Final Flashcards
scaling questions as used in solution focused therapy groups
On a 1-10 scale, how would you rate your desire to change?
when the focus of a group should be deepened
Make sure members are ready and Make sure you have enough time
important points related to cutting off a member
- Tell members you are going to be doing this
- Timing—do it early
- Use of Voice—should not be critical
- Nonverbal Signals—eyes and hands
- Cut and Stay With the Topic
- take the topic back to the entire group
- cut and move to another person on the same topic
- Cut and Leave the Person and Topic
different types of groups that are suitable for children in schools in comparison to groups suitable for children in agencies.
schools:
- Self-concept or self-esteem
- Anger management
- Getting along with siblings
- Shyness
- Friendship
- Divorce
- Living in a stepfamily
- Living with a chemically dependent parent
- New-to-the-school
- Dealing with bullies
- Dealing with name calling
- Grief support (after some tragic event)
- Study skills building
- Building social skills
- ADHD children
- Improving academics
Agencies:
- Severe behavior problems
- Divorce
- Alcoholic parents
- Abused children (upper ages; need a very skilled leader)
Understand the ego states of a person as defined by transactional analysis and how they function.
- set of related thoughts, feelings, and behaviors in which part of an individual’s personality is manifested at a given time
- The Parent ego state: values, morals, core beliefs, and behaviors incorporated from significant authority figures, primarily one’s parents. (nurturing parent/ controlling parent)
- The Adult ego state: objective and computer-like part of our personality that functions as a data processor; it computes possibilities and, like the other two ego states, makes decisions, and represents what we have learned and thought out for ourselves.
- The Child ego state: original part of us and is most naturally who we are. (natural child/ adaptive child)
three cognitive behavioral approaches to group therapy
- Focus is on members’ current problems
- Aim is to change maladaptive behaviors to adaptive ones
- The therapy is largely educational—teaching group members skills of self-management
limitations of cognitive behavioral therapy
- May prevent members from meeting personal needs if too highly structured
- Problematic if overly didactic
- If rigidly applied, can focus exclusively on problems or symptoms rather than on the meaning of a behavior
history of REBT
- Albert Ellis:Father of REBT/Grandfather of CBT
- Ellis was known for his abrasive, humorous, and flamboyant style
- Ellis believed we have a strong inclination to disturb ourselves
- Ellis developed active and direct ways of working; he stressed taking action on insights gained in therapy
- Premise of REBT: to bring about lasting emotional and behavioral change, members must change their thinking
A-B-C theory in relation to REBT
Activating event –> Belief –> Consequence (emotional and behavioral)
Disputing intervention –> Effect (an effective philosophy is developed) –> Feeling (new feeling)
basic human needs according to reality choice therapy.
Love and belonging
Power
Freedom
Fun
Survival (Physiological needs)
- reality choice therapy sees all internally motivated behavior geared towards the meeting of one or more of our basic human needs.
- We perceive the world in the context of our own needs
- The focus is on internal control and the subjective world
- We choose our own goals and are responsible for the kind of world we create
key concepts of solution focused brief therapy.
- SFBT is grounded on a positive orientation—people are healthy and competent
- The past is downplayed while the present and future are highlighted
- Therapy is concerned with looking for what is working
- Group leaders assist members in finding exceptions to their problems
- There is a shift from “problem-orientation” to “solution-focus”
- The emphasis of SFBT is on constructing solutions rather than problem solving
major aim of motivational interviewing
- reduce ambivalence about change
- increase intrinsic motivation.
essential group leader’s tasks no matter what theory is
- Initiate and promote interaction via structure of group and modeling behaviors.
- Orient members to the group process.
- Capable of sensitive, active listening
- Creating a safe and supportive climate to explore issues
- Responsible for setting limits, informing of rights m responsibilities and protecting members
therapeutic essentials that influence how a group proceeds.
- Making art in a group setting creates a sense of ritual that provides psychological safety and promotes interpersonal emotional risk taking.
- Making art with others is a safe way to express pain, fear, and other difficult feelings.
- Making art in the presence of others is an expression of hope.
- Making art is a way to communicate that does not depend solely upon verbalization.
- Making art in the presence of others reduces isolation and creates a sense of community.
- Making art in a group setting provides ways to symbolize and express feelings regarding interpersonal relationships.
- When members of a group make art they create shared experiences in the present.
- Making art with others fosters a sense of personal and communal empowerment.
- Making art in a group setting promotes positive regard for the other members of the group.
- Making art with others is a gratifying and pleasurable experience.
- Making art in a group setting is an act of self-transcendence.
- Art making in a group setting often leads to expression of the ultimate concerns of existence.
Moon’s five steps used to actively listen and relate to group members and their artwork.
- Looking to see what is literally there in the artwork— made, materials used, textures, lines, shapes, and colors
- Looking closely in order to explore feelings the artwork evokes
- Looking for a range of metaphoric and possible symbolic meanings
- Listening closely to what group members say about their artworks and about their lives
- Responding to group members’ artworks and stories
