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This question focuses on applying theory to practical scenarios.

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This question relates to review learning resources and requires a structured academic response.

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Focus on explaining concepts clearly and supporting them with examples.

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This topic involves review learning resources. A strong answer should include explanation, application, and examples.

Original Question

Review the Learning Resources on the beginning stage of group work and on motivational interviewing. Explore the group icebreaker examples and conduct a search to find your own icebreaker activity. Imagine that you are leading the first session of your group focusing on addiction or sexual assault trauma. Consider how you would start the session, including the use of an icebreaker activity. When preparing your start to the session, keep your group’s purpose and membership in mind. Reflect on motivational interviewing and how you might use it within the icebreaker to support engagement and group cohesion. Record and post a two to three -minute video in which you: JUST TYPE WHAT I SHOULD SAY IN THE VIDEO. Demonstrate how you would start the group session, using the exact wording you would use if you were speaking directly to the group. Present and explain an ice-breaker activity that is appropriate for your group. Note: This should be different than any of the examples provided in this week’s Icebreakers document. Explain how you would use motivational interviewing within the icebreaker to build cohesion and engagement, particularly with involuntary or resistant group members. Toseland, R. W., & Rivas, R. F. (2017). An introduction to group work practice (8th ed.). Pearson. Chapter 6, “Planning the Group” (pp. 160-195) (Review) Chapter 7, “The Group Begins” (pp. 196-229) Chapter 8, “Assessment” (pp. 230-263) Young, T. L. (2013). Using motivational interviewing within the early stages of group development.Links to an external site. The Journal for Specialists in Group Work, 38(2), 169-181. https://doi.org/10.1080/01933922.2013.764369

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