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140 Cards in this Set
- Front
- Back
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History of Group
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-Adler
-Jacob Moreno coined the term's group counseling and group psychotherapy -2 organizations -WWII brought a lot of people needing help, and too few counselors -accepted in the 60's -ACA formed a division for it |
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Group Work- best practices
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ASGW and CACREP agree on core competencies
-Planning -Performing -Group frocessing |
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Group Planning -
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-Professional and regulatory requirements
-Scope of practice and conceptual framework -Ecological Assessment -Program Development/eval -Resources -Disclosure -Group/member participation -Professional Development -Trends and Technological change |
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Group Planning - Requirements
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Counselor must meet:
Ethical codes Standards of best practice Training standards Diversity guidelines State laws Accreditation requirements Insurance requirements |
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Group Planning - Scope and Framework
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One must perform within their abilities and conceptual orientations
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Group Planning - Self assessment
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know your own impact on the group
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Group Planning - Ecological assessment
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Assessment of:
-Community Needs -Agency resources -Sponsoring organization mission -Staff competency -Attitudes regarding group work -Multicultural issues |
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Group Planning - Program development
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-Identify group based on needs
-giving purpose and goals and how group will influence those -Setting fees -Choose leadership style and techniques -Plan for evaluation -Using technology |
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Group Planning - Resources
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-Coordination of funding
-co-leader -Space requirements -Privacy requirements -Marketing/recruiting -collaboration with other organizations |
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Group Planning -Disclosure
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Statement should include:
-Confidentiality -Exceptions to confidentiality -Theoretical Orientation -Nature, purpose, and goals of group -Provided services -Role/responsibility of members -Role/responsibility of leader -Qualifications to conduct group -licenses, certificates, or credentialing |
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Group Planning - Member preparation
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-Screening potentials
-chosen based on compatibility/needs -oral and written consent -consent for minors or dependents -confidentiality |
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Group Planning - Professional Development
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Knowing the skills and keeping updated
-Ethics followed, supervision gotten when needed -Professional assistance sought for issues -Keeping current on research and development |
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Group Planning - Trends and Tech
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-Changes:mental health delivery systems, legistlative reforms, insurance industry reforms,demographic shifts, internet use, and other communication and delivery systems
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Performing
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-Self Knowledge
-Group Competencies -Group Plan Adaption -Therapeutic Conditions and Dynamics -Meaning -Collaboration -Evaluation -Diversity -Ethical surveillance |
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Performing- Self Knowledge
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Knowing own strengths and weaknesses and its impact on the group
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Performing - Group Competencies
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-leader understands group dynamics
-leader is able to perform core group competencies -Leader has adequate understand and skill in the group specialty area |
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Performing- Plan Adaption
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-Everything can be modified and applied as needed for the particular group
-Progress toward group goals and plan is tracked -Ethical boundaries defined and held |
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Performing - Conditions/Dynamics
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Models of group development, process observation, and therapeutic conditions understood and implemented
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Performing- meaning
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Leader helps members in generating meaning from group experience
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Performing- Collaboration
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-Leader assists development of individuals
-Leader respects members as partners |
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Performing - Eval
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Both formal and informal
between sessions and at conclusion of group |
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Performing- Diversity
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Sensitivity to differences
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Performing- Ethical surveillance
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-Ethical standards such as ACA employed
-Good decision making with ethical challenges and issues. |
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Group Processing
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Processing Schedule
Reflective Practice Evaluation and Follow-up Consultation and Training (w/ other organizations) |
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Group Processing- Processing Schedule
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-may include assessment of group/individual progress toward the goal(s), techniques, dynamics, interventions, and development of meaning
-Processing may be within sessions, or before/after sessions, or even after group termination |
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Group Processing- Reflective Practice
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-Taking opportunities to put theory and practice together and incorporate learning outcomes into groups
-Leader pays attention to dynamics of the session and its relationship to the leaders values/goals/affect |
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Group Processing- Eval/follow-up
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-Process/outcomes evaluated
-applied to program planning, etc. -follow-up contact with members is done as needed/ appropriate to assess outcomes - |
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Group Processing- Consultation/training
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-group workers provide consultation/training as needed to organizations
-workers will seek good consultation |
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Leadership styles- Authoritarian
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-Leader is the expert
-directive -liked least by members -30% higher aggression rate -preferred when immediate decision is necessary |
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Leadership styles - Democratic
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-Leadership is shared
-Members behaved appropriately -Liked by members but not shown by research to be most productive |
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Leadership styles - Laissez Faire
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-No leadership in place
-Generally ineffective -members exhibit aggressive behavior -Preferred when a decision has already been made |
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Yalom's Leadership types
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-Impersonals (poor):distant/aggressive
-Managers (poor):structured activities -Laissez-faires (poor) low support -Social engineers (moderate): group focused, concerned with group relation, low charisma -Energizers(moderate): caring/charismatic, firm control, emotional stimulation -Providers (best): caring and meaning attribution, individual focused, give information but not pushy |
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Group Leader Skills (Knowles)
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genuineness (congruence and authenticity)
-Active listening -Reflection and clarification -Questioning and summarizing -Information giving -Encouragement and support -Modeling -Self-disclosure at appropriate times -Blocking: intervention to stop counterproductive behaviors -Attending behavior |
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Leadership Functions (Knowles)
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-Screening potential members
-Risk information and informed consent -Emotional stimulation -Caring -Meaning attribution -Executive duties -Strategy and intervention variation |
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Leadership Functions - Screening for members
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-Ethics recommend this is done for all groups
-May be done individual or group -client and counselor present expectations and concerns -client can evaluate counselor -hopefully builds trust -if done individually, may not show what they will be like in a group -talk to individual counselor first -poor choices for members include: hostile, physically aggressive, paranoid, suicidal, homicidal, psychotic, totally self-centered -important traits: trust, ability to feel cohesive -Early termination traits: low intelligence, low motivation, high denial |
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Leadership Functions - Risk/informed consent
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-Risks must be discussed during screening or first session
-Confidentiality is desired, but not guaranteed -Leader tries to protect group from risks -informed consent includes purpose, leader qualifications, etc -ASGW ethical guidelines specify if it is voluntary or mandated |
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Emotional Stimulation
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Challenges, confronts, takes personal risks, self-discloses
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Caring
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Offers support, affection, praise, protection, concern, and acceptance
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Meaning attribution
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Explains, clarifies, interprets, and provides cognitive framework
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Executive duties
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sets limits, riles, goals, and manages time, paces, and intercedes
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Strategy and intervention
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-Content vs. process
-Approach horizontal vs. vertical |
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Content vs. Process
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Content: clients material; how they are or seem "__ looks happy" "I hear ___ in blanks voice"
Process: How communication happens, how client acts "__ looked away" "___ closes up" |
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Horizontal vs. Vertical
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Horizontal: Leander working with group as a while, techniques that facilitate group process, interpersonal stuff. Here and now interventions
Vertical: Leader works with individuals, individual counseling in a group setting, past and psychodynamic sometimes |
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Leader training
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Corey and Yalom, as experts in the field, agree that group training is necessary, including:
Participation in a group on leadership skills Participation in a personal counseling group |
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Group Developmental Stages
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-Most theorists propose 3-7 stages
-Stages overlap -regression can occur |
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Stages- Yalom
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1- Orientation
2- Conflict 3- Cohesion (2 levels): great mutual support (group against he world), true teamwork (each member against his or her own resistances) |
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Stages- Tuckman & Jensen
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1- Forming/orientation (acceptance, approval, commitment, orientation/structure)
2- Storming/ Transition (dominance, control, power) 3- Norming/risk taking (risk taking, openness, cohesiveness, caring) 4-Performing/Working (honesty, spontaneity, responsibility, self-disclosure) 5- Adjourning(terminating, distancing, summation, closure) |
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Stages- Schutz
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1- Inclusion: Members strive to be accepted and loved by leader
2- Power: Members attempt to gain autonomy, from leader 3- Affection: Members look to one another for aid both in giving and receiving help |
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Stages- Gazda
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1- Exploratory Stage: superficial
2- Transition Stage:significantly deeper self-disclosure 3- Action Stage: working, productive 4- Termination Stage: tapering off of self-disclosure |
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Stages- Corey and Corey
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1- Pregroup Issues: formation of the group
2- Initial Stage: Orientation/exploration 3- Transition Stage: Dealing with resistance 4- Working Stage: Cohesion Productivity 5- Final Stage: Consolidation and Termination 6- Postgroup Issues: Follow-up and eval |
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Characteristics- Intro
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Issues: inclusion, identity, trust, establishment of goals
-self disclosure -setting the structure -setting norms -getting acquainted based on externals -clarifying expectations -Defining individual goals -leader responses: warmth, empathy, respect for members -characterized by approach-avoidance -Employing techniques chosen to what needs to happen |
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Characteristics-Transition
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Power, control, storming stage
-Vying for position or power -exhibiting resistance or judgementalism -Verbally attacking the leader/members -Fighting among subgroups and factions -Leaders must learn to distinguish between challenge and attack -Leader responses: genuineness, deeper self-disclosure -Employing techniques: Dealing w/ defensive behaviors, difficult members, conflict, common fears/resistance, and dealing with challenges to leader |
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Characteristics- Working/Action/Productive Stage
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Taking responsibility for movement to goals or changing
-increasing cohesion and trust -Increasing mutuality and self-exploration -Less dependence on leader -Modifying interaction patterns -Committing to change in her- and now context -Leader responses: interpreting, appropriate confrontation, feedback -Employing techniques:dealing with expression, confusion, issues with closeness, disclosure, losing control, intense emotions, elicit emotion responses if held back, work with dreams, and projection of self-awareness |
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Characteristics- Termination/separation/adjourning
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Reinforcing the growth by members, working out differences between members, assist individual counseling as needed
-Summarizing the groups activity and discussion -Eval of the group process -Allowing the group to eval the group -Provide referral or continued counseling as needed -Explaining that because of emotional involvement, there may be adjustment needed as the group ends -Saying good-bye -Techniques: end a session, terminate a group, assess and follow-up, evaluate a group |
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Too much structure
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1- Interferes with the group stage development stages sometimes skipped
2- Causes members feelings to be purged before they are prepared 3- Can make members dependent on the leader 4- produces lower outcome results |
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Group Structure (the word)
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options
1: The basic formulation of the group 2: The use of (or absence of) structured exercises or tasks given by the leader of the group 3: group focused on a particular theme or topic |
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Suggestions for Structure - Adult Groups
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-successful with 3-15 members
-Usual is 8-10 -8 is optimal -once a week, 1-3 hrs, 90min average -Heterogeneous groups |
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Suggestions for Structure - Adolescent Groups
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-Do well with groups with their peers
-6-8 (optimum size is 6) -Remind them about exceptions to their confidentiality |
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Suggestions for Structure - Childrens group
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-small is better, never more than 5 (3-4 best)
-length depends on attention span -play therapy recommended by Ginott (ages 3-9) -Corey believes that parental involvement is good, not siding with the child over parent -Role playing is useful -same info about confidentiality |
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Closed groups
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-No new members allowed after start date
-promotes cohesiveness and trust -Drop in membership may cut overall interaction |
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Open Groups
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-New members allowed to join any time
-Cost effective since new people may drop and be replaced -Members joining after first session do not receive earlier information |
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Homogeneous Groups
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-Members are similar or alike, similar problems
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Heterogeneous
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-Members are dissimilar, problems are different
-better replica of the real world |
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Member Roles- Norms
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-The rules, either spoken or unspoken
-help individuals know how to act in the group -exact norms depend on the group |
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Member Roles- Roles
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-Members play roles, focusing group and helping set goals/solve problems
-Classified as: Task roles (positive): help group task Maintenance Roles (positive) Self-serving roles (negative): meeting own needs at expense of the group |
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Member Roles- Group building/maintenance roles
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Help hold group together
1) Facilitator/encourager 2) Gatekeeper/expeditor (acts as assistant) 3) Standard/Goal setter 4) Harmonizer/conciliator 5) Compromiser/neutralizer 6) Observer 7) Follower/Neuter: non participatory |
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Member Roles- Group task roles
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Helps group get jobs done
-Energizer/initiator -Information/opinion seeker -Information/ opinion giver -Elaborator/coordinator -Orienteer/Evaluator -Procedural Technition |
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Member Roles- Negative Task roles
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Anti-group behavior
-Scapegoat -Interrogator -Peeping tom -Storyteller -Joker -Isolate |
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Member Roles- Risky Shift Phenomenon
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Individuals shift to the social norm. Decisions made as a group tend to be more risky or liberal
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Member Roles- Other
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-Group roles often mirror family roles
-Roles change with client needs, flexible roles -Role discrepancy: difference between expected behavior and actual behavior -Conflict of interest: group member meeting own need instead of groups need |
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Theraputic factors
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-Curative Factors (Yalom)
-Cohesiveness -Therapeutic Forces in group -Yalom's reasons for dropouts |
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Curative Factors (Yalom)
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-Installation of Hope: belief in change
-Universality: Not the only one with these problems -Imparting Information -Altruism: importance in the group -The corrective recapitulation of the primary family group -Development of socializing techniques -Imitative behavior: following model -Interpersonal learning -Group Cohesiveness -Catharsis -Existential factors |
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Curative Factors (Yalom) -Interpersonal learning
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Awareness of the aspects of self through the group process. Steps include:
-Members exhibiting disturbed behavior -Group as member's microcosm -Members finding self awareness through other members feedback. Learn how their behavior influences feelings of others, others opinions of them, and their own opinions of self -This awareness makes the member responsible for it -Accepting the responsibility |
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Curative Factors (Yalom) -Group Cohesiveness
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Group members, including the leader, form relationships. This connection allows for freedom of expression, silence, and change
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Cohesiveness (Kurt Lewin)
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-Field Theory views this as a binding force among the group, called positive valence
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Therapeutic forces withing group
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-Attractiveness of the group
-Acceptance -Expectations of the client -Sense of belonging -Therapeutic tension -Therapeutic norms -Client participation -client acceptance of responsibility -Feeling of security -Commitment to openness and risk-taking -Congruence between members -feedback |
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Yalom's reasons for Dropouts
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-External factors
-Group deviance (not a good fit) -Inadequate Orientation -Subgroup (cliquing) -Problems with intimacy -Fear of emotional contagion -Inability to share the counselor -Early provocation by group -Competition of individual vs. group process |
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3 ways to assess group outcomes
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-Member specific measures: measures change in members, self rating, not standardized
-Group-specific: measures change in all members, maybe some follow up -Global: Pre- post- test formats, assesses changes in areas not addressed in group |
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Beware of
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group think and scapegoating
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Classification of Groups- Crisis
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Gerald Caplan's Crisis intervention model:
-Primary Groups: teachings coping and lifestyle -Secondary Groups: Reduce severity or length of time for disturbing behaviors -Tertiary Groups: Deal with severe longstanding problems, individual focus |
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Classification of Groups- connections
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-Guidance groups/primary: affective education, psychoeducational
-Counseling Groups/Secondary: focused on issues, requires some training to lead -Therapy group/tertiary: Longer term work, remediation of severe pathology, much training need to run this |
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Groups needing specialized training
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-Task and work groups: correcting/developing organizational functioning
-Psychoeducation Groups: themes chosen from needs, information and educational support -Group Counseling: Enhancing growth, self-awareness and removing blocks to growth -Group Psychotherapy: Treatment and personality reconstruction, remediation |
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Other Groups
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t-Groups (training groups)
Self-Help groups/Support groups Encounter groups (Rogers I-thou) Marathon Groups: long sessions |
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Research on Group work
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-Not proven superior to other types of treatment, though it works.
-Effective based on outcome -studies on groups are not well controlled -Flexibility, enthusiasm, and common sense shown to be slightly helpful, but no true most important characteristics have been found |
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Dynamic and dynamics
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imply change and movement
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Laboratory training
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learning through experience
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Sensitivity group
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groups who's direct focus is personal and interpersonal items
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Consciousness-Raising
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Social or political emphasis, raising consciousness of certain groups or ideas
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Therapy
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attends to people's unconscious needs and their past in hopes of bringing about personality change
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Counseling
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focus on conscious problems that may be social, educational, vocational, or personal. Attempts to bring about resolution within relatively short time
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Sociogram
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pictorial representation of group interactions
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Groups- Psychoanalytic: Theoretical Basis
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-Alexander Wolf first did groups with this theory.
-Members work through repressed conflicts and restructure personality and character. -first few years of life and unconscious explored |
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Groups- Psychoanalytic: 6 group stages
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-Preliminary individual analysis to determine stability
-Rapport through interpretation of dreams and fantasies -Free association interaction -Analysis of resistance -Analysis of transference -Conscious personal action and social integration |
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Groups- Psychoanalytic: Leader Role
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-Addresses defense mechanisms, directs the focus to early childhood, and helps members work through transference.
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Groups- Psychoanalytic: Member Role
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Give feedback based on observations of members defense mechanisms. Attempt to bring unconscious to conscious through free association to dreams, interpretation, and exposing own resistances
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Groups- Psychoanalytic: Techniques
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Group Go-Around to begin group
Other: interpretation, dream analysis, analysis of resistance, analysis of transference |
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Groups- Adlerian: Theoretical/goals
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-Members find positive self-esteem through exploring early family environment (experiences and birth order)
-Find insight to mistaken goals and self-defeating behaviors |
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Groups- Adlerian: 4 phases
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-Establish and maintain relationship
-Assessment -Insight -Reorientation |
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Groups- Adlerian: Leaders Role
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Support of members goals
Encourage members, assess and clarify problems, and allow interpretation of early childhood experiences |
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Groups- Adlerian: Member Role
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-members must be active
-openly state goals, deal with trust issues, examine the affect of family structure on behavior, take responsibility for actions and search out/admit faulty motives |
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Groups- Adlerian: Techniques
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-Educational
-invoke insight -Motivation and lifestyle evaluated -Confrontation, acting "as if," contracts, modeling, paraphrasing, encouragement, etc. |
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Groups- Psychodrama:
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-Jacob Moreno
-Based on the catharsis audiences and actors get from watching performances -Creativity is a central idea -Other themes: spontaneity and openness of creativity, willingness to take risks, encountering significant others, dealing with past events as if they were present, two way flow of feelings (tele, reality testing, and role theory) |
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Groups- Psychodrama: Leader Role
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A director, fostering group bonding
-Encouragement of intense participation, facilitates integration of protagonists actions with feedback from group members |
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Groups- Psychodrama: Members Role
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-Willingly and intensively participate with emotion, physical action, and cognition.
-One member acts as protagonist and chooses a conflict to dramatize as a group |
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Groups- Psychodrama: Techniques
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- Warm up at beginning
-Action stage, focus on acting out and working through past/present/future situations. -Last stage is non-judgmental observations, discussion, and technique or possible solutions |
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Groups- Existential: Goals
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-Explore topics such as death, freedom, isolation, and meaninglessness.
-Encourage exploration of choices -Widening prospective on them and the world to make life more meaningful |
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Groups- Existential: Leader Role
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Facilitation of therapeutic alliance between members
-Purposefully subjective to encourage members to express subjective feelings. |
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Groups- Existential: Members Role
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-Challenge value systems in the "safe" group, whether or not they are making honest evals.
-Reflect on accomplishments, and gage satisfaction and authenticity -Deal with anxiety that surfaces |
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Groups- Existential:Techniques
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-Experiencing the present moment
-The leader sets the tone for the group by being and becoming, not doing |
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Groups- Person-Centered: Basis/goals
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-Carl Rogers
-focus on meaning, feeling, insight, affect, and attitude -3 environmental controls: genuineness, unconditional positive regard, and empathy -Wholeness and self-actualization happen if 15 core conditions are met for group |
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15 core conditions- Person-centered
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-Milling around
-resistance -description of past feelings -expression of negative feelings -exploration of meaning material -expression of here- and- now -interpersonal feelings -development of healing capacity -self-acceptance -cracking of facades -feedback -confrontation -helping relationships outside group -basic encounter -closeness -behavior |
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Groups- Person-Centered: Leader Role
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More like a guide, process oriented
Models the three core conditions, and allows group to move in the direction they choose |
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Groups- Person-Centered: Member Role
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Formulating goals, encouraging and supporting other members, expressing feelings, and moving to more genuineness
More results focused with further exploration |
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Groups- Person-Centered: Techniques
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No formal structure, instead things like: active listening, showing respect, reflecting, clarifying, self disclosure, encouraging, and the 3 core conditions are done by leader and group
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Groups- Gestalt:Basis/goal
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-Fritz Perls
-Becoming aware of own thoughts, feelings, senses, and fantasies -Because of this, change happens and problems are solved -Here and now focus |
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Groups- Gestalt: Leader Role
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-"how" and "what" questions used, to point out unauthentic behavior
-Verbal, nonverbal, and resistances are noted |
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Groups- Gestalt: Member Role
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-Choose feelings issues to be explored/acted out by the group
-"I" statements and acting out help finish unfinished business -Offering and getting feedback are important -Taking responsibility for becoming aware and dealing with unfinished business are fundamental |
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Groups- Gestalt: Techniques
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-Action oriented
-Role playing -How and what questioning -Empty chair -Dialogues -Exaggerated behaviors -Dream work -Fantasies |
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Groups- Transactional Analysis: Basis/goals
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-Interactional modality, and structural analysis founded on Berne's belief that individuals make decisions based on current beliefs
-Identify illogical beliefs -Individuals control their thoughts and actions and feelings |
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Groups- Transactional Analysis:Leader Role
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-Educates members about 3 ego states (parent, adult, child)
-Educates on language process -groups is leader centered and both process and outcome oriented |
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Groups- Transactional Analysis: Members Role
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-Identify goals and commit to contracts for change
-Explore games they plan, decide on change, and plan how to change behavior/thinking/feeling |
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Groups- Transactional Analysis: Techniques
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-Contracts
-Imagery -Imagery, fantecy, homework, psychodrama, role-playing, cognitive and affective techniques, and script/game analysis |
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Groups- Behavioral: Goals/basis
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-Learning Theory
-emotions, cognition's, and behaviors can be learned, relearned, or unlearned -testing, empiricism, and clear goals are key |
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Groups- Behavioral: Leader Role
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-Active and directive teacher
-prescreening, interviewing, educating -Actively assisting goal setting, teaching self-management skills, checks progress, and facilitates alliances in group |
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Groups- Behavioral: Members Role
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-Pre-commit to a contract for behavior change and agree to specific changes
-Progress reported -Practice roles, support members, follow up sessions |
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Groups- Behavioral: Techniques
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-Modeling, behavior rehearsal, role-playing, reinforcing, contingency contracting, cognitive restructuring, desensitization, homework, problem solving, assessing, and feedback
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Groups- REBT: Basis/goals
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-Albert Ellis
-Views problems as coming from people's responses, processing, and interpretation of events -Replacement of irrational beliefs will help people reject self-defeating behaviors |
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Groups- REBT: Leader Role
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-Process and outcome orientation
-Active teacher -challenges, confronts, convinces, probes, and encourages new thinking/behavior patterns |
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Groups- REBT: Member Role
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-Concentration on cognitive process and irrationalities outside of group
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Groups- REBT: Techniques
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-Educational, mostly
-A-B-C-D-E model -Role playing, behavioral rehearsal, desensitization, cognitive restructuring, group discussion, teaching, homework, and confrontation |
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Groups- Reality Therapy: Basis/goals
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-William Glasser
-Current behavior should meet current needs -No blaming others or making excuses, you choose to be a victim of your past |
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Groups- REBT: Leader Role
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-Leader centered and outcome oriented
-Keeps group rational and action oriented -encourages evaluation of behavior in light of needs |
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Groups- REBT: Member Role
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-Honest self-evaluation
-Assessing wants, needs, and current behaviors -Construct a plan for change and commit, taking control of their lives |
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Groups- REBT: Techniques
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-Assessment of needs and contracting for behavior
-Open group discussion, questions, avoiding punishment, paradox, homework, confrontation, role-playing, and asking for commitment |
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Developmental Group Counseling (life-skills training)
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-George Gazda: hoped to create group counseling appropriate for all ages. He organized the accepted classifications of development into 4 categories
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Gazda's 4 categories
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-Interpersonal communication/ human relations
-Physical fitness/health maintenance -Identity development/purpose in life -Problem solving/decision making |
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Gazda's groups- Activity Play
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-preschool and early childhood
-modeling, psychodrama, behavior rehearsal, coaching, and group feedback |
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Gazda's groups- Activity interview or activity group
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-9-13
-activities involve group |
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Gazda's groups- Interview group counseling
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-adolescents and adults
-Meighenbaums cognitive behavior approach is recommended Phases: Self observation initiating cognition and behaviors that interfere with maladaptive ones counselee exhibiting coping behaviors and accurately expressing the changes verbally |
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Gazda's groups- other
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-therapist is responsible for helping group to deal with developmental tasks at each level
-Believed that there were 10 assumptions for gaining life-skills, and life-skills are required in sequential order to be acquired |
