The intervention plan is an outline of the psychotherapeutic of the intervention that will come about during the interaction between a mental health care professional and the clients. It is essential that there is an introductory paragraph to the intervention paper since it helps to provide a background of the issue that caused the trauma in the first place. In this instance, the intervention paper is for a group of individuals who were relatives of those students that lost their siblings at the shooting at the Majority Stoneman Douglas High School. The group in question comprises of individuals aged between eighteen and twenty-six.
In addition to identifying the causative trauma, this intervention will maintain a compassionate tone throughout, so as to facilitate the healing process. The paper will go on to identify the reason why there is an immediate need for treatment and a description of the possible outcomes of the formulated course of action. Mutual aid will be a central pillar of the intervention; the objective being that it will help the affected parties to sustain collective self-help activities that they will use to continue the rehabilitation process after the initial remedial program ends.
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A Description of the Intervention Program
The substance of the program will actualize in two phases. The first phase is of a preliminary nature. Here, the cultural considerations will make the message of mutual aid section of the paper out more clearly to the reader. The objective is to demonstrate that there is a distinct possibility that not all the people in the group have just experienced gun-violence before. This fact alone changes the mental state that the necessary audience should experience after reading the paper.
Secondly, there will be the middle section of the paper that will contain the substance of the work. In it, the conversation confronts the cultural taboos that constrict information. In this section, the paper will use empathy and specificity to attempt to quantify the depth of the response, or at the very least to offer holistic input to the group in question. Aside from the input that this paper shows on the leader’s impact on the entire process, the intervention paper will also use sociological markers of authority to back up the suggestions of the exercise leader and the resulting power structures.
Mutual Aid as an Intervention Policy
The mutual aid approach to psychotherapy is revolutionary in the sense that it teaches the victims of trauma to cope with the matter themselves. Whenever mutual aid is concerned, there is a causative stimulus that is communal: like how the individuals, in this case, lost siblings in a high school shooting. It is an approach that focuses on intrinsic human traits such as empathy and the collective strength that comes from sharing circumstances and getting encouragement from people who the recipient understands went through the same circumstance (s). This is because it uses the relational model of group development (Shulman, 1986).
Mutual aid is often most effective when used as an intervention when dealing with homogeneous groups. This is because it is best applied towards the creation of a positive cultural paradigm shift in the target environment. There are even dynamics to the interventions that embrace this technical view of the subject, and in the process agreeing to some of the most controversial tenets of modern psycho-therapy (Wieliczkiewicz, 2014). The dynamics of mutual aid are sharing information, debating that news, and universalizing the substance of the traumatic event to ‘normalize’ the scope of responses by the participants of the project.
An Intervention Paper
The intervention paper chooses the age group of young adults because these are the individuals who had the highest proximity to the victims, who were their siblings. There is no denying the destabilizing effect that the murders at the high school had on the nation; it only makes sense to comprehend the trauma that has affected the brothers and sisters of those directly affected as being multiples greater. Furthermore, the shooter at the Florida school also falls within the same age demographic. This means that it is highly likely that if this group goes without psychotherapeutic attention, another misguided retaliatory attack could occur, if not negative permanent psycho-social biases.
Mutual aid will help to gel the group, creating bonds that will make everybody relate to the project as a real part of their lives. Sharing information will help to bring closure to those individuals who closely witnessed the fatal shootings as they happened. Just like in addiction, the group will be an avenue for the individuals to find solace in speaking out their deep-seated pain from the event (Kelch, 2014). The shared experiences will give ways to debating, and with the right direction, such forums can promote a climate of empathy and help those participating to have a clearer understanding of their pain. Furthermore, candid debates open the door to the discussion of things that would not ordinarily be spoken of, taboos in everyday conversations, such as feelings of violent reactions to those who abuse the gun control laws. It is a typical human reaction to want to murder those who murder a sibling, but then the emotion is usually smothered as a taboo.
Expressing that desire creates a universality to the urge, showing the speaker(s) that there are also many other people in the same boat that have not taken that destructive course of action. Therefore, this forms a mutual support chain that takes advantage of personal problem-solving skills to the mutual psychosocial demands the trauma separately places on everyone in the group.
Role of the Facilitator
As an instigator and driver of this psychotherapy regimen, it is the leader’s duty to facilitate the shared empathies of people in the group while driving progress along acceptable lines of psychological practice. The school shooting sent shock waves throughout the country, and it is the legislature and the courts (populated by older adults) that have the immediate power to change the gun control laws. However, in this case, it is the youth who bear the brunt of the lax gun-control laws. To this end, there will be a duty to guide the youthful anger to find expression in a manner that is not only socially acceptable but also resonates with the power structure in society. In fact, this is where activism and caucuses come into play as viable channels of funneling that urge into sustainable efforts. One will notice that endeavors such as the one led by Emma Gonalez have gained prominence because it is a group of people in this demographic who have organized themselves into a single entity speaking out on gun control (Beckett, 2018). The power structure that will benefit most from young adults presenting their input on the issue is the youth demographic. For a very long time in the USA, young people have been highly populous, but an underrepresented lot; such activity will improve the nation’s perception of their agendas.
Conclusion
I chose the specific population because it is not only vibrant, but it is also little-understood and immensely populated. Writing this paper has influenced the way I think about group work because it has demonstrated that real change is the sum of individual effort and innovation in a group with homogenous goals
References
Beckett, L. (2018). Florida shooting survivors are fighting back. Here's what they need to know about gun control. The Guardian . Retrieved from https://www.theguardian.com/us-news/2018/feb/20/post-columbine-generation-fights-back-what-to-know- nra -gun-facts
Kelch, B. (2014). 12 Steps for Best Practices in Referral to Mutual Self-Help Groups. Journal Of Groups In Addiction & Recovery , 9 (3), 222-236. http://dx.doi.org/10.1080/1556035x.2014.943550
Shulman, L. (1986). The Dynamics of Mutual Aid. Social Work With Groups , 8 (4), 51-60. http://dx.doi.org/10.1300/j009v08n04_06
Wieliczkiewicz, E. (2014). Mutual Interests, Mutual Training, Results in Mutual Aid and Respect. International Oil Spill Conference Proceedings , 2014 (1), 124-135. http://dx.doi.org/10.7901/2169-3358-2014.1.124
