Ch 1 Flashcards
Types of groups and group work
group
a collection of two or more individuals who meet face to face or virtually in an interactive, interdependent way, with the awareness that each belongs to the group and for the purpose of achieving mutually agreed on goals
healthy groups
contextually unique
complex in regard to their multiple transactions
open systems
4 group specializations
task/work
psychoeducational
counseling
psychotherapy
activities
verbal or nonverbal undertakings a group and its members participate in
group work
a broad professional practice involving the application of knowledge and skill in group facilitation to assist an interdependent collection of people to reach their mutual goals, which may be intrapersonal, interpersonal, or work related
contact focused group theory
focus was on the purpose of groups
3 primary: guidance, group counseling, and group psychotherapy
Mahler differentiated among these groups as
the groups initially defined purpose
the groups size
the management of the content
the length of the groups life
the leaders responsibility
the severity of the problem
the competency of the leader
speciality/standards model
pioneered by salmarsh, Jenkins, and fisher (1986)
model used to conceptualize groups
focus helps distinguish one group from another
TRAC
model of group work
tasking, relating, acquiring, contacting
tasking groups
control, efficiency, achievement
working or volunteer group
relating groups
restructinuring and rehearsal of new behavior
staff development, relationship skills group
acquiring groups
access to and expansion of information and awareness
discussion or resource group
contacting groups
process recognition and catalytic function
therapy or lab group
TRAC model of groups
clearly delineates group process and management and the types of specific groups found in each of the four areas
task/work groups
promote efficient and effective accomplishment of group tasks among people who are gathered to accomplish group task goals
only group not inherently formed with personal psychological learning as the objective
volunteer, mission, goal, and working groups
group dynamics
the interactions fostered through the relationships of members and leaders in connection with the complexity of the task involved
task/work groups run best if…
If the purpose of the group is clear to all participants,
If process and content issues are balanced,
If the systems of the group as a whole, leader, member, and subsets of members are recog- nized and acknowledged,
If time is taken for culture building and learning about each other,
If the ethic of collaboration, cooperation, and mutual respect is developed and nurtured,
If conflict is addressed,
If feedback is exchanged,
If leaders pay attention to the here-and-now,
If members are active resources,
If members learn to be effective and influential participants,
If leaders exhibit a range of skills for helping members address task and human relations issues, Ifmembersandleaderstaketimetoreflectonwhatishappening.(Hulse-Killacky,Killacky, & Donigian, 2001, pp. 21–22)
two major differences between task/work and other groups
may disband abruptly after accomplishing the goal
group members and leaders may have considerable contact with others in an organization in which the group is housed
team
a group of two or more people who interact dynamically, interdependently, and adaptively and who share at least one common goal or purpose
team differ than other groups….
they have shared goals, as opposed to individuals goals
they stress interdependency more
they require more of a commitment by members to a team and effort
they are by design accountable to a higher level within the organization
ways to classify a team (how its used)
problem solving
special purpose
self-management
guidelines to establishing teams
must be kept small
must be selected for their already established skills
bring the resources necessary to function
must be structured and nurtured
psychoeducational groups (educational/guidance groups)
developed for use in educational settings
premised on the idea that education is treatment
help increase the self-worth of participants
emphasizes using education methods to acquire information and develop related meaning and skills
transmitting, discussing, and integrating factual knowledge
airtime
the amount of time available for participation in the group
effective leaders
skillful at managing time
able to redirect focus when appropriate
provide structure
competent at helping members create goals
six step process to in designing a group
stating the purpose
establishing goals
setting objectives
selecting content
designing experiential activities
evaluating
life-skills group/training
focuses on helping people identify and correct deficits in their life-coping responses and learn new and appropriate behaviors
steps involved in learning life skills
- Understand why the skill is important and how it will be of value to you.
- Understand what the skill is, what the component behaviors are that you have to engage in
to perform the skill, and when it should be used. - Find situations in which you can practice the skill over and over again while a “coach”
watches and evaluates how you are performing the skill. - Assess how well the . . . skill is being implemented.
- Keep practicing until the skill feels real and it becomes an automatic habit pattern.
- Load your practice toward success [set up practice units that can easily be mastered].
- Get friends to encourage you to use the skill.
- Help others learn the . . . skill. (pp. 53–54)
counseling groups
are preventative, growth oriented, and remedial
focus on the improvement of interpersonal relationships and the intrapersonal growth of members through the help of the group
adventure groups
a form of counseling groups
have participants deal with safe but risk taking events in the wilderness
toxic effect
includes physical and psychic isolation, repeated feelings of loss in regard to client termination, and interpersonal distancing from family and friends who may perceive counselors as interpreting their words and actions
psychotherapy groups (group psychotherapy)
group that address the personal and interpersonal problems of living among people who may be experiencing severe and/or chronic maladjustment
therapy by the group instead of in the group
open-ended (admitting new members any time) or close-ended (not admitting new members after the first session)
groups as a whole approach
one where the therapist makes comments directed to the whole group that reflect processes operating in the group in the here and now that seem to be out of the groups current awareness
three primary forces operating in a psychotherapy group
individual dynamics, interpersonal dynamics, and group as a whole dynamics
mixed groups
groups that defy classification and that encompass multiple ways of working with their members and may change their emphasis at different times in the development of the group
EX: DIGMA
five dimensions to categorizes groups
goals, process, members, setting, and leader
their nomenclature for goal category includes the terms
development (forward motion and expansion)
remediation (overcoming or correcting manifest problems)
adjustment (assisting members in coping with problems or circumstances that cannot be remediated)
self-help groups and mutual help groups (support groups)
two forms: those that are organized by an established professional helping organization or individual & those that originate spontaneously and stress their autonomy and internal group resources
consumer oriented groups
encompasses self-help and functions from a psychoeducational and task/work perspective
advocate for change and social justice, formed on the basis of need
successful ones have rigor and vigor
GAP matrix
goals
and
process
