Exam 2 Flashcards
1
Q
Exercise
- examples
- important to-4
A
- an activity that the group does for a specific purpose. when the leader directs the behaviors, discussion, or attention of the group members by using a specific
activity, it is an exercise. - examples of exercises include reading and discussing a poem, completing sentence stems, and drawing pictures of situations or feelings.
- It is important for the beginning leader to adapt exercises both to the needs of the group and
to the age level, cultural background, and sophistication of the members.
2
Q
Reasons for using Exercises (7)
- general reasons (6)
A
- To increase the comfort level
- To provide the leader with useful information
- To generate discussion and focus the group
- To shift the focus
- To deepen the focus
- To provide an opportunity for experiential learning
- To provide fun and relaxation
- exercises may be used to increase interest and
energy, generate a focus for the group, gather information, reduce anxiety, and have fun. Also to accomplish a certain goal.
3
Q
- To increase the comfort level
A
Getting-acquainted exercises often increase comfort among members.
The use of dyads can be helpful in increasing comfort during the early sessions
and when preparing to discuss a very personal topic. Written exercises help with
comfort because members often feel more comfortable reading what they wrote;
4
Q
- To provide the leader with useful information
A
Rounds used this way
- the leader might ask members to use a single word to describe their home environment when they were growing up.
5
Q
- To generate discussion and focus the group
A
Using group exercises increases member participation by providing a common
experience. Also, exercises serve as a way to stimulate members’ interest and energy
6
Q
- To deepen the focus
A
Many feedback, trust, creative, fantasy, and movement exercises are designed to deepen the focus because members are asked to
share or experience something at a more intense level.
7
Q
- To provide an opportunity for experiential learning
A
Sometimes it is helpful to get members to act out
themes rather than just talk about them.
8
Q
- To provide fun and relaxation
- fun exercise
- relaxation exercise
A
Certain exercises can loosen up the group through laughter or relaxation.
- Using these kinds of exercises may be quite helpful when the group seems to need a change of pace and it is the kind of group where it would be appropriate. One fun exercise is called“pass the mask,”where one member makes some kind of face at the next member and that member tries to make the
- A popular one calls for the leader to take a few minutes and go through a series of relaxation steps. The
leader asks members to close their eyes and, starting with their heads, try to relax
their muscles.
9
Q
When to use exercises - 2
- important to remember
A
-An opening name-and-information round is often helpful when beginning a new group.
- Exercises may also be used when opening any of the subsequent group sessions. During the first several minutes of a group session, members often are not
focused on the task at hand. Using an exercise
to structure the first several minutes often helps members get focused on being in the group. - It is important to remember that exercises are usually not in and of themselves helpful; rather, it is the time
spent personalizing and processing the exercise that is the helpful component.
10
Q
Types of exercises
- how to select
- 14
A
Certain kinds of exercises will be more useful and relevant than others, depending on the kind of group you are leading; the issues to be dealt with; and the age, cultural
background, and needs of the members.
- Written exercises
- Movement exercises
- Dyads and triads
- Rounds
- Creative props
- Arts and crafts exercises
- Fantasy exercises
- Common reading exercises
- Feedback exercises
- Trust exercises
- Experiential exercises
- Moral dilemma exercises
- Group-decision exercises
- Touching exercises
11
Q
Written exercises
A
- Written exercises are among the most versatile and useful of all the exercise types.
- Written exercises are structured activities where members write lists, answer questions, fill in sentence-completion items, write down their reactions, or mark checklists relating to an issue or topic.
- The major advantages of written exercises are that members become focused while completing the writing task and members have their ideas or responses in front of them when they are finished.
- Drawing out members tends to be easier when they have answers or reactions readily available.
12
Q
Movement Exercises
- ex
A
Movement exercises require members to do something of a physical nature; that is, the members move around. The movements can be as simple as standing up and moving about in order to stretch or as complex as“breaking in,”an exercise in which members, standing and holding hands, try to keep a member who is circling the group from breaking in.
- changing seats, milling around, sculpt you feeling
13
Q
Reasons for using movement exercises - 5
A
- Movement exercises give group members a chance to experience something rather than discuss it.
- The drama of movement exercises may cause members to remember what took place in the group more readily than might otherwise occur if only discussion is used.
- Movement exercises usually involve all the members.
- Movement exercises give members a chance to stretch
- Most movement exercises usually get the members to“talk”with their feet, such as when they position themselves on a continuum. Therefore,
leaders can draw members out by having them do some kind of movement
14
Q
Dyads and Triads
- Dyads
A
- Dyads give members a chance to (1) interact with one other individual, (2) practice some skill, or (3) do an activity that calls for two people to interact in some prescribed manner.
15
Q
Rounds
A
use of a forced choice round
16
Q
Creative prop exercises
A
The use of different counseling props is a way to make group counseling more multisensory, interesting, and engaging. Items such as rubber bands,
Styrofoam cups, a small child’s chair, and an empty beer bottle
17
Q
Arts and crafts exercises
- 2 reasons
A
Arts and crafts exercises require that members draw, cut, paste, paint, or create something with a variety of materials.
These exercises can generate interest, focus
the group, create energy, and trigger discussion. Arts and crafts exercises allow members to express themselves in a different way
A second reason for using arts and crafts exercises is they can serve as projective devices for the members’thoughts, feelings, and experiences.
A third reason is that these exercises are non verbal and helpful if language is a problem
18
Q
Fantasy Exercises
- ex
A
most often used in growth and therapy groups. Fantasies
help members become more aware of their feelings, wishes, doubts, and fears.
An example of a fantasy exercise is the“common object,”in which the leader
directs the members to imagine themselves as an object that is in the room
19
Q
Common reading exercises
A
read a short passage, poem, or story.
Such readings often serve the purpose of triggering ideas and thoughts and of deepening the focus on some topic or issue.
- group. Make sure that the material will trigger thoughts related to the purpose.
20
Q
Feedback exercises
- ex
A
Feedback exercises allow the members and the leader to share their feelings and thoughts about each other. Leaders should not conduct a feedback exercise unless they feel the members have enough goodwill to try to be helpful rather than cruel or insensitive.
- ex: adjective checklist, first impressions, wishes
21
Q
Trust Exercises
- ex
A
Because groups involve sharing, the amount of trust that members have in each other is a group dynamic the leader must assess.
- ex: rounds, trust lift, trust fall
22
Q
experiential exercises
A
Several group exercises can be classified as experiential because the members are involved in some kind of individual or group experience that is active and often
challenging. Some experiential exercises can also be used to build trust.
- most well-known set of experiential exercises is the“Ropes Course,”which is“a blend of activities designed to take individuals and groups beyond their own expectations, or perceived willingness
23
Q
Moral Dilemma exercises
A
Several group exercises can be considered“moral dilemmas”; that is, a story is read or passed out to the members and each member has to decide how she
would handle the situation.
24
Q
Group Discussion Exercises
- exs
A
These activities involve members working together to solve some sort of problem, such as being lost on the moon with certain supplies.
Two examples are (1) having members try to figure out the
right supplies to take (“Winter Survival”) and (2) having members try to complete a complicated puzzle through cooperation (“Hollow Squares exercise”).
25
touching exercises
Touching can be a
very comforting and supportive activity if done properly.
Any leader using any exercise where touching
is going to be involved must consider the appropriateness for and comfort of the members.
26
3 elements necessary whenever you are using exercises
1. Introduce exercise so members are aware of why you are doing it.
2. Conduct with clarity of instructions
3. Must allow sufficient time to process
27
Introducing a exercise
Proper introduction of an exercise means giving clear instructions to members on how to carry out the exercise. During the introduction of an exercise, it is important to set the right tone. To accomplish this, the leader should pay careful attention to the use of his voice.
- When introducing an exercise, it is also important to gain the cooperation of the members. It should be made clear the members have to right to not participate
28
General Considerations When Introducing - 4
1. inform members of the purpose and procedure
2. Avoid confusing directions
3. Don't assume the members have complete a assignment
4. Alert members of how long exercise will take
29
Conducting an exercise - 6
1. Ensuring that members follow instructions
2. Allowing members to not share- if the are uncomfortable
3. Handling emotional reactions
4. Changing or stopping the exercise
5. Informing members of the time
6. Deciding whether the leader will participate
30
Handling strong emotional reactions - 4
If the leaders sees a member having a strong emotional reaction he can:
1. stop exercise and focus on member
2. form dyads pairing with member
3. acknowledge the members discomfort and continue exercise
4. If the leader feels the member’s reaction is too intense to be handled then, the leader might choose to have the member take a break until the exercise is over or to
have another member take a break with that member.
31
Changing or stopping an exercise
either bc exercise is not producing kinds of responses anticipated or bc a good topic has emerged.
32
Informing members of the time
Keep members informed of how much time is left giving them an idea of how much time is left to pace themselves.
- leader may lengthen or shorten time depending on members reactions
33
Deciding whether the leader will participate
| - Advantages in not participating (5)
1. as a nonparticpant the leader can closely monitor groups activities
2. By listing and watching the leader can hear what members are saying and see what they are doing
3. Leader may not want to participate bc the members may focus too much on their comments
4. By not participate the leader can more easily get a sense of when the energy for the exercise is waning or when members are almost done
5. A leader should not do personal work - do not participate in a group that could cause focus on own thoughts or feelings
34
Advantages in participating - 4
1. Particpation can help members get to know the leader
2. Leader may create a certain effect- devils advocate
3. participation may be helpful in a dyad if the leaders sees the need to give or help a member
4. When there is an odd number of members
35
Processing an exercise
| - several questions regarding processing (8)
- Exercises merely act as catalysts for initiating discussion by triggering thoughts and feelings.
- Understanding the processing of exercises is essential because the processing
of the exercise is by far the most important phase of any exercise.
- By processing, we mean
spending time discussing thoughts, feelings, and ideas that result from doing the
exercise.
1. What is the goal of the processing
2. How much time is need for adequate processing
3. What processing methods should be used
4. What kinds of questions should be used
5. How much time should be spent discussing the actual exercise
6. Should the focus be on the entire group or one person
7. When should the focus be held/ shifted
8. is the exercise present centerd or past
36
Goals of processing - 3
1. to stimulate sharing and discussion about topics and issues - goal of most exercises
2. To stimulate members to delve deeper into thoughts and feelings - often fantasy exercises, common readings
3. to stimulate sharing and discussion related to the group dynamics and group process
37
Time needed for processing
not enough time can lead to frustration, confusion, and shallow meaningless experience
38
Ways of processing- 5
several ways:
1. Rounds- good way to start
2. Dyads or triads- when there is a lot of energy
3. Writing- share but not with group
4. In the entire group
5. In any combination of the preceding four ways
39
kinds of processing questions
if leader wants to go deeper use:
1. what insights did you get from this?
2. What feelings have stirred up
3. How can you use this exercise to help you in life
40
Time spent discussing actual exercise
ask good thought provoking questions that tap into emotion and feelings of members
41
Focusing on one member or entire group?
It is usually best at the beginning of the processing phase to hear from all the members who
feel like sharing in order to get a sense of what is going on with the members.
42
Present centered or past centered exercises
best to focus in the present about the past
use the following:
- How do you think you past affects you today?
- always be considering how to help members in the present
43
Leading the middle stage of a group
most important stage bc this is when the goals and objectives are satisfied.
members should be working, learning and getting max benefit from group. Members share and work on problems.
44
Planning and Assessment
| -planning
During the middle stage, the leader must decide how much planning is needed based
on the purpose of the group, the personalities and needs of the members, and the
levels of trust, interest, and commitment.
It is important to realize that session plans conceived well in advance or plans from a group that worked for you last month may not work for the current situation.
45
Assessments - 5
1. Assess the benefits of the group- do this by using a 1-10 round on how valuable group has been, comment round, write
2. Assess members interest and commitment - do this by observing freq of absences/ late arrivals/ observe energy
3. Assess each members participation- consider each members fry and style of participation
4. Assess members trust level and group cohesion
5. Asess how much to focus on content and how much on process - common mistake is to ignore process and focus on content which can lead to a superficial group
46
To critical issues that the leader would have to deal with during middle stage
1. the need to screen members out
| 2. dealing with breach in confidentially
47
Leadership skills and techniques for the middle sessions - 10
1. Using progress reports
2. Introducing topics for discussion
3. Stimulating members’ thoughts - stimulate discussion
4. Varying the format
5. Changing leadership style, if warranted
6. Changing the structure of the group, if warranted- adding new members, meeting less
7. Using voice to get members to think - in order to think more complexly about an issue
8. Using outside materials and assignments- reading writing or doing
9. Meeting with members individually
10. Informing members in advance when the group is ending- at least 3-5 weeks in advance
48
Middle-session topic outlines
| - 4 topics common to many groups
One of the most important things a leader can do during the middle stage of a group is to think through the different issues that are relevant so that she is prepared to focus on the issues in a meaningful way when they arise.
- need for approval, self-esteem, religion and sex
49
Common mistake mad during the middle sessions
| - 8
1. Underleading or overleading the group
2. Letting the warm-up phase last too long
3. Letting the focus shift too often
4. Focusing too long on a member
5. Focusing on only one or two members
6. Planning only one or two exercises or activities
7. Failing to allow time to process an activity
8. Choosing uninteresting speakers
50
CBT
based on the principle that one’s
thoughts cause one’s feelings.
-There are several approaches to cognitive behavioral therapy, including Rational Emotive Behavior Therapy, Rational Behavior Therapy, Rational Living Therapy, Cognitive Therapy, and Dialectic Behavior
Therapy.
51
REBT
- teaching it to members
- using it in groups
It is an excellent theory
for use in groups because it can easily be taught to the members, who can quickly learn how to apply it to themselves and to other members. The theory is based on the premise that thoughts cause feelings, and in groups, the leader helps
members to focus on changing their feelings by looking at what they are telling
themselves.
- Ellis developed Abc model: not the event that causes feelings but the peron's interoperation of event. most believe A causes C but in fact it is B
- In order to teach members: tak a problem a member has and write it out with ABC model. Also can ask them where do feelings come
- Clarifiy the event/person/situation
- Clarify the feelings or behavior
- Clarify the negative self-talk
- Change to feelings by change the self-talk
52
Ellis's 15 irrational beliefs
1. It is a dire necessity for an adult human being to be loved or approved by
virtually every other person in one’s life.
2. One should be thoroughly competent, adequate, and achieving in all
possible respects if one is to consider oneself worthwhile.
3. Certain people are bad, wicked, and villainous and they should be
severely blamed or punished for their villainy.
4. It is awful and catastrophic when things are not the way one would very
much like them to be.
5. Human unhappiness is externally caused and people have little or no
ability to control their sorrows and disturbances.
53
Reality Therapy
Based on Will Glasser; proposes that humans are responsible for making choices about behavior and such choices are intended to meet five basic human needs: survival, love and belonging, power, freedom, and fun
- reality therapy has evolved into what is now called choice theory which focuses on the importance of interpersonal relationships in the satisfaction of human needs
- Glasser believe that many symptoms are behaviors intended to control others therefore his theory considers symptoms as active choices which can be altered
- Choice theory focuses little on the past and relies on leader to help members develop positive plans of action
- Leaders ultimate goals is for members to accept responsibility for their behavior
- in order to facilitate change member but understand components of behavior: acting, feeling, and thinking and physiology
54
Using RT in groups
W- want - identify wants
D- doing- state what member is currently doing
E- evaluation- examine effect of behaviors
P- planning - set up short term and long term goals
55
Adlerian therapy
- much of who we are is result of family and social interactions thru childhood
- AKA individual psychology
- behavior is intend to overcome perceived inferiority
- Child strives for success and draws conclusions as to what is valued in the family.
- Group leader will focus on members private logic which includes mistaken goals
- belief that if ppl can understand the purposefulness of their behavior they have a much better chance of changing behaviors that aren't useful
56
Using Adlerian in groups
- emphasizing birth order
- identifying guiding fictions ( a false belief learned as a child that is currently directing your life)
- focusing on universal life tasks: social relationships, love, work
57
Transactional Analysis
Comprehensive theory of human behavior development by Eric Berne
- Everyone has 3 ego states that developed as realult of childhood messages:
1. Parent- critical parent and the nurturing
2. Adult
3. Child - the natural free and the adapted not ok child
- which ego stat is dominant in person depends on experiences
58
Teaching TA to group members
| - using in groups
can be taught with mini lecture format but better to use a members problem or situation
- excellent theory to use bc can use variety of visuals and experiential ways: Draw PAC or use chairs
59
Gestalt therapy
Empahsized the recognition of blocks to fully experiencing the here and now. Focuses on creating therapeutic environments in which the client gets in touch with unfenced issues by reexperiencing into awareness.
- ultimate goal is the integration of these parents and movement towards self actualization
60
Use of gestalt therapy
using empty chair technique
- use of words that can block awareness and prevent us from making alt. choices
- be carful bc techniques can tap quickly into deeper feelings
61
Solution focused therapy
- principles/techniques
- use of questions
emphasizes the clients strengths and focuses on solutions
- good model for school groups, growth and therapy, counseling bc its emphasis on solutions
- focus on keeping discussion non pathological, change problems in a way that opens possibilities, comment on members strength and coping
- Miracle question is used to establish goals for all members, Exception questions, Scaling questions (helps members focus on problems rather than dwell on them)
62
Counseling and Therapy Grops
| - definition
both defined as the process
of helping members with insight into one’s behavior. We are not saying necessarily that counseling and therapy groups are the same, but rather that the skills and techniques discussed apply to both.
63
Goals of therapy groups
two types of therapeutic goals:
1. Process goals - refers to goals related to group process (goals to help members improve their comfort level in the group,)
2. outcome goals - pertain to behavior changes in the member's life such as obtaining employment, interpersonal relations, self-esteem
64
Establishing Group Size and Membership of Therapy Groups - 2
Ideal size is 5-8 with constant membership that is voluntary
1. Screening members
2. When to meet - some meet daily for 1 hour others twice a week
65
The leaders roles and responsibilities in therapy groups - 6
1. Knowing the subject or topic
2. Providing the right atmosphere- where you feel safe to share
3. Directing the focus
4. Being aware of individual members
5. Watching the clock
6. Apportioning the“air time”- aware of amount of time that each member has had to address problems
66
The process of therapy in a group
- therapy groups are supposed to move to a deeper personal level
( getting, holding, and deepening the focus)
67
obtaining a contract
leaders always needs to get a contract from an individual when to focus i going to b holed on them for length of time. Means that the member agrees to be the focus of the groups attention
68
Techniques for conducting therapy in groups
| - 2
1. techs to engage other members- have members ask working member a question,have members guess what the problem is, members can role play the working member
2. Use of therapeutic rounds- differs from other rounds bc the working member is the one competing the round:
a) in depth stationary round is when the working member says something to each member of the group while remaining in their seat.
b) in depth movement round- member moves in front of each member
69
Spinning off
When the focus is being held on one member, the leader should always be thinking about ways to get others involved in either the member’s work or in their own work. To get members involved in their own work, the leader
will periodically seek comments from them while putting the working member on“hold."
- spinning off is essential; by making thought provoking comments to the members and eliciting comments about themselves the leader can cause more embers to think about themselves
70
Techniques for helping more than one person at the same time -4
1. leader can hold focus on one member until concerns hav been alleviated enough to switch the focus
2. shift focus to member who needs it the most
3. focus on both
4. ask co leader or another member
71
Techniques for working with individuals indirectly
- good for those who do not feel comfortable being the focus of the group.
72
Therapy that focuses on process
therapeutic. By focusing on process, we mean focusing on what members are
doing or feeling in the group.
73
Thoughts on Intense Therapy
- many groups have as their goal deep personal work (5 or below)
- leader usually directs much of the therapy
- leader must be able to get members thru emotional pain
- intense group therapy requires that you have good individual consoling sills
74
Therapy in a non therapy group
- 2 considerations
- examples of appropriate times
1. first decide if therapy is appropriate
2. ask member if they desire the help and others if they are willing
- main diff is that therapy portion in these groups are short-term
a. if a member of an edu group for pregnant teens starts crying about how she hates being pregnant
b. if a member of a ropes course shares how bad he felt about himself when he was grown up
75
Common mistakes made when leading groups - 7
1. Attempting to conduct therapy without a contract - without consent from person
2. Not involving the other members
3. Spending too much time on one person
4. Spending too little time on one person
5. Focusing on an irrelavant topic
6. Letting members rescue each other
7. Letting the session become an advice giving session
76
Closing a session or a group: 2
1. The closing phase is the period of a session when the leaders wraps things up
2. The closing stage may be the last session or last few sessions
77
The closing phase
Every session should have this phase. Leader must inform members of entering the closing stage
- Length depends on length of session and kind of group
- leader has opportunity to encourage members to share their thoughts and feelings about the session
- members may share how they benefited from activities or discussion
78
Purpose and goals of the closing phase - 3
1. Summarize and highlight the main points
2. reinforce commitments made
3. Check for unfinished business
79
Formats for closing a session
| - 5
Depends on the type of group,purpose, and what has occurred during that session.
1. Rounds- elicit brief comments from members about what the learned
2. dyads followed by comments to the group - use when a lot has happened and members may not have chance to all get to share
3. Members summarize- have one or two members summarize what has happened
4. Leader summarizes
5. Written reactions
80
Closing skills and techniques
| 7
1. Clarity of purpose
2. Cutting off
3. Tying together- creates a sense of interrelatedness of themes and personal experiences
4. Drawing out
5. Wishes- helps build positive feelings
6. Acknowleging a new member
7. Acknowledgeing a member who is leaving
81
The closing stage
- most imp thing to remember is that the group is not an entity itself but a collection of individuals
- leaders task dug in the closing stage is to focus on benefits members take with them
82
Time allowed for the closing stage
- depends on kind and purpose of group, number of sessions and members needs.
- greater number of sessions and the more personal the sharing the longer it should be
83
Purpose and goals of the closing stage
- purpose it to pull together the significant ideas, decisions, and personal changes experienced by the members
- main focus is on growth and development
84
Several tasks of the closing stage (7)
1. Reviewing and summarizing the group experience
2. Assessing members’growth and change
3. Finishing business
4. Applying change to everyday life (implementing decisions)
5. Providing feedback
6. Handling goodbyes
7. Planning for continued problem resolution
85
Exercises to use during the closing stage -3
1. rounds - summ key points
2. Wishes
3. Reunion fantasy - get members to project heir lives into the future
86
Additional considerations for the closing stage - 7
1. Dealing with feelings of separation
2. Guarding against ending with strong emotions
3. Helping members in their transition
4. Conducting exit interviews
5. Holding follow-up sessions
6. Evaluating the group
7. Ending with a party
87
13 common problems
1. The chronic talker
2. The dominator
3. The distracter
4. The rescuing member
5. The negative member
6. The resistant member
7. The member who tries to“get the leader”
8. Dealing with silence
9. Dealing with sexual feelings
10. Dealing with crying
11. Dealing with mutually hostile members
12. Asking a member to leave
13. Dealing with prejudiced, narrow-minded, or insensitive members
88
The chronic talker
- persistent rambling
- could have the members form dyads
- speak to member about his talkativeness
89
The distracter
seeking attention or avoiding looking at herself
| - ignore her comments or behaviors
90
dealing with the negative member
1. talk to person outside group
2. identify allies and direct questions to them
3. avoid eye contact with person
91
member who tries to get the leader
when a member attempts to sabotage the leader
92
Specific populations
1. Children
2. Adolescents
3. Couples
4. Addiction groups
5. Older clients
6. Clients with chronic diseases or disabilities
7. Survivors of sexual abuse
8. Divorce groups
9. Adult children of alcoholics
10. Multicultural groups
93
Groups with children
- kinds of groups (5)
- screening
- size
- length
- use of special skills
- under the age of 12
- groups may be better then individual counseling bc allow children to learn and practice new skills
1. self concept or self esteem
2. getting along with siblings
3. shyness
4. friendship
5. Divorce
- first session is a time for screening
- smaller than adolescent groups (no more than six)
- most around 30 mins
- use of a leader orientated model as opposed to a facilitator model, use of enthusiastic voice
94
Adolescents
- kinds of groups(5)
- size
- length
- special skills (3)
- 12-19
1. study skills
2. drug edu
3. dropout prevention
4. sex edu
5. anger management
- no more than 8
- between 40 and 90 mins
1. take charge
2. use structure
3. make it interesting
95
Couples
- kinds of groups(3)
- special skills
1. communications
2. surving loss of child
3. abused spouses
a. understanding types of problems that can arise
b. knowledge of many diff couple's exercises
c. knowledge of counseling theories
d. use of drama
e. working with couples who have special needs
96
6 Issues in group counseling
1. co leading
2. evaluation of groups
3. legal issues
4. research
5. training
6. future trends
97
Coleading
| - 7 advantages
1. often easier
2. provides additional ideas and support
3. brings different points of views and alternate opinions
4. variations in the flow or tone
5. feedback from another leader
6. when sitting across from each other leaders can get nonverbal skills from one another
7. helps train a beginner
98
Disadvantages of coleading
1. takes time away from other duties
2. differences in attitued, style and goals
3. incompatible leaders
99
3 Coleading models
1. the alt leading model - coleaders alt taking the primary leading role; one responsible for this weeks session. Use if they differ in approaches
2. the shared learning model- share the leadership
3. The apprentice model- one leader is much more experienced than the other
100
Legal issues
- know the laws in your state regarding counseling, clients' rights, ant the rights of parents and minors
- do not practice outside your level of training
- demonstarte care and compassion for members
101
Evaluating groups
| - 3 types
1. evaluation of the changes that actually occur in members lives
2. self-evaluation by the group leader
3. evaluation by the members
102
1. evaluation of the changes that actually occur in members lives
- Procedure to measure the outcome (8)
- perhaps most important type; evaluate how the group has impacted the members behavior
- use of self reports
1. determine the outcome goals
2. collect pre group data
3. focus the group sessions on the desire outcome goals
4. develop an appropriate form for members to complete regarding their progress
5. determine whether ppl other than the members can be involved in evaluating outcome
6. collect data periodically
7. at the end of group collect data
8. plan for follow up data collection
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2. Self-evaluation
Many leaders do self eval after each session where leaders recalls andy interactions that seemed important
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3. The members evaluations
an informal eval can be done as part of the closing of any session
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Training of group counselors
1. group skills should be taught like individual counseling skills- demonstrated and then practiced
2. ability to plan effective groups
3. biggest concern is no training
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The future
most experts agree that group work will be a major force in field of counseling. future lies in integration of counseling theories with a model of leading
We also believe leaders need to learn more ways to involve the members in the therapeutic process while using counseling theories and the intrapersonal model.
