Table of ContentsTheoretical ApproachesBehavioral TheoryCognitive-Behavioral TheoryIn the field of mental health, there are still underserved populations who do not receive the necessary resources and mental health care. 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 a school setting. Some behavioral problems that arise within school are correlated with complex childhood trauma. The goal is to help these students prevent further negative symptoms related to their trauma. Group therapy provides insight into intrapersonal and interpersonal maladaptations. In order to effectively implement such a group, it is important to understand the theoretical approach being taken, the population in question, and how best to bring the two together in a group process. Say no to plagiarism. Get a tailor-made essay on “Why Violent Video Games Should Not Be Banned”? Get an original essayTheoretical ApproachesStarting with a theoretical basis for therapy is always important, whether it is individual or group work. In reviewing recent scientific literature on theories of group work, particularly with clients with histories 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-centered approach. Narrative TheoryOne of the main types of group therapy focused on trauma-informed group work is narrative therapy. According to Kwok (2016), narrative therapy recognizes the importance of individuals' need 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 an effect on interpersonal relationships (Kwok, 2016). This is what makes it easier to integrate narrative therapy into trauma therapy, because all of these aspects of the story are particularly true for a person's traumatic 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 people with post-traumatic stress disorder (PTSD) and those dealing with histories of repeated trauma (Mauritz et al., 2016). NET seeks to combine aspects of individual counseling and group counseling in its approach. The specific components of NET begin with the development of an “active chronological reconstruction of autobiographical memory (Mauritz et al., 2016, p. 3). » The next part focuses on individual prolonged exposure therapy (Mauritz et al., 2016). Next, the group attempts to find meaningful connections and integrate body, mind, and emotion regulation for stabilization (Mauritz et al., 2016). The fourth strand involves reflecting on behavioral patterns and re-evaluating the trauma history by processing these difficult memories in a new light (Mauritz et al., 2016). It is then important to “revisit positive life experiences” and regain one’s dignity by appropriating the history of the trauma (Mauritz et al., 2016, p. 4). However, the disadvantages of NET are that, in the field of narrative therapy, NET isrelatively new and is still the subject of research (Mauritz et al., 2016). Therefore, NET can still be useful but should be used with caution. There is also no adaptation of therapy specifically for adolescents (Mauritz et al., 2016). Narrative therapy has its limits; therefore, other theories are also discussed. Behavioral Theory Another theory that deals with 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 the behavior. “Behavior is affected 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 behavior theory and behavior therapy, there is a trauma-informed group 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 form specifically aimed at adolescents (Gudiño et al. , 2014). Therapy seeks to focus on client stabilization, functioning, symptom reduction, and safety (Gudiño et al., 2014). The first module of this trauma-focused treatment begins with psychoeducation about trauma and how past trauma may play a role. role in current problems that customers may encounter (Gudiño et al. , 2014). The second module then examines coping skills and attempts to help clients assess their feelings. To do this, clients are encouraged to examine the ways in which they are currently trying to cope. The counselor then seeks to help clients learn new, more adaptive ways of coping (Gudiño et al., 2014). The final module of this theory focuses on communication and helps clients develop better skills in this area. The first step of the module is to become aware of current barriers to communication, and the next step is to develop new, more effective means of communication (Gudiño et al. , 2014). Finally, the group focuses on becoming more flexible in their relationships and being more aware of what they communicate to others (Gudiño et al. , 2014). Cognitive-behavioral theory improves the work of behavioral theory. Cognitive-behavioral theory Cognitive-behavioral theory (CBT) is similar in structure to behavioral theory. Although behavioral therapy has its strengths, O'Donnell et al. (2014) discusses a stronger evidence base and more established approaches to CBT in the area of ​​trauma. This is one of the main reasons why CBT was the approach chosen by the trauma group. Visser et al. (2015) confirms that trauma-focused CBT (TF-CBT) is a form of treatment that has been shown to be effective specifically with adolescents experiencing trauma. The components of TF-CBT have been standardized for adolescents to help parents learn to be part of their children's healing process (Visser et al., 2015). One of the advantages of this standardization according to Sachser, Keller & Goldbeck (2017) is the manualization of treatment. The manipulation facilitates the implementation of TF-CBT, particularly in a school setting. The way the theory views trauma and what goes into its development is particularly useful with CBT. According to Ridings, Moreland & Petty (2018) and. 751)..