for shits and giggles.

[Magni Prime]

Intelligence Spectrum Testing: Appropriate Use of Measurement Tools

Magni Prime (real name on actual assignment)

PSY 7610 – Tests and Measurements

March 16, 2012

Abstract
This work will give an overview of the Wechsler Adult Intelligence Scale, fourth edition. Several sources will be cited to discuss the validity of this test through psychometric theory and analysis. Two methods of assessing measurements will also be touched upon to offer insight into how the test was scrutinized. Once established, the work will focus on possible misapplication of results and the proper method to prepare for a group. The final section of the work will refer to the definition of minorities, and offer less obvious application of the test to minority groups.

Intelligence Spectrum Testing: Appropriate Use of Measurement Tools

Eons of human history, most of it lost to rumor and legend would elevate the human being to something greater than a beast. Humans are not the fastest animal on Earth, nor the strongest, most agile, or even the most resilient. The dominance of the human species is the result of a singular trait. Homo Sapiens are the smartest creatures on the planet. As such, humanity’s intelligence both elevates and defines the populace. This aspect of our existence is often assumed and taken for granted. However, the defining trait of humanity is also one of the least understood. The methods and development of intelligence are still a mystery to science. Neurology would look to the physical makeup of the brain. That approach examines the workings of the body’s computational methods. Staring at a computer’s mother board does not give insight into the programming. Psychology studies intelligence and personality through measured behavior and choices made by individuals and groups. The process is analogous to studying color through turning on the light in a room. The behavior is measured and reactionary to stimuli, which can be controlled, thus giving a basis for research.

Intelligence is the essence of processing stimuli, and each individual processes information slightly differently. Aspects of life have significant effects on the individual, including socioeconomic status, experience, culture, and upbringing. Each creates a pattern of behavior within the individual that alters the method by which thought behaves. The behavior of thought and the method in which information is processed lead to intelligence. As the defining trait of humanity, efforts have been made through psychological and related sciences to both quantify and measure forms of intelligence. The Intelligence Quotient (IQ) of an individual is a common term in society, though not often used to differentiate individuals. As intelligence can come in many forms, the method of testing proves problematic. One fairly successful test is the Wechsler Adult Intelligence Scale, currently in the fourth edition (WAIS-IV). This assessment measures multiple forms of intelligence, and creates an amalgam of results to attempt to measure intelligence. Some of the measured intelligences are verbal comprehension, perceptual reasoning, working memory, and processing speed indexes (Benson, Hulac, & Kranzler, 2010). Each of those sections is composed of several sub-headings to measure aspects of that intelligence specifically.

A significant issue with psychology is the limited scope of research. Psychology was created by and for those of European descent, creating a limited view of intelligence. Those of varied heritages beyond that narrow scope have different forms of upbringing and culture that undoubtedly affect intelligences. Unfortunately, the ‘talking cure’ is not stressed in those cultures and applying tests without adjusting for that cultural bias could create skewed results. The purpose of this essay is to explain the dynamics of intelligence testing, and specifically the WAIS-IV. Once created, that base will be given a cautionary examination through legal documentation of cases in which intelligence testing was applied poorly to set legal precedent. Finally, the work will examine the application of intelligence testing to minorities within a culture. Knowledge of the assessment, the use of it, and the potential bias will question the appropriateness of using intelligence testing with minorities.

The Test in Review

The WAIS-IV is the latest version of a series of tests created in 1939 by a man named David Wechler (Wechsler, n.d). Whereas the man passed in May 1981, the test named for his work is still attributed to him. As with any evolving measurement or system, the evolutions revolutionize use and effectiveness, but do not negate the original author. The latest improvements involved technical aspects, reliabilty, and validity issues, refining the test to measure intelligence in older adolescents and adults. To provide a review that may be as nonbiased as possible, multiple individuals have reviewed the test and the process by which it operates. In one study, two professors offered a review of the test. The professor of Psychology in Eastern Illinois University in Charlston, Illinois, and the professor of Educational Psychology in the University of Nevada in Las Vegas, Nevada, each provided different aspects of the WAIS-IV (Wechsler, n.d.).

Gary Canivez, the profesor of Psychology, described the assessment as a major and important revision of earlier version, and clinicians should appreciate the updated aspects (Wechsler, n.d.). He described the test as a welcome improvement and cited the WAIS-IV as a useful and more efficent measure of intelligence. The norms developed for this assessment were nationally representative, and the addition of new, creative, and interesting subtests provided better assessment of fluid reasoning. In fact, professor Canivez’s only complaints was a lack of available interpretations of the results (Wechsler, n.d.). Such was likely because of the relatively new status of the WAIS-IV at the time. As any test exists on the market, further examples of use and results become available. Later, Canivez published another research article in which he went into further detail of the WAIS-IV. Extensive testing and cross-reference with various other tests, such as the Wechsler Intelligence Scale for Children fourth edition (WISC-IV), Reynolds Intellectual Assessment Scales (RIAS), Wide Range Intelligence Testin (WRIT), and Wechsler Abbrevieated Scale of Intelligence (WASI) proved that the subtests in the WAIS-IV were properly aligned with the theoreticaly proposed factors (Canivez & Watkins, 2010). Canivez went on to say the assessment appears to be an excellent measure of general intelligence with exemplary norms. Again, the lack of fully supportive data available limited his suggested use of the test from the broad range of subtests to the ’10 core subtests . . . most germane to clinical application (Canivez & Watkins, 2010)”.

Professor Gregory Schraw, of the Department of Educational Psychology in Las Vegas, Nevada, was also given the test to review. His assessment of the WAIS-IV was more technichal, describing the process of the assessment. He described the test as a composite of intellectual functioning derived from 15 subtests combined into four cognitive skill categories including verbal comprehension, perceptual reasoning, working memory, and processing speed. These tests are administered in a specific order, requiring two hours or less to complete for the majority of test takers (Wechsler, n.d.). After discussing the WAIS-IV at length, his view was that the test “provides one of the best measures of general intellecutal functioning available” (Wechsler, n.d.). Professor Schraw expanded on that statement by saying the test was best suited for high-stakes decision-making related to intellectual ability. He saw the WAIS-IV as an extremely comprehensive examination that provides reliable and valid measurement of intellectual functioning in relation to the demands of schooling and academic success (Wechsler, n.d.).

In another study, the methods of the WAIS-IV were questioned because the structure of the scales is not similar to contemporary theories of intelligence testing. The group that revised the test into a fourth edition believed Wechsler’s original structure should be mirrored in every way possible to reflect the significant body of evidence supporting clinical and practical applications (Benson, Hulac, & Kranzler, 2010). Benso, Hulac, and Kranzler conducted an in-depth evaluation of the WAIS-IV from as independent a position as possible. One major issue with the WAIS-IV that was investigated was how the test’s structure was so different. The developers attempted to maintain Wechsler’s original structure despite current models, and the result was an amalgam of the available methods. Contemporary research melded into the construct to yield “a structure that does not correspond to any modern theory of intelligence” (Benson, Hulac, & Kranzler, 2010). Alternative structures were proposed in the work, as were extensive forms of testing for the test to assess validity, reliability, and structure issues. The review did not provide a positive or negative result for the test, only illustrated how the test differed from other intelligence testing methods. Some suggestions are supported through a desire for supportive evidence for structural fidelity.

The measurement and investigation of testing involves several approaches in psychometric theory. Two such approaches are Classical Test Theory (CTT) and Item Response Theory (IRT). CTT is a psychometric theory that attempts to predict outcomes of testing and improve the reliability of measured assessments. In contrast, IRT is specifically related to the design, analysis, and scoring of tests to measure abilities (Glenn, 2005). Each method can provide valuable responses when used to assess a measurement tool, but the information is not parallel. Most prefer IRT, but using both tools would complement the refinement of said measurement tool with data that assesses different aspects. CTT methods are sample and test dependent and possibly inappropriate to compare test scores or generalize parameters beyond the initial sample. IRT would resolve such issues with realistic, precise information at multiple levels of ability (Glenn, 2005). IRT is limited by strong assumptions, difficult application, and the requirements of samples. CTT is capable of giving smaller samples of which are readily available, and offers simpler solutions to work with (Glenn, 2005). Either form of assessment is capable of validating a test to some degree, but as is often the case with any scientific method, both would be preferable, offering overlapping areas of specialty to provide a better measurement of the test.

Assessing Assessment

The assessment of measurement tools in a controlled environment is ideal for the refinement process. Any experiment conducted with as few variables possible creates a measure of security. Practical situations create more variables that cannot be anticipated, as was discovered through legal precedent. Measurements of intelligence have multiple uses including the comparison of ages and demographics, but in several well-known legal cases the results were applied for less intellectual ends. In the case of Stell vs Savannah-Chatham County Board of Education, a case was presented to prevent integration in Savannah, Georgia. The case was based on claims that African Americans were less intelligent than their Caucasian peers. In an effort to prove such, intelligence testing was applied that produced results to support the claim (Kaplan & Saccuzzo, 2009). Such was presented as evidence that neither racial group was harmed by segregation, but the disparity would create social contention and resentment on both sides as intelligent students were held back and less advanced students were stressed. On the basis of being a ‘scientific test’ the local judge accepted the results as irrefutable, and passed (Kaplan & Saccuzzo, 2009).

The legal case was based on the lack of psychological harm in segregating students (Brewer, 199 cool . This case was a legal precedent for using intelligence testing as a basis for legal standard but was appealed and later overturned in a higher court. The testing was not adjusted for the African American students, and thus was biased against them and created false results. By basing the results on a singular test, the court relied upon the “least stable kind of empirical science” (Brewer, 199 cool , and set a dangerous precedent to rely upon biased data. The Fifth Circuit Court quickly overturned the decision, recognizing the issues with taking this sort of a result without proper investigation. In this case, the segregation created variables of socioeconomic status, culture, and upbringing. Each aspect had an effect on the demographic of African Americans, de-calibrating the assessment for them. Without proper adjustments, the test provided mistakes in intelligence and aptitude testing instead of errors in understanding.

One variable of measuring several demographics is the use of English as a secondary language. Different languages are more than simply a different vocabulary. Such constitute different syntax, ideograms, and methods of comprehending thought in more extreme cases. Familiarity and use of a second language is defined in one study as possessing seven distinct parts: awareness, type of knowledge, systematicity and certainty of second language, accessability of knowledge, use of second language, self-report, and learnability (Ellis, 2005). The use and knowledge of a second language questions the concept of implicit and explicit knowledge in individuals. The concept that some knowledge is learned and practiced and other knowledge is dormant and used in rare situations creates layers of intelligence to test and measure for a true form of intelligence measurement. The ability to use multiple languages with any form of ease offered a chance to study the concept of layered intelligence psychometrically (Ellis, 2005).

Assessing Nontargeted Demographics

The applicable definition of a minority for this subject would be “a culturally, ethnically, or racially distinct group that coexists with but is subordinate to a more dominant group” (Encyclopedia Britannica online, 200 cool . By that definition, any smaller group within a larger population significantly different than the majority is a possible minority. Most minorities are based on race, but ethnicity is no more valid than socioeconomic status, background, or vocation. The Stell case involved the use of a minority and the improper use of an intelligence measurement without taking cultural factors in account for the minority. The lawsuit was culturally driven; an effort to support segregation after such was legally ended without challenging the law. The subversion failed, but the precedent is no less significant for the need of empirically supportable conclusions, than a cautionary tale of bias in intelligence testing. In 2007, research based in Belgium was conducted to study the effect of bias in testing. An intelligence test was administered for a simulated job selection, but prior to administration the test takers were introduced to stigmas relating to both positive and negative cultural comments. The experiment concluded that the validity of tests conducted by stigmatized groups were biased by that stigma (Klein, 2007). Nonadjusted intelligence tests “will provide the logic and justification for those who would further disenfranchise and exclude racial and ethnic minorities” (Dennis, 1995). These studies illustrate that stigmas and bias in test takers creates bias in the results. Biased results poorly represent the minority in question, and perpetuate the stigmas that created the bias in an unfortunate cycle.

African Americans and Hispanics are the largest demographics of minorities in America. Such are not the only groups, however. One of the smallest groups in the Unites States are the Native Americans. A study was conducted to discern the effects of test bias by not adjusting the measurement tool for the group prior to testing. “When a test fails to assess the same underlying constructs across ethnic or cultural groups, then that test is not measuring the same constructs for each group and the appropriateness of using the scores for diagnostic and placement purposes is called into question” (Kush & Watkins, 2007).

Another significant minority in the United States is members of the military. Although ethnically, culturally, and racially diverse, this group does present enough of a separation from the body of the populace to constitute a minority in the definition given earlier. A military testing study, one in which psychometric research was applied to three tests to note differences and similarities in intelligence testing produced interesting results. The WAIS-IV was not designed for this research, but the application of various tests to a subgroup of the population proved valid. Doing so illustrated some deference to one minority over others (Miller, 1999). The military experiment was not to test the intelligence of a group of enlisted individuals. Instead, the test demonstrated how intelligence testing does not measure intelligence directly, but indicators of the trait; proving intelligence via proxy values (Miller, 1999).

Conclusion

The WAIS-IV follows in the tradition of earlier incarnations of the measurement. As with most tests and programs, newer versions seek to capitalize on the strengths of the previous version and resolve weaknesses. In this case, the test has been revised into a construct not officially known to conform to established psychometric theories. Multiple sources have tested the measurement for various purposes. Some questioned the validity of the test, others sought to explain how valuable the process could be across varied groups. While some negative comments arose, none were significant enough to discredit the measurement in the field for which it was created. The majority of studies support use of the WAIS-IV, claiming it to be an adequate or better measurement. Intelligence testing has been criticized and ostracized at times, and even misapplied in legal proceedings to significant faux pas. Possibly the most important aspect of measuring intelligence is not the process by which the measurement operates, but the degree to which the test is calibrated to those taking it.

A test should be made both available and be directed to a group for maximum efficacy. In cases of being given to a group for which it was not prepared, mistakes lead to errors, which create a bias in the results. That bias creates the very stigma that possibly led to the bias originally. Any sub-group within a populace can be defined as a minority, and thus can be subject to bias. When testing something as subjective as intelligence, the measurement must be adjusted for the target demographic, and the data applied responsibly. Any failure in that process leads to issues both for the subject and the assessment. The trait of intelligence is a constantly evolving aspect of humanity. Proper measurement of such a fluid quality requires constant evolution of the method by which such is measured.



Resources

Benson, N., Hulac, D. M., & Kranzler, J. H. (2010). Independant Examination of the Wechsler Adult Intelligence Scale-- Fourth Edition (WAIS-IV): What Does the WAIS-IV Measure? Psychological Assessment , 121-130.

Brewer, S. (199 cool . Scientific expert testimony and intellectual due process. The Yale Law Journal , pp. 1535-1681.

Canivez, G. L., & Watkins, M. W. (2010). Investigation of the factor structure of the Wechsler Adult Intelligence Scale—Fourth Edition (WAIS–IV): Exploratory and higher order factor analyses. Psychological Assessment , pp. 827-836.

Dennis, R. M. (1995). Social Darwinism, scientific racisim, and the metaphysics of race. The Journal of Negro Education , p. 243.

Ellis, R. (2005). Measuring Implicit and Explicit Knowldedge of a Second Language: A psychometric study. Studies in Second Language Acquisition , 27-28.

Encyclopedia Britannica online. (200 cool . Minority | Define Minority at Dictionary.com. Retrieved March 14, 2012, from Dictionary.com: http://dictionary.reference.com/browse/minority?s=t

Glenn, D. M. (2005). Developing a Multisource Feedback Instrument: A Comparison of CTT and IRT. ProQuest Dissertations and Theses , n/a.

Kaplan, R. M., & Saccuzzo, D. P. (2009). Psychological Testing: Principles, Applications, and Issues, 7th ed. Belmont, CA: Wadsworth.

Klein, O. P. (2007). The influence of intergroup comparisons on africans intelligence test performance in a job selection context. . The Journal of Psychology , pp. 543-67.

Kush, J. C., & Watkins, M. W. (2007, December). Structural Validity of the WISC-III for a National Sample of Native American Students. Canadian Journal of School Psychology , pp. 235-248.

Miller, L. (1999). Psychometric and information processing approaches to measuring cognitive abilities: paradigms in military testing. Canadian Psychology , n/a.

Wechsler, D. (n.d.). Wechsler Adult Intelligence Scale-Fourth Edition.  

[Magni Prime]

wow . . . nothing. I scared everybody off! confused  

[Magni Prime]

You know . . . I never looked to see what grade I got on this.  

[Magni Prime]

was a 93. dammit, I should have done better. stressed



u03d1 - Cracking Codes
When addressing matters of cross-cultural ethics, the first step is not far removed from the individuals that are deigned to follow those rules. The Commission on Rehabilitation Counselor Certification (CRCC) adjusted the code of professional ethics for rehabilitation counselors in 2010 to include a very detailed view of what cultures could be included. A culturally diverse principle includes aspects of age, color, race, heritage, culture, disability, ethnic background, gender or gender identity, faith, sexual orientation, relationship status, language, socioeconomic status, or any bias proscribed by law (Cartwright and Fleming, 2010).

The first step for a culturally aware professional is to recognize personal bias based on the individual culture(s)that affect him or her. Once aware of that aspect, he or she can be prepared to address the cultural needs of others without undermining or unknowingly disrespecting the culture of the client. This detailed view of what a cultural aspect is shows the variance of ethical concerns that may be considered when dealing with clients. The CRCC received some complaints on the lag between the racially diverse population of the United States, and updates to the ethical code. As such, A model was created to affect change. It was based on three characteristics of culturally-aware counselors: awareness, knowledge, and skills (Cartwright and Fleming, 2010). Eight different sections were addressed in the article, showing efforts to change and update to the new paradigm of a racially diverse society. For instance, section A.2.b reads that a counselor cannot “condone or engage in discrimination based on age, color, race, national origin, culture, disability, ethnicity, gender, gender identity, religion/spirituality, sexual orientation, marital status/partnership, language preference, socioeconomic status, or any basis proscribed by law" (Cartwright and Fleming, 2010). All the changes in the code of ethics for the CRCC were made with the expectation that the counselor will develop interventions and services that incorporate consideration of client’s cultural perspectives and recognition of external cultural or diversity barriers.

Another evolving code of ethics comes from the American Counseling Association (ACA). In 1988, the association was known as the American Association of Counseling and Development, and showed no sign of diversity or multicultural issues. By 1995, the group became the ACA and included several areas that highlight the need for competency in this matter (Henniksen and Trusty, 2005). Nevertheless, the 1995 code was decidedly in favor of the dominant culture of America, and did not reflect an emphasis on dealing with diverse cultures. This issues has been a near-constant concern with the ACA, as the ethical code is revised regularly to reflect less of the dominant values, and prepare counselors to deal with a highly diverse group of patients.

I believe the greatest strength and the most glaring weakness in these codes is the same aspect. The code’s strength is that such is not static. The ethical guidelines are an organic, changing, adapting set of guidelines that can be altered to reflect the values required to deal with situations. In the case of divers populations and multicultural issues, codes of ethics can be altered to include more cultural acceptance and diversification, while eliminating draconian methods that cater to a single group- if any. In the same vein, the adjustments are the greatest weakness in that if the code constantly needs change, it undermines the effectiveness of that standard. The population of America is evolving rapidly, with former minorities about to become majorities of the population. The need for cultural competency and cross-cultural counseling to be widespread has never been greater. Yet the adjustments are slow in coming, making the code of ethics obsolete far more often than it is current. It becomes increasingly difficult to create a ‘master’ set of guidelines that will accommodate the bulk of cross-cultural situations, but such is evolving just as the codes of ethics for various groups does. Counselors and professionals have determined that awareness, knowledge, and skill are the basis for skilled practice. Now the challenge is to create a code of ethics both based on that simple concept, and applicable to the masses.



Resources

Cartwright, B. Y., & Fleming, C. L. (2010). Multicultural and diversity considerations in the new code of professional ethics for rehabilitation counselors. Journal of Applied Rehabilitation Counseling, 41(2), 20-24. http://search.proquest.com/docview/577377342?accountid=27965

Henriksen,Richard C.,Jr, & Trusty, J. (2005). Ethics and values as major factors related to multicultural aspects of counselor preparation. Counseling and Values, 49(3), 180-192. http://search.proquest.com/docview/207583717?accountid=27965  

[Ruined Horizon]

Only if you choose to, Alwyn. I mainly just posted things here for what the title of the thread is.  

[Magni Prime]

Such is the regrettable nature of scholarly works . . . it isn't fun to look at.  

[Ruined Horizon]

I wonder if I should take this thread down. Then again, I kinda like backing up my own intelligence.

I'm proud of my work. Sue me.  

[Magni Prime]

http://connect.capellauniversity.edu/p73697422/

Group therapy LGBT presentation project.  

[Magni Prime]

INFORMED CONSENT—GROUP COUNSELING

Group counseling can be a powerful and valuable venue for healing and growth. It is the desire of your group facilitator(s) that you reap all the benefits group has to offer. To help this occur, groups are structured to include the following elements:

 A safe environment in which you are able to feel respected and valued as you work
 An understanding of group goals and group norms
 Investment by both your facilitator(s) and members to produce a consistent group experience

A SAFE ENVIRONMENT

A safe environment is created and maintained by both the facilitator(s) of a group and its members. Primary ingredients are mutual respect and a chance to create trust. Another primary ingredient for a safe environment has to do with confidentiality. Your group facilitator(s) are bound by law to maintain confidentiality, as group members are bound by honor to keep what is said in the group in the group. We realize that you may want to share what you are learning about yourself in group with significant other(s). This is fine as long as you remember not to talk about how events unfold in group or in any other way compromise the confidentiality of other group members.

The facilitator(s) of your group will ask you to sign a release form so that they can talk with your individual therapist. This is a safeguard for you which allows consultation between group leaders and your individual therapist should the need arise. This also provides you with extra support should a difficult issue come up in group that may need more individual attention.

LIMITS OF CONFIDENTIALITY:

• If you are a threat to yourself or others (showing suicidal or homicidal intent), your facilitator(s) may need to report your statements and/or behaviors to family, your therapist, or other appropriate mental health or law enforcement professionals in order to keep you and others safe.

• There are a broad range of events that are reportable under child protection statues. Physical or sexual abuse of a child will be reported to Child Protective Services. When the victim of child abuse is over age 18, reporting is not mandatory unless there are minors still living with the abuser, who may be in danger. Elder abuse is also required to be reported to the appropriate authorities.


• If a court of law orders a subpoena of case records or testimony, your facilitator(s) will first assert “privilege” (which is your right to deny the release of your records although this is not available in all states for group discussions). Your facilitator(s) will release records if a court denies the assertion of privilege and orders the release of records.

• Records may also be released with your written permission. Records will include only your personal progress in group—not information about other group members.

• Facilitators may consult with other professionals regarding group interactions. This allows a freedom to gain other perspectives and ideas concerning how best to help you reach your goals in group. No identifying information is shared in such consultations unless a release has been obtained from you as a group member.

OTHER SAFETY FACTORS:

• Members of a group may not use drugs or alcohol before or during group
• Members of a group should not engage in discussion of group issues outside of group
• Members of group should remember that keeping confidentiality allows for an environment where trust can be built and all members may benefit from the group experience

• Your group facilitator(s) will monitor discussions and maintain a respectful environment to keep safety and trust a priority

ATTENDANCE

Your presence in group is highly important. A group dynamic is formed that helps create an environment for growth and change. If you are absent from the group this dynamic suffers and affects the experience of you and other members of the group. Therefore, your facilitator(s) would ask that you make this commitment a top priority for the duration of the group.

It is understood that occasionally an emergency may occur that will prevent you from attending group. If you are faced with an emergency or sudden illness, please contact your facilitator(s) before group begins let them know you will not be present.

Because it usually takes several group sessions for clients to "settle in" and receive the full benefits a therapy group provides, we ask incoming members to make a 20-week commitment when they join a group. We also ask members to give a 2 week notice when they decide to leave a group. We ask this because each member of a group is important--your presence and your absence impacts members and facilitators--and we want to allow time for members to process when members choose to leave.

WHAT TO EXPECT
Group time consists of both teaching and processing time. Processing may revolve around an issue one member of the group is working on with time for structured feedback and reactions by other members of the group. At times the group may focus on a topic with all members verbally participating. In either case, the group dynamic offers a place where you can experience and give support, understand more clearly how you relate to others, and examine aspects of yourself, family, friends, and the world around you. These dynamics provide a very powerful environment for change. Additionally, the group is designed to assist all members with similar issues. Not all members will share the same issue, but will have similar situations. This is so all members can relate to and assist each other in the learning process.

The purpose of group therapy is to help with issues in your life that are bothering you or disrupting your chances at success. As such, issues will be addressed both by the therapist(s) and group to resolve or offer methods to resolve issues. Questions and activities will be performed to illustrate and gain insight into challenges among group members. Some issues will be difficult and not readily shared for fears of privacy or other personal matters. Privacy is paramount among group members, and each person is trusted to keep confidentiality in mind. Progress is dependent on both honesty and integrity. The more you give of yourself during the sessions, the more you will receive. The more honest and open you are, the more you allow for insight and growth.

Whereas confidentiality of other members’ information is important, there may be times where you will be encouraged to share information with specific people. Significant individuals in your life may be discussed such as parents, relatives, and friends. Depending on the situation in group, you may be encouraged to discuss matters with them. In such situations, the therapist(s) will encourage you to tell them and offer the best way to do so.



CONSENT

Please fill out the top and bottom of this form. The bottom portion of the form is for your records and the top portion of the form will be kept in your file.


Group Consent Form

Name and Type of Group:
_______________________________________________

I have read the above information, understand the information, and agree to the terms of group participation.

Signature of Group Member:
_________________________________________________________

Printed Name of Group Member:
_________________________________________________________

Date: _________________

Signature of Facilitator(s) and Date:
_________________________________ _________________________________

**************************************************************************

CLIENT’S COPY

I have read the above information, understand the information, and agree to the terms of group participation.

Signature of Group Member:
_________________________________________________________

Printed Name of Group Member:
_________________________________________________________

Date: _________________

Signature of Facilitator(s) and Date:
_________________________________ _________________________________


Resources

Center for Biblical Counseling, McKinney. (2012). Informed Consent--Group Counseling. Retrieved September 9, 2012, from Christian Counselors, Center for Biblical Counseling, McKinney, TX: http://www.cbcmckinney.com/forms/consent_groups.pdf

Kraft, S. (2005). The Center for Ethical Practice | Adolescent Informed Consent Form. Retrieved September 9, 2012, from The Center for Ethical Practice | Continuing Education & Resources for Mental Health Professionals: http://www.centerforethicalpractice.org/Form-AdolescentConsent  

[Magni Prime]

Group Amalgam Concept
D. Tom Brooks
PSY6091 – Group Counseling
Richard Van Haveren
August 19, 2012

Abstract

The group project for this course has been established over the course of the previous nine weeks. Each aspect has been discussed in detail, and this work is to combine the highlights of the course in one document. The various portions of assignments have been gathered and edited for content into a work describing the formation, execution, and exercises of an LGBT support group therapy environment. The strengths of the therapeutic approach and me as a therapist are also discussed.

Group Amalgam Concept

Therapy can assume several forms and be for multiple goals. The defining trait of all forms of therapy is the desire to assist individuals and improve quality of life. Most cases involve an individual speaking privately in a safe environment with a therapist. In some cases, the therapist can decide that there is more benefit to be had from a group environment in which like-minded individuals can share experiences. One possible situation would be in the case of those with a specific sexuality or part of a sexual culture. Sex is a fundamental part of identity, and when such becomes a source for dysfunction, an individual can be tormented by his or her own personality. The following describes the ideology and execution of a fictional group to support members of the same-sex and sexually diverse community that has become increasingly visible in American culture. The form of the group, therapeutic approach, exercises employed, and strengths of the hypothetical therapist are explored as well.

Anatomy of Support

In individual therapy, the client and therapist must work together toward the goal of improving quality of life for the client. In group therapy, the therapist becomes less of a partner, and more of a leader for the group with varying degrees of control. At times, the leader must direct a conversation through strategic questions and asking specific individuals to speak. Other times, the leader will take a more subdued role, one where the group would be given more freedom to explore the topics deemed important with minimal direction. A group leader is responsible to maintain that balance; to allow the group to function without one or two individuals dominating the sessions (Jacobs, Masson, Harvill, & Schimmel, 2012). In this case, the group is designed to be one of support for members, and such places more emphasis on interpersonal conversation and support among members. The therapist becomes less of a leader and more of a moderator, offering topics and exercises while allowing the group to support one another. The therapist must maintain control of the group, but allow members to grow and learn at his or her own pace as well.

When considering the group, and different ideologies or needs, varied topics and issues will arise. A responsible leader will need to consider just what issues may come up and be prepared for the group. This group is designed for members of the Lesbian, Gay, Bisexual, Transexual (LGBT) community either announcing that aspect of them publicly, or those developing trouble with community reactions and acceptance. Also welcomed would be family members, or several relevant friends to the clients in question. Despite being an apparently recent development in American culture, there is evidence of same-sex relationships for centuries. Historians agree upon evidence appearing in every documented culture (Morris, 2012). The process of acceptance and understanding through various cultural aspects is crucial, and offers a structure from the most basic to the most open forms of identification in the LGBT community. The initial meeting will focus on the most basic of acceptance and comfort, primary support groups: self, family, friends, and church.

Through the course of a support group, the members will learn methods to accept themselves through those four stages and how to support each other. Individuals such as Erikson and Piaget helped found developmental psychology on the base of how families and role models affect personality. The effect both family and friends have on the individual can be profoundly positive or negative, and members in therapy can not only support one another but also become role models. Friends represent the preferences in society, and the acceptance of such can bolster the resolve of any individual. These are the social interactions that mirror the individual’s desires and behavior, making friend approval vital for self-esteem in early stages. Only after the individual has accepted his or her own choice, endured the reactions of role models and family, and tested preferred company can he or she approach a social or religious group. Religion is a source of moral and spiritual strength, and one should be prepared for rejection by others in the group without taking such personal affront from the religion itself.

Methodology

For this group, the theoretical approach will be Cognitive Behavioral Therapy (CBT). This approach is based on the concept that thoughts are a form of behavior and can be altered through conditioning. A consequence of thought is emotional reaction, and so an individual can alter his or her feelings by directing the way he or she thinks (Jacobs, Masson, Harvill, & Schimmel, 2012). One researcher named George Kelly suggested that a person's issues including anxiety, anger, paranoia, and depression were a result of a person's "construction of reality" (1955). CBT assists in identifying behaviors, thoughts, and emotional reactions without attacking such, or devaluing a client’s belief structure. Once identified, the client and professional can begin the process of consciously changing that process. In the LGBT community, acceptance and condemnation are prime issues. Individuals face attacks and opposition on a regular basis. Using this paradigm, the professional can help those in this community without hostility or argumentative tones. Such would support the therapeutic relationship and facilitate growth.

A closely related therapy developed by Albert Ellis is called Rational Emotive Behavior Therapy (REBT). Such focuses specifically on the emotional state of the client through an ‘abc’ model. An activating event (A) creates a consequence (C), and the belief that supports that consequence (B) (Jacobs, Masson, Harvill, & Schimmel, 2012). Assume for a moment an individual with abandonment issues is told by his significant other that she will be staying out of town for a night on a business trip. The event “A” is her telling him that he will be alone. The consequence of “C” would be his feelings of sorrow, lonliness, and abandonement from the belief “B” that she wishes to leave him. Though discussion and logical thought, the belief can be challenged and change the consequence. This form of therapy is useful because it can be taught and implemented easily with all members. The leader would help members focus on changing feelings by discussing the thoughts that form the maladaptive belief (Jacobs, Masson, Harvill, & Schimmel, 2012). This group would find such effective not only because of the ease of application, but also because adolescents are those emerging as sexual individuals. According to the psychosocial theroy by Erik Erikson, adolescents are going through the crisis of self identity versus role confusion (About.com, 2011). In this stage individuals are struggling to determine who he or she is, and such includes the LGBT community, compounding the already difficult situation of being different in popular culture.

Group Normality

When creating a group for any purpose or using any method, certain details must be addressed. Issues of normal procedures, rules, and ethical standards for the group must be established in a way that will not alienate the group. Setting the tone is crucial for any group. Individuals will have only one detail in common of which is immediately relatable. As that detail, the therapist must make all members feel welcome and valued while setting boundaries. Some details such as meeting times and duration are simple. Rules are based largely on the therapeutic relationship previously established by the therapist in individual sessions. That makes the situation familiar and presents few details to acclimate to. The issue of ethics will be slightly more complicated, however. In individual sessions, a sense of security is present. Only the client and the therapist hear what is said, and secrets are kept at the client’s discretion. In a group setting all members hear what is said, making opening up to a group difficult- particularly for a secretive subject. This aspect requires activities of trust and team building before growth can occur. In the initial session, the therapist should bring up specific points to reassure the group that privacy will be kept as members begin to discuss personal issues.

Reinforcement of Ideals

Every social gathering has written or unwritten rules of conduct. Without such, the meeting is a group of individuals, not a community. In the case of group therapy, individuals form a social contract present within a larger whole. Such is not unlike school dynamics within society, with unique rules in a specific environment. The social order is required for any sort of organization. In this case, the group leader acts as a chaperone and teacher for the others, encouraging participation. Members need to respect that authority, and learn from the environment supported by rules. That situation creates a sense of normality, and the unspoken guide of how much to share with others. As the normal practices of when to arrive and how much to share become more familiar and relaxed, members will become more open with testimonials. Psychology is referred to as the ‘talking cure,’ so the more members are willing to share, the more help is garnered.

Ethics is the one aspect proverbially set in stone. Multiple groups including the American Psychological Association (APA), the American Group Psychotherapy Association (AGPA), and the Association for Specialists in Group Work (ASGW) all have varying ethical codes. Each is parallel to the next with minor differences. As a therapist, such would be wise to use all, or most of the codes to the benefit of the clients. AGPA guideline 1.1 describes responsibilities to the patient, including information of risks, rights, and obligations of members. Section 1.2 encourages clients to participate with group therapy so long as appropriate to the client’s needs. Of that same code, section 2.1 states that the group shall agree to protect the identity of members; both group and therapist are bound by that clause (AGPA, 2002). The ASGW’s code of ethics includes aspects of group and member preparation with informed consent, and defining confidentiality limits. Other sections include the group monitoring the group progress, and the boundaries of relationships for all members fo the group (Thomas & Pender, 2007).

Exercises for Growth

Therapy is more than discussion, and as a professional, the leader of the group should be prepared to use exercises. Such breaks the discussion into more focused points, and activities can be useful in engaging the individuals in thought-provoking ways. Activities must be carefully planned, however. Utilizing tools at the appropriate time will increase the effect they have on the members of the group. Some exercises are best used at different points of therapy, whereas others are more universal. In the early stages of the group, tasks should help to build trust and camaraderie among members.
The first task is a group exercise. Introducing such would be as a clarification for the group. In the therapy structure offered, the group would progress through stages of the self, family, friends, and finally church or community. Beginning with the self, a sense of similarity will assist the members to discuss him or herself because others will feel similarly. The group would be asked to rise and form a group rather than spread out across the room. A values continuum (Jacobs, Masson, Harvill, & Schimmel, 2012) would be explained, with one wall to the left identified as strongly agreeing with the therapist, the right wall as strongly disagreeing, and the center of the room being neutral. Once everybody understands the ‘sliding scale,’ the comment is said “I’m comfortable being LGBT.” Ideally, most if not all of the group would move over toward the right-hand wall. Given that the group is set to assist those in the culture accept themselves, a fair estimation will be that few will move to the right. The team would be allowed to spend a moment as a group near the wall before as the leader mentions how each person in the group is near others that feel the same as he or she does. A few moments would be spent giving them time to digest that revelation before bringing them back to the group seating arrangement. This exercise creates a group that immediately shares more than the therapist and the group sessions. It physically shows how comfortable each member is, and that no member is totally comfortable. That similarity can form the basis of a group therapeutic environment.

During the middle phase, a group deals with the most significant prospect for change, and the most difficult aspects of therapy. In the LGBT group, they would move into dealing with those beyond the home. Individuals would begin to discuss friendship with the group, and quantify what makes a person a friend. The natural assumption is that everybody is heterosexual until otherwise denoted. Thus, many friendships are put to a significant test when a person admits to being part of the LGBT group. The exercise is meant to help define the most rudimentary question to move on.

The question ‘what is a friend to you?’ can have a multitude of answers, and thus becomes a writing exercise. Friends are the first line of community that can be addressed. The clients should now be certain with what it means to be him or herself. The exercise challenges members to understand what he or she needs from friends. The preference would be dry erase boards and matching markers passed out to all members. That way changed minds and re-evaluated aspects can be changed if needed. The written exercise employed is a listing exercise, where the clients can organize their thoughts in a succinct fashion, and increase focus (Jacobs, Masson, Harvill, & Schimmel, 2012). Additionally, this sort of topic underlies the need for public approval of the individual, and the source of such. The issues of dependence/independence can arise in how large a group of friends are, and in the values listed through the activity (Jacobs, Masson, Harvill, & Schimmel, 2012).

The important factors are to inform the group that there are no ‘wrong’ answers, only different ones. As an added challenge, the list of qualities will be prioritized, with more important traits given higher positions. The group would be given several minutes to write down several aspects and amend their order. Once the group had finished, they would be separated into triads. Members would be encouraged to find new partners, and discuss their individual lists for similarities and differences. After several minutes, the groups would present their top three characteristics for the entire group. That list would then be discussed with each member encouraged to say why such is important or not to him or her personally.

The final sessions, or closing phase of therapy, are designed to both review progress, and show areas for continued growth. Activities in this period should be ones that provoke thought on established topics, or the therapy in general. “A round is an activity where every member is asked to respond to some stimulus posed by the leader. In all groups, rounds are extremely helpful in gathering information and involving members” (Jacobs, Masson, Harvill, & Schimmel, 2012, p. 19 cool . This powerful therapeutic tool would be used to measure the growth and highlights of the group for each member, inspiring discussion on progress and topics that were significant to all members.

In the LGBT support group, the therapist would offer a review of the sessions, and ask each member to describe how he or she felt, or to share significant points. This would allow each member to mention successes or issues that remain unresolved. The therapist will likely have to focus on several individuals who are quiet by asking if he or she would like to ‘go next’ to give him or her encouragement. This desire to hear from him or her should help the individual feel either more willing to talk, or at least participate in the group. As each person will take something different from the group, where some failed, others will have succeeded. That gives members a chance to see whom he or she can turn to besides the therapist. Although such is important to the therapist, such constitute a larger support system can only benefit the participants. As the round progresses, feedback will be welcome from both peers and therapist to give review or aid with issues. After the round, the therapist can focus on any recurring themes or significant issues left unresolved.

Self-Therapy

When assuming the roles of both leader and therapist, an individual should be aware of both where he or she excels, and where he or she does not. For my own strengths, I feel I would be best at the nurturing and moderating role. Stressing without pressure that everybody should participate in group, rather than dominate or fade into the background. Utilizing aspects of Client Centered Therapy (CCT), my strengths come from using a positive regard and level of respect. One does not have to agree to respect another, and such is a philosophy that has served me well. In the case of this group, I am myself bisexual, making me familiar with the group in a personal way. The cultural pressures and diverse nature of issues within the LGBT community have been something intrinsic to my interests. The way in which Lesbians and Gays interact is vastly different from how Bisexuals interact with others, and those who are Transgender face more issues than most. Being open and accepting of all forms of individuals is something of which is highly important, and using aspects of CCT with all clients can help facilitate that.

The identification with that population raises the greatest challenge for me as a therapist. When a situation is brought to me that I either am unfamiliar with or do not understand, my efforts turn to empathy and relating issues. In an effort to understand a situation, my mind seeks out familiar situations that mirror the client, and offers me a vicarious understanding by mentally reliving some of my own experiences. This risks personal exposure and creates opportunities for multiple relationships. Additionally, there will be situations I cannot relate to or understand, and that may create an issue for me. My desire to understand individuals may become an issue as I assume understanding a situation is more important than resolving it.
Both strengths and weaknesses make my style of therapy similar to multicultural psychology, with an emphasis on accepting and being open to other individual values. I have no desire to change how a person believes or thinks beyond moving past maladaptive thoughts. Of the numerous cultures an individual comes from, the only part that matters is the person who sits with me. The here and now of that individual is far more vital than the variety of influences on him or her.

Conclusion

The LGBT community is one of chaotic ideals. Lesbians and Gays openly strive for acceptance and equal rights in society. Bisexuals are given scorn by the prior two portions, and the transgender portion is misunderstood and given little credence. The various influences from the individual, his or her family, friends, and societal constructs can create difficult schemas for any individual. One-on-one therapy can assist these individuals, but in some cases group therapy can make more change. Being in a room with other people who are in similar situations can alleviate feelings of difference and isolation. A support group encourages members to assist and help one another, giving aid to the individual and helping to establish the community that LGBT stands for. Therapy in this case was suggested as CBT, for the ease of application and ability to teach to members for mutual benefit. Individuals can help one another challenge maladaptive thoughts using the ‘abc’ method, and change what is causing distress. Therapy moved outward from the self, starting with self-acceptance and moving to family, friends, and then the community. Exercises can bring focus to the here and now. In this example, the therapist would be very qualified to run the sessions being both a member of the community and a student of such. After spending nine weeks constructing this scenario, many issues have been identified and dealt with. Perhaps someday this model will be made into a therapeutic situation and no longer be hypothetical.




Resources

About.com. (2011). Erikson's Psychosocial Stages Summary Chart. Retrieved September 4, 2011, from About.com: Psychology: http://psychology.about.com/library/bl_psychosocial_summary.htm

AGPA. (2002, February). Ethical Guidelines for Group Therapists. Retrieved August 4, 2012, from American Group Psychotherapy Association: http://www.agpa.org/group/ethicalguide.html

Jacobs, E. E., Masson, R. L., Harvill, R. L., & Schimmel, C. J. (2012). Group Counseling: Strategies and Skills, 7th ed. Belmont: Brooks/Cole.

Kelly, G. A. (1955). The Psychology of Personal Constructs. New York: Norton.

Morris, B. J. (2012). History of Lesbian, Gay, & Bisexual Movements. Retrieved July 14, 2012, from American Psychological Association: http://www.apa.org/pi/lgbt/resources/history.aspx

Thomas, V. R., & Pender, D. A. (2007, March 23). Association for Sepcialists in Group Work: Best Practice Guidelines 2007 Revisions. Retrieved August 4, 2012, from Assotiation for Specialists in Group Work : http://www.asgw.org/pdf/Best_Practices.pdf  

[Magni Prime]

When Wraith gets a hold of the boys that bothered light-boy Adonis . . . I was going to post this. I found something on youtube that really made me fired up to write a battle. I am curious what you think of it. The work shows the lengths Wraith is willing to go to and his cruelty. I suppose it all comes down to an opinion of the work. Too much?

By the by, click this for the music that inspired me. Perhaps listening to it while you read will help the mood.

Quote:

In the husk of a derelict building somewhere, shadows formed like smoke, and a moment later the three appeared where once was only dust and an empty floor. The locale was several stories up, but only the open windows gave hint at that. Once, this had been an office building, but the economy had hit hard. Now it was merely an eyesore waiting to be torn down. No power, no utilities, nothing to show any form of life other than rodents and some cats moving around. It was here that Wraith brought them. The two punks shivered a bit from the unnerving form of travel. All light, all sensation, all gone. For a moment it was unbearably cold. Wraith had never come up with a way of describing the interim of his transport. At best, he could call it ‘between’ as it was literally that term. At no point did he move along the path from locale A to locale B. Instead, he moved between the points and only existed in one point then nowhere and finally at the second. It was taxing to take more than him, but in this case he had no time for whining fools. As he was accustomed to that form of travel he only stood while the two recoms gained their senses again. The place was deserted- they would not be disturbed here. Or heard. Or seen. This was either a place to begin a new life . . . or end an old one. Wraith looked down at the pair and allowed them a moment to recuperate, and even stand. When Wraith spoke, it was not with the gentle or diplomatic tones he had used with Adonis. “You took the name Pariah. Now you learn what that means.”

The two looked at each other and smirked. They obviously were ready for a battle. When they turned to look at Wraith, it was with malice in their eyes. Rather than showing that emotion, the man in red simply stared hard with cold eyes. “Your lives, as they had been, are now over. You will either be soldiers, or examples. Choose quickly.” The tone was harsh and uncompromising as he gave his ultimatum. Obviously the boys doubted him, as they moved in a coordinated attack. On Wraith’s left, a boy manifested a spear . . . no, a trident out of the air. It was coalescing from moisture and veritably fogged the ground with the amount of cold steam pouring from the weapon and maker. That recom wasted no time in lunging with the triple points leading the way. At the same time, the other boy become feral in appearance and made a full-body lunge with claws leading. Fangs were bared, and the fingertips were sporting jagged claws. Both of them screamed out loudly in an attack in direct response to being given their ultimatum. Wraith gave no outward signs of blocking or dodging. Instead he merely became smoke. Where he once was the darkness now swirled like acrid smoke and dissipated as if there was a breeze. The feral recom tucked into a roll and bounced off a large stone before getting up rubbing his hip. That had all his weight behind it and hurt. The ice trident flew wide and stuck in a wall before it cracked from the temperature difference. The weapon shattered unceremoniously a moment later. It’s creator smirked thinking Wraith had run. He erred.

Wraith had chosen this place as his locale for several reasons. One of which was it was a place he used to train himself. Of all the places on the planet, he knew this one the best. He had not run. Wraith’s transport had the benefit of being totally silent, so when he teleported to just behind the ice caster neither of the punks realized it. The same stare now locked on the back of the ice caster as the boy stood in confidence. Above him, the ceiling darkened to a shade of black only typically found in nightmares. Below him, his own natural shadow mirrored that shade. The feral recom turned to look at his partner and only had time enough to call out “LOOK OUT!” before Wraith struck. In a form of irony, the more experienced recom chose an attack using his shadows . . . as tridents. Several tridents rained down from the blackness above, just as tendrils as thick as a man’s arm each arose and held his legs in place. Weapons pierced the ice caster in both arms, his right shoulder, and left thigh. Only the tendrils kept him from moving or falling. A third tendril came from the ceiling and grasped the ice caster’s neck. Choking the boy, Wraith showed little pity. For the transgression of smearing Pariah’s name this boy was being given a torturous death. To his credit, the feral one raced across the floor to save his partner. To his downfall, this drew Wraith’s attention.

Wraith maintained the tendril on the ice caster’s neck, but let the other two fall away turning a strangulation into a hanging. The tridents evaporated, and blood began to pour from the now open wounds. Four weapons disappeared, leaving twelve holes in the boy’s body. Compromised arms reached up to grasp futilely at the tendril hanging him. Below, the darkness became a bowl large enough for him to stand in and collect the blood. Meanwhile, Wraith turned his attention to the feral one. He did just what one does to a rabid dog- he put up a cage. The feral one was leaping and again slammed full-force into a solid object, this time made of blackness. A set of bars had been created in his path. The moment he hit them, a cage stretched out and around him; a kennel for the beast as he saw his friend exanguinate and hang. Wraith calmly walked over to the kennel and squatted down. Resting on the balls of his feet, he allowed the choking and gurgling sounds of the ice caster’s death throes to make his point. “But . . . we’re Recoms- Pariah! Like you!!!” the feral one whined out in a decidedly piteous tone. Wraith stared hard at him with uncompromising eyes. The ice caster was silent now, his struggle ended. Wraith simply let the smell come through the area. He could smell the coppery scent of blood, hear the repetitive patter of liquid dripping. The man in red assumed that a feral being would have animalistic senses as well to hear and smell this even better. Holding as still as his victim, Wraith barely spoke above a whisper. The volume was not to keep this secret, but to accentuate the stillness.

“No- I am Pariah. You are a boy. You can be like me, or you can be like him. A soldier on our righteous crusade, or a martyr to the cause.” Wraith rose slowly, and stood by the cage and lifted his right hand. He held his right arm horizontally from the elbow, and his hand palm up as if grasping something. Staring at the feral recom, he began to close his fingers in a crushing motion. Simultaneously, the cage began to shrink. Made of shadows, the material did not bend or protest, it shrank as it’s master bade. The feral recom began to panic, alternating his vision between the inescapable prison that had no door, the one crushing him, and the body of his companion. By killing one first, Wraith had proven his resolve. By offering the choice, Wraith had shown he was willing to negotiate. By beginning a crushing motion he showed he was willing to kill again with the same level of cruelty and lack of remorse. The feral recom lasted nearly a minute.

“NO! No-nonononononono! I’ll do it! I’ll do whatever you want!!!” The moment he said that, the cage stopped shrinking. Wraith raised an eyebrow as he stared down at the recom. The next several moments were tense and full of professions of loyalty and begging for the feral boy’s life. Wraith waited to see just what would be said. He knelt down again, never opening his hand again. He stared into the eyes of the feral boy with no emotion as he let the severity of what was said sink in. Then . . . the cage evaporated. It was replaced by a thick collar of shadows around the feral boy’s neck. The boy fell back and stared in utter fear. Wraith was not even out of breath, and had not made any physical moves. This was done with power alone. Wraith closed his fist quickly, and the collar squeezed enough to be highly uncomfortable “You are now a soldier. Betray your oaths to Pariah or me and there is no place I cannot kill you. There are always shadows.” With that, he turned around and released his fist. The collar became smoke, and the feral boy coughed and sputtered for a few moments. Wraith returned to the ice caster’s body.

“You could have been one of us. Now, you will inspire us. Rest in peace, martyr to the cause.” Wraith moved close, and teleported both the setup and himself back to an area not far from the entrance to the hospital. With all the attention focused on he debacle on the other side, nobody noticed him get to work. He was swift and quiet as possible as he quartered the boy, ripping the arms and legs off the corpse. The shadows made quick stabs and incisions all over his body to simulate being attacked by dozens of assailants. The body was strewn about a small area, and the collected blood had a tendril come up out of the center. For dramatic effect, Wraith used the lifeblood of the boy to write a message on the wall, and draw a symbol. Once done, he let the blood spatter all over the area and smeared it some fifty feet to this location as if the body had been drug here. As he teleported out again, a nurse found the mutilated body- cool to the touch thanks to between, and the message “Humans for Purity: Death for FREAKS” written in the blood of a recom on a hospital wall. Wraith viewed this as a necessary evil. The boy would only do harm to the cause, and now in death he would strengthen the resolve of other recoms. As a punk, he was a danger. As a victim, he was a clarion call that humans are dangerous. Under his breath, Wraith offered his maxim for those that were too stupid or dangerous to let go free. "Some must be sacrificed, if all are to be saved."

Wraith appeared among the Recoms outside and began to watch the titan battle with interest. He was part of Pariah, and must bear witness to the latest battle. He was a champion- not a suicidal fool. Best to learn about what his opponents have brought to bare.