Akeeda+and+April

Please use the space below to identify your individual contributions to the group.

 //April's contribution to the paper is listed below. Akeeda and I met roughly five times to discuss the population and goals of the group. We collaborated on what the group members would need and decided that social participation with peers would be best. I suggested to Akeeda doing date night and she agreed.// Section I   Adults with developmental disabilities often seek independence and to be viewed as viable citizens in their community. They desire is to have autonomous lives separate from their parents or caregivers by becoming employed, managing their own money, shopping, rearing children, developing relationships, preparing meals, and managing their medical conditions. One of the supporters of hope house believes that opportunities are the barriers to integrating into the community not their disabilities (Hope House Foundation, 2008). Adults with developmental disabilities are unique since their symptoms and diagnosis are widely varied and characterized by cognitive, social, and emotional impairments.  According to APA (2000), developmental disabilities diagnosis may include autistic disorder, Asperser’s syndrome, fragile x syndrome, and intellectual disabilities. Each of these diagnosis present with different symptoms that uniquely impact occupational functioning. Autistic disorder and Asperger’s syndrome are both classified as pervasive developmental disorders. For example, autistic disorder is an impairment that affects social interaction and manifests as impairments in non-verbal behaviors (e.g. eye-to-eye gaze and facial expressions), delay in spoken language, repetitive or stereotypical behaviors (interest in inanimate objects), an inability to initiate and sustain conversations with peers, and cognitive delays which impact learning in educational context (Cara & McCrae, 2005).  Fragile X syndrome is disorder which is resultant of abnormalities of the X chromosome. Fragile X presents with intellectual and physical disabilities. Some physical characteristics include an abnormally large chin and forehead, large ears, and a high arched palate (Merck, 2011). Further, the person may have cognitive problems which cause intellectual disabilities that range from mild to severe. A person with a mild intellectual disability will typically function at a 7th grade level and are considered higher functioning with ADL’s (dressing, bathing, and eating), IADL’s (community mobility, food preparation, money management), and work. However, persons with more severe ID will present with impairments in taking care of personal hygiene, safety, and food preparation (Cara & McCrae, 2005). Someone with more severe ID will have difficulty working and managing a budget. Also, autism may develop causing dysfunction with communication. The prevalence of the disorder is higher in females than males.  The group members at the Meadows Supportive Living facility (fictitious name) have developmental disabilities but are considered higher functioning. Each of the group members share a desire to live independently and integrate into their communities by getting employment, developing peer relationships, and possibly move into their own apartment (Team Clauson House, 2009). However, due to their developmental disability living independently may not be a reality for them. Meadows Supportive Living offers independence to its residence with access to 24 hour supervision when needed. All group members know each other and the newest member has been there for at least two months. Group members meet with an occupational therapist weekly and have shown progress in various areas of occupation such as vocation, leisure participation, money management, and meal preparation. However, group members have underdeveloped social skills in the context of dating. Many group members have expressed interest in having girlfriends or boyfriends. This is not surprising since dating and developing relationships is a typical milestone during adolescence but due to developmental delays the skills required to do so may not emerge until adulthood (Mandich & Cronin, 2005). We observed group members being quiet and not initiating conversations while other group members were very talkative and dominated most conversations with other group members during group activities. While other group members are very talkative and dominate most conversations. Additionally, there are times when group members make inappropriate comments about their peer’s body parts and are offensive. Group members would need to minimize or extinguish some of these poor social behaviors so they may become successful with dating. The group members would benefit from developing the necessary social skills through role playing dating scenarios. The skill learned could be transferred and generalized across occupations or contexts.  Section III Introduction: April and Akeeda (Names), “Date Night at Meadows” (Title), and developing peer relationships in regards to dating and how it relates to adult development (Purpose). Script: Hello everyone, today we will be discussing a very hot topic, “dating”. It’s okay if some of you feel silly, nervous, or scared. We understand that some of you may be a little uncomfortable with this topic but that’s why we are addressing it in group today. The purpose of the group activity is to address the importance of developing peer relationships in regards to dating and how it relates to adult development. We understand that everyone’s level of comfort with dating is different so we want to use each other’s strengths and weaknesses in this area. This is a fun environment to try new things so we encourage everyone to participate and do your best so that you can get the most out of the experience. Warm-up – Ask each group member where they could take a date?

Section V Two difficulties we may experience during the group activity are members may become embarrassed by the dating topic or not want to participate because they feel like they are dating experts. We anticipate that some group members may have gone on dates or already dating someone. These group members may dominate group discussions or not want to participate in the group activity because they are already familiar with the topic. If this occurs, we will use their experience with dating to assist other group member but make sure that everyone gets a chance a talk depending on their level of comfort with the topic. We will advise the group that the activity is designed to help all group members learn and develop social skills needed for dating. Secondly, group members may be reluctant to talk or role-play during the activity due to lack of confidence in an undeveloped communication or emotional regulation skill (initiation, sustaining, controlling excitement, and recovering from hurtful comment without a negative rebuttal). Our plan to address this issue is to provide verbal cues, tangible and verbal reinforcements, and a written cue in the form of a hand out with Do’s and Don’ts for dating. It may require several verbal cues for group members to get through one scenario so we intend to work on social interaction skills with their peers in the upcoming weeks as well so that we are certain the skills are transferred and generalized across context (Bruce & Borg, 2005). Section VI <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;"> || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;"> || § Provide modeling, written and verbal cues, or ask a group member to assist others who are having difficulty-this will help promote social interaction || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">  <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">  <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">  <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">  <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">  <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">  <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">  <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">  <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">  <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">  <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">  <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">  <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">  <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">  <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">  <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">  <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">  <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Section VIII <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">1. How can use these skills on a date? <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">2. How do you ask someone on a date? <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">3. What would you do different on a real date? <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">4. How would you handle a date not going well? <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">5. What would you do after the date? <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">6. How would you handle being embarrassed by your date? <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Section IX   <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Script: We learned the Do’s and Don’ts of dating. From this group we have a better understanding of how to talk to our peers during a date. Further, we learned that during our stage of development we are establishing relationships with peers and dating. Group member 1 shared that she didn’t know what to do on a date until today. Group members 2 and 5 agreed that it’s scary to date or talk to someone you don’t know. Group members 3 and 6 thought the activity was fairly easy and expressed how they’ve been on dates before. Group member 7 was quiet today, but did tell us during the warm up that going to the movies is a good place to take a date. This will not be the last time we address this issue of social participation with peers since it is an important milestone to accomplish and we want everyone to feel comfortable with using these skills in a variety of places. We thank each of you for your participation today. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Section X   <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;"> At the end of the group we advised members to utilize their “Do’s and Don’ts” handout while in the community or when they go on dates to serve as a visual aide and cue. Also, we intend to run another group the following week that addresses a similar social interaction goal, conflict resolution. We understand that some group members may have more difficulty than others with developing effective communication skills depending on their diagnosis, context, and motivation to change. We will tie in information from the date night activity by emphasizing effective communication skills with peers. Further, we will ask some group members if they’ve gone on any dates since our group to re-evaluate group member’s performance. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">At the end of two weeks we will ask group members if the social skills have been helpful with developing peer relationships at the living facility and in the community. Then we will ask group members if they would like to do another group activity that focuses on dating. If group members say yes, we will plan another group activity. Hopefully, more group members would have attempted or gone on dates which will provide for more social interaction amongst group members during the activity. Further, it will reinforce the skills they learned in the previous group. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Section XI   <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;"> We designed our group with the intentions to instill hope, universality, impart information, and to develop socializing techniques. These four things are a part of Yalom’s therapeutic factors (Schwartszberg, Howe, & Barnes, 2005). Instilling hope requires group members to provide hope through interaction. Group members will talk about their dating experiences during group processing which could provide hope that they can go on dates as well. Also, by participating in the speed dating activity group members will develop socializing techniques. They will use a written cue to assist with things they should say on a date through a role play. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;"> Group members should be able to understand how to apply the social skills required for dating while in the community. They will have a hand out to take with them which reminds them of the Do’s and Don’ts when on a date. Yalom describes this factor as imparting information. Lastly, group members should feel a sense of universality after participating in this group. We will address the developmental stage and how it’s natural for persons in their stage of development to want to date and meet new people. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Section XIII <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;"> We used the person-environment-occupation model to guide our intervention planning. The PEO model emphases the dynamic interaction of a person within their environment doing occupations over a span of time. Planning this group looked at cultural and social expectations for dating. Also, we considered group members stage of life when designing the group around the need to have peer relationships. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Section XIV <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">We used the developmental frame of reference, behavioral frame of reference and dynamic interactional model (DIA) to guide our intervention planning. Although group member’s chronological age places them into adulthood, they are functioning at the developmental stage of adolescence in many areas of occupations. According to Ericson, adults are in the developmental stage of intimacy versus isolation which focuses on marriage, childbearing, and lifestyle mutuality among peers (Cronin and Mandich, 2005). <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">The group members are in the beginning stages of developing peer relationships, learning vocational skills, and gaining autonomy from their parents which is more characteristic in later adolescence then in adulthood. We designed the group with the intention to assist group members with developing peer relationships through effective communication skills which is one of the primary focuses of adolescences. We evaluated that group members expressed interests in dating but were displaying difficulty with social participation with their peers. We planned the group members develop the social skills to assist with dating. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Also, we knew that group members had the ability to learn due to their cognitive abilities so we choose both the behavioral and DIA frames of references. These frames of references assume the person can learn therefore group members would be able to develop a new skill. The behavioral frame of reference emphases reinforcing behavior, utilizing cues, and modeling appropriate skills to change behavior. We plan to model through role play to show group members appropriate behavior for them to mimic if they have trouble with speed dating. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">DIA was chosen to help group members develop the skills by supporting learning along a continuum of transfer (Bruce and Borg, 2005). DIA uses near, intermediate, far, and very far transfer to help develop skills. We would like group members to use very far transfer by having group members practice during the activity, with their peers at the facility, and eventually when they are out on a date in the community. Furthermore, DIA describes components of self awareness which assist group members with determining their level of performance prior to a date and during a date so they are able to plan ahead for a date (Bruce & Borg, 2005). Group members planning for a date would include understanding that they sometimes run out of things to say so they ask another housemate for pointers before the date. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Section XV   <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">The leadership skills we intend to use are encouraging enthusiasm, assuming appropriate authority, and equally distribution of time. We will employ our therapeutic use of self by smiling and speaking to group members with excitement. A leader who makes eye contact, smiles at group members, and speaks in excited tone can transfer enthusiasm to the group (Cole, 2005).Group members will match our excitement if we appear to be excited about the topic and activity. We want the group members to be enthusiastic about the topic so that they stay engaged. The group member’s level of engagement may be impacted if we talk in a flat tone. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Assuming appropriate authority will be a necessity during this group since we are delving into a topic that some group members may feel uncomfortable or anxious about. This leadership skill will be useful if group members become silly and unruly. Cole says the leader must assume appropriate authority to help members through the group process but be careful not intimidate group members (Cole, 2005). Although we want it to be a fun group activity, we want to make sure that group members are staying on task and developing the social skills required for dating. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Lastly, it will be important that we make sure that group members have an equal amount of time to share, process, and apply information they learned during the group activity. We will encourage each group member participate in the warm-up and sharing so that everyone gets a turn to talk (Coles, 2005). Further, we will redirect group members if they try to monopolize or dominate the group discussion. Also, we will pay close attention to who is answering questions so that we can encourage quiet group members to share their thoughts. According to Cole (2005), group leaders must provide all group members the opportunity to express their thoughts and feelings. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">  <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">  <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">  <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">
 * ** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Challenges ** || ** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Plans to address anticipated problems  ** ||
 * § Time management: The group could possibly run longer than expected || § Group leaders will keep an eye on the clock ||
 * § Group members will not attempt to engage in social interaction with one another during speed dating || § Provide verbal cues to facilitate social interaction
 * § Group members may say something in appropriate during the date || § Redirect any negative behaviors by pointing to the handout and remind members to be respectful to their peers ||
 * § We anticipate that some of the members may have some difficulty with asking questions during their dates
 * § Some members may refuse to participate || § Acknowledge their feelings, emphasize the significance the of group activity and how it contributes to his/her development ||