Liberty University Parenting Problems Treatment Plan Paper Can you please rewrite without plagiarism, also the paper is 10 pages, but some are half, and there is just short parts in the paper. (Please see the paper). I’m thinking only about 6 pages. Running head: TREATMENT PLAN
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Treatment Plan
Julie Bliss
Liberty University
TREATMENT PLAN
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PROBLEM: PARENTING PROBLEMS
Secondary Issues: Chronic Stress and Helplessness
Population and demographics of group:
The parenting problems group is made up of nine adult members, both male and female, three
males, six females. Ages range from late 20’s to early 40’s. Group marital status is mixture of
married, single, and committed. Socioeconomic status ranges from low to middle class. The
group participants racial background is multiracial with members from Caucasian, African
American, Native American, Hispanic, and Asian. Six of the nine members have disclosed
having two or more children.
Parenting problems can be described as any difficulty or concerns that a parental figure faces in
raising their child(ren). This can include conflicts that arise between siblings, between
themselves and child, or between themselves and another parent which need a healthy effective
resolution for all individuals involved. The common parenting problems disclosed are a
combination of authoritarian type obedience, lack of effective communication and problemsolving skills, conflict between parental figures regarding methods, and constant or recurrent
conflict with child(ren).
Frequent comments regarding chronic stress and feelings of helplessness are secondary
contributors. Group members described feelings of stress as long – lasting and more intense then
short – lived feelings of stress. Stress is known as the bodies biological response to what it feels
is a demanding situation. Those who experience high levels of stress stay at a heightened
alertness. Ultimately long periods of high stress are a contributing factor to developing certain
illnesses. In combination to chronic stress, feelings of helplessness, which is described as, feeling
TREATMENT PLAN
as though one has lost the strength or power to do things that are useful or has lost the ability to
control or protect oneself.
Goals:
Throughout the four sessions, group members will explore along with develop an understanding
of the necessary steps needs to achieve an authoritative parenting style. Through this
development the group members will develop awareness of more efficient and effective
parenting skills. The ability to demonstrate problem solving skills along with effective
communication skills that promote a lower frequency of conflicts.
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TREATMENT PLAN
SHORT – TERM OBJECTIVES
A. Session One, Week One:
1. Discuss problems experienced
with parenting.
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THERAPEUTIC INTERVENTIONS
1. Each participating member will
express their problems in parenting
which motivated them to seek out the
group.
2. Encourage each member to be open
with details and specific
circumstances.
3. Discuss Scripture pertaining to
parenting problems. Proverbs 22:6,
“Train up a child in the way he should
go; even when he is old, he will not
depart from it.”
2. Articulate the distinction between the
1. Group members will be educated on
three different parenting styles;
the three main styles of parenting
authoritarian, permissive, &
while also exploring needs in all.
authoritative.
2. Through role play group members will
demonstrate the three different
parenting styles with the group,
together discuss the feelings they
associate with the styles.
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3. Articulate an understanding of the
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1. Explain to the group what the four
family system idea of altering one’s
misguided beliefs are which lead a
self to elicit transformation from
child to misbehave: (1) only way to
another
feel worthy and as though they belong
is through obtaining all the parental
figure’s attention. (2) the child
belongs and feels worthy by them
being powerful along with subjugating
the parental figure. (3) the child is so
hurt and unlovable from the rejection
that the child will seek revenge by
hurting back; and (4) in order to be
worthy, the child must be perfect
which is not possible, so they must
avoid expectations by being
inadequate (Paleg & Jongsma, 2005).
2.
Influence a group discussion
regarding the needs of the child(ren)
to feel worthy and as they belong as it
coincides with the four misguided
beliefs.
B. Session Two, Week Two:
1. Prompt examples from group
members about their child(ren)
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1. Discover the false beliefs of own
acting – out children.
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misbehavior along with assist them in
identifying the primary misguided
belief by using the two diagnostic
observations.
2. Assign each group member to practice
“in-vivo” diagnosing of their
child(ren) misbehavior through
observing their personal feelings in
response to the child(ren) misbehavior
along with looking at what happens
when they intervene (Paleg &
Jongsma, 2005).
3. Require each group member to report
back to the group regarding their
individual attempts to diagnose the
case of the misbehavior.
4. Discuss Scripture pertaining to child’s
misbehaviors. Colossians 3:2,
“Fathers, do not provoke your
children, lest they become
discouraged.”
2. Discuss the understanding of the use
of positive reinforcement when
1. Educate the group of three
requirements of positive
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prompting a desired behavior from a
reinforcement: age appropriate,
child(ren).
proportionate to task at hand, must
occur immediately after the desired
behavior has taken place.
2. Lead a group discussion for
appropriate positive reinforcements
that covers different age groups
exhibiting varying severity of
behaviors, focus on the power of
parental attention, examples of both
positive and negative such as a smile
verse angry look or hug verse slap.
3. Discuss Scripture as it relates to
positive reinforcement. Titus 2:7,
“Show yourself in all respects to be a
model of good works, and in your
teaching show integrity, dignity.
3. Disclose successful use of the
1. Coach the members through the
reinforcement strategies that increased
ability to define a positive or negative
positive behaviors and decreased
behavior, instruct them to try increase
negative behaviors.
or decrease the behavior using the
reinforcement skills.
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2.
Review the group members use of the
reinforcement, acknowledge success
in the use of the skills along with
redirecting unsuccessful attempts.
C. Session Three, Week Three:
1. Describe an understanding of the role
1. Educate the group members on
encouragement along with working
of encouragement in growing
alongside of the child(ren). This is
cooperation.
used to help the child(ren) feel better
about themselves, the child’s role in
the family, along with the value in
their contribution to the family.
2. Have group members give specific
examples of child’s discouraged
behavior(s) along with provide
feedback for encouraging responses.
3. Each group member will role play
with one another their individual go to
responses to their child’s discouraged
behaviors; person role playing will be
asked to provide feedback regarding
hearing their go to responses versus
positive encouraging responses.
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2. Discuss thriving examples of
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1. Group members will practice
encouragement for children displaying
encouragement with their child during
inadequacy.
the week regardless, if they appear
discouraged or not.
2. Group members will disclose with the
group the following week their
experience.
3. Discuss Scripture relating to
encouragement for children. Proverbs
1:8-9, “Hear, my son, your father’s
instruction, and forsake not your
mother’s teaching, for they are a
graceful garland for your head and
pendants for your neck.
4. Establish active listening and problem
skills.
1. Teach and educate the group regarding
active listening skills in detail,
discussing complete attention when
listening, maintaining eye contact,
acknowledge feelings positive and
negative the child expresses, along
with have group members role play
active listening skills.
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2. Educate group on the five steps of
problem solving: (1) define the
problem specifically (2) brainstorm
alternatives (3) choose equally
adequate alternatives (4) develop a
plan of action to implement chosen
alternatives along with a secondary
plan as a fall back (5) assess the
success of the chosen alternative
through role plays between the group
members (Paleg & Jongsma, 2005).
3. Instruct group members to practice
both active listening and problemsolving skills during the coming week
and discuss with the group the
following week.
4. Discuss Scripture relating to being in
charge as the parent. 1 Peter 5:3, “Not
domineering over those in your
charge, but being examples to the
flock.”
D. Session Four, Week Four
1. Discuss the limits of punishment
1. Group members provide personal
examples of efforts to tempt
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responsible, cooperative behavior by
using punishment with their
child(ren).
2. Educate the group on the limitations
of punishment along with the longterm effects such as; decrease of self –
esteem, increases emotional distance
for parent and child, feeds child’s
desire for revenge, lacks the ability to
teach or reinforce specific behaviors
3. Discuss Scripture related to obeying
parents. Ephesians 6:1, “Children,
obey your parents in the Lord, for this
is right.”
2. Discuss natural and logical
1. Provide clarification to the group what
consequences to a child’s
the differences consist of between
misbehaviors.
natural and logical consequences.
Natural consequences occur without
parental figure intervention compared
to a child’s misbehavior needing
parental figure intervention resulting
in the logical consequence.
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2. Educate the group on the three
requirements: (1) they specifically
must be related to the misbehavior (2)
consistent (3) displayed without anger
(Paleg & Jongsma, 2005).
3. Demonstrate the skill of developing
1. Group members provide examples of
appropriate logical consequences in
misbehavior, followed by
relation to the child’s misbehavior.
brainstorming and behavioral
rehearsal.
2. Engage in a group discussion about
the use of time – out
3. Role play formulating along with
setting suitable logical consequences
4. Discuss Scripture relating to feeling
guilty of past sins. 1 John 1:9, “If we
confess our sins, he is faithful and just
to forgive us our sins and to cleanse us
from all unrighteousness.
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References
Paleg, K., & Jongsma, A. E. (2005). The group therapy treatment planner. (2nd ed). Hoboken,
NJ: John Wiley & Sons.
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