Reading...
Play button
Play button
Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
34 Cards in this Set
- Front
- Back
|
In psychodynamic therapy groups:
|
the leader encourages the emergence of unconscious
|
|
|
Horizontal disclosure
|
Other members talk about how they feel hearing an individual disclosure
|
|
|
Defiant leader
|
displays ambivalence about membership
|
|
|
Healthy norms in group
|
safe expression of anger
|
|
|
basic task of leader
|
culture building, creation and maintenance of group, be the unifying force of the group
|
|
|
When do you remove a client from group?
|
if they are a danger to themselves
|
|
|
central concepts to Foulke's group theory
|
sum is greater than its parts, group mirrors one's self and disowned parts of oneself and facilitator plays a somewhat active role and responsible for keeping group connected
|
|
|
Systems theory, what is a group approach
|
does not use the conflict or deficit model as mechanism of change, it is a living structure with change occurring across boundaries, a group can transform itself by opening its boundaries to information and energy and at times, a group needs to close boundaries to increase self-definition or provide more safety
|
|
|
Bion's Basic Assumptions
|
a group has a work task as well as unconscious forces at work
|
|
|
A BA is...
|
a disowned aspect of the group, focuses on survival issues of the group, supports the work task
|
|
|
self help group
|
minimal or no fee, high structure, confrontation redirected, attendance usually not required
|
|
|
Decreasing anxiety
|
providing information, asking about thoughts instead of feelings, increasing structure
|
|
|
group therapy
|
3 + people, a leader and a common purpose
|
|
|
explaining risks and benefits of group is...
|
an essential part of informed consent and an ethical obligation
|
|
|
What is NOT appropriate practice when organizing a group for children?
|
assuring children that everything in the group is confidential and won't EVER go outside the group
|
|
|
Often true of psycho-ed group
|
advice giving, symptom relief as a goal, low level of anxiety is ideal
|
|
|
When a member wants to leave a group prematurely, it is important for the leader to:
|
discuss all the ramification of the actions with them and the group; provide departing members with alternative referrals or resources
|
|
|
Interventions for a silent member
|
recognize the beh and all behs are to be reflected on, explore it rather than change it, consider concurrent individual sessions and reinforce the activity of the silent member, even if small at first
|
|
|
BION
|
working group concept, basic assumptions, idea that the leader is a consulant
|
|
|
FOULKES
|
"the whole is greater than the sum of its parts", idea that mental illness problems are due to interpersonal relationships, facilitator plays an active role, Mirroring/matrix creative space
|
|
|
YALOM
|
change occurs in the here and now, social micrososm, vertical vs horizontal disclosure, corrective experience is more important than insigh
|
|
|
AGAZARIAN
|
mental health viewed as seeing the similarities amid the differences and the differences amid the similarities, managing conflict with sub-groups, activating the attachment system within, questioning is Discouraged, cognitive noise viewed as a defense, Here and Now
|
|
|
ORMONT
|
group is the agent of change, responsible for: observing ego, insulation barrier and generative communication, change and bridging
|
|
|
systems theory
|
changing the family's communication patterns by not just talking to the IP but with the whole family can influence change in each other family members; including patient
|
|
|
3 levels of process commentary
|
individual, between members and group as a whole
|
|
|
Individual (intrapsychic)
|
body language, voice intonation, interaction patters, common defenses
|
|
|
between members- interpersonal
|
patterns of communication, repetitive areas of conflict, levels of intimacy in interaction
|
|
|
group as a whole -systemic
|
energy level and enthusiasm of the group, amount of cohesiveness, avoidance of important group issues
|
|
|
basic assumptions
|
fight or flight, pairing, dependency
|
|
|
5 stage model
|
forming, storming, norming, performing and termination
-tuckman model |
|
|
task leader
|
usually the facilitator, provides focus and clarifies issues
|
|
|
emotional leader
|
sociable role, complements task leader, often well liked
|
|
|
scapegoat leader
|
divergent role, impulsive and emphasizes differences
|
|
|
defiant leader
|
goes up against power of the group, challenges sense of cohesiveness, experiences vulnerability in being group member
-Beck's model |
