16 Jul Please no plagiarism and make sure you are able to access all res

Please no plagiarism and make sure you are able to access all resource on your own before you bid. One of the references must come from Corey, M. S., Corey, G., & Corey, C. (2018). You are expected to include at least one scholarly and peer-reviewed resource outside of those provided in the readings for each discussion post. I need this completed by 06/07/18 at 6pm. Assignment: Types of GroupsGroups are an excellent choice for helping people change. Some groups are relatively short term and designed to meet the needs of specific populations, while others are focused on interpersonal learning and may be less structured. The group leader must be knowledgeable about the various types of groups, the strengths and limitations of each, and the unique leadership skills and training required to lead each type of group. Unlike a classroom setting, where the emphasis is on the acquisition of knowledge, a counseling group is organized to help people solve problems and make personal changes. While psychoeducation groups typically include a curriculum and an educational component, the interpersonal relationships formed during the group are an integral part of the process. Strategies and interventions for the work of the group are based on a scholar-practitioner model and utilize empirical evidence from the research.For this Assignment, you will compare and contrast the five types of counseling groups presented in this week’s Learning Resources.To prepare:· Review this week’s Learning Resources, focusing on similarities and differences among the five types of group counseling. · Download the document Types of Group Work from the Learning Resources and use this document to complete this Assignment.The Assignment:· Complete the chart in the Types of Group Work document, comparing the five types of group work along the criteria presented. Be sure to include an APA cover page with your table.Required ResourcesReadingsCorey, M. S., Corey, G., & Corey, C. (2018). Groups: Process and practice (10th ed.). Boston, MA: Cengage.· Chapter 1, “Introduction to Group Work: A Multicultural Perspective”· Please read the entire chapter this week including a review of pp. 6–12, which you read in Week 1.Champe, J., & Rubel, D. J. (2012). Application of focal conflict theory to psychoeducational groups: Implications for process, content, and leadership. The Journal for Specialists in Group Work, 37(1), 71–90. doi:10.1080/01933922.2011.632811Furr, S. R. (2000). Structuring the group experience: A format for designing psychoeducational groups, The Journal for Specialists in Group Work, 25(1), 29–49. doi: 10.1080/01933920008411450MediaLaureate Education (Producer). (2018d). Differentiating group counseling [Video file]. Baltimore, MD: Author. Note: The approximate length of this media piece is 5 minutes.In this video, Walden faculty discuss how group work differs from individual counseling.Accessible player  –Downloads– Download Video w/CC Download Audio Download Transcript Laureate Education (Producer). (2018b). Cohort group proposal project part I [Video file]. Baltimore, MD: Author. Note: The approximate length of this media piece is 8 minutes.In this video, faculty members Dr. Jeannie Falkner and Dr. Tomeka McGee introduce the course project, a group proposal. They also provide personal context and experience on the challenges and opportunities of working in cohort groups.Accessible player  –Downloads– Download Video w/CC Download Audio Download Transcript Optional Resources· Orht, J. H., Ener, E., Porter, J., & Young, T. L. (2014). Group leader reflections on their training and experience: Implications for group counselor educators and supervisors. Journal for Specialists in Group Work, 39(2), J 95–124. doi: 10.1080/01933922.2014.883004· Rubel, D. J. & Kline, W. B. (2008). An exploratory study of expert group leadership. The Journal for Specialists in Group Work, 33(2), 138–160.· Stockton, R. (2010). The art and science of group counseling. Journal for Specialists in Group Work, 35(4), 324–330. doi: 10.1080/01933922.2010.515904