IndexTheoretical approachesBehavioral theoryCognitive behavioral theoryIn the field of mental health there are still disadvantaged populations who are not provided with the necessary resources and care for mental health. One such population is adolescents dealing with complex trauma. One way to address the needs of this population is to implement trauma-focused cognitive behavioral therapy in school settings. Some behavioral problems that emerge within schools are related to complex trauma in childhood. The goal is to serve these students to prevent further negative symptoms resulting from their traumas. Group therapy provides insight into intrapersonal and interpersonal maladjustments. To effectively implement such a group it is important to understand the theoretical approach taken, the population in question and how to best bring both together in a group process. Say no to plagiarism. Get a tailor-made essay on "Why Violent Video Games Shouldn't Be Banned"? Get an original essay Theoretical Approaches Starting with a theoretical basis for therapy is always important, whether it is individual or group work. In examining recent academic literature on theories of group work, particularly with clients who have a history of trauma, three theoretical approaches have emerged. The first is narrative theory and its use of narrative exposure therapy. There is also behavioral theory with its STAIR approach and cognitive behavioral theory with its trauma-focused approach. Narrative Theory One of the main types of group therapy that examines trauma-informed group work is narrative therapy. According to Kwok (2016), narrative therapy recognizes the importance of the need for individuals to be able to tell their own stories, as these are the stories that people live with throughout their lives. Narrative therapy believes that people's stories give their lives meaning, direction, and influence interpersonal relationships (Kwok, 2016). This is what makes it easy to integrate narrative therapy into trauma therapy, as all of these story aspects are especially true of a person's trauma narrative. According to Mauritz et al. (2016), a specific type of therapy used for higher risk groups is “narrative exposure therapy” (p. 3). Narrative Exposure Therapy (NET) was created to help those suffering from post-traumatic stress disorder (PTSD) and those dealing with histories of repeated trauma (Mauritz et al., 2016). NET seeks to combine aspects of both individual counseling and group counseling in its approach. Specific components of NET begin with the development of an “active chronological reconstruction of autobiographical memory (Mauritz et al., 2016, p. 3). ” The next component focuses on individual prolonged exposure therapy (Mauritz et al., 2016). Then the group attempts to find meaningful connections and integrate body, mind, and emotion regulation for stabilization (Mauritz et al., 2016). The fourth component involves reflection through role models and a reevaluation of the trauma history through processing those difficult memories in a new light (Mauritz et al., 2016). It is therefore important to “revisit positive life experiences” and regain dignity through ownership of the trauma story (Mauritz et al., 2016, p. 4). However, the disadvantages of NET are that in the field of narrative therapy, NET is relatively new and still in the research stage (Mauritz et al., 2016). Therefore, NET can still be useful but should be used with caution.Furthermore, there is no adaptation of the therapy specifically for adolescents (Mauritz et al., 2016). Narrative therapy has its limitations; therefore other theories are also addressed. Behavioral Theory Another theory that addresses group work specifically related to trauma is behavioral theory. According to Seon-Rye, Han-Hong, and Seoul-Hee (2017), behavioral theory does not necessarily focus on behavior, but on what lies behind the function of behavior. “Behavior is influenced by intention and perceived behavioral control, intention is determined by behavior attitude, subjective norm and perceived behavioral control (Seon-Rye et al., 2017, p. 8316). ” Gudiño et al., (2014) notes that within behavioral theory and behavior therapy there is a group trauma-informed treatment known as “skills training in affective and interpersonal regulation” or STAIR (p. 496) The STAIR approach works in phases and was developed in a specific form for adolescents (Gudiño et al., 2014). safety for clients (Gudiño et al., 2014). The first module of this trauma-focused treatment begins with psychoeducation about trauma and how past trauma may play an important role in current issues that clients may experience (Gudiño et al., 2014). The second module then examines coping skills and seeks to help clients evaluate their feelings. To do this clients are asked to examine the ways in which they currently try to cope with the situation . Then the counselor tries to help clients learn new and more adaptive ways of coping with the situation (Gudiño et al., 2014). The last module of this theory examines communication and helps clients develop better skills in that area. The first step of the module is to become aware of current barriers to communication, while the next step concerns the development of new and more effective ways of communicating (Gudiño et al., 2014). Finally, the group focuses on how to become more flexible in relationships and how to be more aware of what they are communicating to others (Gudiño et al., 2014). Cognitive behavioral theory improves on the work of behavioral theory. Cognitive Behavioral Theory Similar to the structure of behavioral theory is cognitive behavioral theory (CBT). Although behavioral therapy has its strengths, O'Donnell et al. (2014) speaks of a stronger evidence base and more established approaches in CBT in the trauma field. This was one of the main reasons why CBT was the chosen approach for the traumatized group. Viser et al. (2015) confirm that trauma-focused CBT (TF-CBT) is a form of treatment that has been shown to be effective specifically with adolescents coping with trauma. The components of TF-CBT have been standardized for adolescents to help parents learn how to be a part of their child's recovery process (Visser et al., 2015). One of the advantages of this standardization according to Sachser, Keller & Goldbeck (2017) is the manualization of the treatment. Manualization makes the implementation of TF-CBT easier, especially in school settings. Particularly helpful with CBT is how the theory looks at trauma and what trauma development entails. According to Ridings, Moreland & Petty (2018) and Scher, Suvak & Resick (2017), predisposing factors often include a low socioeconomic environment, low levels of resilience, negative attachment style, and frequency of exposure to traumatic experiences. A. 751)..