Harrichand, John Jonathan Suroshan

Noble, Sandra

Sosin, Lisa S.

English

Liberty University Digital Commons

Scholars Crossing Faculty Publications and Presentations Department for Counselor Education and Family Studies 4-2021 Creative Arts Personal Growth Group (CAPG) Lisa S. Sosin Liberty University, lssosin@liberty.edu Sandra Noble Liberty University, sdnoble@liberty.edu John Jonathan Suroshan Harrichand Liberty University, john.harrichand@utsa.edu Follow this and additional works at: https://digitalcommons.liberty.edu/ccfs_fac_pubs  Part of the Counseling Commons Recommended Citation Sosin, Lisa S.; Noble, Sandra; and Harrichand, John Jonathan Suroshan, "Creative Arts Personal Growth Group (CAPG)" (2021). Faculty Publications and Presentations. 204. https://digitalcommons.liberty.edu/ccfs_fac_pubs/204 This Conference Presentation is brought to you for free and open access by the Department for Counselor Education and Family Studies at Scholars Crossing. It has been accepted for inclusion in Faculty Publications and Presentations by an authorized administrator of Scholars Crossing. For more information, please contact scholarlycommunications@liberty.edu. 2Contents of Presentation(1) CAPG Rationale(2) CAPG Theoretical Framework(3) CAPG Screening and Sessions (4) Participate in and Process a CAPG Intervention(5) CAPG Research Findings3Rationale for CAPG as a Trans-Diagnostic Treatment• Fear, Trauma, and Shame: An underlying cross-diagnostic foundation (Bauman et al., 2013; Carney et al., 2019; Crosby et al., 2010 ; Hase et al., 2015; Marshall et al., 2015; Plexousakis et al., 2019)• Value of Group Interventions (Bauman, 2010; Brown, 2019; Singh, 2013)• Dearth of Interventions for Adults (Sosin et al., under review) 4CAPG Evidence-Based Theoretical Framework• The Creative Exposure Intervention (CEI) (Sosin & Rockinson-Szapkiw, 2016)• CBT, Mindfulness, and Creative Arts Approaches (Bayne & Thompson, 2018; Fortuna & Vallejo, 2015; Harris, 2014; Heyes et al., 2013; Schwartze et al., 2019) • Group Work Competencies, Values, and Guidelines (Guth et al., 2019; Singh et al., 2012; Thomas & Pender, 2008)5CAPG Goals • Experiencing an inclusive community (Guth et al., 2019; Singh et al., 2012)• Learning effective tools to monitor and modify fear and shame (Artime et al., 2019 and many others on the reference list)• Reintegrate devalued and disowned parts of the self (Sosin et al., under review) 6CAPG Preparation • CAPG Training• Supervision• Screening• Orientation• Consent• Research(Sosin & Trexler 2019; Sosin & Noble, 2020; Sosin et al., under review)7Characteristics of Effective CAPG Leaders• Highly Competent Group Workers(Guth et al., 2019; Singh et al., 2012; Thomas & Pender, 2008)• Active• Provide Structure• Keep the Group Interpersonally Focused• Multiculturally Sensitive• Advocacy Minded(Jacobs et al., 2016; Ratts et al., 2010)8CAPG Session Structure• Open Art• Anchoring• Opening Round• Psychoeducation• Creative Activity • Closing Round9Overview of CAPG Protocol10Session One•Goals: • Interpersonal connection and safety• Understand impact of bullying, interpersonal violence, and marginalization• Learn anchoring skills and trigger recording•Psychoeducation: • Activation• Window of tolerance• Anchoring• Trigger record chart•Creative Arts Activity: • Anchoring and Safe Place11Session Two•Goals: • Embarking on a journey toward knowing and accepting self• Authentic connection •Psychoeducation: • Biologically primed, core human needs for inclusion, safety, and   acceptance • Getting back “home” to the authentic self •Creative Arts Activity: • Core Self Depiction and Mutual Celebration of Diversity12Session Three•Goals: •Deepen group connection•Increase knowledge and skills needed to monitor and modify fear and shame •Psychoeducation: •Emotions and needs related to them•Meeting emotional needs vs. coping •Creative Activity: Creative Exposure Intervention (Sosin & Rockinson-Szapkiw, 2016)13Session Four•Goals: (Same goals as Session Three)• Deepen group connection • Transform fear and shame into compassionate connection •Psychoeducation: • Attuning to one other• Past and future-oriented thinking, as well as self-criticism, impact fear-shame•Creative Arts Activities: • Safe Place with Installation of Loving, Protective Person(s) • The Creative Self-Compassion Tool (CSCT)14Session Five•Goals: • Process “shame narrative” • Grieve about events and their impact• Deepen members compassion toward themselves and one another. •Psychoeducation: • Fear and shame triggered by shadows • The root of shame • Discovering the “rest of the story” •Creative Activity: • Shame Narrative Depiction 15Session Six•Goals: • CAPG Review • Learn a final creative tool • Develop an aftercare plan  •Psychoeducation: • Attunement  • Embodiment•Creative Arts Activities: • The Embodied Present Moment Awareness Tool • Maintenance Plan 16The Embodied Present Moment Awareness Tool17CAPG Manual, Supervision, and Running a CAPG Group in Your Setting18Summary of Research Findings• Containment: Leading with Compassion, Commitment, and Consistent Session Structure• Creativity: Healing of Fear and Shame Narratives Through Self-Exploration and Sharing• Community: Processing Bullying Induced Trauma in a Shame Free Group19Contact Information for Further InformationIf you are interested in running a group in your setting, receiving a free copy of the manual, and participating in free supervision contact:Lisa Sosin: lssosin@liberty.edu20ReferencesArtime, T. M., Buchholz, K. R., & Jakupcak, M. (2019). Mental health symptoms and treatment utilization among trauma-exposed college students. Psychological Trauma: Theory, Research, Practice, and Policy, 11(3), 274-282.  https://doi.org/10.1037/tra0000376Bauman, S. (2010). Groups and bullying. The Journal for Specialists in Group Work, 35(4), 321–323. https://doi.org/10.1080/01933922.2010.515177Bayne, H. B., & Thompson, S. K. (2018). Helping clients who have experienced trauma gain emotional literacy. Journal of Creativity in Mental Health, 13(2), 231–242. https://doi.org/10.1080/15401383.2018.1425173Brendgen, M., Poulin, F., & Denault, A.-S. (2019). Peer victimization in school and mental and physical health problems in young adulthood: Examining the role of revictimization at the workplace. Developmental Psychology, 55(10), 2219–2230. https://doi.org/10.1037/dev0000771Brown, B. (2006). Shame resilience theory: A grounded theory study on women and shame. Families in Society, 87(1), 43-52. https://doi.org/10.1606/1044-3894.3483Carney, J. V., Kim, H., Duquette, K., Guo, X., & Hazler, R. J. (2019). Hope as a mediator of bullying involvement and emotional difficulties in children. Journal of Counseling & Development, 97(4), 376-386. https://doi.org/10.1002/jcad.12286Crosby, J., Oehler, J,, & Capaccioli, K. (2010). The relationship between peer victimization and post-traumatic stress symptomatology in a rural sample. Psychology in Schools, 47, 297-310. https://doi.org/10.1002/pits.20471. Fortuna, L. R., & Vallejo, Z. (2015). Treating co-occurring adolescent PTSD and addiction: Mindfulness-based cognitive therapy for adolescents with trauma and substance-abuse disorders. New Harbinger.21ReferencesGuth, L. J., Nitza, A., Pollard, B. L., Puig, A., Chan, C. D., & Bailey, H. (2019). Ten strategies to intentionally use group work to transform hate, facilitate courageous conversations, and enhance community building. The Journal for Specialists in Group Work, 44(1), 3-24.  https://doi.org/10.1080/01933922.2018.1561778Harris, S. (2014). How effective is group cognitive behavioral therapy to treat PTSD? Federal Practitioner, 31(10), 20-24. https://www.mdedge.com/fedprac/article/87815/ptsd/how-effective-group-cognitive-behavioral-therapy-treat-ptsdHase, C. N., Goldberg, S. B., Smith, D., Stuck, A., & Campain, J. (2015). Impacts of traditional bullying and cyberbullying on the mental health of middle school and high school students. Psychology in the Schools, 52, 607–617. https://doi.org/10.1002/pits.21841Heyes, S., Lau, J. Y. F., & Holmes, E. A. (2013). Mental imagery, emotion and psychopathology across child and adolescent development.Developmental Cognitive Neuroscience, 5,119–133. https://doi.org/10.1016/j.dcn.2013.02.004Marshall, N., Arnold, D., Rolon-Arroyo, B., & Griffith, S. (2015). The association between relational aggression and internalizing symptoms: A review and meta-analysis. Journal of Social and Clinical Psychology, 34, 135–160. https://doi.org/10.1521/jscp.2015.34.2.135Plexousakis, S. S., Kourkoutas, E., Giovazolias, T., Chatira, K., & Nikolopoulos, D. (2019). School bullying and post-traumatic stress disorder symptoms: The role of parental bonding. Frontiers in Public Health, 7, 75. https://doi.org/10.3389/fpubh.2019.00075Singh, A., Merchant, N., Skudrzyk, B., & Ingene, D. (2012). Association for Specialists in Group Work: Multicultural and social justice competence principles for group workers. The Journal for Specialists in Group Work, 37(4). https://doi.org/10.1080/01933922.2012.721482Schwartze, D., Barkowski, S., Strauss, B., Knaevelsrud, C., & Rosendahl, J. (2019). Efficacy of group psychotherapy for posttraumatic stress disorder: Systematic review and meta-analysis of randomized controlled trials. Psychotherapy Research, 29(4), 415–431. https://doi.org/10.1080/10503307.2017.1405168Thomas, R. V. & Pender, D. A. (2008). Association for Specialists in Group Work: Best practice guidelines 2007 revisions. The Journal for Specialists in Group Work, 33(2), 111–117. https://doi.org/10.1080/019339208019711822

Creative Arts Personal Growth Group (CAPG)

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Creative Arts Personal Growth Group (CAPG)

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