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G - done Flashcards

1
Q

Association for Specialists in Group Work -
Part of?
Date started?

A

Division of ACA

Founded 1973

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2
Q

When did group work proliferate in the schools?
When was it introduced in schools?
By whom?

A

1990s
1907
Davis

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3
Q 
Goals of group work -
2 types?
Goals include - 
3 general?
2 self-knowledge?
4 skills?
A

Individual, whole group

Understanding universality of member problems
Learning to trust, appropriately self disclose
Experience acceptance and support
Self-knowledge
- Clarify expectations, goals, values
- Increase self-direction
Practice new knowledge and skills
- Learn how to confront appropriately
- Learn alternative ways to resolve conflict
- Learn more effective social skills
- Become more sensitive to others’ needs

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4
Q

Advantages of group work? (13)

A 
Time efficiency for leader
Less costly per person 
Experience social support
Sense of belonging 
Greater resources from multiple members
Feeling of safety - controlled
Replication of everyday world
Peer confrontation  
Learn & practice new skills and receive feedback 
Commitment to follow through 
Power of the peer group, influence 
Able to play a variety of roles
Interpersonal power - to give and receive help
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5
Q

Challenges of group work, i.e. problems that can arise? (6)

A
  • Pressure to conform
  • Reality distortion (if social reality in group not that of real world)
  • Avoidance (if member hides, if group is too safe and accepting)
  • Confidentiality
  • Unhealthy attachments
  • Institutional barriers (not valuing groups, scheduling or space problems)
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6
Q

Yalom’s curative or therapeutic factors of groups? (11)

A 
If these were present, growth would occur:
Altruism
Universality / mutuality
Interpersonal learning
Imparting information 
Development of socialization techniques 
Imitative behavior 
Group cohesiveness- feeling of unity
Catharsis 
Corrective recapitulation of the family group 
Instillation of hope 
Existential factors- eg one is alone, one is responsible
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7
Q

Ethical and legal obligations essential in group work? (6)

A

Informed consent
Confidentiality
Member screening
Leaders only provide services for which they are qualified by training and experience
Research - ask permission first
Group members’ rights: no undue pressure, participation is vol or invol, freedom of exit, use of group’s resources.

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8
Q

3 documents of guidelines / standards for group work?

A

ASGW: Best Practice Guidelines
ASGW: Training Standards
ASGW: Multicultural and Social Justice Competence Principles for Group Workers

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9
Q

ASGW functional group types? (4)

Other group types? (4)

A

Task
Psychoeducational (growth, prevention or remediation)
Counseling (growth, prevention)
Psychotherapy (remediation, treatment, personality )

Guidance (provide info; schools)
Structured (central theme)
Self-help
T-group (training group; improve interpersonal skills)

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10
Q

Primary group leadership tasks (3)

A

Executive functions
Building group culture
Bringing members into the here and now

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11
Q

Primary group leadership tasks - executive functions? (3)

A

Planning
Organizing
Establishing boundaries for safety and stability of membership

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12
Q

Primary group leadership tasks - building group culture?

A

Help members establish norms

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13
Q

Primary group leadership tasks - keeping in the here and now?
Some focus on? (2)
Primarily focus on? (5)

A
  • Some on insights into the past and planning for future.
  • Primarily encourage 1) processing of current life events, 2) immediate interactions in group, 3) feelings towards other members, 4) self-disclosure, 5) feedback.
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14
Q

Leader styles? (3)

A

Autocratic/Authoritarian - good for quick decisions
Democratic - liked; doesn’t always generate the most production
Laissez faire - if committed to a common goal, often has best results

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15
Q

Yalom’s effective leader functions -
Frequent? (2)
Moderately frequent? (2)
Michael Waldo suggested?

A

Frequent/consistent use:
- caring: warmth acceptance, genuineness, concern, honest, open
- meaning attribution: experiences and feelings are named, interpretation, clarifying
Moderate use:
- emotional stimulation: encouraging expression of emotions, values, modeling appropriate self disclosure and confrontation
- executive function: structures, suggests limits, rules, direction, pacing, blocking
Waldo: different amounts of each function were best depending on the needs of the group, their Dx’s, etc.

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16
Q

Effective leader traits? (16)

A 
Self-awareness 
Flexibility 
Self-confidence 
Responsibility 
Honesty
Trustworthiness 
Genuineness 
Empathy
Compassion 
Respect 
Objectivity 
Creativity
Spontaneity
Humor
Enthusiasm
Charisma to
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17
Q

Leader skills/techniques?
More client centered? (11)
More directive? (17)

A 
Empathizing
Reflecting feelings
Providing feedback 
Clarifying 
Questioning 
Summarizing
Self-disclosure 
Active listening
Linking (common themes)
Pairing
Tracking (clarifying to keep up)
Initiating
Pacing
Terminating
Setting goals 
Setting tone
Making the rounds 
Interpreting 
Suggesting
Drawing out
Supporting
Protecting
Blocking (eg scapegoating, storytelling, gossiping)
Confronting 
Instruction
Modeling 
Role playing 
Evaluating
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18
Q

Types of resistance in groups? (6)

In general, how handle it? (2)

A 
Absences
Tardiness 
Silence 
Monopolizing 
Rescuing
Distracting

Can discuss resistive behaviors before group starts.
Confront resistance w support and care and move the group toward agreed-on goals

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19
Q

Types of conflict in groups? (6)

How handle it, usually, in general?

A 
Toward other members:
Blaming 
Gossip 
Anger 
Grievances  
Intimidation 
Prejudice

Confront conflict w support and care and move the group toward agreed-on goals

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20
Q

Advantages of coleadership w groups? (11)

A 
Team model
Parental model if male + female 
Help handling difficulties
More insights
Leaders give each other feedback 
Different leader reactions can enhance discussion
Train new leader 
Sharing responsibilities 
Continue if 1 leader is absent
Better support for lower functioning CTs
Leader role playing
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21
Q

Group member roles fall in what 3 general categories?

A

Facilitative
Maintenance
Blocking

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22
Q

Disadvantages of coleadership w groups? (5)

A 
Competition/rivalry 
Inconsistency in pacing 
Inconsistency in approach 
Excessive focus on leaders
Appearance of collusion
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23
Q

Group member roles - formal?

A

Are assigned roles, eg task groups may have a Chairperson, Secretary.

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24
Q

Group member roles - informal?

A

Informal roles are not assigned but are developed through interactions w other members. Eg, Advice giver, Aggressor.

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25
Q

Role differentiation?

A

Members begin to adopt different roles.

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26
Q

Role conflict?

A

When members experience conflicting demands of various roles.

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27
Q

Role ambiguity?

A

Member is unsure of role expectations.

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28
Q

Johari window quadrants?

A

I (UL, known, known) Public/open
II (UR, known to self, unknown to others) Private/hidden
III (LL, unknown to self, known to others) Blind
IV (LR, unknown to self and other) Unknown/unconscious

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29
Q

I messages?

A

When I see / hear ______,
I feel ______,
and I want to _____.

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30
Q

Facilitative member roles include? (8)

A 
Facilitation
Encouragement
Compromise 
Gatekeeping
Initiation 
Information seeking 
Opinion seeking 
Evaluation of progress toward goals observation
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31
Q

Who organized the the first society for group therapists: American Society for Group Psychotherapy, and coined the term group psychotherapy?
When?

A

Moreno

1920s

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31
Q

Invented training groups or T-groups?

When?

A

Kurt Lewin

60s, 70s

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32
Q

Gatekeeping in group work by a member?

A

A helpful member role.

Insisting on adherence to established group norms.

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33
Q

Challenging member roles include? (10)

A

Aggressiveness, Attention-seeking, Hostility, Giving advice, Blocking/resisting, Informing on, Monopolizing, Manipulation, Sarcasm, Focusing on others

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34
Q

Nondefensive leader responses? (18)

A
  • Do not dismiss members
  • Express your difficulty w a member without denigrating
  • Avoid responding to sarcasm w sarcasm
  • Educate members about how the group works
  • Be honest
  • Encourage members to explore their defensiveness without demanding the give up their protection
  • Avoid labeling; describe the behavior
  • State observations and hunches as possibilities
  • Be sensitive to culture
  • Don’t intimidate
  • Monitor your countertransference
  • Challenge members w care and respect to do things that may be difficult
  • Don’t retreat from conflict
  • Balance support w challenge
  • Don’t take things too personally
  • Facilitate focused exploration rather than offering simple solutions
  • Don’t meet your own needs at expense of others’
  • Invite members to say how they’re affected by problem behaviors while blocking judgments, evaluations, criticisms
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35
Q

Planned vs spontaneous groups?

A

Planned theme vs

Spontaneous content

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36
Q

Homogeneous vs heterogeneous groups?

Pros of each? (4, 4)

A 
Homogeneous: members have similar characteristics
Quicker identification 
Better attendance 
Decreased resistance 
Better insight 
Heterogeneous: diverse characteristics, concerns 
Better reality testing
Deeper learning 
Better transference
Closer to real life experiences
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37
Q

Open vs closed groups -
Definitions?
Pros of each? (3,1)

A

Open: can join, leave any time
•Psych hospital, discontinuity in participants expected
•Can replace members who leave
•New energy, ideas
Closed: same membership
• Promotes group cohesion, trust, process

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38
Q

Group size -
Optimal for counseling, psychotherapy or interaction focused psychoed groups?
Function best when at least how many?
Informational presentations can be up to?
Interaction-based interventions are usually?
Counseling groups?
Psychotherapy groups?
If coleaders are used?
Young kids, disruptive members, CMI CTs?

A
  • counseling, psychotherapy or interaction focused psychoed groups=8
  • at least=4-5
  • Informational presentations=50+
  • Interaction-based interventions=6-12
  • Counseling groups=6-12
  • Psychotherapy groups=4-10
  • coleaders=increase by 50-75%
  • Young kids, disruptive members, CMI CTs=smaller groups
39
Q 
Duration of a group session -
Adults?
School age kids?
Very young kids?
Duration of the group - number of meetings -
Psychoed groups? 
Counseling groups?
Psychotherapy?
A

-60-120
-45-60
-20-30
-Psychoed groups? Till info conveyed/skills mastered
Counseling groups? 8-30 sessions not unusual
Psychotherapy? 15 sessions to several years

40
Q

Indicators that a person may be good fit for group?

A

Need for peer support
Responsive to peer feedback
Interactional problems
Ineffective social skills

41
Q

Indicators that a person may be poor fit for group?

A

Crisis state
Disruptive needs for attention
Social phobia
Severe psychological disturbance

42
Q

Why group members drop out? (12)

A 
Low motivation 
Low SES
Low IQ
High problem denial 
Poor social skills 
Poor self-disclosure skills
Unrealistic demands 
Lack of insight 
Lack of interpersonal sensitivity
Poor leader skills
Incompatible leader style 
External factors eg moving, disruptions in family life
43
Q

Purpose of screening or a pregroup interview - prepare them for (6) and assess? (6)

A 
- Prepare members for:
Goals and purpose of group
Leader style
Leader and member roles
Basic ground rules
Confidentiality
Regular attendance 
- Assess: 
Member motivation 
Problem characteristics - lower functioning, disruptive, dominating
Previous experiences w groups 
Scheduling issues 
Member comfort w open/closed, vol/invol 
Sign informed consent
44
Q

Informed consent for group therapy should include?

A 
Pros and cons
Risks
Confidentiality 
Fee arrangements 
Goals
Group history 
Etc
45
Q

What 3 factors contribute to group process/dynamics?

What may be included in each factor?

A

Structure, content, and process.
Group structure factors include group size, function, vol/invol, open/closed.
Group content factors - may be agreed upon at the time of group formation, or content may be unstructured.
Group process factors include: Norms, Roles, Cohesiveness, Safety and trust, Expression of emotions, Catharsis, Leadership patterns, Reality testing, Identification, Power, Conflict, Resistance

46
Q

What is group dynamics?

A

Development and interaction of the forces between group members, forces relating to roles, goals, norms.

47
Q

What is content vs process in groups?

A

Content: subject under discussion.
Process: how the interaction or discussion is occurring.

48
Q

How should the content and process be balanced in groups?

A
  • In successful groups, there is a balance of content and process in warmup, action, and closure sections of each session.
49
Q

How do you focus on process in groups and why?

A

Focus on the process means examining the meaning of an experience with its attendant feelings, which leads to affective learning and the development of trust in the group.

50
Q

Are member alliances/subgroups beneficial or destructive to groups?

A

Can be either.

51
Q

Yalom and Leszcz- 3 factors of cohesion?

A
  • Interpersonal (attractiveness, homogeneity, interdependence, atmosphere)
  • Group factors (size, goals, activity, history, leadership)
  • Group environment (intergroup conflict, group status)
52
Q

Sociograms?

A

Graph group member interaction patterns.

53
Q

Norms -
Definition?
Characteristics?(4)

A 
Rules. 
Formal or informal 
Spoken  or unspoken 
Conscious or unconscious 
Norms can facilitate or stifle growth
54
Q

Conformity to group norms is influenced by?

A

The degree to which members helped establish the norms
The cohesiveness of the group
Member status

55
Q

Group leaders point out process to aid in forming norms - examples?

A

What is keeping members from sharing their feelings about this?
How can the group help all members feel respected for their contributions?
What are the groups expectations about who stops monologues - leader or group?

56
Q

Power in groups -
Definition?
Six sources of power?

A

Having control over resources the group values eg materials, roles, position, information, rewards.

  • rewards
  • coercive
  • Legitimate (duty to follow)
  • referent (respect for leader)
  • Expert
  • information
57
Q

Transference in group -
Definition?
How handle it?

A

A member’s previous relationship is manifest in a relationship w a group member.
Can reprocess it, find new ways of interacting and coping, and know it can recur.

58
Q

Countertransference in group -
Definition?
How handle it?

A

Interactions w a group member influence the leaders unconscious emotional state.
Leaders must constantly self-monitor as it can recur.

59
Q

Resistance in group members?
Definition?
Roles that are resistant? (6)

A

Covert attempt to prevent change; often has a protective function; member may find content or process anxiety provoking, threatening, or sensitive.

  • Assistant to the leader
  • Retelling episodes without attempt to resolve issues.
  • Lengthy silences
  • Distracting the group
  • Dependence on the leader
  • Attacks on the leader
60
Q

How can leaders address resistance?

A
  • Focus on what the resistance means, rather than the behavior
  • Reframing
  • Highlight protective function
  • Minimize members’ need for self protection
  • If necessary, give the member the choice of constructive change or admitting lack of intention of working toward goals
61
Q

Conflict in group -
Due to?
Pro and con?

A

Due to member anxiety or effort to redistribute power
Mild conflict can lead to greater self-understanding, can help group grow.
Aggressive and hostile acts can inhibit group progress and require intervention of leader/group.

62
Q 
Aggression in groups - 
Includes?
Can be directed at?
Due to?
Dealing effectively w it? (2)
A
  • Verbal attacks, Physical attacks, Relational aggression eg rumors
  • Members or leaders
  • Unmet needs and anxieties
  • Once reasons are understood, leader and members can empathically help aggressive member deal with cause and effect. Models problem-solving and conflict-resolution skills
63
Q

Stages of group development?

A
  1. Forming/ orientation
  2. Storming / conflict/ transition
  3. Norming and performing / cohesion / working
  4. Adjourning /termination
64
Q

I message format?

A

“When I see/hear ________, I feel _________, and I want to ________.”

65
Q

Characteristics of the forming and orienting group stage?

A

Anxiety
Testing the leader and group members - is it safe?
Initial cmu w the leader who orients cmu to be between members
Group rules and goals
Leader is didactic and directive initially, helps identify goals, states ground rules, helps members share thoughts and feelings
Modeling by leader - honest, open, spontaneous, genuine; social skills
Development of relationships, inclusion
Members test to see how they fit
Risk, self-disclosure, feedback
Expectation that leader will solve all problems

66
Q

Characteristics of the storming / transition group stage?

A

Anxiety, conflict, resistance, intellectualization, questioning, challenging leader
Proceeds from superficial to deeper
Testing members and leader for safety, relationship
Competing for status
Creating factions
Attrition
Targeting leader - anxiety, anger
Depending on leader for solutions, for understanding without member having to explain
Developing cohesiveness thru self disclosure, feedback, confrontation
Feedback can provoke or resist change
Leader demos empathy, caring, confrontation, addresses anxiety and resistance, support and challenges.
Leader identifies positive and negative behaviors for group process.
Members receive support for taking risks
Discovery that differences can be resolved
Increasingly open, supportive, direct communication
Emerging order and norms

67
Q

Characteristics of the working group stage?

A 
Cohesion
Working on personal and group goals 
Cooperative team, helping each other
Openly share, provide feedback, challenge, support 
Deepening trust
Greater self-exploration
Greater self and other acceptance
Spontaneous 
More focus on here and now
Less resistance
Less dependent on leader 
Leaders provide linking themes, reinforcement, modeling, supporting risks, encourages moving from insight to action.
68
Q

Characteristics of the termination group stage?

A

At end of group or when member or leader leaves group
Closure
Expression of feelings about termination, unfinished business, generalizability
Plans
Confidentiality reinforced, should continue
Summarization, consolidation
Evaluations of the group experience
Leader reinforces changes, assists planning

69
Q

When can Group evaluation occur?

A

Beginning, during, end

70
Q

Group evaluation can be done with _______ or _______ methods.

A

Formal or informal

71
Q

Evaluating groups - what is process evaluation?
Some standardized instruments?
Nonstandardized?

A

Assessment of group dynamics and interaction processes.

Hill interaction matrix
Bales’s interaction analysis
Simon and Agazarian’s sequential analysis of verbal interaction

Observation
Informal member evaluations
Evaluation of videos - effective

72
Q

When should informal member evals be done?

Why?

A

Each session.

To help leader understand how members are progressing and perceiving group process.

73
Q

Evaluating groups - what is Outcome evaluation?

A

Assesses how members are different because of the group work.
Typically uses preplanned methods

74
Q

Evaluating groups - when is member satisfaction assessed?

A

At termination or after activities.

75
Q

Factors that increase and speed group cohesion?

A 
Smaller size
Homogeneity 
Challenges to a cohesive group 
Members set personal goals that are dependent on the group to achieve 
Closed groups
75
Q

Assessment in group work can address what 5 facets?

A 
Screening and selection 
Leadership skills
Therapeutic factors eg cohesion, universality
Group climate  or stage 
In session behavior
76
Q

Group cohesion -
Definition?
Occurs when?
Determines?

A

Members find the group attractive and have feelings of belonging and inclusion.
Occurs when members take risks such as self-disclosure, dropping defenses, making commitments to each other.
A determiner of group effectiveness, attendance, and self-disclosure

77
Q

Intellectualizing in groups?

A

Keeping content on a cognitive level.

78
Q

Scapegoating in groups?

A

Ganging up on a member, dumping on a member.

79
Q 
Psychodrama groups -
Definition?
Goal?
May involve?
Roles?
3 parts?
A

Enacting conflicts or crisis situations in the present here and now.
Goal is to reorganize member’s perceptions.
May involve catharsis, insight, reality testing.
Roles: director, protagonist, auxiliary ego(s), audience
3 parts: warmup, action, integration

80
Q

Primary, secondary, tertiary groups?

A
  • Primary: guidance or psychoed groups; preventing problems, developing healthy behaviors; ed programs on AIDS, alcohol.
  • Secondary: counseling groups; preventive and remedial; reducing length/severity of a problem; grief and loss group
  • Tertiary: counseling or therapy groups; return to full functioning; rehabilitation or personality change; PTSD group
81
Q

Group counseling multicultural issues?

A
  • Cross cultural CTs may not understand how counseling works.
  • Degree of acculturation may affect degree of understanding and willingness to participate.
  • Some cultures discourage sharing personal problems; may look like resistance.
  • Some cultures value silence.
  • Participants in diverse group may be insensitive to cultural differences.
82
Q

Leaders of multicultural groups should? (5)

A
  • Be trained in group counseling multicultural issues
  • Recognize systemic and historical factors.
  • Be aware of how their own culture influences them.
  • Be aware that some techniques may have a different impact w different cultures, eg confrontation.
  • Be aware that CTs can learn from other CTs new, helpful ways of dealing w cultural prescriptions and family reactions.
83
Q

Typical goals of multicultural groups include? (3)

A
  • From a cultural perspective, understand the circumstances that’s brought a CT to group.
  • Provide learning for the individual in the group process.
  • Help the member understand how new skills can fit within the context of their culture.
84
Q

Research on groups is in what 2 general areas?

Results include?

A
  1. Outcome - data supports effectiveness of group counseling.
  2. Process - perceptions, expectations, and beliefs of members can be changed.
85
Q

Counseling theories applied to group work include?

A 
Adlerian; 
CBT; REBT; Reality; 
Person centered; Existential; Gestalt; 
TA; 
Newer: Family groups; Brief and narrative; Feminist.
87
Q 
Adlerian groups -
Goals?
Techniques?
Content?
Leader?
Multicultural?
A

Goals: explore basic life assumptions, understand lifestyles, recognize strengths, accept responsibility, increase self esteem, develop social interest
Techniques: psychoed, analysis and assessment, family constellation, family position, cognitive restructuring
Content: cognitive, behavioral, and affective, early life, lifestyle (orientation to life and themes), belief systems
Leader: leader centered, challenges beliefs and goals, models, encourages action, wholistic view, belief in social nature of people,
Multicultural: members can view culture from own perspective, create own meaning, members may be reluctant to share family details
in group

88
Q 
REBT groups -
Techniques?
Content?
Leader?
Multicultural?
A

Goals: changes in thinking and behavior leading to greater self-acceptance, move past self-defeating behaviors
Techniques: ABC theory, disputing, self-discipline, role-playing, homework
Content: irrational beliefs, values, problem behaviors
Leader: leader-centered, equal process and outcome orientation, confront illogical thinking, modeling
Multicultural: many members would value leader’s expert role and directiveness; some may find it too directive; could foster dependence; what gets labeled irrational may not be.

89
Q 
Cognitive Behavior groups -
Goals?
Techniques?
Content?
Leader?
Multicultural?
A

Goals: eliminate problem behaviors, teach self-management skills
Techniques: examine learning process, cognition, and emotions, cognitive restructuring, experiments, reinforcement, contracts, modeling
Content: target behavior, circumstances maintaining behavior, environmental changes, intervention strategies to change behavior
Leader: leader centered and action oriented, teach coping skills and methods to modify behavior
Multicultural: often short termed and structured, specific goals, members learn new coping, new behaviors to integrate w family, cultural values, historic and systemic factors.

90
Q 
Reality groups -
Goals?
Techniques?
Content?
Leader?
Multicultural?
A

Goals: improve quality of life by taking responsibility and increasing control
Techniques: confront, self examination, evaluate behavior, formulate contract for change
Content: member’s awareness and behavior, wants and needs, responsibility
Leader: leader centered and outcome oriented, assist members to make choices, make and implement a plan
Multicultural: teaching approach, contracts can be consistent w members culture, no strong focus on emotions, members may feel leaders don’t understand strong discrimination and historical factors, cultural emphasis may be to work for the community good

91
Q 
Person Centered groups -
Goals?
Techniques?
Content?
Leader?
Multicultural?
A

Goals: openness, explore emotions, increase self understanding
Altering self-concepts
Techniques: active listening, reflection, support, linking
Content: emotions, personal meanings, attitudes
Leader: member-centered, process oriented, create climate of acceptance
Multicultural: respects cultural values; members may want more directive approach

91
Q 
Existential groups -
Goals?
Techniques?
Content?
Leader?
Multicultural?
A

Goals: self-awareness, assume responsibility and use freedom
Techniques: members select issues, self disclosure by leader, counseling and psychoed
Content: search for meaning, freedom, anxiety, guilt
Leader: active and reflective, builds relationships w members, confront in caring way
Multicultural: understanding members in their own cultural and phenomenological world, encourages empowerment, explores values and lifestyles, emphasis on the individual may conflict w culture’s collectivism

92
Q 
Gestalt groups -
Goals?
Techniques?
Content?
Leader?
Multicultural?
A

Goals: awareness, present moment, personality change
Techniques: here and now, experiential, exercises eg empty chair, guided fantasy
Content: CTs are responsible for moment to moment experiencing, unfinished business
Leader: member-centered, process oriented, leader brings structure
Multicultural: different techniques can be adapted to different members; focus may be on meaning of non-verbals; many members less likely to respond with intense emotions, may be less willing to engage in some techniques.

93
Q 
Transactional Analysis groups -
Goals? 
Techniques? 
Content?
Leader?
Multicultural?
A

Goals: Awareness, become free of scripts and games, altering life course
Techniques: Interacting w others, contracts, script analysis, teaching, role-playing
Content: life script, parent adult child, games people play
Leader: teacher and diagnostician, leader-centered, equal process and outcome orientation
Multicultural: like the structure, contracts they design can account for cultural values, may have difficulty w concepts, narrow interpretation of human nature.

94
Q

Adlerian family and parent group approaches?

A
  • Dreikurs developed Adler’s ideas for group process.

- Dinkmeyer - Systemic Training for Effective Parenting (STEP)

Nc (8 decks)

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