Chapter 13 - Groups in Counselling

Question 1

Kurt Lewin

Answer 1

field theory concepts in the 1930’s & 1940’s became the vasis of tavistock small groups in GB and T-Group movement in US

Question 1

Who introduced term Group psychotherapy?

Answer 1

Jacob Moreno in the 1920’s

Question 2

Fritz Perls

Answer 2

Gestalt approach to groups attracted new interest in the field by stressing the importance of awareness and obtaining congruence within oneself

Question 3

Edwards Deming

Answer 3

conceptualized and implemented the idea of quality work groups to improve the processes and products people produce and to build morale among workers

Question 4

William Schutz & Jack Gibb

Answer 4

humanistic approach to T-groups that focused on personal growth as a legitimate goal

Question 5

Carl Rogers

Answer 5

devised the basic encounter group in the 1960’s that became the model for growth oriented group models.

Question 6

John Salvendy

Answer 6

started the Canadian Group Psychotherapy Association

Question 7

Psychodrama

Answer 7

Jacob Moreno, a viennese psychiatrist is credited as the originator of pscyhodrama.

Used for decades in washington DC

Used originally in Vienna, Austria

members enact unrehearsed role-plays with group leaders serving as the director. Group members are actors in the protagonists play, giving feedback to the protagnoist as members of the audience (or both).

Popular with behaviourists, gestaltists, affective oriented group leaders

Question 8

T-Groups

Answer 8

T(Training) started in National Training Laboratories NTL in Maine, in 1946. Before group counselling had evolved. May be considered beginning of group work.

Evolved from a focus on task accomplishment to a primary emphasis on interpersonal relationships.

• Learn how ones behaviour in a group influences other’s behaviour and vice versa.

Question 9

Encounter Groups

Answer 9

Emerged from TGroups

Focus on growth of individual group members rather than group itself

Normally function people who wanted to grow, change and develop.

Takes many forms (Carl rogers, open ended william Schutz)

Individual expression and recognition of affect

Question 10

Group Marathons

Answer 10

an extended, one-session group experience that breaks down defensive barriers that individuals may otherwise use. Lasts for a min of 24 hours.

Fredrick stoller & George Back pioneered concept in 1960s.

Successful with substance abuse and well-functioning individuals in other group settings.

labour and peace negotiations are held in a group marathon setting to achieve breakthroughts

Question 11

Self help/support groups

Answer 11

Self-help groups and mutual help groups are synonymous.

2 types:

1) spontaneously originate and stress their autonomy and internal group resources
2) Organized by established professional helping organization

either short or long term, work to help members gain greater control in their lives. Over 10 mil. people involved in groups in the US

Some charge fees, some do not. Ex. AA WW LLL

Question 12

Misperceptions (myths) about groups

Answer 12

• They are artificial and unreal
• They are second-rate structures for dealing with problems
• They force people to lose their identity by tearing down psychological defenses
  *They require people to become emotional and spill their guts
  *They are touchy-feel, confrontational, hostile and brainwashing

Question 13

Advantages of Groups

Answer 13

• instil hope (treatment will work)
• universality (i’m not alone)
• Imparting of info (instruction/how to deal with life)
• Altruism (sharing with others, common good)
• Corrective recapitulation of the primary family group (reliving early family conflicts and resolving them)
  *Development of socializing techniques (Learning social skills)
• Imitative behaviour (modeling positive actions of other group members)
  *Interpersonal learning (gaining insight)
• Group cohesiveness (bonding)
• Catharsis (Experiencing and expressing feelings )

Question 14

Drawbacks of groups

Answer 14

• Some client concerns and personalities are not suited for groups
• some may not be dealt with in enough depth in groups
• group pressure may force a client to take action such as self-disclosure before being ready
• may lapse into group-think mentality
• may not be transferable to real life in some cases
• may become regressive and nonproductive, even destructive such as scapegoating and projection

Question 15

group think mentality

Answer 15

stereotypical, defensive and stale thought processes become the norm, and creativity and problem solving are squelched

Question 16

psychoeducational groups

Answer 16

Preventive and instructional

Teach participants how to deal with a potential threat, developmental event, or immediate life crisis

Found in schools, hospitals, mental health centres, social services agencies, universities

e.g. student groups on campus address anger, relationships, study skills.

Question 17

Counselling Groups

Answer 17

interpersonal problem solving groups.

help group participants resolve the usual, difficult problems of living through interpersonal support and problem solving.

More direct that psychoeducational groups. Stresses affective involvement rather than just cognitive understanding.

Small size compared to P.E. groups, which can be room sized.

Question 18

Psychotherapy groups

Answer 18

personality reconstruction groups

help individual group members remediate in-depth psychological problems

often in inpatient facilities such as psych hospital, in order to keep close control of people involved.

Question 19

Task Work Groups

Answer 19

assist groups such as task forces, committees, planning groups, community organizations, discussion groups, study circles learning groups etc

i.e. team

Question 20

Theoretical approaches in groups

Answer 20

approaches in group counselling vary as much as individual counselling.

Question 21

Tuckman (1965)

Answer 21

designed a stage process for group counselling.

1) Forming
2) Storming
3) Norming
4) Performing

Later concept was expanded to include adjourning/mourning

Question 22

Forming

Answer 22

initial caution in group members, avoid being rejected

members are superficial and tend to focus conversation around past or future events that don’t affect the group

Task: Deal with apprehension, review goals & contracts, reiterate group rules, set limits, promote positive interactions among members

Question 23

Storming

Answer 23

a time of conflict and anxiety in the group, attempt to balance between too much and too little tension

Group members tend to be more anxious in their interactions, concern for power is prevelant

task: Concentrate on direct objectives , a healthy pause may occur. Scapegoating

procedure: levelling, feedback, informal and formal feedback

Question 24

Norming

Answer 24

Group generates enthusiasm and cohesion. a feeling of “we-ness”, belonging and cooperation.

cooperate, collaborate, cohesion

Task: members must agree on establishment of norms from which to operate. importance of commitment is stressed

procedures: supporting, empathizing, facilitating, self-disclosure

Question 25

Performing/Working

Answer 25

Focus on the achievement of the individual and group goals and the movement of the group

genuine concern on a deep personal level, greater willingness to self-disclose on the part of members. increased awareness of each other.

Task: emphasis on productivity, whether the results are tangible or not. Relationships tended to with balance and productivity

Procedure: modelling, exercises, group observing group, brainstorming, nominal group technique, teaching skills

Question 26

Mourning /Adjourning (Termination)

Answer 26

participants coming to know themselves on a deeper level , evaluate what was learned, engage in cognitive decision making

peer: feelings of empathy, compassion, care, relate deep and emotive , feelings of warmth and sorrow occur simultaneously

Task: promoting successful end to the group, consolidation of gains, making decisions for new ways of behaving

procedures: summarization, rounds, dyads, written reactions, rating sheets, homework, capping skills, modelling.

Question 27

pre-group interview

Answer 27

members should be selected whose needs and goals are compatible with the established goals of the group. These are members who will not impede the group process, and whose well-being will not be jeopardized by the group experience

Question 28

pre-group training

Answer 28

members learn more about a group and what is expected of them, provides important information for participants and gives them a chance to lower their anxiety.

Question 29

group process

Answer 29

how group member interactions influence the development of the group

it is the process of the group (ie homogeneous,heterogeneous) not the content, focus or purpose that will eventually determine if a group succeeds. Successful groups process is balanced with content.

Question 30

homogeneous groups

Answer 30

members are more alike than unalike - usually less conflict and risk taking, more cohesion and support, better attendance

Question 31

heterogeneous groups

Answer 31

members are more unalike than alike. more conflict initially, great risk taking, but support and cohesion may lag and members may drop out

Question 32

open ended groups

Answer 32

admit new members after they have started

Question 33

close-ended groups

Answer 33

do not admit members after they have started

Question 34

confidentiality

Answer 34

what has been said within the group setting will not be revealed outside the group

Question 35

co-leaders

Answer 35

can be beneficial to the group and the leaders especially if the group is large. One can work with the group, while the other monitors the group process.

Question 36

self-disclosure

Answer 36

here and now feelings, attitudes and beliefs. The process of self-disclosure is dependent on the trust the group members have for each other.

Question 37

Feedback

Answer 37

multidimensional process that consists of group members responding to verbal messages and noverbal behaviours of one another. When feedback is given honestly and with care, group members can gauge the impact of their actions on others and attempt new behaviours.

Question 38

Criteria for helpful feedback

Answer 38

*should be beneficial to the receiver and not serve the needs of the giver
*more effective when it is based on describable behaviour
*in early stages, positive feedback is more beneficial and readily accepted than negative feedback
*most effective when it immediately follows a stimulus behaviour and is validated by others
*of greater benefit when the receiver is open and trusts the giver

Question 39

Qualities of effective Group Leaders

Answer 39

1) Caring - the more the better
2) Meaning attribution - includes clarifying, explaining, providing a cognitive framework for change
3) emotional stimulation - involves activity, risk taking, self disclosure
4)Executive function - entails developing norms, structuring and suggesting procedures.