Beruflich Dokumente
Kultur Dokumente
University at Buffalo
July 3, 2010
SINGLE MOTHERS 2
Abstract
This paper explores the current research and rationale for implementing a structured
psychoeducational group for unemployed single mothers. Upon exploring this research it was
determined there is a need for this service. The group focuses on addressing issues that are
commonly faced by this population. The goals of the group are to provide education, support and
addressing housing concerns and financial issues, lowering/stabilizing healthcare cost, and to
build self esteem of group members. The overall goal of the group is to increase the participants
self sufficiency.
Rationale
According to the U.S. Census Bureau in November 2009, there were approximately 13.7
million single parents in the United States. The noted single parents are raising 21.8 million
children and approximately 26% of those children are under the age of 21. According to Single
Parent Statistics (2010) 27% of custodial single mothers and their children live in poverty, 22%
receive Medicaid, 23.5% receive food stamps, and 12% receive some form of public housing or
rent subsidy. As well The single parent family statistics from 2005 showed that 31.1 % of all
single parent families received some sort of public assistance, with only 6 % receiving cash
assistance. A survey conducted by Raise the Nation, an organization that provides financial aids
to single mothers who are pursuing higher education, estimated that almost 38% of single
mothers live below the poverty line, as a result of lack of education (Lowry 2010).
The Institute for Womens Policy Research (2009) states that one out of every eight
women (12.2 percent) who are the head of household for their families are unemployed.
Increased employment was a central goal of the 1996 welfare reform. The labor market
participation of single mothers has been a primary focus of welfare literature since then. Lerman
Moving welfare recipients from welfare to work was the primary goal of the Personal
Responsibility and Work Opportunity Reconciliation Act. The act had generated increases
in employment among mothers heading families (single mother), the group most likely to
As Kimmel (1998) writes: particularly for single mothers, insufficient childcare options can be a
strong barrier to labor force participation. Without adequate childcare, the burdens of
Single mothers represent a group vulnerable to extensive contact with poverty, lower
education and higher rates of unemployment. Concluded from the above mentioned research it
was determined that addressing job searching, educational goals, housing, finance, health and
child care will assist single mothers in striving for self sufficiency. By providing this continuum
of services it is theorized that the goals and objectives set forth the by this group will be met.
The feminist theory lends itself well to facilitating successful womens groups. Based on
equality in relationships between the leader and the participants the feminist theory looks to
empower women who have faced multiple forms of societal discrimination. Gender stereotypes
are not reinforced but instead an understanding of cultural differences and gender roles are
examined. Womens group leaders need to beware of the individual issues that women are faced
with and empower the participants to address and change these issues (Kees & Leech, 2004).
Current research has noted that successful womens groups incorporate a holistic
approach to providing services that address external barriers to attending group meetings. Groups
in which childcare, transportation, and group reminders were provided increased the
cohesiveness, trust and attendance rates of the participants. Short-term solution oriented groups
that meet the specific needs of the participants also increased the effectiveness in reaching goals.
Research has shown that the strength of womens groups is support (Kees & Leech,
p.425). Support will not only be seen by addressing the educational aspects of the group but by
also providing a group to support women as they experience the hardships of being a single
Objectives
The overall goal of implementing this group is to increase the participants self sufficiency
by providing services that are appropriate for the women and their children. This includes
furthering their understanding of the employment process, the job search process, housing
The goals for week 1 are for each member to become familiar with the group structure
and for the leaders to determine level of the needs of each participant. The objectives for these
goals are for members to; discuss the group rules, goals and objectives, have the participants sign
a contract stating that they have read and agree to the terms of the group, complete the Q&A
The goals for week two are to address and explore the possible educational opportunities
that could be afforded to the participants. The objectives for these goals are to; attend a
presentation from BOCES- and a community college, provide resources on higher education
informational sessions, admissions process and the application process, write down current
educational goals and establish a plan to achieve these goals and lastly to process their plan in
The goals for week three are to address and explore financial issues and the available
resources. The participants objectives for these goals are to; gain information on the possible
assistance and grant programs by meeting with a representative from the Department of Social
Services (DSS), to construct a personal budget and a financial saving plan, write down financial
goals and devise a plan to reach these goals and to process this plan with the group.
SINGLE MOTHERS 6
The goals for week four are to learn about the employment process. The objectives are to;
meet with a Department of Labor (DOL) representative to conduct job searches, learn resume
writing skills, interviewing skills and interview/business etiquette, complete a self administered
interest assessment, write out employment goals and a plan to achieve these goals, and to process
The goals for week five are to address housing and health care options. To reach these
goals the participants will complete these objectives; determine eligibility for HUD or other
subsidize housing, complete the necessary paperwork, determine eligibility for various health
The goal of week six is to work towards implementing the lessons learned from the
previous weeks. The objectives for this goal are to; process with the group the participants
reflection on the previous weeks lessons, review all the goals set and plans created during the
sessions, and to identify specific strides made towards achieving these goals.
Upon completion of the group the members will complete the initial Q&A assessment to
gauge progress towards reaching the identified goals. If all these goals are met at the end of
sessions it is believed that the women have a better understanding of how to search for
employment, are working towards or have improved their housing situation, improved their
financial planning and have gained access to healthcare for both them and their children.
Practical Considerations
Risk involved
An ethical issue that may arise throughout the group is a breach in confidentiality. When
signing the group rules participants will be asked to sign a confidentiality agreement stating that
SINGLE MOTHERS 7
they agree to maintain the participants anonymity and that all group discussion is confidential.
If confidentiality is broken the trust, cohesiveness and effectiveness will suffer. If and when
Several factors in a person's life may contribute to them abusing a child: general stress;
the stress of having children in the family, when one didn't have children before; dealing with a
child who has a disability or shows difficult behaviors; the stress of caring for someone besides
oneself; a personal history of being abused (childhood trauma); alcohol or drug use; marital
conflict; and unemployment. Children living with single parents may be at higher risk of
experiencing physical and sexual abuse as well as neglect than children living with two
Single parent households are substantially more likely to have incomes below the poverty
line. Lower income, the increased stress associated with the sole burden of family
responsibilities, and fewer supports are thought to contribute to the risk of single parents
maltreating their children. The rate of child abuse in single parent households is 27.3
children per 1,000, which is nearly twice the rate of child abuse in two parent households
The group will be informed that the group leaders are mandated reporters and confidentiality will
Special needs
encounter. Inadequate child care placement can also result in child abuse or neglect. Therefore on
site child care will be provided to the group participants by licensed child care workers. The
women will also be provided a list of licensed childcare workers for which DSS will fund, if the
SINGLE MOTHERS 8
The group will be offered at no charge as this is a needs -based group. One of the
eligibility requirements is that one must be currently unemployed. Car or bus vouchers will also
be provided to the women to ensure that they have reliable transportation to and from the group
sessions. The group will be held in the local Department of Labor building which has met all
structural accommodations of the Americans with Disabilities Act. Those participants who need
Procedures
Qualifications needed
The group serves a number of purposes for the participants; imparting information,
sharing common experience, teaching people how to solve problems (e.g. finance, job search,
childcare, education), offering support, and helping people learn how to create their own support
systems outside of the group setting (e.g. networking). NICE. To effectively and ethically meet
these purposes the group leaders need to meet certain criteria. Completion of a group counseling
class, field or work experience would suffice as adequate qualifications to facilitate the proposed
group. For specialized group topics representatives from appropriate agencies will present their
services in the form of an educational presentation. While the group leaders will provide the
Recruitment
Possible group participants will be referred by the local Department of Social Services.
DSS will refer those participants that they feel are appropriate for the group based on the given
set of criteria; unemployed single mothers who are interested in obtaining employment. Pre-
group preparation
The first group will be an orientation group session where the purpose and rules are
established. If a member feels that this is something that they are not ready for then they have the
choice not to participate. Due to this being a voluntary group participants have the right to refuse
referrals.
Group Rules
1. Be on time. Call if you are going to be later. Punctuality is necessary for employment
and school.
2. Be respectful of yourself, your peers and the group counselors. These skills are
needed in the employment world and throughout your educational career.
3. Turn cell phones on silent. If it is an emergency notify the group counselor and step
out of the room.
4. Focus on the goals of the group. For example, focus on job search challenges
5. Avoid side conversations-they can be distracting. If you have a comment or concerns
please share it with the entire group.
6. Our time here is important and we have a great deal to cover. Please try to stay on
task.
SINGLE MOTHERS 10
7. Inform the leader when you are unable to continue in the group.
Frequency of Meeting
The group will meet twice a week on Tuesdays and Thursdays for a total of six weeks.
The length of the meetings will be two hours to allow adequate time to meet the objectives. The
first session of the week will be educational in nature and the second will involve processing and
support.
Group members
Group will be limited to fifteen participants. A smaller group will allow for a more
intimate setting which in turn will assistance in building the groups trust and cohesiveness.
Group structure
Structure encompasses difficult techniques and interventions that have as their primary
goal the development and maintenance of a health therapeutic group. Structure is conveyed when
the group leader discusses the norms of a group. Some norms include the importance of
attendance and what members should do if they are unable to attend, and how communication
occurs (Waack et al., 2004, p. 40). For example, if a person misses a group we will not be
recapping what we did in the previous group in the current session. Attendance is important
because you will not be privy to all the information given, such as; how to do a job search online,
how to fill out application forms and where to go for the necessary services. This group will be a
closed group.
Corey (2008) writes that the initial meeting can be used as an information and screening
session. By asking our clients, what they hope to accomplish in the group we can determine if we
SINGLE MOTHERS 11
can satisfy their needs by the services that we provide (p. 68). Screening is also performed by the
potential group participant. They should be allowed to ask questions to ensure that a leader is the
Again Corey (2008) points out that a basic question of selection of a group member is:
will the group member be productive or counterproductive for any individuals? Others who
should be excluded from most groups are people who are in a state of extreme crisis, who are
suicidal, who have sociopathic personalities, who are highly suspicious, or who are lacking in
ego strengths and are prone to fragmented or bizarre behavior (p. 69). Selection should be based
An assessment will be administered at the beginning of the group to determine the level of
assistance required for each topic and for each member. The assessment is composed of six
subscales; self esteem, health care cost, finance, housing, education, and job search which
Self-esteem
Strongly Strongly
Agree
Disagree Disagree Agree
1. I have a number of good qualities.
2. I have many accomplishments.
3. I am the type of person that people respect.
4. I love all aspects of myself unconditionally.
5. People like me.
5. People like me.
Healthcare Cost
Strongly Strongly
Agree
Disagree Disagree Agree
SINGLE MOTHERS 12
Finance
Strongly Strongly
Agree
Disagree Disagree Agree
1. I am financially stable.
2. I have my bills paid on time.
3. I have many personal/community resources
available to me if I fall behind on my bills.
4. I usually have money each week for extra
expenses after bills, and groceries.
5. Overall, I do not feel that I need assistance with
my finances.
Housing
Strongly Strongly
Agree
Disagree Disagree Agree
1. I am not currently at risk of losing my home/living
arrangement.
2. I currently have a place to live.
3. I have someone I could rely on in an emergency
for temporary housing.
4. I have stable living arrangements.
5. Overall, I do not feel as if I need assistance with
housing needs.
Educational Goals
Strongly Strongly
Agree
Disagree Disagree Agree
1. I know what I what to do to make a living.
2. I have enough education to get hired at the job I
want.
3. I am planning on furthering my education.
4. I have many resources available for learning about
education opportunities.
SINGLE MOTHERS 13
Job Search
Strongly Strongly
Agree
Disagree Disagree Agree
1. I currently have a job that I am satisfied with.
2. I know how to use the internet to find a job-listing.
3. I feel comfortable with the amount of money I
currently make.
4. I am familiar with the interview process.
5. Overall, I do not feel that I need assistance with a
job search.
Scoring
For all the subscales the following scoring system is necessary: Strongly Disagree= 1
point, Disagree= 2 points, Agree= 3 points and Strongly Agree= 4 points. For each subscale add
the number of points, and then please refer to the specific information below concerning each
HealthCare Cost- A score of 4 or below is indicative of the need for group participation.
Education Goals- A score of 16 or lower would be indicative of the need for group
participation.
Job Search- A score of 10 or lower is indicative of he need for job search resources.
The self-esteem subscale norm was developed using the Rosenburg Self-esteem Scale,
according to which similar items were used. Calculations were performed by the number of
possible choices (4) multiplied by the number of questions (5) resulting in 20, this number was
multiplied by .5; this resulted in the minimum score (10). This number was taken from
Rosenburgs assessment. An issue with using the Rosenburg test is that its norm group is both
high school individuals from the junior and senior class selected from ten schools in the New
Determining the minimum healthcare cost score was done by using statistics from a 2007
study of 38,889 single mothers. This study discovered that 21% of these single mothers had no
health insurance (Davis, 2009). The minimum score was therefore calculated by the number of
possible choices (4) multiplied by the number of questions (5) resulting in 20 multiplied by .21,
A determination for the Finance minimum score came by using single parent statistics
from about.com. These statistics indicate that 27% of custodial single mothers live below the
poverty line. This number was rounded to 30% and the following calculations were performed.
Four possible points (4) multiplied by five questions (5) equaled a score of twenty (20), which
was then multiplied by the percentage of mothers living in poverty (.3), which equaled a
minimum score (6). This score would be theoretically the level at which they might correspond
Housing minimum score was derived using (again) statistics from a 2007 study of 38,889
single mothers; this data suggested that in 20008, 72% of the households that applied for public
housing were headed by single women (Davis, 2009). Using similar scoring as before, the total
SINGLE MOTHERS 15
available subscale points (20) was multiplied by .72, resulting in the score of 14.4. This score
Education minimum score was developed using data from the US Census, which showed
that 80% of single mothers lacked the educational background available to advance in their
position (Apply today, 2009). To arrive at the minimum score, the possible subtotal score (20)
was multiplied by .80; we then arrived at the minimum Education score of 16.
The Job Search minimal score was determined using statistical data concerning custodial
single mothers, which indicated that: 49.8 % work year round and full time, and 29.7% worked
minimum score it was decided that roughly half of single mothers needed no job intervention,
whereas the other half of the population could use at least some. Scoring within these
percentages, in theory corresponds to these groups. There is a similar concern with the issues of
reliability and validity with our single mother assessment, as it has not been tested as of yet due
There are many techniques that can be useful for a single mother group. Stress
management training can be useful for a wide variety of problems and client populations. This
could be useful anxiety associated with getting a job or living independently. Stress management
teaches clients how to deal with stress effectively. Homework is another useful technique to
engage the participant in the group process. Role playing may be another technique to utilize in
the group. This technique is useful in a mock interview situation. Role playing is appropriate for
maladaptive behavior.. For example, when a person does not believe she or he can succeed
onhis or her own. examining dysfunctional assumptions and behaviors are used to help clients
Characteristics of group
Group dynamics are likely to change throughout the sessions. As with any group there
will be various issues faced between group members as well as between members and the group
leaders.
Initial Stage
Group members may be hesitant or unwilling to share their opinions and feelings because
of lack of familiarity. During this stage the group leaders will have to facilitate intergroup
communication by providing a number of ice breaker exercises. Group leaders will use this time
necessary These exercises will allow group members to get to know each other better and feel
more comfortable with one another. The ice breaker used will require each group member to say
their name, discuss their expectations for the group sessions, and tell the group their biggest fear
Transition Stage
This stage is likely to coincide with our discussions about education. As such this stage is
likely to be marked by group members unwilling to discuss their current schooling levels. They
may do this because of fear. It may also be likely that group members judge one another because
of their life choices or educational goals. As such this may harbor defensiveness amongst the
group.
SINGLE MOTHERS 17
In such a situation the group leader will take the time to remind members of the contract
they signed as well as the rules of group. An exercise that may also help this is to do an exercise
that shows how necessary it is to support one another and not judge. The exercise to be used is
The Web. Everyone in the group has to hold one part of the same piece of yarn or string. One
by one they have to let go their piece of yarn and discuss how this changes the shape of the web.
Furthermore they will have to discuss how this is similar to the groups dynamic, where if
Working Stage
While week 3 involves discussion of financial issues, by this time the group should be
moving into or already in the working stage. As such not many issues are anticipated except for
possible reluctance to share personal financial information. This is not because of transition
issues but rather because a persons finances is a difficult topic to discuss. There are only a few
It is important for the group leader to remind group members that they only have to share
what they feel comfortable sharing but it is often when you confront your issues head on that you
gain the most insight. As well they should be told that the aim of the group is to teach them
financial management so even if they do not want to share what their current financial situation
is, the goal is for them to ensure they gain as much knowledge as possible. This can be done by
being attentive at sessions, asking questions and being an active part of the group.
Final Stage
At this point in the session some group members are likely to be feeling hesitant about
the progress they have made. They may not feel like they have gained enough knowledge or
SINGLE MOTHERS 18
made enough progress during the sessions. Lastly they may feel as though they will be unable to
Apart from the post termination interview, the group leader has to address all these issues
during termination. Firstly it is the job of the leader to remind the members that merely their
planning and setting goals was progress. As well the members will be encouraged to share the
issues they are having, as well as give and receive feedback to each other. Furthermore group
members will be encouraged to ask any unanswered questions and get any information they feel
If group members discuss fear or anxiety the group leader may arrange a post session
group follow up to discuss the overall group experience. As well this will allow member to deal
with individual issues follow up meetings will be set up with each member to discuss progress
since sessions have ended and to tie up any loose ends from the session.
Evaluation
During the last group session the participants will be given the opportunity to discuss
how they feel they have been progressing since the previous sessions were completed. They will
be given the opportunity to discuss the goals that have been achieved as well as those that they
are still working towards. Further assistance with referrals or information that was not divulged
during the allotted group time will be provided to those who request this service. The initial
SINGLE MOTHERS 19
screening assessment will be administered during the last group and compared with the results of
the first. This comparison will ideally generate a progression in accomplishing the objectives of
the group. Participants will also complete a termination questionnaire concerning goals and
objective achieved. The termination questionnaire will be mailed to each participant four months,
eight moths and one year after the completion of the group. This will provide further information
Termination Questionnaire
This questionnaire would tell us the group leaders if our goals and objectives have been met,
surpassed or not met at all. As well it will give us an idea of what can be improved to make the
1) What is your current educational status? Has there been any change in your educational
status since the end of session?
________________________________________________________________________
_______________________________________________________________________
2) Are you financially stable? If not what are you doing to better this situation?
________________________________________________________________________
________________________________________________________________________
3) Have you had a successful job interview/job offer since the end of sessions? If no
explain what is your next move?
________________________________________________________________________
________________________________________________________________________
4) Have you had any problems with housing since sessions have ended? If yes explain.
________________________________________________________________________
________________________________________________________________________
5) Is healthcare a cause for concern in your life right now? If yes please explain.
________________________________________________________________________
________________________________________________________________________
6) Which topic during session was the most helpful and influential for you? Why?
________________________________________________________________________
_____________________________________________________________________
7) Which topic during session was the least helpful or influential for you? Why?
________________________________________________________________________
____________________________________________________________________
SINGLE MOTHERS 20
8) Do you think anything could have been done differently during sessions to make the
sessions more effective for you? If yes, what can be done?
________________________________________________________________________
_______________________________________________________________________
9) Would you recommend this group to someone else? Explain you answer.
________________________________________________________________________
_______________________________________________________________________
10) Other comments or concerns.
_______________________________________________________________________
Conclusion
This group proposal addresses commonly faced issues that single mothers encounter
which were reinforced with current researched literature. The goal of implementing this group is
to increase the participants self sufficiency and well being. Based on the group proposal and the
References
Corey, G. (2008). Theory & Practice of Group Counseling. Belmont, CA: Brooks/Cole,
Davis, J. (2009, June 17). Single mothers face high obstacles, study finds. Gazette.net. Retrieved
from http://www.gazette.net/stories/06172009/montnew181559_32524.shtml
SINGLE MOTHERS 21
Kees, N, & Leech, N, (2004.) Practice trends in womens groups. In Delucia-Waack, J.D.,
Gerrity, D.A., Kalodner, ,C.R. & Riva, M.T. (2004). Handbook of Group Counseling and
Kimmel, J. (May 1998). Child Care and the Employment Behavior of Single
and Married
http://www.upjohninst.org/publications/wp/93-14.pdf
Lerman, R.I. & Ratcliffee, C. (2001). Are single mothers finder jobs without displacing other
www.bls.gov/opub/mlr/2001/07/art1full.pdf
Lowry, R. (Jan. 2010). Fantastic Opportunities Awarded With Scholarships For Single Mothers
http://www.buzzle.com/articles/fantastic-opportunities-awarded-with-scholarships-for-
single-mothers-in-school.html
selfesteem2go.com. (2008). Measure the level of your self-esteem with the Rosenberg self-esteem
esteem-scale.html
Single Parent Statistics (2010). In About.com. Retrieved on June 28, 2010, from
http://singleparents.about.com/od/legalissues/p/portrait.htm
The Institute for Womens Policy Research (2009). Unemployment among single mother
http://www.iwpr.org/pdf/SingleMotherUE_C369.pdf