group plan. These sources should reflect the most current research and best practices in group psychotherapy.
·
**Headings**: Use headings to organize your paper and ensure clarity and coherence.
**Assessment**
This assignment will be assessed based on your ability to clearly differentiate between psychotherapy and psychoeducation, the depth of your group plan, the integration and synthesization of research, and adherence to APA professional formatting guidelines.
Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.
**## TopicselectedinWeekOne.docx**
2
**Psychoeducational Group Plan: Supporting Sexual Assault Survivors with PTSD**
Abraham De La Cruz
Doctorate of Education-Community Care and Counseling-
Marriage and Family, Liberty University
EDCO 711: Advanced Group Counseling
Prof. Dr. Gregory Mears
March 23, 2025
**I. Subject Synopsis**
Members of psychoeducational groups can learn more about a specific issue, problem, or worry; develop their interpersonal skills and self-awareness; and improve their ability to comprehend and resolve issues that impact them (Brown, 2018). The purpose of this psychoeducational group is to assist survivors of sexual assault who are suffering from post-traumatic stress disorder (PTSD). The main goals will be to educate people on PTSD symptoms, coping mechanisms, and resilience building. Numerous evaluations have shown that sexual assault is linked to an increased risk of being diagnosed with conditions such as acute stress disorder (ASD), post-traumatic stress disorder (PTSD), and symptoms of PTSD (Stockman et al., 2023). Psychoeducational interventions have been shown to statistically significantly improve PTSD and depression in survivors and can significantly improve coping mechanisms, including trauma-focused therapy interventions like cognitive processing and exposure therapy (Heard & Walsh, 2023). To empower members, this group will apply evidence-based practices such as mindfulness, cognitive-behavioral approaches, and peer support.
According to Moring et al. (2023), giving patients psychoeducation before to starting CPT might boost their expectations, optimism, and perception of the therapy's legitimacy—all of which are essential for the best possible outcome. This group will be set up to provide a secure and encouraging setting where members may learn how to control their symptoms and enhance their quality of life. According to Brown (2018), members may experience significant feelings of guilt, wrath, resentment, and other upsetting emotions as a result of personal shortcomings and may blame others or themselves for what occurred to them. This group is extremely significant in the counseling industry since survivors of sexual assault frequently suffer from PTSD.
**II. Group Outline**
**A. Group Purpose:**
· To give survivors of sexual assault psychoeducation on PTSD symptoms and coping techniques.
· To promote self-efficacy and emotional resilience using evidence-based practices.
· To establish a secure environment where survivors may talk about their experiences and get assistance from their peers. These groups can offer a secure setting where people can freely express unpleasant and upsetting emotions (Brown, 2018).
**B. Target Audience:**
· Adult survivors of sexual assault have been diagnosed with or are suffering symptoms of PTSD.
· Individuals seeking formal direction and assistance during their recovery process.
· Participants are willing to participate in psychoeducational activities and conversations.
**C. Goals:**
1. Improve participants' awareness of PTSD's effects on mental health and daily life.
2. Provide participants with appropriate coping skills for managing PTSD symptoms and enhancing emotional control.
**D. Objectives:**
1. At the end of the group, participants will be able to recognize three typical PTSD symptoms and psychological repercussions.
2. Participants will grasp how trauma impacts cognitive and emotional processing.
3. Participants will learn and practice at least three evidence-based coping methods to manage PTSD symptoms, such as grounding techniques, mindfulness, and cognitive restructuring. According to Heard and Walsh (2023), these techniques help to reduce PTSD symptoms and improve coping skills.
4. Participants will develop a tailored coping strategy with at least three methods for high-stress situations.
**E. Group Rules:**
Heard and Walsh (2023) argue that activities to build trust and group norms are essential for effective treatments.
1. Confidentiality: To create a secure and trustworthy atmosphere, all group talks are kept
2. private.
3. Respect: Participants will acknowledge each other's experiences, viewpoints, and limits.
4. Supportive, non-judgmental environment for healing and growth. Participation: Members are urged to participate while maintaining their comfort levels.
5. Safety: Any reports of injury to self or others will be handled following ethical and legal
standards.
6. A major ethical concept is to do no damage; while this may seem straightforward, it is
not, and group leaders must be cognizant of ethical standards to monitor the potential for
harm (Brown, 2018).
**F. Biblical Integration:**
·
_Psalm 34:18:_ "The Lord is close to the brokenhearted and saves those who are crushed in spirit." This scripture stresses God's compassion and consolation for people who are suffering.
·
_Isaiah 41:10:_ "So do not fear, for I am with you; do not be dismayed, for I am your God. I will strengthen and help you and uphold you with my righteous right hand." This scripture reassures survivors that they are not alone in their healing journey.
· The Christian values of hope, restoration, and support will be used to promote faith-based healing and resilience.
**References**
Brown, N. W. (2018). Psychoeducational Groups, 4th Edition. [[VitalSource Bookshelf version]]. Retrieved from vbk://9781351689410Heard, E., & Walsh, D. (2023). Group Therapy for Survivors of Adult Sexual Assault: A Scoping Review.
_Trauma, Violence & Abuse_,
_24_(2), 886–898.
[https://doi.org/10.1177/15248380211043828](https://doi.org/10.1177/15248380211043828)
Heard, E., & Walsh, D. (2023). Group Therapy for Survivors of Adult Sexual Assault: A Scoping Review.
_Trauma, Violence & Abuse_,
_24_(2), 886–898. https://doi.org/10.1177/15248380211043828
King James Bible Version. (2025). KJV Online. https://www.kingjamesbibleonline.org/
Moring, J. C., Peterson, A. L., Straud, C. L., Ortman, J., Mintz, J., Young, M. S., McGeary, C. A., McGeary, D. D., Litz, B. T., Macdonald, A., Roache, J. D., Resick, P. A., & for the STRONG STAR Consortium. (2023). The interactions between patient preferences, expectancies, and stigma contribute to posttraumatic stress disorder treatment outcomes.
_Journal of Traumatic Stress_,
_36_(6), 1126–1137. https://doi.org/10.1002/jts.22982
Stockman, D., Haney, L., Uzieblo, K., Littleton, H., Keygnaert, I., Lemmens, G., & Verhofstadt, L. (2023). An ecological approach to understanding the impact of sexual violence: a systematic meta-review.
_Frontiers in Psychology_, 1–16. https://doi.org/10.3389/fpsyg.2023.1032408
**Reading.docx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/reading-docx-10270499)
**Reading.docx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/reading-docx-10270499)
**## PsychotherapyGroupPlanAssignmentInstructions1.docx**
EDCO 711
**Psychotherapy Group Plan Assignment Instructions**
Overview
This assignment provides you with the opportunity to extend the topic you selected in Week One by creating a comprehensive psychotherapy group plan. The plan will clearly differentiate this group from the previously developed psychoeducational group and be grounded in scholarly research and best practices in group psychotherapy.
Instructions
Students will develop a detailed psychotherapy group plan, differentiating it from a psychoeducational group and demonstrating how it meets the unique therapeutic needs of its members. The plan must be fully supported by current research and structured using the following headings:
1.
**Topic Overview**
Provide a succinct and clear description of the psychotherapy group’s focus. Articulate why this topic is appropriate for a psychotherapy group, supported by evidence-based research. This section should introduce the therapeutic rationale for choosing group as a treatment modality.
2.
**Differentiation of Psychotherapy and Psychoeducation**
Clearly explain the distinctions between psychotherapy and psychoeducation within the context of group work. Highlight the theoretical and practical differences between the two approaches and how these differences impact the design, goals, and leadership of the proposed group.
3.
**Group Composition**
Describe the ideal composition of the psychotherapy group. This section should outline the inclusion/exclusion criteria for group members, considering factors such as demographics, presenting issues, and the therapeutic needs of the population. Provide a rationale for why this composition will support the therapeutic goals of the group.
4.
**Setting and Structure**
Detail the setting in which the group will take place (e.g., in-person, virtual), including the physical environment, frequency of sessions, and duration of the group. Ensure that the setting and structure align with best practices for psychotherapy groups and are conducive to achieving therapeutic outcomes.
5.
**Goals of the Group**
Outline the specific therapeutic goals for the group. These goals should be measurable, realistic, and directly tied to the presenting issues of the group members. Support these goals with research and therapeutic theory, demonstrating how they will contribute to meaningful therapeutic change.
6.
**Group Member Guidelines**
Establish the guidelines that will govern group member behavior, including expectations for participation, confidentiality, and group cohesion. These guidelines should promote a safe and therapeutic environment for all members and be informed by ethical standards in group therapy.
7.
**Group Leader Role and Function**
Describe the role and function of the group leader. This section should discuss the leadership style, interventions, and therapeutic techniques the leader will use to facilitate the group process. Provide a rationale for these choices based on research and group theory.
8.
**Biblical Integration:** Demonstrate biblical integration by incorporating relevant Christian principles and scripture to support your points. This should include appropriate Christian resources, such as theological texts, biblical commentaries, or scholarly works from a Christian perspective, to substantiate points and enhance the depth.
9.
**Conclusion**
Summarize the key points of your psychotherapy group plan, reinforcing how the group is designed to meet the therapeutic needs of its members. Highlight the importance of the group’s goals and structure in achieving successful outcomes.
**Formatting and Submission Requirements**
·
**Length**: Your paper should be 8-10 pages, excluding title and reference pages.
·
**APA Style**: Follow current APA professional formatting guidelines throughout the paper, including proper citations and references.
·
**References**: Include at least seven scholarly, peer-reviewed references, published within the last three-five years, to support your group plan. These sources should reflect the most current research and best practices in group psychotherapy.
·
**Headings**: Use headings to organize your paper and ensure clarity and coherence.
**Assessment**
This assignment will be assessed based on your ability to clearly differentiate between psychotherapy and psychoeducation, the depth of your group plan, the integration and synthesization of research, and adherence to APA professional formatting guidelines.
Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.
**## TopicselectedinWeekOne.docx**
2
**Psychoeducational Group Plan: Supporting Sexual Assault Survivors with PTSD**
Abraham De La Cruz
Doctorate of Education-Community Care and Counseling-
Marriage and Family, Liberty University
EDCO 711: Advanced Group Counseling
Prof. Dr. Gregory Mears
March 23, 2025
**I. Subject Synopsis**
Members of psychoeducational groups can learn more about a specific issue, problem, or worry; develop their interpersonal skills and self-awareness; and improve their ability to comprehend and resolve issues that impact them (Brown, 2018). The purpose of this psychoeducational group is to assist survivors of sexual assault who are suffering from post-traumatic stress disorder (PTSD). The main goals will be to educate people on PTSD symptoms, coping mechanisms, and resilience building. Numerous evaluations have shown that sexual assault is linked to an increased risk of being diagnosed with conditions such as acute stress disorder (ASD), post-traumatic stress disorder (PTSD), and symptoms of PTSD (Stockman et al., 2023). Psychoeducational interventions have been shown to statistically significantly improve PTSD and depression in survivors and can significantly improve coping mechanisms, including trauma-focused therapy interventions like cognitive processing and exposure therapy (Heard & Walsh, 2023). To empower members, this group will apply evidence-based practices such as mindfulness, cognitive-behavioral approaches, and peer support.
According to Moring et al. (2023), giving patients psychoeducation before to starting CPT might boost their expectations, optimism, and perception of the therapy's legitimacy—all of which are essential for the best possible outcome. This group will be set up to provide a secure and encouraging setting where members may learn how to control their symptoms and enhance their quality of life. According to Brown (2018), members may experience significant feelings of guilt, wrath, resentment, and other upsetting emotions as a result of personal shortcomings and may blame others or themselves for what occurred to them. This group is extremely significant in the counseling industry since survivors of sexual assault frequently suffer from PTSD.
**II. Group Outline**
**A. Group Purpose:**
· To give survivors of sexual assault psychoeducation on PTSD symptoms and coping techniques.
· To promote self-efficacy and emotional resilience using evidence-based practices.
· To establish a secure environment where survivors may talk about their experiences and get assistance from their peers. These groups can offer a secure setting where people can freely express unpleasant and upsetting emotions (Brown, 2018).
**B. Target Audience:**
· Adult survivors of sexual assault have been diagnosed with or are suffering symptoms of PTSD.
· Individuals seeking formal direction and assistance during their recovery process.
· Participants are willing to participate in psychoeducational activities and conversations.
**C. Goals:**
1. Improve participants' awareness of PTSD's effects on mental health and daily life.
2. Provide participants with appropriate coping skills for managing PTSD symptoms and enhancing emotional control.
**D. Objectives:**
1. At the end of the group, participants will be able to recognize three typical PTSD symptoms and psychological repercussions.
2. Participants will grasp how trauma impacts cognitive and emotional processing.
3. Participants will learn and practice at least three evidence-based coping methods to manage PTSD symptoms, such as grounding techniques, mindfulness, and cognitive restructuring. According to Heard and Walsh (2023), these techniques help to reduce PTSD symptoms and improve coping skills.
4. Participants will develop a tailored coping strategy with at least three methods for high-stress situations.
**E. Group Rules:**
Heard and Walsh (2023) argue that activities to build trust and group norms are essential for effective treatments.
1. Confidentiality: To create a secure and trustworthy atmosphere, all group talks are kept
2. private.
3. Respect: Participants will acknowledge each other's experiences, viewpoints, and limits.
4. Supportive, non-judgmental environment for healing and growth. Participation: Members are urged to participate while maintaining their comfort levels.
5. Safety: Any reports of injury to self or others will be handled following ethical and legal
standards.
6. A major ethical concept is to do no damage; while this may seem straightforward, it is
not, and group leaders must be cognizant of ethical standards to monitor the potential for
harm (Brown, 2018).
**F. Biblical Integration:**
·
_Psalm 34:18:_ "The Lord is close to the brokenhearted and saves those who are crushed in spirit." This scripture stresses God's compassion and consolation for people who are suffering.
·
_Isaiah 41:10:_ "So do not fear, for I am with you; do not be dismayed, for I am your God. I will strengthen and help you and uphold you with my righteous right hand." This scripture reassures survivors that they are not alone in their healing journey.
· The Christian values of hope, restoration, and support will be used to promote faith-based healing and resilience.
**References**
Brown, N. W. (2018). Psychoeducational Groups, 4th Edition. [[VitalSource Bookshelf version]]. Retrieved from vbk://9781351689410Heard, E., & Walsh, D. (2023). Group Therapy for Survivors of Adult Sexual Assault: A Scoping Review.
_Trauma, Violence & Abuse_,
_24_(2), 886–898.
[https://doi.org/10.1177/15248380211043828](https://doi.org/10.1177/15248380211043828)
Heard, E., & Walsh, D. (2023). Group Therapy for Survivors of Adult Sexual Assault: A Scoping Review.
_Trauma, Violence & Abuse_,
_24_(2), 886–898. https://doi.org/10.1177/15248380211043828
King James Bible Version. (2025). KJV Online. https://www.kingjamesbibleonline.org/
Moring, J. C., Peterson, A. L., Straud, C. L., Ortman, J., Mintz, J., Young, M. S., McGeary, C. A., McGeary, D. D., Litz, B. T., Macdonald, A., Roache, J. D., Resick, P. A., & for the STRONG STAR Consortium. (2023). The interactions between patient preferences, expectancies, and stigma contribute to posttraumatic stress disorder treatment outcomes.
_Journal of Traumatic Stress_,
_36_(6), 1126–1137. https://doi.org/10.1002/jts.22982
Stockman, D., Haney, L., Uzieblo, K., Littleton, H., Keygnaert, I., Lemmens, G., & Verhofstadt, L. (2023). An ecological approach to understanding the impact of sexual violence: a systematic meta-review.
_Frontiers in Psychology_, 1–16. https://doi.org/10.3389/fpsyg.2023.1032408
**Reading.docx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/reading-docx-10270499)
**## PsychotherapyGroupPlanAssignmentInstructions1.docx**
EDCO 711
**Psychotherapy Group Plan Assignment Instructions**
Overview
This assignment provides you with the opportunity to extend the topic you selected in Week One by creating a comprehensive psychotherapy group plan. The plan will clearly differentiate this group from the previously developed psychoeducational group and be grounded in scholarly research and best practices in group psychotherapy.
Instructions
Students will develop a detailed psychotherapy group plan, differentiating it from a psychoeducational group and demonstrating how it meets the unique therapeutic needs of its members. The plan must be fully supported by current research and structured using the following headings:
1.
**Topic Overview**
Provide a succinct and clear description of the psychotherapy group’s focus. Articulate why this topic is appropriate for a psychotherapy group, supported by evidence-based research. This section should introduce the therapeutic rationale for choosing group as a treatment modality.
2.
**Differentiation of Psychotherapy and Psychoeducation**
Clearly explain the distinctions between psychotherapy and psychoeducation within the context of group work. Highlight the theoretical and practical differences between the two approaches and how these differences impact the design, goals, and leadership of the proposed group.
3.
**Group Composition**
Describe the ideal composition of the psychotherapy group. This section should outline the inclusion/exclusion criteria for group members, considering factors such as demographics, presenting issues, and the therapeutic needs of the population. Provide a rationale for why this composition will support the therapeutic goals of the group.
4.
**Setting and Structure**
Detail the setting in which the group will take place (e.g., in-person, virtual), including the physical environment, frequency of sessions, and duration of the group. Ensure that the setting and structure align with best practices for psychotherapy groups and are conducive to achieving therapeutic outcomes.
5.
**Goals of the Group**
Outline the specific therapeutic goals for the group. These goals should be measurable, realistic, and directly tied to the presenting issues of the group members. Support these goals with research and therapeutic theory, demonstrating how they will contribute to meaningful therapeutic change.
6.
**Group Member Guidelines**
Establish the guidelines that will govern group member behavior, including expectations for participation, confidentiality, and group cohesion. These guidelines should promote a safe and therapeutic environment for all members and be informed by ethical standards in group therapy.
7.
**Group Leader Role and Function**
Describe the role and function of the group leader. This section should discuss the leadership style, interventions, and therapeutic techniques the leader will use to facilitate the group process. Provide a rationale for these choices based on research and group theory.
8.
**Biblical Integration:** Demonstrate biblical integration by incorporating relevant Christian principles and scripture to support your points. This should include appropriate Christian resources, such as theological texts, biblical commentaries, or scholarly works from a Christian perspective, to substantiate points and enhance the depth.
9.
**Conclusion**
Summarize the key points of your psychotherapy group plan, reinforcing how the group is designed to meet the therapeutic needs of its members. Highlight the importance of the group’s goals and structure in achieving successful outcomes.
**Formatting and Submission Requirements**
·
**Length**: Your paper should be 8-10 pages, excluding title and reference pages.
·
**APA Style**: Follow current APA professional formatting guidelines throughout the paper, including proper citations and references.
·
**References**: Include at least seven scholarly, peer-reviewed references, published within the last three-five years, to support your group plan. These sources should reflect the most current research and best practices in group psychotherapy.
·
**Headings**: Use headings to organize your paper and ensure clarity and coherence.
**Assessment**
This assignment will be assessed based on your ability to clearly differentiate between psychotherapy and psychoeducation, the depth of your group plan, the integration and synthesization of research, and adherence to APA professional formatting guidelines.
Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.
**## TopicselectedinWeekOne.docx**
2
**Psychoeducational Group Plan: Supporting Sexual Assault Survivors with PTSD**
Abraham De La Cruz
Doctorate of Education-Community Care and Counseling-
Marriage and Family, Liberty University
EDCO 711: Advanced Group Counseling
Prof. Dr. Gregory Mears
March 23, 2025
**I. Subject Synopsis**
Members of psychoeducational groups can learn more about a specific issue, problem, or worry; develop their interpersonal skills and self-awareness; and improve their ability to comprehend and resolve issues that impact them (Brown, 2018). The purpose of this psychoeducational group is to assist survivors of sexual assault who are suffering from post-traumatic stress disorder (PTSD). The main goals will be to educate people on PTSD symptoms, coping mechanisms, and resilience building. Numerous evaluations have shown that sexual assault is linked to an increased risk of being diagnosed with conditions such as acute stress disorder (ASD), post-traumatic stress disorder (PTSD), and symptoms of PTSD (Stockman et al., 2023). Psychoeducational interventions have been shown to statistically significantly improve PTSD and depression in survivors and can significantly improve coping mechanisms, including trauma-focused therapy interventions like cognitive processing and exposure therapy (Heard & Walsh, 2023). To empower members, this group will apply evidence-based practices such as mindfulness, cognitive-behavioral approaches, and peer support.
According to Moring et al. (2023), giving patients psychoeducation before to starting CPT might boost their expectations, optimism, and perception of the therapy's legitimacy—all of which are essential for the best possible outcome. This group will be set up to provide a secure and encouraging setting where members may learn how to control their symptoms and enhance their quality of life. According to Brown (2018), members may experience significant feelings of guilt, wrath, resentment, and other upsetting emotions as a result of personal shortcomings and may blame others or themselves for what occurred to them. This group is extremely significant in the counseling industry since survivors of sexual assault frequently suffer from PTSD.
**II. Group Outline**
**A. Group Purpose:**
· To give survivors of sexual assault psychoeducation on PTSD symptoms and coping techniques.
· To promote self-efficacy and emotional resilience using evidence-based practices.
· To establish a secure environment where survivors may talk about their experiences and get assistance from their peers. These groups can offer a secure setting where people can freely express unpleasant and upsetting emotions (Brown, 2018).
**B. Target Audience:**
· Adult survivors of sexual assault have been diagnosed with or are suffering symptoms of PTSD.
· Individuals seeking formal direction and assistance during their recovery process.
· Participants are willing to participate in psychoeducational activities and conversations.
**C. Goals:**
1. Improve participants' awareness of PTSD's effects on mental health and daily life.
2. Provide participants with appropriate coping skills for managing PTSD symptoms and enhancing emotional control.
**D. Objectives:**
1. At the end of the group, participants will be able to recognize three typical PTSD symptoms and psychological repercussions.
2. Participants will grasp how trauma impacts cognitive and emotional processing.
3. Participants will learn and practice at least three evidence-based coping methods to manage PTSD symptoms, such as grounding techniques, mindfulness, and cognitive restructuring. According to Heard and Walsh (2023), these techniques help to reduce PTSD symptoms and improve coping skills.
4. Participants will develop a tailored coping strategy with at least three methods for high-stress situations.
**E. Group Rules:**
Heard and Walsh (2023) argue that activities to build trust and group norms are essential for effective treatments.
1. Confidentiality: To create a secure and trustworthy atmosphere, all group talks are kept
2. private.
3. Respect: Participants will acknowledge each other's experiences, viewpoints, and limits.
4. Supportive, non-judgmental environment for healing and growth. Participation: Members are urged to participate while maintaining their comfort levels.
5. Safety: Any reports of injury to self or others will be handled following ethical and legal
standards.
6. A major ethical concept is to do no damage; while this may seem straightforward, it is
not, and group leaders must be cognizant of ethical standards to monitor the potential for
harm (Brown, 2018).
**F. Biblical Integration:**
·
_Psalm 34:18:_ "The Lord is close to the brokenhearted and saves those who are crushed in spirit." This scripture stresses God's compassion and consolation for people who are suffering.
·
_Isaiah 41:10:_ "So do not fear, for I am with you; do not be dismayed, for I am your God. I will strengthen and help you and uphold you with my righteous right hand." This scripture reassures survivors that they are not alone in their healing journey.
· The Christian values of hope, restoration, and support will be used to promote faith-based healing and resilience.
**References**
Brown, N. W. (2018). Psychoeducational Groups, 4th Edition. [[VitalSource Bookshelf version]]. Retrieved from vbk://9781351689410Heard, E., & Walsh, D. (2023). Group Therapy for Survivors of Adult Sexual Assault: A Scoping Review.
_Trauma, Violence & Abuse_,
_24_(2), 886–898.
[https://doi.org/10.1177/15248380211043828](https://doi.org/10.1177/15248380211043828)
Heard, E., & Walsh, D. (2023). Group Therapy for Survivors of Adult Sexual Assault: A Scoping Review.
_Trauma, Violence & Abuse_,
_24_(2), 886–898. https://doi.org/10.1177/15248380211043828
King James Bible Version. (2025). KJV Online. https://www.kingjamesbibleonline.org/
Moring, J. C., Peterson, A. L., Straud, C. L., Ortman, J., Mintz, J., Young, M. S., McGeary, C. A., McGeary, D. D., Litz, B. T., Macdonald, A., Roache, J. D., Resick, P. A., & for the STRONG STAR Consortium. (2023). The interactions between patient preferences, expectancies, and stigma contribute to posttraumatic stress disorder treatment outcomes.
_Journal of Traumatic Stress_,
_36_(6), 1126–1137. https://doi.org/10.1002/jts.22982
Stockman, D., Haney, L., Uzieblo, K., Littleton, H., Keygnaert, I., Lemmens, G., & Verhofstadt, L. (2023). An ecological approach to understanding the impact of sexual violence: a systematic meta-review.
_Frontiers in Psychology_, 1–16. https://doi.org/10.3389/fpsyg.2023.1032408
**Reading.docx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/reading-docx-10270499)