final Flashcards

Question

important issues of working stage

Answer 1

``` 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 ```

Answer 2

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

Answer 3

``` 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 ```

Answer 4

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

Answer 5

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

Answer 6

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

Answer 7

related to group goals and purpose responsible to determine what and how much to disclose reasonable risks accompany disclosure stage of group considered

Answer 8

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?

Answer 9

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

Answer 10

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

Answer 11

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

Answer 12

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

Answer 13

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)

Answer 14

``` 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 ```

Answer 15

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

Answer 16

addressed acknolwedged worked through

Answer 17

``` 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 ```

Answer 18

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

Answer 19

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.'

Answer 20

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)

Answer 21

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

Answer 22

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

Answer 23

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

Answer 24

1. 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

Answer 25

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

Answer 26

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

Answer 27

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

Answer 28

remediation of in-depth psychological problems focuses on past influences acute or chronic mental or emotional disorders marked distress, impairment symptom relief

Answer 29

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

Answer 30

professional competence in group work is not a final product by a continuous process keep current be open to seeking professional counseling seek ongoing consultation and supervision

Answer 31

``` courage goodwill and caring becoming aware of your culture stamina presence openness personal power willingness to seek new experiences ```

Answer 32

``` clarifying linking suggesting interpreting facilitating modeling blocking summarizing terminating ```

Answer 33

laws and ethical standards are based on: accepted societal norms, beliefs, customs, values laws - more prescriptive than ethical standards, greater sanctions or penalties laws dictate minimum standards of bx tolerated by society ethics- ideal standards expected by profession

Answer 34

mandatory ethics- minimal adherence to standards aspirational ethics- "out to dos" of counseling. aspiring to highest standards; thinking about counselor's influence and impact of counseling practices

Answer 35

``` 5 moral principles- backbone of counseling ethical standards 1. autonomy 2 beneficence 3 nonmaleficence 4 fidelity 5 justice ```

Answer 36

professional disclosure statement information to make informed consent members must be made aware of rights/responsibilities, purpose, goals, nature of group, possible outcomes, professional preparation of group leader, limits and exemptions to confidentiality, role and responsibility of group leaders and members, policies re. psychoactive substance use policies re. attendance, fees, insurance, time parameters

Answer 37

``` physical and psychological protection prepare members for group counseling: discuss change process disadvantages and advantages guidelines about how to participate in group process set ground rules about confidentiality and subgrouping prediction of stumbling blocks deliverance of feedback nonjudgmental self disclosure ```

Answer 38

``` reduce anxiety group goals unambiguous guidelines of appropriate bx highly structured psycho-educational component promote free interaction ```

Answer 39

right to privacy privacy: client's right to determine extent of self-disclosure confidentiality- fundamental obligation for counselors to maintain cornerstone of trust not absolute tarasoff v. board of regents of the university of California exceptions

Answer 40

communications between counselor and client must be confidential except under certain circumstances 1. harm to self or others 2. abuse of children or elderly 3. ordered by court to provide info 4. supervisees in a supervisory relationship 5. clients give specific written permission

Answer 41

group process- dynamics and norm that guide and structure the group longer the group, less time focusing on content issues interpersonal relationships patterns of relating emergence of conflict-manifestation of member resistance inter member feedback level of cohesion generation of trust healing power developed in group

Answer 42

group content- what actually happens in the group actual words, ideas, and exchange of information group techniques- leader interventions to facilitate movement suggesting new bx, offering feedback, presenting hunches, interpretations, homework assignments etc. group techniques; leader interventions targeted facilitating momentum and forward progression

Answer 43

what do we have to do | what do we need to do to accomplish our goals

Answer 44

who am i who a i with you who are we together

Answer 45

``` instillation of hope universiality imparting of information socializing techniques imitative behaviors interpersonal training altruism catharsis corrective recapitulation of primary family group existential factors group cohesiveness ```

Answer 46

search out similarities compare symptoms and problem constellations sharing of common denominators perceive commonalities

Answer 47

``` didactic, explicit instruction nature of illness/life situations examine misconceptions transfer information-providing information re academic, career, personal social mental health mental illness, etc. imparting information re. healthy living how to function more effectively ```

Answer 48

``` therapy group resembles family units authority figures peer/sibling roles personal revelations strong emotions/deep intimacy hostile/competitive emotions interaction within family structure dependent role defy co therapy split co therapist- incite disagreements/rivalry compete with other members unfinished business testing new behaviors ```

Answer 49

social learning direct/explict learning indirect feedback facilitates learning about desirability of one's behaviors effective socialization skills necessary to function successfully

Answer 50

social microcosm recreate and display pathology in group bidirectional adaptive spiral- interpersonal distortions diminish ability to form rewarding relationships social anxiety reduces- self esteem rises

Answer 51

members imitate each other learn from each other vicarious or spectator therapy- observe therapy of another member experiment with new behaviors

Answer 52

cohesiveness condition of members feeling warmth nd comfort in they coup feeling they belong, valuing the group and feeling, in turn that they are valued and unconditionally accepted and supported by other members necessary for other therapeutic factors sense of belonging attraction toward group and members members are supportive and accepting better attendance greater participation, else turnover, more stable greater influence ability

Answer 53

act of helping, giving to others need to feel needed act of transcending ourselves begin therapy feeling: worthless, nothing of value altruistic acts increase self esteem/self worth giving of oneself and working toward common good of group

Answer 54

greek word purgation cleansing purification emotional cleansing process involves bring repressed ideas feeling and memories into consciousness process of releasing emotions group must be perceived as safe and supportive to permit risk tang

Answer 55

``` rooted in existence 'attitude toward the human being not technique driven a philosophy applied to psychology and therapy psychological roots with frankly and may after ww2 ultimate concerns of existence: death isolation freedom meaninglessness ``` consider important and sometimes painful truths about -life, mortality, unpredictability of existence

Answer 56

healthy (freedom, authenticity, congruence, being, search for meaning) unhealth (conformity, alienation, fragmentation, having, search for happiness)

Answer 57

self recognition of how one can lead a fully authentic life choices that can lead to more authentic life confront anxieties that have been avoided help members take responsibility and transition from 'victim role'

Answer 58

general framework sense of direction rationale to counselor's actions, decisions, starting point and understanding of therapeutic process enhance understanding of group process theory selection is extension of your personality integral part of the person you are congruent with behaviors, personality, cultural background, status, life experiences, etc.

Answer 59

40% outcomes based on factors in clots life that facilitate change 30% of outcomes - relationship factors, caring warmth empathy specific bx that transpire between counselor and client 15%- expectancy and placebo effects client's belief that haling is possible 15% of outcome variance- techniques/models specific theory least important factor

Answer 60

technical eclectism/integration: collect of techniques from various theories theoretical integration: a conceptual creation beond a mere blending of techniques

Answer 61

focus on differences, uses techniques drawn from many approaches and is based on a systematic selection of techniques

Answer 62

conceptual or theoretical creation beyond a mere bleeding of techniques. the underling assumption of this path is that the synthesis of the best of two or more theoretical approaches offers richer possibilities than restricting practice to a single theory

Answer 63

pay attention to cognitive, affective, and behavior domains recipricol interaction between thoughts, feelings, and behavior combination of 3 domains- comprehensive approach

Answer 64

ready for change transtheoretical model of bx change level of motivation

Answer 65

``` precontemplation contemplation preparation action maintenance relapse ``` assess ct.'s readings for counseling goal is to help ct transition to next stage linked with development of realistic goals linked with selection of techniques and treatment options

Answer 66

psychodynamic approach unconscious motivation and early experiences group therapy: analyzes inner conflict rooted in past goal: restructure personality make unconscious motives conscious key concepts: transference resistance monopolization, subgrouping, attack on group leader opportunities to help lead members to insight free association- understand motives that underlie associations- how members react when unconscious material is brought to the conscious is interpreted

Answer 67

``` psychodynamic stresses social aspects of learning life goals give direction to behavior inherent feelings of inferiority striving toward mastery lifestyle maladjustment related to faulty interpretations of one's environment, feelings of inferiority and goals inappropriate to social living goal: foster social interset facilitate sense of connectedness contribute to welfare of others KEY CONCEPTS: not 'sick' or suffering from a mental illness family constellation significance on early childhood recollections in the attitudes individuals acquire and goals they seek birth order groups replicate original family CATCHING ONESELF TECHNIQUES- attending, providing confront ion and support, summarizing, gathering life history data, lifestyle analysis, interpretation of experiences within the family and early recollections, suggestion, offering encouragement, homework assignments, assisting group members in search of new possibilities ACT AS IF psychoeducational focus present and future orientation brief or time limited ```

Answer 68

experiential and relationship oriented approach 1. we have the capacity for self awareness 2. because we are free beings we must accept the responsibility that accompanies our freedom 3. we have a concern to preserve our uniqueness and identity, we come to know ourselves in relation to knowing and interacting with others 4. the significance of our existence and the meaning of our life are never fixed once and for all, instead, we recreate ourselves through our projects 5. anxiety is a part of the human condition 6. death is also a basic human condition, and the reality of our mortality heightens our sense of ultimate aloneness. death awareness can give significance to living I-Thou encounter present moment values collaborative relationship- journey of self discovery not technique driven theory philosophical approach group therapists free to mold their interventions that are consistent to their own personality and style interventions guided by philosophical framework

Answer 69

form of cognitive behavior therapy albert ellis abcd self talk is culprit therapeutic goals 1 eliminate self defeating outlook. help members identify underlying faulty beliefs critically evaluate these beliefs 2 diminish capacity to engage in unhealthy emotional responses 3. replace with more rational philosophy (constructive beliefs) techniques coping self statements: faulty beliefs can be countered with rational coping statement mustabatory thinking must should ought therapists role: active directive and authoritative act as teacher, catalyst confronter model an observer teach members to minimize emotional disturbances and self defeating beavers by acquiring a more realistic and workable philosophy of life

Answer 70

``` William Glassner cognitive behavioral approach 3 R's "realism, responsibility, right and wrong' based on choice theory deals directly with behaviors present here and now demands members take responsibility for their actions people are in control of their actions teach members to act in responsible ways avoids past focus, feelings and attitudes key concepts have not met needs FUNDAMENTAL NEEDS 1. to love, be loved, belong 2. survival 3. power 4. freedom 5. fun TECHNIQUES WDEP W= wants D= direction and doing E- evaluation P- planning and commitment: formulation of realistic plan and commitment to implement action plan ``` change in behavior results in satisfaction of basic needs group work: forum to help members determine degree to which needs are being met focus on present behavior: delving into h provides excuses for members to avoid taking responsibility of present situation a choice to engage in self defeating bx group setting help members practice new responsible behaviors

Answer 71

stress insight in therapy (psychoanalytic and adlerian)

Answer 72

stress feelings and subjective experiencing (existential, person centered, gestalt, and psychodrama)

Answer 73

stress role of thinking and doing and tend to be action oriented (behavior therapy, cognitive therapy, rational emotive behavior therapy, and reality therapy)

Answer 74

stress understanding the subjective world of the client and tape existing resources for change within the individual (solution focused brief therapy, narrative therapy, feminist therapy) ``` no single truth individual's subjective reality does not exist independent of observational process clients experts over their lives accept clients reality of their lives clients create their own reality ``` language and use of language construct stories and meaning acknowledge complexity and relativity of all human experiences

Answer 75

``` steve de shazer and Insoo Kim Berg post modern approach all persons possess strengths that can be marshaled to improve quality of their lives emphasis on strengths as defined by client clients as experts: 1 what would they like to see changes 2. what will be different once problems are solved open questions miracle questions scaling questions exception questions summarizing complimenting amplifying solution talk ```

Answer 76

post modern approach individuals construct meaning in their life through configuration of stories clt;s life is seen as a story in progress stories then perceived as truth exploration of how problem is creating disruption and struggles collaborative approach listen to stories therapist's role understand clt's perspective on life and problems 'thickening the plot" finding new subplots create one's own life narrative techniques quality of therapeutic relationship person not the problem problem is the problem externalizing conversations use of questions

Answer 77

post modern approach gender role analysis power analysis- unequal access to power and resources can influence personal realities social action- suggest social involvement such as volunteering empowerment of woman self acceptance enhancing quality of relationships balance of independence and interdependence embrace personal power

Answer 78

``` we have capacity to understand our problems and have the sources within us to resolve them facilitator focuses on the constructive sid eof human nature what is right people people group members are able to change without a high degree of structure and direction from the facilitator group facilitators provide understanding, genuineness support acceptance caring positive regard stresses relationship non directive TECHNIQUES here and now reactions ```

Answer 79

``` experiential and relationship approach individuals and their relationship with their present environment KEY CONCEPTS here and now direct experiencing dealing with unfinished business energy and blocks to energy contact nonverbal cues reexperiencing past situation as though events were happening in the present moment GOALS attain awareness and greater choice THERAPEUTIC RELATIONSHIP not techniques therapist is guide and catalyst 'empty chair ```

Answer 80

jacob Moreno experiential and relationship approach action , role playing, enacting situations using various dramatic devises to gain insight, discover their own creativity, and develop behavior skillS KEY CONCEPTS present moment members talk about past or future to distance and defend against experiencing present emotions recreating problems as if they were happening in the present moment, the actual encounter is brought into consciousness don't tell me about it, show me what happened as if is happening now role reversal future projection reliving and re-experiencing- examine how that event affect them at the time it occurred and a chance to deal differently with the event now individual can assign new meaning to it catharsis often happens but it is not in itself a goal. simply rediscovering buried emotions will not bring about healing, these feelings must be worked through for integration to occur therapeutic relationship- understanding and respect

Answer 81

``` identification of specific goals at onset therapeutic process can monitor and measure progress goals- to increase personal choice nd create new conditions for learning eliminate maladaptive behaviors and replace them with more constructive patterns techniques assessment and data collecting techniques to change behavior relaxation methods role playing behavioral rehearsal coaching guided practice modeling giving feedback mindfulness cognitive restructuring systematic desensitization flooding problem solving homework assignments ```

Answer 82

psychological problem stem from faulty thinking making incorrect inferences on the basis of inadequate or incorrect information, and failing to distinguish between fantasy and reality people are prone to learning erroneous self defeating houghts but they are capable of unlearning them people perpetuate their difficulties through the beliefs they hold and their self talk by pinpointing these cognitive errors and correcting them individuals can create a more fulfilling life TECHNIQUES present centered psychoeducational time limited socratic dialogue guided discover gain insight into how negative thoughts impact them automatic thoughts collaborative empiricism- group leader assists members in forming hypotheses and testing their assumptions cognitive restructuring- listening to their self talk learning new internal dialogue learning coping skills needed for behavioral changes GOAL change the way clients think by identifying their automatic thoughts and begin to introduce the idea of cognitive restructuring

Answer 83

5 guidelines 1. rationale 2. objective 3. practical consideration 4. procedures 5. evaluation

Answer 84

is this personal suitable for this kind of group some groups counterproductive appropriate depends on purpose and goals of group what methods of screening will you use how can you decide who may benefit who might not fit in

Answer 85

``` motivation past experience what was experience like does member understand the purposes and nature of group fears personal concerns what they hope to get ready? what does member want to know about you as leader ```

Answer 86

purpose: outline aims of group in detail and clarify what members will be going pre members and get them oriented with one another begin to establish structure of group- introduce necessities for informed consent explore members expectations, goal clarification, concerns and questions learn how group will function discuss how member can get most from experience discuss possible dangers or risks involve in participating ways to minimize risks explore fears, hopes, ambivalent feelings essential requirement of confidentiality assess 'personality' of group

Answer 87

``` group composition group size open vs. closed length of group frequency and duration of meetings place for group sessions ```

Answer 88

offer support for new bx and encourage experimentation microcosm of real world- allow members to see how they rate to others optimal arena to discover how others perceive and experience us universiality transfer of learning

Answer 89

structured exercises

Answer 90

``` orientation and exploration formation of identity formation of interpersonal relationship explicit and implicit group norms govn behavior fears hopes expectations shared leaders behaviors are closely monitored members test safety facilitate members involvement unaware of how to become involved in group what is appropriate behavior ```

Answer 91

unspoken reactions

Answer 92

trust is created with open expression of feelings, reactions, thoughts, and new behaviors

Answer 93

absorbing the content, noting gestures and subtle changes in voice or expression, and sensing underlying messages

Answer 94

dependent on active listening, the ability to convey the essence of what a person has communiated so the person can see it

Answer 95

focusing on key underlying issues and sorting out confusing and conflicting feelings

Answer 96

used when group process becomes bogged down or fragmented. help decide where to go next

Answer 97

assisting members to openly express fears and expectations actively working to create a climate of safety and acceptance provide encouragement and support involve as member members as possible in they coup interaction by inviting and sometimes even challenging members to participate working toward lessening the dependency on the leader by encouraging members to speak directly to one another encouragin gopen expression of conflict and controversy helping members overcome barriers to direct communication

Answer 98

sense the subjective world of the client

Answer 99

offering possible explanations for certain behaviors or symptoms

Answer 100

often overused. can help reduce intensity if person is experiencing intense emotions

Answer 101

stress member to member communication

Answer 102

challenge specifically the behavior to be examined and avoid labeling the person share how he or she feels about the persons behavior

Answer 103

can be therapeutic or counterproductive. a common mistake is offering support before a participant has had an opportunity to fully experience a conflict or some painful feelings

Answer 104

block certain activities of group members such a questioning probing gossiping invading another privacy breaking confidence

Answer 105

ability to appraise certain behavior problems and to choose the appropriate intervention

Answer 106

leader models desired behavior

Answer 107

offer suggestions aimed at helping members develop an alternative course of thinking or action

Answer 108

leader takes an active role in providing direction to members, offers some structure and takes action when needed

Answer 109

leader should evaluate ongoing process and dynamics of a group

Answer 110

know when and how to terminate their work