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Discussion: Task Groups

Group work is a commonly used method within school settings. Because peer interaction is important in the emotional and social development of children, the task group can serve as a wonderful therapeutic setting and tool; however, many factors should be considered when implementing this type of intervention.

For this Discussion, read the Van Velsor (2009) article.

By Day 3

Post your understanding of task groups as an intervention for children. Use the model for effective problem solving to compare and contrast (how to identify the problem, develop goals, collect data). How does this model differ from a traditional treatment group? What are the advantages and possible disadvantages of this model? Describe how you might use this model for adults. What populations would most benefit from this model?

By Day 5

Respond to a colleague by suggesting other advantages or disadvantages of the model for effective problem solving.

Reference:

Van Velsor, P. (2009). Task groups in the school setting: Promoting children’s social and emotional learning. Journal for Specialists in Group Work, 34(3), 276–292.

Task Group as an Intervention for Children

Van Velsor (2009) suggested that there are significant benefits of providing a task force including encouraging strategic and proactive interventions, aiding in goal attainment. Incorporating social and emotional task groups for children in educational settings; promoted opportunities for young people to develop cognitive, social, emotional and interpersonal skills. Establishing emotional and social intelligence in young people provides confidence, self-awareness, effective problem-solving skills and positive impacts on education.

Task Groups for Effective Problem Solving

Toseland and Rivas (2017) discussed that a task group provides the opportunity to hone in and address factors that are presented by the group. Task groups are often associated with problem-solving and developing information intertwined with goal motivation. Generating information around assessment of the barriers and challenges faced by the group and establishing the development of goals. Data is collected from feedback during group assessing its functioning as well as utilizing feedback.

How the Model Differs from a Traditional Treatment Group

According to Toseland and Rivas (2017), a task force group diverges from a traditional treatment group in that problem solving is often seen as a task group’s focus; whereas a traditional treatment group intervention offers therapy, support, socialization, and self-help.

Advantages/Disadvantages of the Model

Van Velsor (2009) suggested that task groups provide the opportunity to spotlight and address issues effectively, utilizing goal attainment as a priority empowering the process. Toseland and Rivas (2017) recommended the benefits in professional practice incorporating its strength in problem-solving and addressing micro, mezzo and macro social work objectives. Failures and challenges of task groups according to Zanbar (2018) include challenges with group dynamics including the demands for self-exposure which can be challenging for both participants and social workers.

References

Toseland, R. W., & Rivas, R. F. (2017). An introduction to group work practice (8th ed.). Boston, MA: Pearson.

Van Velsor, P. (2009). Task groups in the school setting: Promoting children’s social and emotional learning. Journal for Specialists in Group Work, 34(3), 276–292.

Zanbar, L. (2018). Can community task groups learn from the principles of group therapy? Community Development, 49(5), 574–588.