| There are many ways in which we can intertwine fun, learning of new information, and therapeutic interventions. At the Ivy Street School, a residential and day therapeutic school for teens and young adults, we have developed a variety of groups with the overall goal of meeting the needs for support and social skills of the group membership. This article is an overview of the different types of groups we provide, with some specifics of structure and format. The range of groups increase groups leader personal interests and skills, and flexibility in effectively directing the power of the group.
Here’s an overview of the range of psychotherapy groups the teens and young adults are involved with…
Talk Group Therapy
These are long-term groups (1-2 years) which explore a range of issues such as self-esteem, family and peer relationships, and current and past stressors. They are process-oriented and focused on creating connections and fostering social and communication skills. Members learn to recognize and express feeling, monitor behavior, and build social relationships.
Activities Groups (called “Classes”)
These are short-term groups, divided into 13 week “classes.” Group membership remains relatively constant, each group rotating through the various “classes” over the course of the year. Here is a range of structures and formats of Activities Groups/ Classes”…
Art Studio ”Class”: a place to learn the process of positive connections, expression, and interpersonal communication and work on social –emotional goals through art. “Lesson plans” encompass art-making, music, or movement. Projects are designed to be completed in one class or extended over several weeks and can have an individual or group focus. The group processes their work and experience together at the end of each group.
Self-Management and Brain Injury “Class”: features brain anatomy and function, biographies of famous people with brain injury, and disability awareness. The focus is on helping students to understand their strengths, their disability, and strategies of compensation. Use of questionnaires for students to identify their strengths and weaknesses and discussion, and guided imagery focusing on strengths is the focus.
Video “Class”: Includes basic video, teamwork, creative process, planning and sequencing skills. We make a 5-10 minute “home video”, shooting one scene per class, and using only the items in the classrooms for props. We show it at the school assembly, the group members discussing the process and answering questions. Sessions 1-4 focus on learning about the equipment and to decide whether to do one group video or individual one minute videos. Sessions 5-10 focus on shooting the video/s. Session 11 focuses on shooting the credits. Session 12 focuses on planning the school-wide viewing at the next school assembly (within 2 weeks).
Adventures “Class”: Students are encouraged to develop self-esteem, and communication, teambuilding, friendship, cooperation and conflict management skills. This is accomplished through a variety of challenging yet fun adventure-based activities such as “Team Basketball” in which each participant on a team must score before the entire team can score a point. Other activities present challenges in which the group must develop a strategy to accomplish a task in the least amount of time possible. Second and third opportunities are offered in which the group can try to beat their previous time.
Once a year we divide the students into two groups for two classes that all the students take…
Sexuality-Social skills “Class” Mixed gender sessions address reproductive anatomy and physiology, reproductive health care, sexuality issues, decision-making, socialization skills, friendships, communication skills, assertiveness training, contraception, sexuality and physical disability.
Anger Management “Class”: This class is designed to help students find appropriate ways to deal with stress and anger. Students are presented with concepts and strategies to promote rational thinking rather than reacting. Students’ real life experiences add to the discussions and promote talking about feelings rather than using their physical acting out behaviors. Students learn to get their needs met with appropriate, socially acceptable behaviors and gain confidence in handling themselves in stressful situations. Techniques are discussed in detail. Lectures and role plays are utilized to enrich the learning experience.
Once a year we have a 13 week “class” that all four groups take simultaneously …
DBT (Dialectical Behavior Therapy) “Class”: The goal of this class is to teach students how to reach their personal goals through developing strategies and skills. This class addresses the acquisition of awareness, distress-tolerance, self-regulation, and interpersonal skills. Students learn strategies and when to use them. The following topics are covered: Assessing Emotional and Thinking Status, Mindfulness, Old Me/New Me, Choices Have Consequences, New Me Activities and Strategies, On track Action Safety Plan Problem-Solving, Getting It Right, Expressing Myself, and Relationship Care.
All groups are conducted by a clinician and one other trained adult. Groups are based firmly on the principle of providing a safe, therapeutic, and nurturing environment in which students can receive new information and learn new skills.
Group members utilize the relationships within and information offered by peers and staff to learn and understand new self-management concepts, to practice, and put these into action.
Tita Wernimont, LICSW, is an EMDRIA Certified Therapist and Consultant, Senior Clinician at the Ivey Street School, and past Co-Chair CGTA. Tita has a private practice in Brookline, MA. twern@mabcommunity.org or 617-732-0233 |
