final Flashcards
Transition Stage Characteristics
anxiety
preoccupation with dominance, control, power
control hierarchy or ‘pecking’ order emerges
testing safety and trust within group
defensiveness
resistance
control issues
inter-member conflict
challenges to or conflict with the leader
when trust is present..
risk taking, allow themselves to be ‘known’ actively engaged in group process, focus on themselves, support and challenge others
resistance
an emotional strategy to prevent/block potentially threatening material into one’s conscious awareness.
A form of repressing or denying material from exploration of painful conflicts/feelings (a better word for resistance would be reluctance to decrease the negative connotation)
needs to be honored, respected, and understood
exploration of members’ resistance
can be misunderstood/mislabeled
labeling can be problematic/narrowing/judgmental
change label from resistant to reluctance
insight about interpersonal style of relating to others
reluctance is a way of protecting themselves
a way to maintain safety from vulnerability to others
handing resistant behaviors therapeutically
describe behaviors based on what leader is observing w/in group
source of resistance from ineffective leadership or members fears
explore common fears that present during transition stage (appearing foolish, rejection, emptiness, losing control ‘pandora’s box’, self-disclosure)
control issues during transition phase
inherent
competition, rivalry, jockeying for position, jealousies, challenges toward leadership
leader must remain open and non0defensive when dealing with control issues
conflict in transition stage
inevitable
unexplored conflict manifests in avoidance, defensive behaviors, hostility, passive-aggressiveness, lack of trust/group cohesion
cohesion within group increases after group conflict is expressed and worked through
confrontation during transition stage
increases deeper level of self exploration/awareness
honest look at oneself
essential component w/in group work
useful if expressed in caring, nonjudgmental way
confrontation=form of corrective feedback
timing important
cultural background needs to be respected
leader’s reactions to resistance in transition stage
be aware of your emotional reactions and thoughts regarding member resistance
you the leader serve as a role model to members
model how to effectively deal with defensive, resistant behavior
share with members your thoughts, feelings, and observations
do not blame criticize, rather express in non defensive open honest manner
focus on actual behavior rather than labels
re-conceptualize resistant behaviors as serving important self-protecting function
effective group leaders in transition stage
balance support and challenge
do not personalize members’ statements
do not meet their needs within group context
block/discourage judgments, evaluations, criticism, labels
are tentative
educate members about group process
monitor their own internal reactions to members
efectively manage conflict
demystify the group process
problem behaviors in transition stage
silence and lack of participation monopolistic behavior storytelling questioning giving advice bandaiding hostile behavior subgrouping
silence and lack of participation
problem behavior in transition stage
less disruptive than monopolist but equally challenging
encourage silent members to find their voice
ask silent members to discuss their silence
nonparticipating behaviors need to be discussed
silent members rarely benefit from group
silence is never silent
to be silent is a behavior and has meaning regarding how the members functions socially and in the here-and-now (being silence and wanting to disappear actually does the opposite and calls attention to that member)
meaning/significance for silence?
other members will project/formulate assumptions onto them if they remain silence
many reasons for silence (dread self-disclosure, threatened in group, afraid of displaying weakness, engage in silence to punish others or to force the group to attend to them)
Monopolistic behavior
problem behavior in transition stage
self-centeredness, speak to control others, fear of being influenced by others, overvalue own ideas
need to incessantly engage in chatter (compulsive speech); all thoughts nee dot be immediately expressed
constantly identifying with others “I’m like that too” respond to every statement a member makes
anxious if sit in silence
persist in describing every detail
ensure focus on themselves through interrogating and puzzling other members
present major life upheavals that demand urgency and lengthy attention
EFFECTS ON GROUP
members become frustrated and angered
unresolved tension- detrimental influence on group’s cohesion
indirect fighting, passive aggressiveness, absenteeism, dropouts and subgrouping
often when monopolist is confronted- explosive brutal manner
monopolistic behavior
therapeutic considerations
leader- interrupt behavioral pattern of monopolist
intervene to prevent monopolist from committing social suicide
why the group has allowed monopolist to carry burden of entire group?
why the group has assumed little responsibility for therapeutic goals
despite compulsive chatter- hold group at arms length
help monopolist to engage more fully in group
goal is not to silence to monopolist member
encourage monopolist to explore interpersonal difficulties (loneliness, not being listened to, being shunned)
timing is everything
lack ability to understand how others perceive them
lack capacity or desire to empathy with others
as leader- encourage grow pro provide monopolist with constant feedback
goal is not to shut down the monopolizer. goal is to help person understand how he or she is being perceived by the group
story telling
problem behavior in transition stage
pseudodisclosure
here-and-now feelings and thoughts are avoided
storytelling- avoidance of talking about oneself (listen for pronouns ‘he’ ‘she’ ‘my professor’ but rarely hear ‘i’
questioning
problem behavior in transition stage
interrogation
a way to hide
often distracting and encourages members to think rather than feel (go to cognitive, intellectual place, instead of a feeling, emotional place)
giving advice
problem behavior in transition stage
increase dependency
telling people what and how to feel and behave
help members understand what they gain and what needs are being met by giving advice
bandaiding
problem behavior in transition stage
form of pseudo support
maneuver to help bring comfort to the one who is supporting
approach to sooth e motional pain- supporting person’s needs are being met at expense of person who is attempting to express problems
contain cathartic expressions (too painful or intense)
hostile behavior
problem behavior in transition stage
inevitable toward therapist
magical unrealistic expectations of therapist
graudally hostility dissipates once leader limitations are accepted and leader is viewed as a human being
favorite child resentment- members have fantasy that therapist is his/her own therapist
leaders who withstand hostility and group attack demonstrate that aggression can be understood and processed in the group
subgrouping
problem behavior in transition stage
fractionalization ‘splitting off of smaller units’ inherent in every social system
2 or more members believe they can benefit more and derive gratification from a relationship with each other rather than from the group
can be helpful, harmful, disruptive, transient, enduring, and if understood, further therapeutic work
extra group socializing first stage of sup grouping
subgrouping alone is not destructive to the life of a group, what is destructive is the conspiracy of silence that usually accompanies extra group socializing
therapist should encourage open discussion of extra group contacts
members responsibility to share extra group contacts with entire group
Working Stage characteristics
exploration of significant personal problems
authenticity
leader less directive less structured
member to member communication
‘our group’
interpersonal feedback (genuine and appropriate)
more risk taking
self disclosure (meaningful, appropriate for group’s stage, relevant, here and now)
working stage norms
facilitative behaviors understood and clearly defined
unspoken implicit norms made explicit
support and challenge balanced
leader employs interventions to encourage experimentation of new behaviors
less dependence on leader- members function autonomously
further exploration of issues pertaining to power, control, conflict
healing capacity develops- personal facades or ‘public selves’ transition into display of ‘private selves’
self acceptance
action oriented behaviors valued
feedback exchange, here and now discussions, confrontation, challenges, self disclosure
imitative behaviors- modeling another’s coping style
differentiate between a working and non working group
task of working stage
responsibility of leader and members to assess group’s productivity and effectiveness
groups ebb and flow
group process can regress to earlier developmental phase
not static entity
issues of trust during working stage
issues of trust reappear an resurface
members might:
withdraw, retreat, feel threatened, question validity of group experience, fear cathartic expression of members, anticipate ending phase of group experience
important issues of working stage
self disclosure vs. anonymity honesty vs. superficiality spontaneity vs. control acceptance vs. rejection group cohesion vs. fragmentation lack of cohesive group- fears suspicions, apprehensions nod disclosed, interpersonal problems not disclosed- leads to member fragmentation
member’s role in working stage
own group experience
self disclosure reveals meaningful aspects of self
characterized by immediacy, relating to current internal reactions
direct communication rather than through the group leader
willing to initiate conversations
add insights
identify important themes
leader’s role in working stage
still responsible for group's momentum role not as obvious model behavior balance process and content encourage introspection manage and intervene in difficult situations (personal setbacks experienced, potential to discourage members
purpose of homework in working stage
practice and implement ion of new behaviors, new coping skills outside of group context
transform talking and insight into purposeful action
maximized what is learned in group
transfer of learning to external life
goal obtainment
collaborative effort between members and leader
self disclosure working stage (therapeutic factor)
more readily, easily, personal
feared and valued
essential to reveal information about oneself
include past or current events in member’s life (feelings toward other members)
risk involved
self disclosure does not occur in solitude: time place and person must always be considered
particularly greater risk with first time disclosures and to whom one discloses information with
stage specific0 in regard to feelings toward other members and feedback
if members remain anonymous members will project and form assumptions
difficult for members to genuine care about someone who remains mysterious/detached
central to formation of meaningful interpersonal relationships
pacing and timing is always important
relationship between discloser and receiver major factor in determining pattern
discloser must decide type and amount of material
leader may assist members in disclosure- use of gentle questions, probing, sharing of observations
maladaptive self disclosure working stage (therapeutic factor)
misunderstood by members
balance important: too much or too little indicates maladaptive interpersonal behavior
too little results in limited opportunity for reality testing (lack of valid feedback) without reciprocity people desist from further self disclosure or retreat from relationship
too much self disclosure is maladaptive if discloser fails to access or disregard relationship to receiver
fail to discriminate between intimate and acquaintance type relationships
members who reveal too early and promiscuously often drop out quickly
exceed their tolerance and feel shame
often threaten other member willing to support them
guidelines for member self disclosure working stage (therapeutic factor)
related to group goals and purpose
responsible to determine what and how much to disclose
reasonable risks accompany disclosure
stage of group considered
leader self disclosure
how much and when (timing and content)
motivation to disclose
effects on the leader, individual members and group as an entity
related to the purpose and goals of the group
ask ‘why am I revealing this personal material tot his group? why now?
confrontation working stage (therapeutic factor)
constructive caring sensitive confrontation essential
invite members to examine discrepancies, put words into action, encourage insight, self exploration, etch
apply learning group group to daily life
universiality working stage (therapeutic factor)
begin therapy feeling alone, isolated
group context discomforts members uniqueness- feelings of relief
despite complexities of personal problems-common denominators
merges with other therapeutic factors
as similarities are recognized through sharing of problems ultimate acceptance increases and continued catharsis among members occurs
instillation of hope working stage (therapeutic factor)
crucial in any psychotherapy
client’s belief a nd confidence in effectiveness of group work influences positive outcome of therapy
encouragement- change is obtainable
coping-collapse continuum- different points along this continuum ( senior group members as living inspiration to others through testimonials, observe improvement of others, inspired and positive expectations heightened by listening to senior members, increased sense of self efficacy)
important that leaders believe in themselves and efficacy of the group
catharsis working stage (therapeutic factor)
expression or release of repressed or unexpressed emotion
open expression of affect
vital to therapeutic process
make sense of experiencing and expressing feelings
only one part of the therapeutic process, must be complemented by other factors
working stage in sum
high level activity
members committed to meeting interpersonal and interpersonal goals
here and now communication
self disclosure
members demonstrate vulnerability- reveals authentic selves
deeper level of self exploration
greater understanding of self and other
leader roles are more facilitative, less directive, balance support and confrontation, role model, caring confrontation, self disclosure (ongoing reactions)
final Stage of group
tasks
dealing with feelings of separation dealing with unfinished business reviewing the group experience practice for behavioral change giving and receiving feedback ways of carrying learning further use of contract and homework
Termination of Group Experience
separation
expression of reactions, fears, feelings, and concerns
cohesive relationships take work and dedication
product of struggle and commitment to work though interpersonal conflict
leader explore own feelings of separation
dealing with unfinished business
addressed
acknolwedged
worked through
review of group experience (final stage)
what are members taking away what worked what did not likes dislikes new behaviors what have they learned encourage specific concrete language describe language- help translate insight into behaviors action discourage vague global statements
practice for behavioral change (final stage)
highlight importance of practicing new behaviors
role play situations and behavioral rehearsals
encourage members to continue to engage in new behavioral patterns with people outside of group
giving and receiving feedback (final stage)
feedback tailored to
self perceptions in the group
meaning of group experience
specific ‘ah ha’ moments of significance
inter member feedback- perceptions, feelings, thoughts about one another
sentence completion can enhance quality of feedback and result in focused feedback
ex. ‘my greatest fear for you is’ ‘ my greatest hope for you is’ ‘ what i hope you will take with you after this group experience is.’
group learning to daily life (Final stage)
reflect on what they have learned, how they learned it and intentions
change is slow subtle takes patience
setbacks are to be expected
change process is a process not a product
responsibility to decide what to do with new self revelations and truth they gained as ag coup members
decision to behave and act differently (self responsibility)
carrying learning further (final stage)
develop action plan
ask members to imagine themselves in the future
imagine the group meeting in the future and what they’d most want to say to each other
contracts and homework (Final stage)
continue momentum
few sessions before group ends have members write contracts
identify what when and how they want to continue meeting personal goals
measurable obtainable evaluation of outcome is possible
setbacks and unexpected outcomes
support systems
leader functions after termination
provide follow up group session
assess impact of group on each member
crucial that all members attend follow up
maximize group experience
more likely to stick to contracts if a follow ups session is anticipated
offer private consultations/ follow up interviews
safety check
method of assessment
assess: personal goals, contracts
impact of group
any unfinished business or left over feelings from group
provide masure of groups’ overall effectiveness
referral sources
Therapeutic Group
- increase members knowledge of themselves and others 2. to help members clarify the changes they most want to make in their lives 3. to provide member with the tools they need to make these changes 4. to support these changes
task groups
accomplishing and completing identified work goals
not focused on changing individuals
ex. committees, planning groups, community organizations, study groups…
leader role: assist group to enhance performance and obtain predetermined goals
clear purpose
balance of process and content
here and now
feedback exchanged
conflict addressed
psychoeducational groups
educate well-functioning group members
GOAL to prevent development of educational deficits and psychological problems
acquisition of new info
learn new skills
ex. parenting, stress management, nutritional, substance abuse prevention
counseling groups
preventive, educational, growth oriented and remedial
goals- to help overcome usual problems of living
personal growth, acquire new bx
resolution of specific short term problems
aim is not to treat severe psychological and behavioral disorders
utilize methods of interactive feedback w/in here and now framework
leader model appropriate group bx
leader help member establish goals
group provides sample of reality
individual problems may occur- struggle is universal
psychotherapy groups
remediation of in-depth psychological problems
focuses on past influences
acute or chronic mental or emotional disorders
marked distress, impairment
symptom relief
brief groups
time limited
present termination
process oriented
clear group rules and structure
not necessarily a type of group sine many groups can be time limited
popular because of realistic time constraints and the ability of a brief format to be incorporated into both educations and therapeutic programs
relevant because of economic pressures and shortage of resources
