Facilitating Virtual Groups for Youth at a Closed-custody Detention Centre: Associated Experiences and Navigating Challenges as a New Social Worker
Category: 2021 Posters
Apr
10
Simran Arora, Canadian Training Institute, Toronto, ON (Canada)
This presentation aims to describe the challenges associated with facilitating virtual psychoeducational groups for youth at a closed-custody detention centre. The poster outlines my experiences as a new social worker and the different ways challenges related to confidentiality, technology, and the COVD-19 pandemic were addressed. Successes resulting from the program and recommendations for future groups and practitioners are also stated within this poster.
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Presentation Description:
When working in correctional facilities, Social Workers encounter unique challenges while attempting to balance the needs of justice-involved individuals and the mandate of organizations (Champagne & Felizardo, 2011). The COVID-19 pandemic presents additional challenges in delivering services. In light of this pandemic, the Manifesting Amazing Dreams program altered its service delivery from in-person to virtual programming. Various challenges emerged in facilitating virtual psychoeducational groups for youth at a closed-custody detention centre. The COVID-19 pandemic restrictions, confidentiality guidelines at the centre, and technological difficulties presented obstacles in delivering the program. This poster aims to describe these challenges and their impact on the group and myself as a new social worker. This poster also outlines the different ways I navigated these challenges by learning from and with others; building rapport with the participants; optimizing the use of other technology; adopting a flexible, discussion-based facilitation approach; and managing personal anxieties. Successes resulting from the program and recommendations for group processes, group dynamics, and social workers are also stated within this poster.
Youth in detention centres are facing additional challenges due to the COVID-19 pandemic as mental health services and recreational activities in many centres have been reduced, in-person visits are suspended, and the youth are experiencing difficulties in accessing other professional supports. These challenges negatively impact their mental and physical well-being (Miller, 2020; Vivrette, Hebert, & Liberman, 2020). Additionally, skills-based groups utilizing the principles of Motivational Interviewing (MI), Cognitive-Behavioural Theory (CBT) (Adler, Edwards, Scally, Gill, Punikis, Gekoski, & Horvath, 2016), and Trauma-Informed Care (TIC) (Vivrette et al., 2020) have proven to reduce recidivism and positively impact the well-being of justice-involved youth (Adler et al., 2016; Vivrette et al., 2020). According to the Youth Criminal Justice Act (2002), engaging in timely interventions and extrajudicial measures are the “most appropriate and effective ways to address youth crime” (s. 4 (a)). Hence, to support the well-being of these youth, it is essential to deliver virtual psychoeducational group programs while adopting the principles of MI (Miller & Rollnick, 2012), TIC (Substance Abuse and Mental Health Services Administration, 2014), and CBT (Fenn & Byrne, 2013). Furthermore, the staff at these centres are also impacted by the pandemic as they are unable to effectively meet the needs of the youth and are rapidly adapting to evolving policies and procedures. These staff members are susceptible to experiencing vicarious stress and trauma and are increasingly worried about their health and safety as well (Vivrette et al., 2020). Therefore, it is crucial to build a sense of community and connectedness and mitigate these challenges through communication, collaboration, and perseverance. It is my hope that by sharing my experiences, participants will (1) gain additional knowledge and skills to approach similar situations in the future; (2) collaborate to address the challenges related to virtual programming and the pandemic; and (3) feel inspired to share their professional narratives and enhance their mutual understanding of how social workers are adapting to the “new normal”.
References:
- Adler, J. R., Edwards, S., Scally, M., Gill, D., Puniskis, M. J., Gekoski, A., & Horvath, M. A. (2016). What works in managing young people who offend? A summary of the international evidence. Ministry of Justice Analytical Series.
- Champagne, D., & Felizardo V. (2011). Social Work Practice in Corrections. Canadian Association of Social Workers. Retrieved January 19th, 2021, from https://www.casw-acts.ca/en/social-work-practice-corrections
- Fenn, K., & Byrne, M. (2013). The key principles of cognitive behavioural therapy. InnovAiT, 6(9), 579-585. https://doi.org/10.1177%2F1755738012471029
- Miller, J. (2020). Young people facing serious new hurdles in justice system amid COVID-19, advocates warn. Toronto.com. Retrieved March 1st, 2021, from https://www.toronto.com/news-story/10287083-young-people-facing-serious-new-hurdles-in-justice-system-amid-covid-19-advocates-warn/
- Miller, W. R., & Rollnick, S. (2012). Motivational interviewing: Helping people change. Guilford press.
- Substance Abuse and Mental Health Services Administration. (2014). SAMHSA’s Concept of Trauma and Guidance for a Trauma-Informed Approach. U.S. Department of Health and Human Services.
- Vivrette, R., Hebert, A., and Liberman, A. (2020). Trauma-Informed Strategies for Supporting Youth in the Juvenile Justice System during COVID-19. Child Trends.
- Youth Criminal Justice Act, S.C. 2002. c. 1, s. 4 (a). Canada: Department of Justice Canada.
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