Responder Peer Support Group and Education Group Discussion Dissertation

 Responder Peer Support Group and Education Group Discussion

Order ID	53563633773
Type	Essay
Writer Level	Masters
Style	APA
Sources/References	4
Perfect Number of Pages to Order	5-10 Pages

Description/Paper Instructions

Responder Peer Support Group and Education Group Discussion

You must respond to at least 2 classmates’ threads with 200–250-word replies each as if you were talking to them not in third person.

Firs reply:

J Larson

DB 1

The group I would like to lead and also use for this class is a First Responder Peer Support group. This group is open for up to 30 people, all of whom must be first responders or military members (active duty or retired for all categories). It is an open meeting and is set up to provide a safe place where first responders can come and share. This meeting is founded by Harbor of Grace and supported by law enforcement, emergency services, and military units from all over the United States and abroad. In addition, Peer Support Team members from other agencies across the mid-Atlantic and other Eastern States have come to attend in hope to see how they can provide similar support back in their area. Some people attending this group may be attending because they are struggling with a mental health issue stemming from trauma, substance abuse, or just struggling with aspects of their employment. Some are current residents of the Harbor of Grace, former clients of Harbor of Grace, and others who have never required inpatient treatment. It is averaged that first responders encounter approximately 188 traumatic events within a career of 16.6 years (Chopko, et al., 2015) and so providing support to these individuals is paramount. This group is unique because typically within first responder agencies the need for support groups or the acknowledgement that anyone has any sort of mental health or substance abuse issue is taboo.

Thankfully, groups like this are becoming more commonplace because the need for them is so great. The stigma regarding self-help and treatment is slowly changing in the first responder community but not nearly quickly enough. More police officers died from suicide last year than died in the line of duty. (Solomon & McGill, 2020). This is a multi-faceted group and is facilitated by a staff member from Harbor of Grace and is supported by three to five other mental health practitioners, chaplains, or peers at each weekly session. This group meets once weekly for 2 hours with a short break in the middle where pizza and wings are served.

Reference

Chopko, B. A., Palmieri, P. A., & Adams, R. E. (2015). Critical incident history questionnaire

replication: Frequency and severity of trauma exposure among officers from small and

midsize police agencies. Journal of Traumatic Stress, 28(2), 157-161.

Solomon, K., & McGill, J. (2020, June 20). Blue H.E.L.P. https://bluehelp.org/

Second reply:

Janai Deitt

Discussion Board 1: Groups

COLLAPSE

Group Description

I would like to lead an education group, focusing on understanding and improving resilience. Normally education groups have many participants,

however, due to Covid-19 restrictions the group size will be smaller with three to nine participants. This is an open group within the military

community.

Group Purpose

The purpose of this education group is to teach participants how to grow and thrive in the face of challenges and bounce back from adversity.

This is achieved by building core competencies that enable mental toughness, optimal performance, strong leadership, and goal achievement.

These sessions will be taught on an ongoing monthly basis so the primary purpose will stay the same but each session will also have a

secondary purpose related to the specific competency being developed (Jacobs et al., 2016). The competencies build off one another, however,

they are communicated in such a way that anyone can attend any skill at any time. The sessions will last from one to two hours, depending on if

competencies are combined and how many practical exercises will be completed.

Group Specifics

This resilience material is the intellectual property of the Army and as such can only be taught to military soldiers, families, and Department of

the Army (DA) civilians. To teach this material, a level one certification in Master Resiliency Training (MRT) is required. Resilience sessions are

leadership-directed as the leader is responsible for discussion facilitation, demonstrating practical exercises, and overseeing exercise completion

(Harvill, 2020). These sessions also work best with an intrapersonal leadership style as one of the goals in improving resilience is to utilize

relevant personal experience.

The leader also needs to focus primarily on the needs and concerns of the participants while not forgetting group dynamics and cultural issues

(Jacobs et al., 2016). As a Christian I am unable to use biblical references when teaching this material, however, the bible has a lot to say about

resilience competencies such as optimism, self-regulation, strength of character, and connection. Resilience training is a great way to serve and

help nonbelievers in a non-religious setting while also building biblical competencies.

References

Harvill, R. L. (2020, August 26). Process and content [Video file]. Retrieved from https://learn.liberty.edu/webapps/blackboard/conte…

Jacobs, E. E., Schimmel, C. J., Masson, R. L., & Harvill, R. L. (2016). Group counseling strategies

Responder Peer Support Group and Education Group Discussion

RUBRIC QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points:  Student failed to submit the final paper. 20 points out of 50:  The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50:  The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately.  Elements of the required response may also be lacking. 40 points out of 50:  The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples.  The answer is complete. 50 points:  The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples.  No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points:  Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points:  Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points:  References to scholarly sources are occasionally given; many statements seem unsubstantiated.  Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points:  Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented.  APA 6th Edition is used with only a few minor errors.  There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points:  Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented.  APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points:  Student failed to submit the final paper. 5 points out of 20:  The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors  10 points out 20:  The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20:  The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points:  The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points:  Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements.  The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.

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