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Psychosocial > Chapter 13 > Flashcards

Chapter 13 Flashcards

1
Q

A planned process for creating changes in individuals by bringing them together for this purpose.

A

Group treatment

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2
Q

3 or more people who are together for some period to accomplish a common goal or share a common purpose.

A

a group

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3
Q

Another word for group treatment being less expensive than 1 on 1 treatment

A

cost effective

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4
Q

the sense of solidarity the members of a group feel toward each other

A

group cohesiveness

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5
Q

This refers to the amount of time the group meetings run

A

length

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6
Q

the degree to which group members believe they are like each other or share a common sense of purpose or reason for being together in the group

A

intermember similarity

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7
Q

This was rated by patients as the single most important factor in a group

A

group cohesiveness

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8
Q

learning successful ways to relate to others

A

interpersonal learning

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9
Q

based on increased sense of hopefulness from seeing that other group members improve

A

instillation of hope

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10
Q

this provides a shared experience as the person learns that others are in the same boat

A

universality

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11
Q

experiencing the group as similar to the family in which the person grew up

A

family enactment

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12
Q

giving to others

A

altruism

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13
Q

the purposes for which the group meets

A

group goals

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14
Q

the rules or standards for behavior that are expected in the group

A

group norms

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15
Q

learning to stand in line, wait your turn, go through metal detectors, being patted down, doing what your told, raising your hand, not leaving a room until a bell rings

A

socialization

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16
Q

group punishment for an inappropriate member

A

sanction

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17
Q

Suggests new ideas or new ways of looking at a problem

A

initiator-contributer

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18
Q

Asks for facts and further explanation of them

A

information seeker

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19
Q

Asks for opinions and feelings about issues under discussion

A

opinion seeker

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20
Q

provides facts or info from own experience

A

information giver

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21
Q

expresses feelings or beliefs not necessarily based on facts

A

opinion giver

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22
Q

spells out suggestions by giving examples or developing scenarios of how it might work out

A

elaborator

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23
Q

pulls ideas together by showing relationship among different ideas expressed

A

coordinator

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24
Q

focuses group on goals, keeps discussion from wandering off the point, and so on

A

orienter

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25
Q

assesses accomplishments of group in relation to some standard

A

evaluator-critic

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26
Q

prods or arouses group to act; stimulates and boosts morale

A

energizer

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27
Q

performs routine tasks that help group accomplish its task

A

procedural technician

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28
Q

writes down points of discussion; records group decisions

A

recorder

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29
Q

praises, accepts, supports others in group; encourages different points of view

A

encourager

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30
Q

settles differences between other members by reconciling disputes or relieves tension by joking

A

harmonizer

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31
Q

gives in to a dispute and changes his or her position to preserve group harmony

A

compromiser

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32
Q

keeps communication going; this may mean asking others to speak or suggesting ways to give everyone a chance to talk

A

gatekeeper

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33
Q

expresses norms or standards for group

A

standard setter

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34
Q

records communication of group; offers this record to group for its comment and interpretation; provides interpretations when needed

A

group observer

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35
Q

goes along with the general mood and decisions of the group

A

follower

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36
Q

belittles or attacks group members, group, or its purpose; shows disapproval or tries to take credit for actions of others

A

aggressor

37
Q

prevents group from progressing, by resisting change, opposing decisions, rehashing dead issues, and so on

A

blocker

38
Q

calls attention to self by boasting, talking about own talents, insisting on having a powerful position, and so on

A

recognition seeker

39
Q

expresses personal problems, political ideology, or other concerns to captive audience of group

A

self-confessor

40
Q

isn’t involved in the group; shows disinterest by clowning around, being cynical, and so on

A

playboy

41
Q

tries to take control by manipulating group or members; tactics may include interrupting, bossiness, flattery, seduction

A

dominator

42
Q

tries to get sympathy of group by acting helpless, victimized, or insecure

A

help seeker

43
Q

pretends to speak on behalf of a particular group, but really is using group to express own biases

A

special-interest pleader

44
Q

this term expresses the constantly evolving, never static quality of groups.

A

group dynamics

45
Q

entire group blaming one person for a failure of the group

A

scapegoating

46
Q

five levels of this particular skill include:

  • parallel
  • project
  • egocentric-cooperative
  • cooperative
  • mature
A

group interaction

47
Q

The skill needed at this level (group interaction) is the ability to work and play in the presence of others.

A

parallel level (bt 18 months and 2 years)

48
Q

The skill learned that this level (group interaction) is the ability to share a short-term task with one or two other people.

A

project level (bt 2-4 yrs)

49
Q

The skill at this level (group interaction) is awareness of the group’s goals and norms and willingness to abide by them

A

egocentric-cooperative (bt 5-7 years)

50
Q

This skill at this level (group interaction) is the ability to express feelings within a group and to be aware of and respond to the feelings of others

A

cooperative level (bt 9-12 years)

51
Q

The skill at this level (group interaction) is the ability to take on a variety of group roles, both task roles and group maintenance roles, as needed in response to changing conditions as a group.

A

mature level (bt 15-18 yrs)

52
Q

___________ groups are artificial situations designed to help patients acquire new skills or practice new ones

A

therapy

53
Q

Who is responsible to make sure that learning occurs in in a therapy group?

A

the group leaders

54
Q

I think the role of the leader is

A

common sense

55
Q

Groups for $500: Members have limited attention span and may be quite unaware of others; unless encouraged to notice others, they may ignore them and isolate themselves

A

What is a parallel group?

56
Q

Groups for $600: Members express anxiety about working with others, fearing that they will be unable to complete a task or that other person will take over; issue is whether to trust another person enough to share a task with him or her

A

What is a project group?

57
Q

Groups for $700: Members have trouble engaging in long-term tasks with others; problems may include concern with competition, indifference to the rights of others, and inability to ask for and receive recognition

A

What is a egocentric-cooperative group?

58
Q

Groups for $800: While able to carry out long-term group tasks, people at this level need to expand their ability to express their feelings and be aware of feelings of others

A

What is a Cooperative group?

59
Q

Groups for $900: People at this level need to learn to step into roles as need and to maintain balance between achieving group task and meeting emotional needs of group members

A

What is a mature group?

60
Q

in a group, this is defined as doing something the same way

A

consistency

61
Q

In a group, this is defined as the amount of independence for each member

A

autonomy

62
Q

In a group, this helps support and promote growth in individual members

A

nurturing

63
Q

In a group, this is learning from other people

A

interpersonal learning

64
Q

Environmental, Leader Behaviors, and Specific questions or comments leaders can use are 3 techniques to promote ________ in a group

A

interaction

65
Q

This term refers to how well the leader understands what’s going on in the group

A

knowledge

66
Q

The preparation of the area in which the group will meet

A

space

67
Q

any supplies that will be needed during the course of the group

A

materials

68
Q

attendance sheets, agendas, notes, are all words for different forms of ______

A

paperwork

69
Q

Planning an activity group: Identify the _______ who need a group

A

patients or consumers

70
Q

Planning an activity group: ________ specific needs and general level of group skills

A

assess

71
Q

Planning an activity group: ________ rules and resources in your setting

A

identify

72
Q

Planning an activity group: ________ the focus and outline the main goals

A

narrow

73
Q

Planning a group activity: ______ a group protocol

A

write

74
Q

A _______ is a written plan that describes the goals of a group and the methods by which these goals will be achieved

A

group protocol

75
Q

Typical elements of the group protocol: ______: Should convey therapeutic purpose if possible

A

name

76
Q

Typical elements of the group protocol: ______: Brief, clear, conveying purpose, accurate sense of what happens in a group

A

description

77
Q

Typical elements of the group protocol: ______: time, place, size, leader’s characteristics

A

structure

78
Q

Typical elements of the group protocol: ______: may be multiple and extensive; should be clear, behavioral, as specific as possible

A

goals or behavioral objectives

79
Q

Typical elements of the group protocol: ______: describes kind of pt who might benefit from group; may include intake procedure

A

referral criteria

80
Q

Typical elements of the group protocol: ______: includes both medium (activity) and method (how the activity or medium is used); includes detail on flow of activitiesduring group meeting

A

methodology

81
Q

Typical elements of the group protocol: ______: for groups with an educational or topical focus; gives detail on specific items of instruction to be covered in a series of sessions

A

curriculum or agenda

82
Q

Typical elements of the group protocol: ______: states what leader will and will not do in group; addresses functional roles to be taken by group leader

A

leader’s roles

83
Q

Typical elements of the group protocol: ______: indicates how achievement of group goals will be assessed

A

evaluation

84
Q
  1. Opening
  2. Movement
  3. Visual-motor perceptual activities
  4. Verbal or symbolic activities
  5. Closing

These are the 5 stages of the __________

A

5 stage group

85
Q

TQM

A

total quality management

86
Q

QA

A

quality assurance

87
Q

This is collecting eval data before pts receive tx, and then repeating the eval after they rcv tx for some time

A

pretest-posttest design

88
Q

other factors that may affect demonstrable improvement may be medication, other therapies, and other life experiences. This is called ________.

A

intervening principles

Psychosocial (15 decks)

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