Running Head ALVIRA – OCASIO GROUP TREATMENT PLAN 1ALVIRA – .docx

Running Head: ALVIRA – OCASIO GROUP TREATMENT
PLAN 1
ALVIRA – OCASIO GROUP TREATMENT PLAN 11
Group Treatment Plan
Domestic-Violence Group
Victoria L. Alvira-Ocasio
Liberty University
Problem: Domestic Violence - Intimate Partner Violence
Secondary Problem: Rape Survivors
Adapted from The Group Therapy Treatment Planner 2nd
Edition
By Kim Paleg and Arthur E. Jongsma, Jr.
Counselor: Victoria Alvira-Ocasio

Population and Demographics of Group
The domestic violence group consists of ten female adults, of
heterogeneous ethnicity, ages 18- 35. The women in this group
have recently experienced domestic violence in an intimate
relationship or marriage; or have experienced it in the past and
are suffering from the lingering effects. The women in this
group struggle with fear, lack of trust, low self-esteem,
emotional numbing and avoidance of interpersonal
relationships. Three, of these women have survived a violent
assault/rape, by hands of their spouse/partner and have not
sought previous help out of fear, helplessness or shame, because
they remain in the relationship. For some of the women, the
domestic violence experienced has affected their ability to
sleep, communicate, problem-solve and ensure the safety of
their children and themselves. Others have been unable to move
on to form healthy social relationships and adequately function
in their careers.
Definition of Domestic Violence – Intimate Partner Violence
Domestic violence (DV), also known as Intimate partner
violence (IPV) is one of the most common form of violence
against women. It is the intentional infliction of physical,
sexual, emotional abuse and controlling behaviors by an
intimate partner. Domestic violence can occur in all settings,
and among all socioeconomic, cultural and religious groups.
This violence may lead women to negative health consequences,
including physical injuries or conditions and mental health
disorders (American Psychiatric Association, 2019). Some
behavioral definitions are that domestic violence can leave the
person feeling worthless, hopeless and terrified. Some women
lose their sense of self-sufficiency and stay in the relationship
because they feel helpless and unable to provide a safe and
adequate shelter for their children and themselves. Women in
these situations feel responsible for or deserving of the abuse.
Definition of Secondary Problem: Rape Survivors
A rape survivor is someone who has suffered an act of sexual
violence by force and against his or her will.Someone a rape

survivor knows most often perpetrates the act of sexual
violence. This includes intimate partner relationships. There
are different terms to refer to acts of sexual violence that occur
within intimate partnerships. These are intimate partner sexual
violence, domestic violence, intimate partner rape, marital rape,
and spousal rape. No matter what term is used or how we define
the relationship, it is never okay to engage in sexual activity
without a person’s consent (RAINN .org, 2019). The behaviors
a rape survivor report are sensing a violation of trust and safety.
They verbalize feelings of fear, shame, anxiety, depression,
distrust and anger. The person can experience disturbance of
sleep and social relationships. Some survivors have physical
symptoms that result from the assault, like sexual dysfunction,
headaches, and eating disorders among others.
Goals
The goals for the first four sessions of this group will focus on
establishing a safety plan that ensures the safety of each woman
and her children. A plan that includes cues for danger and steps
to ensure safety. To focus on increasing feelings of autonomy
and self-esteem in the women. The group counselor will assist
the members of the group to develop a reliable support system
for self-survival and form a toolbox of the behaviors needed to
avoid the cycle of violence (Paleg & Jongsma, 2015, p.130-
131). In addition, the group will focus on reducing the sense of
isolation, feelings of guilt, shame anger and powerlessness and
increase the feelings of self-esteem, and the ability to trust
(Paleg & Jongsma, 2015, p.232).
Pre-session
Preceding to the initial session, each group member will meet
with the group leader to share their contact information and
provide the name and number of a reliable person to contact in
case of an emergency. Members will sign the forms of consent
and confidentiality at that meeting; the counselor will gather
information about the abusive event that prompted the woman to
join the domestic violence group.
SHORT-TERM OBJECTIVES

THERAPEUTIC INTERVENTIONS
Session One:
1. Each group member introduces herself and states the abusive
incident that prompted her to join the group.
1. Ask each woman in the group to introduce herself and
describe the abusive incident that led her to the group.
2. Facilitate the confrontation of the women’s denial,
rationalization or minimization and taking the blame for her
partner’s violence.
3. Encourage members to empathically support the woman who
is sharing her painful story of domestic violence.
(Paleg & Jongsma, 2015, p. 131)
2. Establishing rules for the group and demonstrating
understanding with verbal acknowledgement of the rules.
1. Require each group member to commit to following all the
group’s established rules and maintain the confidentiality of the
other women, their status and situation with the abuser.
2. Provide a handout that includes the group rules and ask each
woman to sign it to demonstrate their commitment to follow the
rules and to maintain confidentiality.
3. Each woman will tell her personal story of relationship
violence
1. Facilitate the confrontation of the women’s denial,
rationalization or minimization and taking the blame for her
partner’s violence
2. Encourage members to empathically support the woman who
is sharing her painful story of domestic violence.
3. Ask each woman to share their personal trauma including the
triggers, the frequency, severity of the violent events, how
many times law enforcement was involved, and any treatment
offered to prevent continued abuse.
Session Two
1. Each member will describe their current situation with
respect to issues of safety for themselves and their children.

1. Ask each woman to describe her actual living arrangements
and help each woman to evaluate their safety and the safety of
their children.
2. Provide information to the group about local shelters and
emergency hotlines available for their protection and support.
2. Identify the signs of behaviors that will escalate violence.
1. Lead a group conversation with the women about the
emotions that lead to anger and the reasoning associated with
these emotions of anger.
2. Explore and identify with each woman her behaviors and the
triggers of her partner that are an indication of the violence
(loud voices, threats, breaking objects).
3. Create a plan of escape in case of a violent attack occurs or
becomes imminent.
1. Help the women create a step-by-step plan to put in place in
case of an attack. The plan will include storage in a safe place
outside the home of money, items of clothing, keys, important
documents and necessities, as well as an escape route from the
home. Make aware the woman’s support system where she will
go, to avoid being found in the event of an attack.
2. Encourage the members of the group to identify within the
community additional safe places to take shelter.
(Paleg & Jongsma, 2015, p. 132-133)
Session 3
1. List the common and personal emotional and physical
symptoms associated to sexual assault.
1. Teach the group members the emotional and physical
symptoms associated with sexual assault. Have them make a list
of these symptoms identified
2. Encourage the women of the group to add their own
emotional and physical symptoms and reactions to the list they
have made.
2. Each member of the group will express the feelings and

concerns related to the abusive relationship.
1. Promote a discussion among the members of the group about
their feelings of shame, guilt, and low self-esteem linked to the
violence they experienced.
2. Facilitate a conversation about ways to cope with these
feelings and ask members to support other group members.
3. Each woman will articulate the negative effects of the
violence on her children and herself.
1. Implement a group discussion about the negative effects of
the domestic violence on themselves and the children.
2. Ask the women to share the coping mechanisms they use to
help themselves and their children
4. Create a mutual support team by providing contact
information for all group members to support each other outside
the group.
1. Obtain permission from each member to distribute a list of
contact information of all the group members.
2. Provide a consent for each member to sign indicating that the
contact information will not be shared outside of the group.
3. Encourage the women to call each other between sessions.
Session Four
1. Make statements that place clear responsibility of the sexual
assault/abuse on the perpetrator/abuser and not the victim.
1. Provide reassurance to each woman that she is not
responsible for the sexual assault/ abuse that has happened to
her.
2. Help the members identify negative thoughts or feelings
about themselves because of the rape/abuse by using pointed
questions and questioning the logic of their responses.
2. Identify childhood experiences that contributed to acceptance
or tolerance of abusive behavior in any relationship.
1. Ask each woman to recall childhood and family experiences

of violence or abuse.
2. Explore with the group the beliefs that resulted from those
childhood experiences that led to tolerance or acceptance of
abusive behavior in a relationship.
3. Each woman will acknowledge herself as a survivor, and no
longer as a victim.
1. Describe to the members the two elements of surviving rape:
surviving the rape itself and the aftermath of traumatic feelings;
contrast the concept of survival with that of defeated victim.
2. Encourage the women to demonstrate support to fellow group
members/ survivors and validate their styles, as they share
survival strategies they have used to cope with the rape/abuse.
4. Increase implementation of daily self-nurturing behaviors
1. Help the group develop a list of self-nurturing behaviors to
implement. (Reading a book, music, painting, taking a warm
bath, a facial etc.)
2. Share examples of how the members can address
psychophysiological symptoms resulting from the rape/abuse
(get more rest, practice self-care, journal your feelings, slow
down, meditate, practice mindfulness)
(Paleg & Jongsma, 2015, p. 139, 238)
References:
Intimate Partner Sexual Violence. (n.d.). Retrieved November
24, 2019, from
https://www.rainn.org/articles/intimate-partner-sexual-violence.
Paleg, K., & Jongsma, A. E. (2015). The group therapy
treatment planner, with Dsm-5 updates.
Hoboken, NJ: John Wiley & Sons, Inc.
Treating Women Who Have Experienced Intimate Partner
Violence. (n.d.). Retrieved November
24, 2019, from https://www.psychiatry.org/File
Library/Psychiatrists/Cultural-Competency/IPV-Guide/APA-

Guide-to-IPV-Among-Women.pdf.
11
6/4/2020 Proposal Outline Assignment: 202030 Freshman Comp
I ENC-1101-32458
https://online.valenciacollege.edu/courses/72629/quizzes/52164
8 1/6
Proposal Outline Assignment
Due May 31 at 11:59pm Points 12 Questions 6
Available May 21 at 12am - May 31 at 11:59pm 11 days Time
Limit None
This quiz was locked May 31 at 11:59pm.
Attempt History
Attempt Time Score
LATEST Attempt 1 4,287 minutes 12 out of 12
Score for this quiz: 12 out of 12
Submitted May 31 at 8:27pm
This attempt took 4,287 minutes.
2 / 2 ptsQuestion 1
Your Answer:
State your position on the product/tool/service/app that
embodies

the spirit of Generation Z in one or two sentences. This will
serve as
your thesis. (For example, "Because of its mission to use the
support of
large groups, where everyone contributes in small ways to bring
creative
projects to reality, Kickstarter is the perfect service to embody
the
Millennial spirit.")
The determination of what population constitutes the millennial
generation
has been a controversial matter with the most agreed upon
feature being
that this is a generation who reached adulthood in the 21
century
(Dimock, 2019). Because YouTube allows for visual learning
and
acquisition of information, allows for collaboration in
communications and
collective entertainment and is resourceful with regard to
creating
environmental awareness, it embodies the spirit of the
millennial
generation.
st
8/history?version=1
I ENC-1101-32458

8 2/6
A thesis is a single sentence, so I will be reviewing the second
sentence here: clear topic, points, and focus. good.
2 / 2 ptsQuestion 2
Your Answer:
List the 3 major reasons why you support this position in the
form of
characteristics of Generation Z. You should use your three
supportable,
logical reasons
(For example, "At its core, Millennials are a compassionate
generation,
and can be characterized by their desire to support each other
and stand
up for their beliefs.")
First Reason
_____________________________________________________
__________
Second Reason
_____________________________________________________
________
Third Reason
_____________________________________________________
_________
1. The Millennial generation is a collaborative generation as
evident in

the use of the YouTube application to comment on current
political,
social and economic matters. As a member of the group I
express my
liking or dissatisfaction on videos through the platform.
2. This generation is highly visual with regards to learning and
therefore
prefer YouTube for this style of learning. Information through
the
platform is visual hence engaging and sticks to the mind.
3. The Millennial generation based on its reverence for being
environmentally aware, heavily rely on YouTube as it has the
most up-
to-date reports on what is happenings daily in all spheres of
life.
I ENC-1101-32458
8 3/6
2 / 2 ptsQuestion 3
Your Answer:
Take the first major reason that you wrote above and fill in the
following important points.
First Reason:
_____________________________________________________

_
Supporting detail #1 (This a specific example that demonstrates
Reason 1)
Reason 1)
Optional:Supporting detail #3 (This a specific example that
demonstrates Reason 1)
1. Just like I have experienced for myself, experts have
indicated that the
Millennial generation engages with information, giving both
negative
and positive criticism through the YouTube reply and comment
section
(Dimock, 2019). Through this platform they engage with each
other
and even form collective opinions.
2. Secondly, the YouTube platform creates virtual communities
who
develop collective ideas and respond to issues that affect them.
2 / 2 ptsQuestion 4
Take the second major reason and fill in the following
important points :
Second Reason:
_____________________________________________________
_

I ENC-1101-32458
8 4/6
Your Answer:
Reason 2)
Reason 2)
1. Members of this generation highly rely on the visual nature
of YouTube
contents which maintains their short attention span. Here, they
get
elaborate videos which educate them and help them get
instructions
on daily life hacks and do it yourself.
2. Additionally, the millennial generation emphasizes on clear
and
elaborate videos, with presenters or subjects that are visually
appealing to the audience. The visual appeal is critical in the
formation
and perception of information for this generation (Dimock,
2019).

2 / 2 ptsQuestion 5
Your Answer:
Take the third major reason and fill in the following important
points :
Third Reason:
_____________________________________________________
_
Reason 3)
Reason 3)
I ENC-1101-32458
8 5/6
1. Sociologists have indicated in the past YouTube has become
the most
popular media preference by Millennials. This correlates with
the
platform’s ability to provide most recent happening across the
world,

touching on the globally spread generational members.
2. Furthermore, the generation use the same platform to post
issues of
concern so as to seek the activist support of fellow members in
the
population bracket. In a study conducted in 2015, researchers
identified the platform as among the most influential activist
platforms
(Cox, 2016).
2 / 2 ptsQuestion 6
Your Answer:
This will be your last chance to convince your audience that
your point of
view is correct. To do this you will want to do the following
things:
Begin with conclusion sentences that expand on your position in
a
new way. (So what? What next?)
Create a clever or lasting thought to serve as a final image for
the
reader. (Who cares, and why?)
In the space below, provide one or two sentences you think both
restate your position in a creative way
In conclusion, the YouTube platform has the highest number of
users in
the millennial generation as it captures their wants, informs
them on their
surrounding environments, allows for collaboration of the

members and
gives content that is highly visual. Developers of technological
platforms
would better understand the needs, wants and yearnings of these
members in order to attain any subscription, failure to which
their
platforms will not attain subscribers. The popularity of
YouTube platform is
based on its meetings the preferences of the majorly subscribing
generation.
I ENC-1101-32458
8 6/6
Quiz Score: 12 out of 12
711 Treatment Plan Grading Rubric
Student:
Criteria
Advanced 92-100 (A- to A):
Satisfies criteria w/ excellence
Proficient 84-91 (B- to B+) :
Satisfies Criteria

Developing (C- to C+):
Satisfies most criteria
Below Expectations (F to D+):
Does not satisfy criteria
Not Present
Points
Earned
Content: 70% = 140 pts
Treatment Plan
(140 points)
125-140 pts.
Includes a brief description of 1-2 paragraphs of a fictitious
group (include population, demographics, particular issues,
etc.). In addition to the primary presenting issue (PTSD, Sexual
Trauma, Intimate Partner Violence, etc.), selected one or more
secondary issues (Bulimia, Shyness, Chronic Pain, Panic
Attacks, Stress, etc.), taken from the examples provided in the
text. Selected 3 short-term objectives for each meeting, and then
selected 2 or more therapeutic interventions to address each of
these in the group.
100-124 pts.
Most components have been addressed including a brief
description of 1-2 paragraphs of a fictitious group (include
population, demographics, particular issues, etc.). In addition to
the primary presenting issue (PTSD, Sexual Trauma, Intimate
Partner Violence, etc.), selected one or more secondary issues
(Bulimia, Shyness, Chronic Pain, Panic Attacks, Stress, etc.),
taken from the examples provided in the text. Selected 3 short-
term objectives for each meeting, and then selected 2 or more
therapeutic interventions to address each of these in the group.
85-99 pts.
Some components have been addressed including a brief

0-84 pts.
Few components have been addressed including a brief
0 points
Structure: 30% = 60 pts
Organization (40 points)
35-40 pts.
Proper headings, in-text citations, and references are formatted
correctly. The paper reflects a graduate level voice and
vocabulary. There are very few spelling and grammar errors.
29-34 pts.
Proper headings, in-text citations, and references are formatted
with few or no errors. The paper reflects a graduate level voice
and vocabulary. There are few spelling and grammar errors.
23-28 pts.
Headings, in-text citations, and references are inconsistently
formatted. The paper does not consistently reflect a graduate
level voice and vocabulary. There are spelling and grammar
errors.
0-22 pts.
The paper does not reflect a graduate level voice and
vocabulary. There are spelling and grammar errors.

0 points
APA Style
(20 points)
19-20 pts.
The paper properly uses current APA style.
17-18 pts.
The paper consistently uses current APA style.
15-16 pts.
The paper inconsistently uses APA style.
0-15 pts.
The paper erroneously uses or does not use APA style.
0 points
Total
/200
Instructor’s comments:

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