Respond to a colleague by suggesting other advantages or disadvantages of the model for effective problem solving
Colleague 1 Rc
RE: Discussion – Week 10
Top of Form
A task group helps children to interact with others to help develop their social skills and prosocial behaviors through social and emotional learning (SEL). It is within this process that children enhance their ability to integrate thinking, feeling, and behavingtmportant life task (Veslor, 2009). Utilizing a task group for children would allow them to gain those skills with others. According to (Veslor, 2009), because humans are social beings, they spend a great deal of time interacting with others and much of that interaction takes place in groups. Children usually experience these events through pre-school, grade school, family gatherings, and social functions. According to (Veslor, 2009), social and emotional intelligence, acquired through SEL, has been associated with various positive outcomes in school and life. A socially and emotionally intelligent child is less likely to develop aggression, depression, and or violent behavior. Children can benefit from task groups by gaining a sense of accomplishment when their task is complete and in hope of bolstering their self-esteem (Veslor, 2009). Task groups is important for clients, organizations, communities, and the activities that group workers engage in to facilitate these groups effectively (Toseland & Rivas, 2017). The task group can offer children the opportunity to learn and apply social and emotional skills and behavior in a real-life situation as they work together to accomplish an identified task (Veslor, 2009).
In a task group, children will learn to work together on how to solve problems within themselves. As mentioned in (Toseland & Rivas, 2017), groups are better than individuals at influencing opinions and obtaining commitments from members. Treatment groups focusses on people with specific problems or addictions in life while task groups help draw people together by creating effective teamwork in which ideas are shared, feelings are expressed, and support is developed (Toseland & Rivas, 2017). Treatment groups focusses on educating members about their condition through literature and discussions while task groups aim at accomplishing the task by improving interpersonal interaction in the process (Veslor, 2009)
The advantage of a task group is its’ ability to help all children learn how to deal with life through experience in school, church, workplaces, and community settings (Veslor, 2009). Skills that they learn from task groups can help them in all areas that they play in life. The task group also benefits them through the development of their needed life skills to function successfully in society. Asking children to work together may not assure that they willbecome a team is one possible disadvantage of this model (Veslor, 2009)
I would utilize this model for team building for adults working in hospitals and clinics. I think people in the medical field would benefit from it the most. Lately in the medical field, many adult employees have struggled to work cohesively together due to their stress of working long hours with mandated days for the shortage in staffing that they have been facing. The task group would be beneficial for the employees and employer to encourage and help each other to positively communicate and discuss about issues that they are facing.
Toseland, R. W., & Rivas, R. F. (2017). An introduction to group work practice (8th ed.).
Boston, MA: Pearson.
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.
Bottom of Form
Task groups work as an intervention for children by helping them develop and practice social and emotional skills (Velsor, 2009). These groups are very beneficial when it comes to helping children develop self-awareness and proper decision-making skills. According to Velsor (2009) self-awareness, self-management, social awareness, relationship skills, and responsible decision-making are necessary skills to navigate life.
When thinking about how the problem-solving model works it is important to understand that the first step is to identify the problem. According to Toseland and Rivas (2017), the problem-solving model has six steps that include various sections such as developing goals, collecting data, and identifying problems. The task group also uses the same steps to deal with the problem identified.
In problem-solving task groups, clients work towards accomplishing a specific task compared to traditional treatment groups. Task group members utilize their strengths to overcome tasks collectively to obtain a goal. According to Velsor (2009), identifying an appropriate task for the group to work on is a significant aspect of this model which requires knowledge of the school’s culture and context with this model. According to Velsor, (2009), the primary focus in treatment groups is an individual change from a therapeutic perspective.
The advantage of this model is that it is very direct and is a simple process. If the task group focuses on identifying the problem and following all steps after the solution is determined most likely there will continuously be ongoing problems that may arise which may be a disadvantage.
I would use the task group model with veteran adults who are adjusting back into civilian life. The basis of task groups is to practice achieving social awareness, self-management, and relationship skills. These areas are difficult when soldiers transition back into civilian life because of possible trauma from deployment or just simply adjusting to life after the military. The veteran population would be the population that would benefit from task groups the most in my opinion because of the structured process which is something that they are used to being in the military.
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.
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