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Mental Health Nursing > Ch. 9 Intervention in Groups (Test 2) > Flashcards

Ch. 9 Intervention in Groups (Test 2) Flashcards

1
Q

Health care professionals not only shaire their personal lives with groups of people, but also …?

A

Encounter multiple group situations in their professional operations

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2
Q

How do clients learn in a group setting?

A

From each other

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3
Q

Definition of a group

A

A collection of individuals whose association is founded on shared commonalities of interest, values, norms, or purpose

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4
Q

Functions of a group- “socialization”

A

The teaching of social norms occurs through group interaction

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5
Q

Functions of a group- “support”

A

Fellow group members are available in time of need

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6
Q

Functions of a group- “task completion”

A

Groups can assist in endeavors that are beyond the capacity of one individual alone

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7
Q

Functions of a group- “camaraderie”

A

Individuals receive joy and pleasure from interactions with significant others

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8
Q

Functions of a group- “informational”

A

Learning takes place when group members share their knowledge with the others in the group

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9
Q

Functions of a group- “normative”

A

Different groups enforce established norms in various ways

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10
Q

Functions of a group- “empowerment”

A

Change can be made by groups at times when individuals alone are ineffective

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11
Q

Functions of a group- “governance”

A

Large organizations often have leadership that is provided by groups rather than by a single individual

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12
Q

Task groups definition

A

This is a group formed to accomplish a specific outcome or task

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13
Q

Teaching groups definition

A

The focus is to convey knowledge and info to a number of individuals

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14
Q

Supportive/therapeutic groups

A

The primary concern is to prevent possible future upsets by teaching the participants effective ways of dealing with emotional stress arising from situational or developmental crises

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15
Q

Therapeutic groups vs. group therapy

A

Group therapy has sound theoretical base and leaders generally have advanced degrees in psychology, social work, nursing, or medicine. Therapeutic groups are based to a lesser extent on theory; the focus is on group relations, interactions among group members, and the consideration of a selected issue.

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16
Q

Therapeutic groups vs. group therapy- group process and group content

A

Leaders of both types of groups must be knowledgeable about group process and group content

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17
Q

Group process

A

The way in which group members interact with each other

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18
Q

Group content

A

The topic or issue being discussed in the group

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19
Q

Self-help groups

A

Composed of individuals with a similar problems, serve to reduce the possibilities of further emotional distress leading to pathology and necessary treatment, may or may not have a professional leader; run by members; leadership often rotates from member to member

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20
Q

Physical conditions that influence group dynamics- seating

A

Best when there is no barrier between the members; for example, a circle of chairs is better than chairs set around a table

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21
Q

Physical conditions that influence group dynamics- size

A

Size of the group makes a difference in the interaction among members; seven or eight members provide a favorable climate for optimal group interaction and relationship development

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22
Q

Physical conditions that influence group dynamics- open ended group membership

A

Members leave and other join at any time during the existence of the group

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23
Q

Physical conditions that influence group dynamics- closed ended group membership

A

All members join at the time the group is organized and terminate membership at the end of a designated period

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24
Q

Curative factors of group- instillation of hope

A

By observing the progress of others in the group with similar problems, a group member garners hope that his or her problems can also be resolved

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25
Curative factors of group- universality
Individuals come to realize that they are not alone in the problems, thoughts, and feelings they are experiencing
26
Curative factors of group- imparting of info
Group members share their knowledge with each other; leaders of teaching groups also provide info to group members
27
Curative factors of group- altruism
Individuals provide assistance and support to each other, thereby helping to create a positive self image and promote growth
28
Curative factors of group- corrective recapitulation of the primary family group
Group members are able to re-experience early family conflicts that remain unresolved
29
Curative factors of group- development of socializing techniques
Through interaction with and feedback from other members of the group, individuals are able to correct maladaptive social behaviors and to learn and develop new social skills
30
Curative factors of group- imitative behavior
Group members who have mastered a particular psychosocial skill or developmental task serve as valuable role models for others
31
Curative factors of group- Interpersonal learning
Group offers varied opportunities for interacting with other people
32
Curative factors of group- group cohesiveness
members develop a sense of belonging rather than separating individual ("I am") from group ("we are")
33
Curative factors of group- catharsis
Within the group, members are able to express both positive and negative feelings
34
Curative factors of group- existential factors
the group is able to assist individual members to take direction of their own lives and to accept responsibility for the quality of their existence
35
Phase 1 of group development (Initial or orientation phase)
Leader and members work together to establish rules ad goals for the group, leader promotes trust and ensures that rules do not interfere with fulfillment of the goals, members are superficial and overly polite and trust has not yet been established
36
Phase 2 of group development (Middle or working phase)
Productive work toward completion of the task is undertaken, leader role diminishes and becomes more one of facilitator, trust has been established among the members and cohesiveness exists, and conflict is managed by the group members themselves
37
Phase 3 of group development (Final or termination phase)
1. A sense of loss, precipitating the grief process, may be experienced group members. 2. The leader encourages the group members to discuss these feelings of loss and to reminisce about the accomplishments of the group. 3. Feelings of abandonment may be experienced by some members, grief for previous losses may be triggered
38
Autocratic leadership styles
Focus is on the leader, on whom the members are dependent for problem solving, decision making, and permission to perform; production is high, but morale is low
39
Democratic leadership styles
Focus is on members, who are encouraged to participate fully in problem solving of group issues, including taking action to effect change; production is somewhat lower than with autocratic leadership, but morale is much higher
40
Laissez-faire leadership styles
There is no focus in this type of leadership. Goals are undefined, and members do as they please; productivity and morale are low
41
Members play what 3 types of roles within a group?
Task, maintenance, and individual (personal) roles
42
Task member role
Serving to complete the task of the group
43
Maintenance member role
Maintaining enhancing group processes
44
Individual (personal) member role
Fulfilling personal or individual needs
45
Psychodrama definition
Type of group therapy that employs a dramatic approach in which clients become "actors" in life situation scenarios
46
Roles in psychodrama- protagonist
An identified client (called the protagonist) is selected to portray a life situation
47
Roles in psychodrama- other members
Other members of the group play the roles of people with whom the protagonist has unresolved issues
48
Roles in psychodrama- members not participating
Group members who do not participate in the drama act as the audience, and the group leader is called the director
49
Purpose of psychodrama
To provide the client with a safe place in which to confront unresolved conflicts in an effort to progress toward resolution
50
Nurses as psychodramatists
Nurses who work as psychodramatists require specialist training beyond the Master's degree
51
Family therapy definition
Focus of the treatment is on the family as a unit
52
Family therapy goal
To identify and change problematic, maladaptive, self-defeating, repetitive relationship patterns
53
How is family viewed?
The family is viewed as a system in which the members are interdependent.
54
Family changes
A change in one part (member) within the system affects or creates change in all the other parts (members)
55
What are genograms?
A study of multiple generations within a family
56
What do genograms identify?
Identify roles of specific individuals
57
What do genograms highlight?
Highlights relationships among family members
58
What do genograms reveal?
Reveals a large amount of info in a small amount of space
59
What can genograms be used for?
Can be used as a teaching tool with families
60
What nurse can conduct family therapy?
Advanced practice nurses (APNs)
61
What should generalist nurses have knowledge of regarding family therapy?
Generalist nurses should have knowledge of family dynamics and contribute to the assessment and planning phases of family therapy and to ongoing observation and evaluation
62
Nurses who work in psychiatry can lead what?
Lead various types of therapeutic groups, such as client education groups, assertiveness training, support groups for clients with similar problems, parent groups, transition to discharge groups, and others
63
Guidelines set forth by who specify that nurses serve as what?
Guidelines set forth by the American Nurses Assoc. specify that nurses who serve as group psychotherapists should have a minimum of a master's degree in psychiatric nursing
64
When is additional specialist training beyond the master's level required?
To prepare nurses to conduct psychodrama

Mental Health Nursing (9 decks)

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