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Assisting Unemployed Adults Find Suitable Work: A Group Intervention
Embedded in Community and Grounded in Social Action
Article in The Journal for Specialists in Group Work · September 2010
DOI: 10.1080/01933922.2010.492898
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Christine Suniti Bhat
Ohio University
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BhatJASSISTING UNEMPLOYED ADULTS
247
long-term unemployed adults in the United States was reported to be
6.1 million (BLS, 201Oa).
Providing assistance to the unemployed is imperative from a social
justice perspective. Failure to do so could result in a cycle of economic
Assisting Unemployed Adults Find
and social disempowerment for unemployed individuals and their fam
ilies. Grounded in McWhirter’s (1994) definition of empowerment,
Suitable Work: A Group Intervention
interventions for the unemployed should help clients become aware
Embedded in Community and
of the power dynamics in their life, develop their skills and capacity
Grounded in Social Action
to regain some control, exercise that control without infringing on
the rights of others, and support the empowerment of others in the
Christine Suniti Bhat
community. Blustein (2006) presented the psychology of work perspec
()hio [Jniversity
tive, noting that career counseling has tended to neglect the experi
ences of individuals who have been socially oppressed due to race,
Addressing unemployment, which is currently at the highest levels in recent times,
class, disability, immigrant status, sexual orientation, age, gender,
is a social justice imperative. A 3-week (15-day) group intervention for long-term
poverty, or lack of access to resources. Blustein advocated more inclu
unemployed adults grounded in empowerment and advocacy is presented. The
sive psychological practice by fostering both empowerment and critical
group incorporates the Job Club model with personal awareness and career
self-efficacy. In addition to working with clients to help them find jobs, an
consciousness. In an extension of this work, Blustein, Kenna, Gill, and
employer liason advocates for the group members with employers in the com
DeVoy (2008) have suggested promoting skill-building for the chan
munity and provides case management, making this type ofgroup different from
ging workforce, and using “scaffolding,” or multiple levels of inter
traditional career counseling groups. Sufficient details to replicate the group are
vention,
including individual counseling, case management, and
provided along with resources and follow-up suggestions.
social advocacy. These authors suggest that this last element is essen
Keywords: advocacy; group counseling; Job Club; social justice; unemployed
tial when assisting clients who are not White, middle-class, male, and
adults
educated (Blustein et aI., 2008).
According to Sweeney (1998), Alfred Adler maintained that “work”
is a central and fundamental life task faced by human beings. Failure
As a result of the recent economic downturn in the United States and
in the life task of work tends to result in the most highly discouraged
globally, unemployment is projected to be at the highest levels in the
and disheartened individuals in society (Sweeney, 1998, p. 17).
coming years. The Bureau of Labor Statistics (BLS; 2010a) reported
Targeted and efficacious interventions that are grounded in appropri
that in May 2010, the number of unemployed persons in the United
ate social advocacy models and embedded in local communities are
States was 14.9 million (9.7% of the population). According to
essential to create opportunities for the long-term unemployed. These
the BLS, unemployment in the major ethnic groups in the United
interventions help provide clients with skills and support to find work,
States was as follows: Blacks = 15.8%, Hispanics 12.4°1<" Whites
address internal and external barriers, and simultaneously advocate
8$Yo, and Asians 8.4%. The reported unemployment rate for teens
for the unemployed with employers in the local community and orient
was 25% (BLS, 201Oa). Adults who experience long-term unemploy
the unemployed to retraining in growth sectors of the economy.
ment (those unemployed for 27 weeks or more according to the BLS)
Interventions delivered in groups rather than to individuals have
are likely to have even greater difficulty in obtaining suitable paid
benefits for participants. These include gaining support from mem
work in times of economic crises_ In May 2010, the number of
bers of the group and providing opportunities to learn by observing
and modeling the job search skills of members and leaders. Many of
the therapeutic factors of groups (Yalom, 1995) are present in
Manuscript submitted May 15, 2009; final revision accepted March 31, 2010.
this intervention and they contribute to successful outcomes for
Christine Suniti Bhat, Ph.D., P.C., is an assistant professor of counselor education in the
Department of Counseling and Higher Education at Ohio University. Correspondence
participants.
concerning this article should be addressed to Christine Suniti Bhat, Department of
The group described in this article is an updated version of a group
Counseling and Higher Education, College of Education, Ohio University, McCracken
intervention for unemployed adults previously led by the author in an
Hall, 374, Athens, OH 45701. E-mail: [email protected]
urban area of a major Australian city. The communities in which the
THE JOURNAL FOR SPECIALISTS IN GROUP WORK, Vol. 35 No.3, September 2010, 246-254
DOl: 10.1080/01933922.2010.492898
((;') 2010 ASGW
248
THE JOURNAL FOR SPECIALISTS IN GROUP WORK/September 2010
groups were offered were characterized by high racial and ethnic
diversity and low socioeconomic status with an approximate 10%
unemployment rate. The group intervention programs were funded
federally, and services were delivered by the Salvation Army, a pri
vate, non-profit, religious organization. In times of high unemployment,
the numbers of people who can be assisted by government-run pro
grams is limited. Funding programs through non-profit organizations
at the community level enables a larger number of disadvantaged
individuals to be served.
The group intervention described combines elements of the Job
Club approach, a behavioral intervention for assisting unemployed cli
ents (Azrin & Besalel, 1980), with a focus on personal and career
self-awareness, as well as on self-efficacy (Bandura, 1977). Job Clubs
are based on the premise that people who are looking for work benefit
by "doing" rather than by listening or taking a more passive stance. In
a highly structured format, clients are taught and practice specific job
search skills such as writing resumes and cover letters, making calls
to employers, responding to advertisements, handling interviews,
and following up after an interview. Simulation activities, such as role
plays, are used, and group members are given extensive feedback,
including video feedback. Group facilitators tend to be active and
directive, supporting and encouraging members, and fostering an
environment in which members support each other. Research sup
ports the effectiveness of Job Clubs in assisting clients find work
(Bikos & Furry, 1999; Rutter & Jones, 2007; Sterrett, 1998; Stidham
& Remley, 1992).
In addition to the Job Club element, the group intervention focuses
on building self-esteem and self-efficacy (Bandura, 1977). Sterrett
(1998) reported that clients with higher levels of self-efficacy engaged
in more job search behaviors and had more positive employment out
comes. The group plan also incorporates activities designed to enhance
personal and career self-awareness and understanding, including
strengths, limitations, and internal and external barriers. Group
members are thus required to engage intrapersonally as well as
interpersonally.
OVERVIEW OF THE GROUP INTERVENTION
The group is designed for 10-12 members and meets for three
consecutive weeks, Monday through Friday, from 9:00a.m. to 5:00p.m.,
with an hour off for lunch. Emphasis is placed on empowerment
(Blustein, 2006; McWhirter, 1994), critical consciousness (Blustein),
and skill development with scaffolding of interventions at the group
BhatJASSISTING UNEMPLOYED ADULTS
249
and individual level, combined with case management and advocacy
(Blustein et aL, 2008).
Week One focuses on issues of grief, loss, self-esteem, and
self-efficacy more than actual job seeking tasks. Leaders place an
emphasis on fostering some of the therapeutic factors shown to be
important in group work, such as the instillation of hope, universality,
cohesion, socialization, feedback, and imitative behavior (Yalom,
1995). In Weeks Two and Three, there is an increased focus on teach
ing, developing, and using job-search skills and behaviors. In addition
to services provided to job-seekers, case management and advocacy
are provided-by an employer liaison who visits local employers to
facilitate the hiring of group members, by access to community part
ners who provide resources and training options, and by referrals to
services such as food banks, benefits offices, or low cost housing.
Pre-Group Screening, Orientation, and Goals
Participants should be provided with a thorough orientation of the
services offered and the expectations that will be placed on them
before they join the group. Participants unwilling to commit to the
time required or those who present as unsuited to work in groups
should be screened out. The goals of the group are to provide parti
cipants with a safe environment in which to: (a) discuss and process
how unemployment has affected them personally; (b) understand
and enhance self-concept, self-esteem, and self-efficacy; (c) explore
interests, values, and personality as it relates to the world of work;
(d) interact with and provide reciprocal support to others who are in
a similar situation and facing similar stresses; (e) learn and practice
job search skills; CD identify retraining or career redirection options,
if necessary; (g) gain access to community supports; and (h) face the
future with an increased sense of empowerment, career self-efficacy,
and hope.
A more detailed description of group activities and interventions in
each week is provided following. Each day is structured in such a way
that at least one 90-minute group counseling session takes place. The
description of Week One is the most detailed because in Weeks Two
and Three, the focus is more on Job Club type of activities (Azrin &
Besalel, 1980), including career exploration tasks and job search
training.
For a group of 10-12 clients, co-leadership is recommended as this
enables leaders to adequately serve the diverse needs of group mem
bers during group interventions and permits provision of one-on-one
assistance as needed. It is vital for leaders to set a warm, inclusive,
helpful, and hopeful tone from the beginning. Leaders should have
250
THE JOURNAL FOR SPECIALISTS IN GROUP WORKI September 2010
expertise in career counseling, and should be skilled in engaging and
utilizing community resources and partners. They should be familiar
with online resources, such as "Career One Stop" (2010), that provide
information on employment, training, and finances for adults in career
transition.
Detailed Description of Group Intervention
Initial activities include welcoming the group; introducing group
facilitators, support staff, and group members; collaboratively devel
oping group rules; explaining program requirements and expectations;
providing information on what services are available (e.g., access to
computers and the Internet, secretarial services, free phone calls,
stationery, and postage); and outlining what behaviors are permitted
or not permitted (such as using computers for social interaction).
Members write pride stories by responding to the prompt: "When I
look back on my life (personal, education, leisure, and work), what
events or memories do I remember with a sense of pride?" The group
counseling session on the first day is based on this topic, enabling
members to focus on being "more than" their work or lack thereof.
The afternoon session ends with a brief talk (during the last hour)
by a former participant who has successfully found work. This serves
to begin the process of empowerment (Blustein, 2006; McWhirter,
1994) and the instillation of hope (Yalom, 1995).
During Day Two, the group explores issues of loss and grief related
to their job loss or lack of job success to normalize such feelings.
Through this retelling of "stories," and through processing negative
thoughts and emotions related to job loss or unemployment, parti
cipants gain a sense of universality (Yalom, 1995). Group members
explore interests and skills using online career decision-making tools
on America's Career Resource Network (ACRN; n.d.). Members exam
ine lists of possible jobs that match their profile of interests and skills.
They are encouraged to research jobs with which they are unfamiliar
by referring to online resources, such. as the Occupational Outlook
Handbook (BLS, 2010b), America's Career Infonet (2010), or ACRN
(n.d.). These resources provide current information on jobs, such as
training required, earnings, anticipated growth projections, and the
exact nature of the tasks for each job.
On Day Three, the group discusses the effects of job loss or unem
ployment on self- concept and self-esteem, and members learn and
practice ways in which cognitive therapy techniques (Beck, 1995)
can be used to alter distorted thinking. Using a film clip depicting
job loss and the psychological toll it takes can be useful to get the
discussion started (see for example, Pasolini & Cattaneo, 1997).
BhatJASSISTING UNEMPLOYED ADULTS
251
take a values card sort exercise and prioritize values that
important in their work lives. The facilitators lead a discussion on
values, and the importance of them to each participant.
On Day Four, the focus is on self-efficacy, and its role in successful
..ork and life outcomes. Participants take the Career Search Self
Efficacy Scale, which measures self-efficacy in job search, networking,
interviewing, and personal exploration (Solberg et aI., 1994). Parti
cipants' scores help the group facilitators identify and intervene in
tpecific areas of the job search process where participants report low
career self-efficacy. The facilitators administer and score The Myers
Briggs Type Indicator, Form M (Briggs Myers, McCaulley, Quenk, &
Hammer, 1998), and discuss with group members individual strengths
and possible challenges linked to personality and the job-search
process.
The final day of Week One begins with a group discussion on self
worth, once again drawing on cognitive therapy (Beck, 1995) to identify
and modify cognitive distortions, such as generalizations. The group
explores critical consciousness (Blustein, 2006) as participants discuss
experiences of oppression, marginalization, and systemic barriers to
employment. The group spends time writing affIrmations of their worth
and are encouraged to write these on index cards and post them in places
they will look at often. The week closes with participants reflecting on
the week and discussing strategies to identifY positions next week.
In Weeks Two and Three, the focus is on skill-building in job search
tasks (Azrin & Besalel, 1980), and on advocacy and case management
(Blustein et aI., 2008). During this skill-building phase, the group is
:utilized to provide feedback and to proofread job application materials,
which can be empowering as members see how they can help others in
the group. In addition to time spent together for group instruction or
group counseling, participants are expected to work individually to
begin applying for suitable jobs. By this stage, each group member
should be well aware of fellow members' employment goals and they
are encouraged to share potential job leads with each other. This
begins the process of networking that is so vital to the success of a
job club. Therapeutic factors that contribute to the success of a group
(Yalom, 1995) during this phase include imparting of information,
developing cohesiveness, and altruism. Clerical support is offered to
all who need it, and job application costs including printing, copying,
and postage are covered. Visits from local employers or career agencies
are arranged, either to conduct interviews for open positions or "mock"
interviews, or to provide an employer's perspective on aspects of the
job search process.
Group counseling sessions focus on topics such as assertiveness,
confidence, and verbal and non-verbal communication. The group
252
THE JOURNAL FOR SPECIALISTS IN GROUP WORK/September 2010
explores internal and external barriers to progress, and discusses
strategies to address them. Therapeutic factors (Yalom, 1995), such
as giving and receiving feedback and interpersonal learning, are
fostered. On the last day of Week Two, the group visits a local
second-hand clothing store to shop for possible interview attire. In
support of the program, the store periodically runs a collection drive
for appropriate interview clothing.
During the final week of the program, participants focus on sending
out applications and attending interviews if they obtain them.
Advocacy efforts with local employers continue by promoting the
advantages of hiring group members and offering to assist with their
transition. Members who return from job sites or interviews debrief
with the entire group, sharing their impressions; successful place
ments are celebrated. Former members who obtain positions advocate
for current members in the program at their work sites and serve as
important sources of job leads. The group members continue to sup
port each other and to be invested in successful outcomes. Members
thus feel empowered to do more and not be held back by their fears.
Facilitators emphasize that although the group is drawing to a close,
support will continue as needed. On the last day, the group shares a
meal together, celebrating life, friendships, new attitudes, and positive
outcomes-now or in the near future.
Follow-Up Services
II
It is necessary for the program to continue to provide follow-up
services for a relatively lengthy period of time, such as three to six
months. These services consist of individual counseling or mentoring,
as needed, along with assistance with the cost of looking for work.
Continued advocacy for group members with local employers is
essential, and can be accomplished by providing sound recommenda
tions for members and by offering assistance with transition services.
Equally important in times of economic transition are efforts to
provide up-to-date information on retraining in projected growth
areas (for example, jobs related to alternative energy sources), and
in encouraging members who are unable to find work to consider
alternative job paths.
RECOMMENDATIONS AND LEADER IMPRESSIONS
Tracking outcomes is an essential task for leaders, and serves the
dual purpose of (a) strengthening future funding bids, and (b) expand
ing the advocacy network of leaders, as former members who
II
BhatiASSISTING UNEMPLOYED ADULTS
253
are placed in jobs are often willing to help current participants.
Documenting quantitative and qualitative feedback helps leaders
capitalize on the strengths of the program and address weaknesses.
Leaders should regularly debrief with each other in order to avoid
burnout.
Along with assistance and information, care and concern shown by
group leaders and the community is invaluable. Mobilizing local
involvement is vital because unemployment has ripple eff ...
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