select at least one recent (published in the past 5–10 years), peer-reviewed journal article in APA formatting that supports the rationale for the group

I really need this today 06/20 in about 3 hours CST. Our group will be with domestic violence survivors.  Only bid if you can get it done today please.

Here are the guidelines of what need to be in the discussion:

· Each member should select at least one recent (published in the past 5–10 years), peer-reviewed journal article in APA formatting that supports the rationale for the group. Provide a brief summary (1–3 sentences) for your article(s) explaining why it supports your rationale. Be sure to include the Walden Library permalink or DOI so your colleagues and faculty may review the article.

· In conjunction with your cohort members, select the resources that best support your rationale. Use these to begin a draft of your brief literature review in your working proposal document.

· Refine and clearly state your group objectives in measurable terms. (What can group members expect to change as a result of participating in your group?)

· Outline the practical considerations for your group. This should include group size, screening procedure, location of meetings, and necessary informed consent. Determine if the group is to be an open or closed group, how you plan to recruit members, the number of expected sessions, and the group structure.

· Consider potential inclusion and diversity themes, such as how diversity may impact early group process or how you might address bias.

· Add any proposed curriculum or theoretical underpinning that would be appropriate for your group. (This may emerge from the literature.)

· Consider any additional leadership skills and/or training that might be required.

Required Readings

Corey, M. S., Corey, G., & Corey, C. (2018). Groups: Process and practice (10th ed.). Boston, MA: Cengage.

• Chapter 6, “Initial Stage of a Group” (pp. 175–220)

Corey, G., Corey, M. S., & Haynes, R. (2014). Groups in action: Evolution and challenges (2nd ed.). Belmont, CA: Brooks/Cole, Cengage.

• Part II, “The Initial Stage”

Here is an example of a classmates post.

Hi all!  Hope everyone is doing well.  I have not heard back from some of you on confirming the population for our group proposal, and I understand we are in differing time zones and have different things going on in our lives, but I had to get this assignment in on time while I had time. Sooooo, that being said, my initial post for this week is based on if we all agreed upon the psychoeducational group for adolescents in military families.  This seems like a good group to encompass most of our population interests because there are so many various issues this population may face- undoubtedly related to the various interests expressed by all of you last week.  Also, with the military specification, our research and lit review can go more smoothly- as we have a specifier for looking up information on the types of struggles and methods for helping the group.

Summary of Article (Adolescents in wartime US military families: A developmental perspective on challenges and resources)

Adolescents in US military families are a unique group that not only face normal milestones of adolescent development such as establishing identity and becoming autonomous, but also the challenges of military life including frequent moves, relocation, parent deployment to combat settings, and the emotional and physical issues experienced by both the deployed parent and the caretaker parent (Milburn & Lightfoot, 2013).  As of 2013, nearly two million teens aged twelve to eighteen years in the US live in a military household impacted by these challenges, and according to the Department of defense, these military families have experienced the most frequent, longest, and most cumulative number of wartime deployments in US history (Milburn & Lightfoot, 2013).  Some of the adolescents from this population report high levels of emotional and behavioral problems as well as substance use (Milburn & Lightfoot, 2013).  The Milburn and Lightfoot (2013) article explores how the adolescent experience of being a member in a military family influences the physical, cognitive, and emotional developmental changes in these adolescents and posits that working with this unique population contributes to growing and necessary research on military families to be part of the body of research in mainstream psychology.  The Milburn and Lightfoot article explores the risk statuses, challenges, and supportive resources for adolescents in this population, which is why I suggest it as one of the articles to be included in our final literature review for the project, because of the well-rounded review of information concerning the challenges, needs, and types of support proven helpful for this unique population.