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184 Cards in this Set
- Front
- Back
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Why is theoretical foundation necessary for SW practice?
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1- Predict course of treatment and intervention outcomes.
2- Recognize unanticipated relationships between variables 3- identify similarities and differences in treatment contexts and deficits in knowledge. 4 - Baseline: assurance to the worker and bring professional recognition. |
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What areas are SW theories and practice models comparable?
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(10 areas) Value base, Assumptions and Theoretical Base, Purpose, Practice Structure, Conceptualization of Client, Roles and behavior of SW, Relationship, Concept of Change in Practice, Evaluation, Applicability to SW
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Area 1: Value Base
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Consistent w/ SW values. people have the right to access resources they need. society has obligation to provide them. dignity of client. Evaluation of worker is essential.
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Assumptions and Theoretical Base
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Most models propose themselves as practicing frameworks or guidelines.
Stress importance of dealing w/ clients in the here and now. |
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Purpose of the model
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Be consistent w/ SW values.
Models should highlight the "person in environment stance. THis is the core of SW practice |
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Conceptualization of the client
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All models address the importance of helping clients from a micro, mezzo, and macro perspective. All theories are weakest in the macro perspective or the societal change area
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Roles and Behaviors of the SW'er
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All models vary w/ some requiring the worker to be aware of the conscious and the unconscious (psychosocial) and other to focus strictly on the context behaviors (behavioral)
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Relationship
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All models recognize and stress the importance of relationship building
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Concepts of Change in Practice
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All models see the concept of problems as NOT COMPLETELY the fault o failure of the individual.
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Evaluation
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Models state that they are concerned w/ measuring what they do, however, the degree and way this is accomplished varies widely.
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Applicability to SW
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MACRO is the weakest area of SW practice. Person in environment focus is always stressed.
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Psychodynamic Approaches
General Principles |
Focus on some level of PAST
Examine TRANSFERENCE and COUNTER-TRANSFERENCE Limited free will Focus on Profession for legitimacy Emphasis on Private Practice Utilizes long term therapy |
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Psychodynamic Approaches
General Principles continued |
Clients get stuck and address psychic conflicts; Professinal autonomy
PROCESS Focused Use term THERAPIST Uses the word WHY: WHY did you come to see me? |
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Functional/Problem Solving/Behavioral
General Principles |
Clear focus on HERE and NOW
transference/counter-transference NOT addressed. Capable of free will & CHOICE Focus on AGENCY for legitimacy and TASK differentiation Generally AGENCY Practice |
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Functional/Problem Solving/Behavioral
General Principles Cont. |
BRIEF planned treatment
Focus on HEAR and NOW; worker accountability Outcomes focused Called SW'er or Counselor WHAT; What has brought you in to see me? |
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Functional Theory
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Taft and Robinson
Agency Function in the helping process Diagnosis is related to the use of SERVICES and is expected to change as the client's needs change |
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Functional Theory
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Time phases in the process are important (beginning, middle, end)
Agency function gives focus, content and legitimacy to cervices provided. Interest of society and the individual join. Clients are active and capable of choice. |
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Psychosexual Theory/
psychoanalytical |
Freud's psychosexual development
Little to no free will Individuals are subject to the unconscious sexual desires and motivations beyond their control |
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Freud's 5 Stages of Psychosexual Development
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Oral
Anal Phallic Latency Genital |
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Stage 1: Oral
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Age 0 - 1yr
Source of satisfaction: Mouth Pr Conflict: Weaning Outcome: Fixation produces passivity, dependence EX: smoking, nail biting, over-eating |
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Stage 2: Anal
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1-3 yrs; Satisfaction: Anal Region
Conflict: Toilet Training Outcomes: Fixation produces selfishness, rigidity, stinginess EX: obsessive-compulsives |
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Stage 3: Phallic
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3-6yrs; Satisfaction: Genitals
Conflict: Oedipus/Electra Complex; seccessful completion results in proper identification w/ same sex parent and develop the super-ego. Fixation produced phallic character (narcissistic, excessive masturbation, reckless sexual behavior or sexual exploitation of others) |
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Stage 4: Latency
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6 - 12 yrs
Focus here is on social skills rather than sexual skills |
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Stage 5: Genital
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age 12+
Satisfaction: Genitals sexually becomes focused in mature, genital love and adult sexual satisfaction |
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Pyschosexual Theory
Personality structure |
3 Divisions
ID: libido energy, child like, impulsive Ego: mediating force, developed in normal adults Super Ego: the conscience or "moral stopper" GUILT |
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Pyschosexual Theory
Primary Process Thinking |
it the language of the unconscious
slips of the tongue, dreams free associations, jokes and a child's language and thought |
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Ego psychology
Psychodynamic |
Ana Freud/Erikson
focus on HEALTHY individual drives are influenced by the environment and critical periods. Utilizes the effect fo the conscious and unconscious Based on Scientific Determinism |
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Scientific Determinism
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Individuals are products of the past, understanding the past explains the present
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Ego Psychology applied to practice
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individual adapes to the environmental context through:
Suggestion Abreaction Manipulation Clarification and interpretation |
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Suggestion
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therapist plants a seed or idea
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Abreaction
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in therapeutic context strong emotions are discussed in regard to the issue and catharsis (release of tension in the protected setting) is achieved.
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Manipulation
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therapist directly or indirectly influences the client to a plan of action
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Clarification and Interpretation
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The therapist pinpoints significant themes, patterns, and/or trends fo thinking are highlighted. In interpretation you make inferences based on what the therapist hears and believes to be the situation.
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Defense Mechanisms
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All unconscious; Axis II
Used to control Anxiety. Can influence client's reaction to emotional conflicts as well as responses displayed toward internal and external stressors found in daily living. |
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Defense Mechanisms
Getting an accurate diagnostic assessment |
Identification ans documentation of DM can facilitate most accurate diagnostic assessment
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DM
Selected HIGH ADAPTIVE Level |
Altruism
Humor Sublimation Suppression |
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Altruism
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Dedication to meeting the needs of others. Individual receives gratification either vicariously or from the response of others. (not self-sacrifice/reaction formation)
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Humor
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emphasizing the amusing or ironic aspects of the conflict or stressor
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Sublimation
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Channeling potentially maladaptive feelings or impulses into socially acceptable behavior
EX: angry guy plays football |
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Suppression
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Intentionally avoiding thinking about disturbing problems, wishes feelings or experiences.
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DM
MENTAL INHIBITIONS Level (compromise formation) |
Displacement
Dissociation Intellectualization Isolation of affect Reaction Formation Repression |
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Displacement
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Transferring a feeling about or a response to one object onto another, usually less threatening substitute object. EX: don't let mom comb hair when she is mad at dad
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Dissociation
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breakdown in the usually integrated functions of consciousness, memory, perception of self or the environment, or sensory/motor behavior
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Intellectualization
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excessive use of abstract thinking or the making of generalizations to control or minimize disturbing feelings
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Isolation of affect
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separation of ideas from the feelings originally associated w/ them. Individual loses touch w/ the feelings associated w/ a given idea (traumatic event) while remaining aware of the cognitive elements of it (descriptive details)
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Reaction Formation
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Substituting behavior, thoughts, or feelings that are diametrically opposed to his or her own unacceptable thoughts or feelings. This usually occurs in connection w/ their repression.
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Repression
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Expelling disturbing wishes, thoughts or experiences from conscious awareness. The feeling content may remain detached from its associated ideas. (its so deep inside, you don't even know it) You are angry but don't know why.
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DM
Minor Image-Distorting level |
Devaluation
Idealization Omnipotence Denial Projection Rationalization |
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Image-distorting level: definition
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Distortions in the image of the self, in terms of self-worth and self-esteem as well as body image and the coping patterns are employed to regulate self-esteem
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Devaluation
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Attributing exaggerated negative qualities to self or others
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Idealization
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Attributing exaggerated positive qualities to others
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Omnipotence
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feeling or acting as if he or she possesses special powers or abilities and is superior to others.
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Denial
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refusing to acknowledge some painful aspect of external reality or subjective experience that would be apparent to other. The term psychotic denial is used when there is gross impairment in reality testing.
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Projection
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falsely attributing to another his or her own unacceptable feelings, impulses, or thoughts.
If it makes me mad, then it must make you mad |
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Rationalization
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concealing the true motivations for his or her own thoughts, actions, or feelings through the elaboration of reassuring or self-serving but incorrect explanations.
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Selected Major image-distorting level
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Gross distortion or misattribution of the image of self or others characterizes coping styles and behaviors at this level.
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Autistic fantasy
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Dealing w/ emotional conflict or internal or external stressors by excessive daydreaming as a substitute for human relationships, more effective action, or problem solving.
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Projective identification
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As in projection, is dealing w/ emotional conflict by falsely attributing to another his own unacceptable feelings, impulses or thoughts. He remains aware of his own affects or impulses but misattributes them as justifiable reactions to the other person. individual induces the very feeling in others that were first mistakenly believed to be there, making it difficult to clarify who did what to whom first.
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Splitting
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Dealing w/ emotional conflict or stressors by compartmentalizing opposite affect states and failing to integrate the + and - qualities of the self or others into cohesive images. Ambibalent affects cannot be experienced simultaneously. Tend to alternate between polar opposites: exclusively loving, powerful,nurturing and kind, or exclusively bad hateful angry, destructive, worthless.
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Help-rejecting complaining
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Dealing w/ emotional conflict or stressors by complaining or making repetitous reqests fo rhelp that disguise covert feelings of hostility or reproach toward others, which are then expressed by rejecting the suggestions, advise or help that other offer.
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Acting Out
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Dealing w/ emotional conflict or stressors by actions rather than reflections or feelings. Is intended to include behavior arising both within and outside the transference relationship.
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passive aggression
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indirectly and unasserively expressing aggression toward other. Facade of overt compliance masking covert resistance.
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Most Severe of all defense mechanisms are:
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Delusional projection
Psychotic Denial psychotic Distortion |
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Delusional projection
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holding on to beliefs even when evidence to the contrary is strong
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Psychotic Denial
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complete split from reality based interpretation of activities and events
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psychotic Distortion
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individual cannot see things as others see them and misinterprets much of what is happening to him or her.
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Acting out
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deals w/ conflict through actions rather than feelings
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Denial
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refuses to acknowledge some painful aspect of external reality
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Suppression
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AVOID thinking or dealing w/ emotional conflict. Whereas in repression you unconsciously get rid of feelings by bushing them out of your awareness.
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Repression
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Unconscious defense mechanism. Individual EXPELS disturbing thoughts for conscious awareness.
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REaction Formation
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feeling thought or behavior diametrically apposed is inserted, often found to accompany repression
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Projection
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individual can deal w/ own feelings so they falsely apply own feeling to someone else
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Gestalt Therapy
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Here and Now; Present
individual must take responsibility for all aspects of own life. Immediate awareness of personal experiences Unexpressed guilt is viewed as "unfinished business" : use "empty chair" psychodrama |
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Techniques used in Gestalt Therapy
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Psychodrama
skillful frustration dream work empty chair |
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Rules of Gestalt Therapy
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Directed awareness; speak in present tense only
Use of "I" language. take responsiblity Restricting and planning the use of questions avoiding "why" questions because they tend to refocus attention to others and away from self. |
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Object Relations Theory
Human growth and development theory |
Child must separate and individuate so that he can move from being part of the mother/child unit to being a member of the family.
Separation occurs when child disengages from mom Child uses transitional objects (teddy bear) |
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Object Relation Theory
Rapprochement |
last phase prior to the completion of individuation
child needs to know where the blanket is but doesn't need to have the blanket w/ them. |
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Client-Centered Theory
Human relations theory |
Lacks authoritative rigidity and dogma
Based on relationship therapy and the functional school of social casework Basic goal of therapy is to "release an already existing capacity for self actualization in a potentially competent individual. on a person-environment continuum this model is closest to person. |
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Client-Centered Theory
Techniques |
non-directive (passive, nonjudgmental listening) reflective (active listening) however the therapist is seen as an active listener and reinterprets statements made by client.
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Systems Theory
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Value Base: 1) society has the obligation to ensure that people have access to resources and opportunities. 2) Provide resources w/ dignity and individuality should be maintained.
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System Theory
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Problem is in the system not the individual
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System Theory
Assumptions |
Goal oriented planned change
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System Theory
Assumptions: person/group |
small group/ individual is seen as an organic entity w/ boundaries, purposes and mechanisms for attaining change and maintaining stability. Whatever happens to one component of the system directly affects another
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System Theory
Assumptions: 4 systems in which the SW'er must be involved |
Change Agent System: change agent and other within the agency or employment organization
Client System: People who request services and those have a working agreement w/ the change agent Target System: People or things that need to be changed to accomplish goals Action System: change agent and individuals that help accomplish change. |
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System Theory
Assumptions: 4 Techniques |
Educate
Advocate Facilitate Intervention |
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System Theory
Assumptions: 8 practice skill areas that workers need |
assessing problems, collecting data, making initial contracts, negotiating contracts, forming action systems, maintaining and coordination action systems, exercising influence, and termination the change effort.
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Ecological Systems Perspective
(7) first 3 |
Relations between the organism and environment.
Good model to use to address minority concerns since it addresses the person in his cultural environment. Must include the community in every part of the assessment |
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Ecological Systems Perspective (7)
cont |
Adaption and Goodness of Fit w/ the environment must be established.
Person environment relationships can be + or -. Clients are seen as active and PRIMARY prevention strategies are stressed between clients, life transitions, interpersonal processes, and environmental properties. Often taught as an alternative or addition to systems theory |
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Ecological Systems Perspective
PIE |
It encourages the PIE evaluation system rather than DSM-IV. PIE is an assessment method that takes into account the person in the environment stance central to social work practice.
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Family Therapy/ Family Systems
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Family or Group is core of treatment
Not all members need to attend sessions. One part of a system changes, the others will too. Therapist is objective observer who interprets and reframes the situation Gender differences are not formally acknowledged Not good method of main family members aren't available, or suffers from mental illness, or family is too fragile resulting in termination. video/audio taping is used |
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Family Therapy/ Family Systems
Therapists practice |
Prescribing the symptom: a paradoxical view a therapeutic double blind is created and the client will generally rebel and stop the behavior
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Family Therapy/ Family Systems
goal |
homeostasis
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Family Therapy/ Family Systems
General ways applied to Practice |
Realize importance of relationship influences and family interaction patterns
Help identify influenctial relationships at each lif stage and how influences the future. Help develop a positive change, helping to identity and anticipate problems bases on past-established relationship patterns. |
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Family Therapy terms
Wholeness |
changes in one part of the system change the whole system.
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Family Therapy terms
Homeostasis |
when influenced by change, the system will react toward restorations of the status quo.
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Family Therapy terms
Negative feedback |
takes family back to a comfortable balance. As family systems reacts, it is used to bring a family back into balance and maintain homeostasis.
fear of family disapproval may keep mom from going to work and leaving child in daycare |
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Family Therapy terms
Positive feedback |
pushes family into change and family deviates away from its previous homeostatic state. Used to unbalance.
Get family to redefine their roles in order to allow change of mom going to work and child in daycare. |
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Family Therapy terms
Non-summativity |
the family has a identity of its own. the family system is more than the sum of the individuals who comprise it. For treatment to be successful this family entity must be treated as a whole.
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Family Therapy terms
Entropy |
the natural tendency to move towards disorder and disorganization
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Family Therapy terms
Equifinality |
same result can come from different causes
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Family Therapy terms
Equipotentiality |
one cause can produce different results.
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Father of Family Therapy
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Ackerman: primarily used a psychoanalytic approach, insight oriented.
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Communications
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Satir and Shitaker
It is impossible to not communicate. Behavior as communication and the communication inconsistencies that can occur. |
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Extended Family Systems
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Bowen
rational processes are applied to better understand relationships. Triangulation (adding a 3rd person) dysfunction can com through several generations Therapist is a coach Often used in this approach are genograms and ecomaps |
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Structural
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Minuchin
Best for deriving specific OUTCOMES Techniques: direct confrontation of family behaviors and prescribing the symptom Action comes before insight If you "improve the process" that you improve the family. |
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Strategic
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Haley: Process
emphasis placed on action rather than insight. Therapist often joins the family and is active in forcing the family to respond differently to situations based on the presence of the therapist. |
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Behavioral Family Therapy
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Liberman
Treatment focused on changing behavioral patterns. Here the traditions of behavior modification remain where behavior is maintained by consequences. |
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Transference
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emotional reactions assigned to current relationships that come from earlier relationships, o often involves unresolved issues directed at the social worker that are beyond the client's awareness. Emotions go from client to therapist. Affectionate feelings constitute positive transference and hostile feeling are negative transference.
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Counter-transference
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SW'er is the one who attributes these felling to the client.
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Dealing w/ Counter-transference
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Recognize/Identify
Decide what you will do about it Find supervisor or peer support Confront Client |
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Reflection
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SW'er helps the client to further realize and understand what he is feeling and encourages further understanding and expression, can Paraphrase what client is saying and is process associated. Where summarization is outcome focused.
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Social Learning Theory
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Albert Bandura
focus on motivational needs, drives and impulses and cognition toward action or change are not enough. We are social creatures and therefore must take into account social environment EX: we marry our fathers; get out of one abusive relationship and into another on. |
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Social Learning Theory
Learning |
Learning takes place through observation and reinforcement in the social system. Therefore opposites would never attract.
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Social Learning Theory
Reinforcement |
Reinforcement is key to continuing behavior. Feedback is important w/ self-evaluative comments. Intermittent reinforcement is the most powerful way to maintain a behavior.
EX: Kids mimic their closest parent |
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Social Learning Theory
Applied to Practice |
Specificity
Successive Approximations Modeling Performance |
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Specificity
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when things are clearly and concretely identified
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Successive Approximations
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small steps to reach a goal
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Modeling
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complex learning takes place through watching the behavior of others
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Performance
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completing or actually doing makes the behavior more ingrained
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Classical Model of Conditioning
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Pavlov
relationship between a stimulus and a response is unlearned or pre-wired (dog salivating to bell ringing) emphasis on antecedents. |
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Opperant Model of Conditioning
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Almost everything we do is LEARNED behavior
Sinner, learning and reinforcement (rats wanting food and learning to press lever to get it.) emphasis on consequences. |
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Behavior Therapy/Modification
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Quantitative Response to establish effectiveness.
Nomothetic Methodology; emphasis placed on : tools of measurement are clearly defined; journals , diaries, homework, and participant observation; scientific protocol and technique; hypotheses are tested under strict rules and guidelines |
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Behavior Therapy/Modification
Skinner |
"knowledge is behavior, and thus all knowledge can be measured through behavior
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Behavior Therapy/Modification
John Wolpe |
Emphasize THOUGHTS that seem to relate to the troublesome reactions.
Reinforcement; Punishment; -, + |
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reinforcement
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behavior increases, or strengthen behavior
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Punishment
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behavior decreases, or weaken behavior
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negative
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take something away, avoid or subtract
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Positive
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to add/give something, add
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Reinforcer and reinforcement
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Reinforcer (to support) and reinforcement (behavior strengthen or increase) are 2 words that look alike but can have 2 different meanings.
Reinforcer is a PROCESS |
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Reinforcer
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if the reinforcer follows the behavior the behavior is more likely to increase; therefore, reinforcement often strengthens a behavior.
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Positive Reinforcer
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Add something
Positive reinforcment (strengthens behavior) Punishment (weakens behavior) |
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Negative Reinforcer
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remove something
Punishment (weakens behavior) Negative Reinforement (strengthen behavior |
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Stimulus Generalization
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the same response is given to various Possibly unrelated stimuli
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Aversive therapy
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a dog w/ a shock collar to stop the dog from barking so much
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Rational Emotive Behavioral Therapy (REBT) or Rational Emotive Therapy (RET)
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Albert Ellis
humanistic, cognitive behavioral form of treatment. Dysfunctional behaviors are the result of irrational thoughts and beliefs. Watch out for "shoulds" and "musts" which result in "musterbating" and don't catastrophize |
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Rational Emotive Behavioral Therapy (REBT) or Rational Emotive Therapy (RET)
ABCDE model |
A - objective facts and behaviors adn individual encounters
B- individual's beliefs about A C- emotional and behavioral consequences of A D- therapist debates the irrational beliefs by asking specific why, where and how questions E- cognitive emotional and behavioral effects associated w/ the irrational beliefs are examined. |
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Problem Solving Model
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Perlman developed - focuses on here and now.
4 P's of the problem solving approach. these must be identified and addressed in treatment: Used as a foundation for the development of brief therapy and crisis intervention |
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4 P's in Problem Solving Model
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Place: where treatment was sanctioned
Person: identified client Problem: stated in specific terms, partialized Process: what was to be done |
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Task-centered Social Work
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Reid- focused on tasks to be accomplished
Problems generally reflect temporary breakdowns in problem coping that set in motion forces of change. Use client motivation and resources to assist in task centered problem solving. Problem are defined in specific elements for change. |
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Task-centered Social Work
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Utilizes and impirical stance, client-defined problems and goals, intervention basied on specific goal resolution, a caring but collaborative relationship, structured sessions, ends w/ problem solving in the session that leads to outside actions.
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Solutions-Focused Social work
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Emphasis is placed on development solutions for addressing problem behaviors.
Change-talk or change strategy is the focus of all intervention efforts |
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Brief Planned Treatment
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Do it quickly and show it works
Speed and effectiveness People don't have time or desire for LT treatment; Financial constraints; Expanding demands for services and the deinstitutionalized of mental health clients in the community; you don't have to be "crazy" to need therapy, People drop out of treatment after 6 sessions |
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Brief Planned Treatment; cont
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Main criteria: speed, effectiveness, time limited and reality focused.
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5 characteristics of short-termed therapy
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Prompt intervention, relatively high level of therapist activity, establishment of specific but limited goals, the identification and maintenance of a clear focus, and the setting of a time limit
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Brief Planned Treatment
2 models used |
Eclecticism and Pluralism
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Crisis Intervention
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Deals w/ crisis period and restoring equilibrium for client.
"healthy people falling apart" With or without help the situation will resolve for better or for worse. |
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Crisis Intervention vs short-term
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in brief treatment the focus is on learning new treatment strategies to move the client beyond equilibrium.
Crisis by definition is short-term and overwhelming and involves a disruption of an individual's normal and stable state where the usual methods of coping and problem solving do not work. |
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Crisis Intervention: characterized by:
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a- here and now orientation
b- a time limited course (1-12 sessions) c- a view of the clients behavior as understandable reaction to stress d- the therapist is very active and directive |
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Crisis Intervention
Theoretical Framework |
grew out of the military need to predict the performance of soldiers who might break under battlefield conditions
Dealing w/ families who suffered from some type of crisis. |
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Crisis Intervention
2 types of crisis situations |
those precipitated by normal life course: school entry, retirement and death
those brought about by accidental or hazardous events; illness, accidents, or family dislocation |
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Crisis Intervention
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All models follow: assessment, implementation and termination.
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Crisis Intervention
Basic Tenants |
Hazardous event
vulnerable state precipitating factor active crisis state individual reaches equilibrium |
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Hazardous event
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person, family, group is subjected to periods of stress which disturb sense of equilibrium.
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Vulnerable State
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impact disturbs the individual and traditional problem solving and coping methods fail. Tension and anxiety continue to rise and functioning is hampered
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Precipitating factor
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client is pushed into a state of active crisis marked by disequilibrium, disorganization and immobility (the last straw)
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Active Crisis state
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event becomes a threat, loss or challenge. These reactions can bring about new energy for problem solving. the challenge stimulates a moderate degree of anxiety plus a kindling of hope and expectation. the actual state of disequilibrium will last 4-6 weeks until some type of adaptive or maladaptive solution is found they say values can be changed in this stage.
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Individual reintegrates and reaches equilibrium
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Each particular crisis situation may follow a sequence of stages that can generally be predicted and mapped out during crisis situations clients seem particularly amendable to help.
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Crisis Intervention
8 SW Practice Principles first 4 |
1- Immediate intervention as cannot endure crisis for long periods of time.
2- Action. Be active in helping, exploring and resolving 3- Limited goals. Focus only on goals related to the crisis 4- Build hope and expectations. Resolution is possible. |
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Crisis Intervention
8 SW Practice Principles last 4 |
5- Foster support because lack of it can lead to an adjustment reaction
6- Focus on resolution so solving the problem underlying the crisis 7- build self-image and self confidence. focus on strengths 8- build self-reliance and discourage complete support on professional, spiritual or family/friend support system |
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Crisis Intervention
Strategies and Techniques |
Client may not present w/ the actual crisis event.
Assess both past and present coping behaviors. Crisis intervention is focused in the Here and Now stay away from past issues Overall strategy increases an individual''s remobilizaiton and return to the previous level of functioning. |
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Group Work: Historical development
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Settlement Houses
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Group
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2 or more individuals who are in contact w/ one another, who take one another into account and share the beliefs that they have something important in common
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Types of Groups:
Social Conversation |
rarely therapeutic. Professionals can use this to learn more about each other. This is sometimes referred to as a TEAM group or a team SUPPORT group.
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Types of Groups: Socialization
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the "object" id generally to develop behaviors and responses in-group members that are socially responsible. These groups generally require a skilled -trained leader.
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Types of Groups: Recreation Skill Building
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Combines the recreational and skill building groups
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Education
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All of these groups teach specialized skill and knowledge and are lead by a professional person w/ expertise in that area.
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Types of Groups: Self-Help
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self-directed and "cause"oriented. AA and Tough Love
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Types of Groups: Problem Solving and Decision Making
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formal leader and each member has an interest and or stake in the group
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Types of Groups: Sensitivity and encounter Training groups
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group experience where people are encouraged to related to each other on an inter-personal basis and self-disclosure is required.
3 stages: unfreezing, change and refreezing. Goal: improve interpersonal awareness. |
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Therapy Groups
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Group members often have emotional or personal problems. Similar to individual therapy, individuals explore personal problems in relation to the group. Several advantages over individual therapy are that research support that it is easier to change attitudes in a group setting, members can interchange roles and experience helping the other person and it saves on cost.
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For ALL GROUP: focus
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here and now
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Determining Objectives and Goal setting:
questions that must be considered |
why is this group being formed?
How will members be selected? what do you want to accomplish in the group? |
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Determining Objectives and Goal setting:
Goals |
Goals are generally mutually negotiated between therapist and group. and the group remains active in goal selection.
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Determining Objectives and Goal setting:
Goals cont |
should always be operational and measurable. Operational goals can be directly translated into courses of actions to achieve a goal.
EX: teaching dill Sergent to manage stress through deep breathing. and we can show that they have learned what we taught them - to deep breath to manage stress. |
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Determining Objectives and Goal setting:
Research and goals |
highest chance of success: goals are clear, operationally defined and measurable, address both personal and group goals, members see the goals as attainable, meaningful and relevant, yet challenging w a moderate risk of failure; resources needed to achieve the goals are present and a cooperative not competitive atmosphere is maintained.
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Group Important Guidelines
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Individual interview prior to the first group meeting is recommended where group goals are considered for presentation as well as assessment of motivation to participate. If the group has a semi-open agenda, all gathered ideas from members are formulated and ranked at the first group meeting.
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Group Important Guidelines
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Closed-ended groups can function more effectively because the membership is constant and there is a specific limited time frame.
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Group Important Guidelines
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Addressing termination issues in both groups is essential
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Group Important Guidelines
Selection of members |
age, gender, ethnic background, socio-economic class, intelligence, mental health status, motivation and socialization skills level.
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Group Important Guidelines
Seating Arrangements |
Circles are excellent for generating discussion, promoting openness and group cohesion. Tables: providing place to write or working sessions. Classroom: education groups and discourage open discussion among members and highlight discussion w/ a skilled professional.
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Group Important Guidelines
Introduction of group members |
group leader should always introduce himself first and modestly state professional qualifications for conducting the group. Note names of the group members and use them.
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Group Important Guidelines
Leadership styles |
Authoritative: absolute power sets the goals and policies for the group.
Democratic: seeks the maximum involvement of the participants Laissez-faire: minimally participate and group member's function on their own. |
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Group Factors
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Group Size
Open-Ended Vs Closed-Ended Groups |
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Group Size
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smaller the group the more individual satisfaction noted. 5-7 members.
Larger group more successful in solving complex problems. Odd numbers of members are most effective at enhancing communication. |
