Group Protocol for Adolescents Term Paper

Pages: 5 (1719 words)  ·  Style: APA  ·  Bibliography Sources: 2  ·  File: .docx  ·  Topic: Leadership

Group Protocol for adolescents - addressing the occupational needs of the adolescent population

Occupational needs assessment

During the occupational assessment, a group of 12 adolescents are observed attempting to solve a complex mathematical problem for a science project. Functional skills lacking among the group include communications skills, collaboration and communication skills, leadership skills and the ability to identify and agree on a single problem and develop plans for a probable solution. The team as a group appears to have selected no leader; for this reason the each member of the group is attempting to solve the problem individually more so than joining in a collective manner. Whereas it may be appropriate to look at the project as a whole and brainstorm within the group to come up with a group answer related to the problem, each of the students are quarreling about the right and wrong way to direct a problem and attempting to speak at the same time rather than listen to each other and derive meaning with or from each other using the group protocols.

Part II - Proposal

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On observation of the adolescent group P, addressing mathematical equations for the scientific problem genesis, the following was observed: lack of communication, lack of leadership, lack of collaboration and lack of identity or the tools needed to delegate assignments to appropriate levels or members of the group with the skills needed to lead the said task. For these reasons the researcher recommends implementation of program AB. This program will allow an adolescent supervisor to be named as the occupational therapist or guidance director of the program.

TOPIC: Term Paper on Group Protocol for Adolescents - Addressing the Assignment

My suggestion is John B. retain this role. The program proposed would help develop a group with a single appointed leader not involved directly with the group. Rather this person would be an individual familiar with the subject of inquiry, but also someone much older and capable of facilitating and encouraging group discussion. The role of the leader of the group will be to assign one member of the group the title of team leader. This member's role would be to describe the problem to the group, and encourage then each group member to brainstorm and contribute ideas about solving the group problem and future problems in a team-oriented manner.

Part III - Group Protocol

The group protocol will include the group title, author and frame of reference. The group protocol in this instance involves the creation of a focused group (CEISMC, 2006). A focus group protocol involves the following stages: organization of the mathematical team responsible for solving complex problems; determination of the objective or aim of the team, inclusive of the purpose; selecting participants at random to participate in this focus group and similar focus groups for future reference in the mathematical classroom; creation of questions that help clarify the subject of interest and speculation; construction of the instrument through which answers will be derived, in this case a focus group protocol; testing and administration of the instrument; and finally analysis and sharing of data and results (CEISMC, 2006).

The researcher recommends the participants in the focus group collect and analyze data using more than one tool, such as a focus group protocol along with an interview or questionnaire protocol, to increase the reliability and validity of the results achieved through the process and occupational program (CEISMC, 2006). Such directives may help uncover evaluation components of the problem that may not be addressed if one or a singular protocol is utilized (CEISMC, 2006).

The focus group protocol for this adolescent population will include a 10th grade mathematical statistics course, in which group members are to discern and discover answers to complex and multifaceted mathematical problems. The purpose of the group is to encourage team thinking and problem solving more so than to answer the group question specifically. Creation of a focus group protocol will allow team members to better understand the process by which questions and answers are generated and responded to in any occupational or classroom setting.

To enhance the odds of successful group engagement, group membership should be limited to six rather than ten members. Members to be included in the focus group protocol will include students that are familiar with the concepts and the complexities of the mathematical problems posed. They should be at the 10th grade level of education, and must have mastered the prerequisites to the course including general chemistry and geometry. The role of the leader of the group is to help the group brainstorm and facilitate ideas for solving the problem. To help achieve this, the group leader may rely on the following questions, which each group participant should answer (1) what is your opinion of the core idea of the problem? (2) How well is information presented and delivered? (3) what can the group do to improve their ability to solve the problem efficiently, without introducing conflict into the group setting; (4) is additional information necessary in the form of training or teaching to help participants come to a collective and uniform conclusion? (CEISMC, 2006).

As part of the group protocol model, multiple groups will be assigned the same task, or given the same problem to evaluate using various methods. A second group of six members with a history of one year of general chemistry and two years of other advanced mathematics will be assigned the role of evaluating the hypothesis and solution provided by the first group working to solve the problem. In this second group a leader must also be appointed to engage the primary group in conversation regarding the purpose they derived from their assignment and the results of the problem studied.

To help stimulate an active and collaborative environment within both groups, the researcher proposes each group engage in brainstorming sessions that take place in the form of games, where participants are rewarded with points or free time for participating and contributing a minimum number of valid and helpful insights regarding the problem or evaluation of the problem. Many studies confirm that when play and humor are incorporated into the group setting, participants are more likely to resolve conflict, actively engage in conversation and communication and collaborate to develop solutions to complex problems that benefit the whole rather than individual members of the group.


Because the specific class in which these studies are performed is ongoing, the group should meet a minimum of twice weekly for one hour. During this time the role of each member of the group is to report back on any information they gathered that may help solve the problem. At each session the secondary group will evaluate the contributions of the primary group (the one in charge of solving the problem) and work with its team members to help the primary group develop even more potential or probable solutions to the problem at hand.

Primary Protocol

The primary group protocol to be followed involves the following stages: (1) offering suggestions and stating solutions in a simple and concise manner so that implementation of a solution does not take too long (Bouassida et al., 2006); (2) identification of members and enumeration of members. Members will fall into the query group of the group attempting to solve the problem rationally and the query membership which seeks to evaluate and validate the resolutions and outcomes resulting from the primary group's actions. Members of the primary group attempting to solve the problem will discuss their interpretation of the primary problem presented and offer their experiences with similar problems, which may add insight and enable or facilitate a faster outcome or resolution to the problem. Members of the secondary group whose purpose is evaluation will be to encourage the group to alternate leaders and evaluate their individual interpretations of the problem compared with others in the group so a collaborative effort can be made to achieve a reasonable and expected outcome. Discussion areas relevant to the primary focus group include (1) the nature of the problem (2) factors influencing the problem (3) probable methods to solve the problem (4) probable outcomes to the problem using the methods developed in group sessions and (5) evaluation of the results.

Description of Meetings

Group participants will meet twice weekly at designated times with the group leader or facilitator. Group members should work in a closed area and sit at a round table so equality is presented and conversation can be easily elicited. Group sessions will last no more than one hour, and all sessions will be recorded by hand or tape for later review. At the beginning of subsequent sessions, the discussion or an overview of the previous week's or meetings discussion and information is reviewed. The time the group meetings are held will be a time when all participants can readily attend. Those members incapable of attending all sessions are excluded from the group.

Questions in the group will include an open question, allowing each member of the group to introduce themselves, especially when new members are present,… [END OF PREVIEW] . . . READ MORE

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APA Style

Group Protocol for Adolescents.  (2007, October 18).  Retrieved November 26, 2021, from

MLA Format

"Group Protocol for Adolescents."  18 October 2007.  Web.  26 November 2021. <>.

Chicago Style

"Group Protocol for Adolescents."  October 18, 2007.  Accessed November 26, 2021.