Judith is a licensed professional counselor (LPC) in private…

Judith is a licensed professional counselor (LPC) in private practice. She has a contract to facilitate psycho-educational groups for students in a local public high school. Many of the students in her groups are dealing with the divorce of their parents. Judith has decided to create a specific psychoeducational group for adolescents whose parents are divorcing or divorced. What should be covered in her pregroup screening interviews with the students?

In conducting pregroup screening interviews with adolescents whose parents are divorcing or divorced, Judith, as a licensed professional counselor (LPC), should focus on assessing the appropriateness and readiness of the students to participate in the psychoeducational group. These screening interviews are essential in determining whether the students meet the criteria for group participation and identifying any potential concerns or issues that may need to be addressed during the group sessions.

To ensure an effective pregroup screening process, Judith should cover several key areas in her interviews with the students. These areas include gathering demographic information, assessing the students’ understanding of the purpose and goals of the group, assessing their motivation to participate, evaluating their emotional functioning and coping skills, and identifying any potential risks or contraindications for group involvement.

Firstly, it is important for Judith to collect demographic information about the students, including their age, gender, ethnicity, and grade level in school. This information allows her to gain a better understanding of the students’ backgrounds and context, which may influence their experiences and reactions to their parents’ divorce.

Secondly, Judith should assess the students’ understanding of the purpose and goals of the psychoeducational group. This helps determine whether the students have a clear understanding of what the group aims to accomplish and whether they have realistic expectations about the potential benefits of participating. Students who demonstrate limited or unrealistic expectations might require additional clarification or education to ensure their engagement and commitment to the group.

Next, Judith should explore the students’ motivation to participate in the group. It is crucial to gauge their willingness and eagerness to engage in the psychoeducational process. Students who show genuine interest and motivation are more likely to actively participate and benefit from the group experience. On the other hand, those who appear reluctant or coerced may require additional support or alternative interventions to address their resistance.

Moreover, assessing the emotional functioning and coping skills of the students is vital. Divorce can significantly impact adolescents’ emotional well-being, and it is important to identify any existing emotional difficulties or coping challenges they may be facing. By assessing their emotions, stress levels, and coping strategies, Judith can determine whether the students have the necessary resilience and coping skills to engage in a group setting effectively. This information will help her tailor the group interventions to meet their specific needs and provide appropriate support throughout the sessions.

Lastly, during the screening interviews, Judith should identify and address any potential risks or contraindications for group involvement. Certain factors, such as severe mental health issues, ongoing conflicts, or other significant life stressors, may interfere with an adolescent’s ability to benefit from group therapy. Recognizing these concerns allows Judith to make informed decisions about whether individual therapy or other interventions are more appropriate for specific students, ensuring their safety and well-being.

In conclusion, conducting pregroup screening interviews is essential for Judith to select appropriate participants for the psychoeducational group for adolescents whose parents are divorcing or divorced. By covering areas such as demographic information, understanding of the purpose and goals of the group, motivation to participate, emotional functioning and coping skills, and identifying potential risks and contraindications, Judith can ensure the students are well-suited for group therapy and receive the support they need during the group sessions. This screening process will contribute to the overall effectiveness and success of the psychoeducational group in addressing the unique challenges adolescents face during the divorce of their parents.