Group Flashcards
Lewin, Lippitt, and White
Studied Group Leadership Styles
They also found that children tend to act aggressively to autocratic and laissez faire leadership styles but responded receptively to the democratic style
Autocratic
Group Leadership Styles
Authoritarian, rule bound, right/wrong driven, leader is extremely active and the center of the decision making
Democratic
Group Leadership Styles
Balanced and requests the input of group members
Laissez Faire
Group Leadership Styles
Little to no direction from the group leader
Jacob Moreno
Developed the technique of psychodrama or spontaneous dramatization/role playing
-Developed sociometry or a way to measure social relationships (i.e. sociogram)
Corey and Corey
Group Development Stages
Initial
Transition
Working
Final
Initial
Corey and Corey Group Development Stages
Getting to know each other, creating norms, focus on leader having a more present role, everyone has on a mask
Transition
Corey and Corey Group Development Stages
Members begin to challenge the leaders and each other, they take more risks, the leader is starting to become less active
Working
Corey and Corey Group Development Stages
Leader can look almost like a member in this stage, members are taking risks and participating regularly
Final
Corey and Corey Group Development Stages
Termination or ending stage where members can revert back to earlier stages based on their comfort level, leader may have to become more active
Tuckman’s Group Stages
Forming
Storming
Norming
Performing
Forming
Tuckman’s Group Stages
Initial stage, group is beginning
Storming
Tuckman’s Group Stages
Transition stage, possibly conflict, tension
Norming
Tuckman’s Group Stages
Mix of storming and performing stage. Transition
Performing
Tuckman’s Group Stages
Group is working, the working stage
Yalom
Universality Altruism Installation of Hope Imparting Information Corrective Recapitulation of the Primary Family Experience Development of Socializing Techniques Imitative Behavior Cohesiveness Existential Factors Catharsis Interpersonal Learning Self-Understanding
Universality
The recognition of shared experiences and feelings among group members and that these may be widespread or universal human concerns, serves to remove a group member’s sense of isolation, validate their experiences, and raise self-esteem
Altruism
The group is a place where members can help each other, and the experience of being able to give something to another person can lift the member’s self-esteem and help develop more adaptive coping styles and interpersonal skills.
Installation of Hope
In a mixed group that has members at various stages of development or recovery, a member can be inspired and encouraged by another member who has overcome the problems with which they are still struggling.
Imparting Information
While this is not strictly speaking a psychotherapeutic process, members often report that it has been very helpful to learn factual information from other members in the group. For example, about their treatment or about access to services.
Corrective Recapitulation of the Primary Family Experience
Members often unconsciously identify the group therapist and other group members with their own parents and siblings in a process that is a form of transference specific to group psychotherapy. The therapist’s interpretations can help group members’ gain
understanding of the impact of childhood experiences on their personality, and they may learn to avoid unconsciously repeating unhelpful past interactive patterns in present-day relationships.
Development of Socializing Techniques
The group setting provides a safe and supportive environment for members to take risks by extending their repertoire of interpersonal behavior and improving their social skills
Imitative Behavior
One way in which group members can develop social skills is through a modeling process, observing and imitating the therapist and other group members. For example, sharing personal feelings, showing concern, and supporting others.
Cohesiveness
It has been suggested that this is the primary therapeutic factor from which all others flow. Humans are herd animals with an instinctive need to belong to groups, and personal development can only take place in an interpersonal context. A cohesive group is one in
which all members feel a sense of belonging, acceptance, and validation.
Existential Factors
Learning that one has to take responsibility for one’s own life and the consequences of one’s decisions.
Catharsis
Catharsis is the experience of relief from emotional distress through the free and uninhibited expression of emotion. When members tell their story to a supportive
audience, they can obtain relief from chronic feelings of shame and guilt.
Interpersonal Learning
Group members achieve a greater level of self-awareness through the process of interacting with others in the group, who give feedback on the member’s behavior and impact on others.
Self-Understanding
This factor overlaps with interpersonal learning but refers to the achievement of greater levels of insight into the genesis of one’s problems and the unconscious motivations that underlie one’s behavior.
Group Organizations
American Society of Group Psychotherapy and Psychodrama founded by Moreno in 1942
American Group Psychotherapy Association founded in 1942 by Samuel Slavson
Association for Specialists in Group Work division of ACA
Primary Group
Works on healthy lifestyle/coping strategies to reduce the incidence of a given behavior or issue (alcohol education group on campus that is mandatory for all freshman)
Secondary Group
Reduces the severity or length of a problem and often includes a prevention component (grief group)
Tertiary Group
Group that deals with serious, longstanding issues (group for those suffering with schizophrenia)
Group Norms
Implicit and explicit rules that govern a group
Group Content
What is said in a group
Group Process
How it is said/received/etc
Group Cohesion
A sense of caring for the group and group members
Risky Shift Phenomenon
Tendency for group’s decisions to become less conservative than if the individual members decided on their own
T-Group
Training group
Screening
Process of accession each potential client’s ability to fit into a group or group setting (should be done for every group)
Open Group
Has the potential to have membership change every meeting, members can join after the group has started, slower to develop cohesion, members have varying experiences
Closed Group
Does not allow any new group entries after the initial session, better cohesion (potentially), more security (potentially), could end up with no members and no
Coleadership
Having 2 leaders working together to facilitate group work (has pros and cons)
Adult Groups
Should have 5-8 members (child groups should have fewer members)
Information Seeker
Group Roles
Wants clarification and suggestions
Information Giver
Group Roles
Offers facts and generalizations to the group
Opinion Giver/Seeker
Group Roles
Looking for opinions not fact or info that can be generalized
Encourager
Group Roles
Offers praise
Harmonizer
Group Roles
Resolves conflict when they are involved
Compromiser
Group Roles
Resolves group conflict they are not involved in
Dominator
Group Roles
Takes over group
Blocker
Group Roles
Negative reactions to all suggestions/ways to problem solve
Scapegoat
Group Roles
Person who takes the blame for anything negative in the group
