A six session plan for helping older adults overcome job loss and return to the work force.

1. Running head: JOB LOSS FOR MATURE ADULTS 1
Job Loss for Mature Adults: Getting Back in the Game
Jason Cheney
CNDV 5312
Lamar University
Summer 2016

2. JOB LOSS FOR MATURE ADULTS 2
Job Loss for Mature Adults: Getting Back in the Game
Last year I was introduced to an older man facing the inevitability of forced retirement.
Though he was neither prepared nor desiring to quit working, he was being forced out by health
reasons. Ironically, his health likely deteriorated due to 25 years of poor working conditions. On
another occasion earlier this year, I caught up with the father of a family friend back home in San
Diego. After running a heating and air conditioning business for thirty years, he was ready to sell
the company and live off of the proceeds. He and his wife and planned this course of action
decades ago. Instead, he faces the reality the no one wants to purchase his business, and his
equipment is nearly worthless. Even more recently, my father has become disillusioned by the
actions of his employer. Though he has given them 35 years of his life, the higher-ups in his
grocery store company are pushing him out the door. His hours are being cut, benefits decreased,
and responsibilities have been removed. He knows his days there are limited, but he is not
prepared for the departure either monetarily or emotionally.
Literature Research About Job Loss Among Mature Adults
These workers are representative of a national problem that needs more attention. Older
men and women suffer on many levels from the unwanted removal of this venerated aspect of
their lives. Bobek & Robbins (2016) note that the frequency of job loss within this demographic
is increasing. These adults must cope with both lost income and identity. Bobek & Robbins also
note that strategies must be modified from the common methods of counseling job loss to
account for life stage. They recommend career development theory and integration of the life-
span, life-space approach to career development (LSLS) to address the process of the unexpected
late-life change. Monsivais et al (2015) studied the health effects from losing employment,
noting several trends among British workers. They focused their research on weight gain,

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concluding that both men and women gained more weight than their peers who either remained
employed or chose retirement. They also reported a major increase in insomnia and a
corresponding decline in well-being, implying a need to address mental health and provide sleep
assistance. Kira & Klehe (2016) also contributed insight into older job-loss victims by examining
more closely its effects on identity. They find that men and women face threats of both external
coerced self-identity and internal identity confusion. They look for the rainbow in the cloud,
wondering if their threatened identities provide opportunities for reexamination and maturity.
Their study assists counselors in navigating their approach to best guide their clients toward
independence. Another study by Wanberg et al (2016) wondered how age hindered the job
search process for mature adults. They concluded that there is a relationship between age and the
speed of reemployment. Men and women over 50 tend to find new jobs more slowly than their
counterparts. Their research looks for specific causes of the delay, related to age but able to be
mediated or corrected. They found that this population tends to have less belief in their skills and
employability, two problems that can be addressed in group counseling. They also find a lack of
energy interfering with the process of finding new employment. Older adults tend not to press for
jobs to the degree of their younger counterparts. Finally, Talbot, Tobe & Ames (2015) found a
large population of unemployed mature adults facing foreclosure. Their paper reviewed the
losses associated with unemployment within this group, which is characterized by strained
relationships, emotional loss, stress, and a crumbling support group. Many in the study also
reported the uselessness of skills and education they had invested many years past, having
surpassed their expiration date in the eyes of potential employers. They skills they maintained
often made others overqualified for certain positions, paradoxically. AARP has done extensive
research and provides resources concerning job loss among seniors. Dauphine (2011) finds that

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older workers average 54.2 weeks of unemployment after losing a job. Many workers fight
feelings of hopelessness and bitterness, or come to terms with the end of their careers. Hannon
(2013) discusses the balance between hurt feelings and maintaining graciousness. He details
steps that job loss victims often miss that creates even more hardship during their unemployment
days. Counselors must account for all of these factors, ready to cope with the anger and
frustration naturally born from the realities working against these individuals.
A Psychoeducational Group Approach
To help older individuals facing job loss, a psychoeducational group program will be
developed that provides financial, medical and therapeutic training. A psychoeducational group
best fits the diversity of problems associated with their crisis. Although a counseling group
format might also be beneficial, it is not designed to deliver information to the degree required
with this problem. Mature job loss victims require counseling, job search training and self-care
information, most of which needs to be taught. Psychoeducational groups also connect well with
cognitive-behavioral theory, which I will practice as a group leader. CBT can also be delivered
in an educational format, and is most popularly associated with psychoeducation (Belmont,
2016).
Six Counseling Sessions
Counseling sessions will introduce resources and information across six meetings. At the
end of the sessions, group members will have formulated plans for their future financial care,
self-care and identity development. Six sessions will be adequate for teaching the group health,
identity and job-search skills, but will not be enough time to correct the serious problems
associated with job loss among older adults. Our focus will be on the educational aspect of
change, providing the tools to set group members down the right path.

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SessionOne
Session one is designed to begin examining the health effects of job loss on each group
member. The session will begin with a round robin of introductions from each person, in an
effort to ease anxiety within the room (Gladding, 2016). Group members will also be given an
opportunity to present their problem to the group, so that their feelings and experiences will be
normalized as they listen to the commonalities. The group leader will also ask group members
what they hope to get out of the six sessions, so that the process of goal setting can begin. Once
introductions are out of the way, the group leader will take time to explain the rules. Rules about
confidentiality will be highlighted. Members will also be asked to come to sessions on time,
participate in discussions and complete homework assignments. We will also discuss appropriate
group behavior. Next, the group leader will give an overview of the focus of the sessions, along
with the format of each meeting and group expectations. Once these preliminaries have been
completed, the discussion will turn to session one’s most pressing topic, the health problems
common to job loss among older adults. The group leader will present information about
common problems, providing normalization for each relating member. The group leader will also
give information about treatment of these problems, giving referral information when necessary.
The session will close with a post-group discussion, where each group member will be asked
their biggest takeaway from the session. Finally, homework will be given relating to each
person’s health goals and the session is concluded.
SessionTwo
Session two begins with a progress report from each member relating to their job-loss
induced health concerns. The round robin discussion will allow group members to comment on
any changes or setbacks. The group leader will be prepared to encourage or confront as

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necessary. Next, the leader will present information pertaining to the focus of the second session,
identity issues. Each group member will fill out a self-awareness worksheet, which will be used
as a baseline for identity building. Kira & Klehe’s work will be integrated into a discussion about
coerced identity versus true self-identity. Group members will discuss their value in relation to
financial production versus their value in other life systems. Members will set non-work related
goals to build their identity based on their self-awareness worksheet. The session will conclude
with a round robin discussion concerning what stood out most about the session, and homework
will be given based on the idea of identity building.
SessionThree
Session three focuses on the identification of resources and skills required to do a job
search. The session begins with a discussion about the identity homework. Group members will
discuss in round-robin format ways they searched for meaning in activities unrelated to
employment. Using AARP resources, the group leader will discuss resumes, interviewing and
career path exploration (Job Search, 2012). Each member will then fill out a career assessment,
exploring their strengths, talents and interests. Finally, we will explore the National Employer
Team’s collaboration project connecting seniors to job opportunities across the U.S. The session
will again conclude with a round robin discussion about the impressions of today’s session.
Group members will be asked to explore computer resources relating to job search skills and
opportunities.
SessionFour
In session four, we will begin by discussing the work that each member did during the
last week job hunting. Group members will share resources they found, along with opportunities
they have decided to pursue. Next, the leader will teach the group about anxiety control and

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CBT-I therapy. Members will learn about ruminations, distortions and mindfulness techniques
(Boyes, 2012). Mindfulness techniques will then be practiced and discussed in round-robin
format. Next, the basics of CBT-I will be taught (Cognitive behavioral therapy for insomnia,
2016). Group members will learn about sleep restriction therapy, stimulus control instructions,
sleep hygiene education and relapse prevention. Discussion will be centered on which of the
elements of CBT-I are most needed for each member. The session concludes with discussion
about the value received by today’s meeting. Finally, the homework is to choose one of CBT-I’s
components and practice it during the week.
SessionFive
To begin session five, I will remind the group that this is the second to last session, so
that we can begin preparing for closure. We will then discussion the success or difficulty
members had with CBT-I. After this discussion, we get to the heart of session five, opportunities
for identity building beyond a career. We will discuss transitions that might occur in family roles
and responsibilities, taking advantage of loss of structure, and cultivating new relationships and
habits. The discussion will center on ways that group members have increased their meaning
after loss, and what can be done positively with their current freedom. The session will close
with two questions. First, group members will talk about the upcoming closure of group sessions
next week. Finally, they will be asked what stood out about today’s session. The homework will
focus on choosing something concrete to do during their unemployment that can develop self-
esteem.
SessionSix
Session six concludes group counseling. Extra time will be spent working towards
closure today. The group leader will begin by initiating discussion about that reality. Next, he or

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she will open up discussion about the success of last week’s identity homework. After some
discussion, the group will spend time during the session practicing their job search skills. Group
members will break up into pairs and interview each other with a prepared set of questions. They
will also bring their resumes for evaluation. Towards the end of the meeting, the group will
spend time summarizing their experiences over the last six weeks (Gladding, 2016). Discussion
will center on areas of growth from the first to the last meeting. Extra time will be given at the
end of session for group members to say their goodbyes.
Choosing Group Members
The target age for this group will be males and females aged fifty and over. People who
respond to the flyer will be screened to make certain they meet the criteria for this group. They
must be the proper age and have lost their job within the last year. They must be actively
searching for a new job or new direction in life. They must also be able to meet our meeting
dates and commit to six sessions. And they must be willing to participate in discussions during
meetings. Once I am assured they meet the criteria, I will ask them their understanding of the
group process. I want to make sure they do not carry misconceptions into the group dynamic
(Gladding, 2016). Finally, I will convey my expectations for the group. I will give a brief
overview of the focus of our sessions, along with the need that I see for such a group. I will
explain the need for confidentiality. I will conclude by explaining what I hope this group will
accomplish. If the potential group member feels comfortable with these expectations and meets
all criteria, then he or she will be invited. Group size will be limited to twelve members.
How Group Members Will Change
The goals for this group are threefold. First, by the end of six sessions members will be
skillfully pursuing a new career or job-related interested. Each person will leave group with an

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acceptable resume and polished interviewing skills. They will also understand how to use
technology to search for jobs, and have a plan for their pursuit. Second, members will have a
better understanding of their worth outside of their career. They will feel comfortable with that
identity and be actively involved in activities that feed it. Progress will be measured by an
identity assessment tool that will be administered before the first session and after the last. Also,
group members must be able to identify new activities that strengthen their identity. Third, group
members will leave group having more skills to maintain a healthy lifestyle. They will
understand how to combat sleep disorders and anxiety, and they will have some knowledge of
diet and exercise plans.
Obstacles to Change
Our group will provide tools for these mature adults to achieve employment, but many
factors remain out of our control. Ageism will remain an obstacle in certain settings (Ryan,
2014). They will also have the same difficulties that other groups face developing healthy habits.
Insomnia affects 70 million people in the United States, and is not a simple problem to defeat
(Sleepmed, 2016). Carving out a new identity after age fifty will also be difficult. New skills and
habits will need to be developed that require more than six counseling sessions. Wanberg et al
(2016) found that older adults tend to incorporate less energy into employment efforts. As a
group leader, I will need to work hard to fight against the tendency for this group to be low
energy. Apart from these culturally specific problems, the group will face the usual dynamic
problems of group formation and identity, participation factors and the likelihood that some
group members will not do the homework, which will be critical to group success.
How to Address Group and Individual Goals

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Goals will be measured with assessment tools. Prior to the first session, each member will
be assessed for identity, health concerns and employment skills. At the end of the sessions they
will be assessed again to establish progress. Throughout the sessions, goals will be developed in
a number of ways. Primarily, since this is a psychoeducational group, the goal is to impart
information. This will be done by the group leaders. Second, each individual will be given
homework to complete in between each session. The homework will allow them to put into
practice some of the skills they are learning. Third, group members will have hands-on sessions
to learn technology. Fourth, members will have opportunities to practice interviewing skills and
assess each other’s resumes.
Theoretical Orientation
My theoretical approach is cognitive-behavioral for this group. This theory has many
advantages both in a psychoeducational setting and for older individuals suffering the effects of
job loss. Both psychoeducation and CBT emphasize the teaching aspect of therapy. As a group
leader, much of my function will be to impart information and teach mental health skills. Also,
the three problems that create most difficulty for mature job loss victims, are well suited for
CBT. Insomnia and anxiety have both been successfully treated using cognitive and behavioral
techniques. Job skill development, along with interviewing and self-esteem issues, can benefit
from exploring self-talk, bibliotherapy and homework based on behavioral principles. A CBT
approach, however, also has limitations. It requires a high level of commitment from group
members, which is not a guarantee (NHS, 2014). And may not be able to address more complex
problems in a short amount of time.
My Leadership Skills

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I have led groups in a wide variety of environments over the last eighteen years. Most
have been in an educational setting, which corresponds to the psychodynamic approach. I am not
a dynamic, charismatic personality, but I am not afraid to lead. When I lead groups, I work hard
to engage as many people as possible by creating a secure and friendly environment. I remain
aware of the feel of the group, and watch the involvement of individual members to determine
whether or not they are connected to the group. I also try to find good opportunities to change the
direction of the discussion if people seem to be losing interest. I am willing to confront and be
confronted, and am typically able to control the tension of those moments. I believe that a
psychodynamic format suits my personality and abilities, since I have prepared lessons and
taught groups of all ages over the years. The greatest difficulties for me within a group begin at
its formation. It is uncomfortable for me to meet with a group of strangers. I will have to
compensate by spending more time on relationship building.
Co-Leader
I will choose a co-leader to help me lead these older job-loss victims. I believe it will help
the group to have a person in leadership who has experienced job loss and developed coping
strategies in the aftermath. I would choose a leader who was older, had previously been
unemployed and had experienced health and identity problems as a result.
Close of Session
Sessions will conclude after six meetings, but group members will agree to follow up
afterward. Each person will be assessed once more at the end of session to determine progress.
After one month, a phone call will be made to discover whether or not group members achieved
employment.

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References
AARP (2013). Job Search. Retrieved from: http://www.aarp.org/work/job-hunting/info-06-
2009/job_search_resources.html
Belmont, J. (2016). The Psychoeducational focus of CBT, DBT and Positive Psychology.
Retrieved from: http://www.belmontwellness.com/for-mental-health-
professionals/psychoeducational-focus-cbt-dbt-positive-psychology/
Bobek, B. L., & Robbins, S. B. (2005). Counseling for Career Transition: Career Pathing, Job
Loss, and Reentry. In S. D. Brown, R. W. Lent, S. D. Brown, R. W. Lent (Eds.) , Career
development and counseling: Putting theory and research to work (pp. 625-650).
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Boyes, A. (2012). Cognitive behavioral skills you’ll need to beat anxiety. Retrieved from:
https://www.psychologytoday.com/blog/in-practice/201212/cognitive-behavioral-skills-
youll-need-beat-anxiety
Dauphine, J. (2011). You’ve lost your job. What’s next? Retrieved from:
http://www.aarp.org/work/job-hunting/info-06-2011/lost-your-job.html
Gladding, S. T. (2016). Groups: A counseling specialty. (7th ed.). Upper Saddle River, NJ:
Pearson.
Hannon, K. (2013). You’re losing your job. What are your rights? Retrieved from:
http://www.aarp.org/work/on-the-job/info-06-2013/what-to-do-after-losing-job.html
Kira, M., & Klehe, U. (2016). Self-definition threats and potential for growth among mature-
aged job-loss victims. Human Resource Management Review, 26(3), 242-259.
doi:10.1016/j.hrmr.2016.03.001
Monsivais, P., Martin, A., Suhrcke, M., Forouhi, N. G., & Wareham, N. J. (2015). Job-loss and

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weight gain in British adults: Evidence from two longitudinal studies. Social Science &
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National Sleep Foundation (2016). Cognitive behavioral therapy for insomnia. Retrieved from:
https://sleepfoundation.org/sleep-news/cognitive-behavioral-therapy-insomnia/page/0/2
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http://www.nhs.uk/Conditions/Cognitive-behavioural-therapy/Pages/Advantages.aspx
Sleepmed (2016). Insomnia statistics. Retrieved from:
http://www.sleepmedsite.com/page/sb/sleep_disorders/sleep_statistics
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400-426. doi:10.1037/bul0000019

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