Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

NCE > Group > Flashcards

Group Flashcards

1
Q

Lewin, Lippitt, and White

A

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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Autocratic

Group Leadership Styles

A

Authoritarian, rule bound, right/wrong driven, leader is extremely active and the center of the decision making

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Democratic

Group Leadership Styles

A

Balanced and requests the input of group members

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Laissez Faire

Group Leadership Styles

A

Little to no direction from the group leader

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Jacob Moreno

A

Developed the technique of psychodrama or spontaneous dramatization/role playing

-Developed sociometry or a way to measure social relationships (i.e. sociogram)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Corey and Corey

Group Development Stages

A

Initial
Transition
Working
Final

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Initial

Corey and Corey Group Development Stages

A

Getting to know each other, creating norms, focus on leader having a more present role, everyone has on a mask

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Transition

Corey and Corey Group Development Stages

A

Members begin to challenge the leaders and each other, they take more risks, the leader is starting to become less active

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Working

Corey and Corey Group Development Stages

A

Leader can look almost like a member in this stage, members are taking risks and participating regularly

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Final

Corey and Corey Group Development Stages

A

Termination or ending stage where members can revert back to earlier stages based on their comfort level, leader may have to become more active

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Tuckman’s Group Stages

A

Forming
Storming
Norming
Performing

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Forming

Tuckman’s Group Stages

A

Initial stage, group is beginning

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Storming

Tuckman’s Group Stages

A

Transition stage, possibly conflict, tension

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Norming

Tuckman’s Group Stages

A

Mix of storming and performing stage. Transition

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Performing

Tuckman’s Group Stages

A

Group is working, the working stage

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Yalom

A 
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
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Universality

A

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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Altruism

A

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.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Installation of Hope

A

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.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

Imparting Information

A

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.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

Corrective Recapitulation of the Primary Family Experience

A

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.

22
Q

Development of Socializing Techniques

A

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

23
Q

Imitative Behavior

A

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.

24
Q

Cohesiveness

A

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.

25
Q

Existential Factors

A

Learning that one has to take responsibility for one’s own life and the consequences of one’s decisions.

26
Q

Catharsis

A

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.

27
Q

Interpersonal Learning

A

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.

28
Q

Self-Understanding

A

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.

29
Q

Group Organizations

A

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

30
Q

Primary Group

A

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)

31
Q

Secondary Group

A

Reduces the severity or length of a problem and often includes a prevention component (grief group)

32
Q

Tertiary Group

A

Group that deals with serious, longstanding issues (group for those suffering with schizophrenia)

33
Q

Group Norms

A

Implicit and explicit rules that govern a group

34
Q

Group Content

A

What is said in a group

35
Q

Group Process

A

How it is said/received/etc

36
Q

Group Cohesion

A

A sense of caring for the group and group members

37
Q

Risky Shift Phenomenon

A

Tendency for group’s decisions to become less conservative than if the individual members decided on their own

38
Q

T-Group

A

Training group

39
Q

Screening

A

Process of accession each potential client’s ability to fit into a group or group setting (should be done for every group)

40
Q

Open Group

A

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

41
Q

Closed Group

A

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

42
Q

Coleadership

A

Having 2 leaders working together to facilitate group work (has pros and cons)

43
Q

Adult Groups

A

Should have 5-8 members (child groups should have fewer members)

44
Q

Information Seeker

Group Roles

A

Wants clarification and suggestions

45
Q

Information Giver

Group Roles

A

Offers facts and generalizations to the group

46
Q

Opinion Giver/Seeker

Group Roles

A

Looking for opinions not fact or info that can be generalized

47
Q

Encourager

Group Roles

A

Offers praise

48
Q

Harmonizer

Group Roles

A

Resolves conflict when they are involved

49
Q

Compromiser

Group Roles

A

Resolves group conflict they are not involved in

50
Q

Dominator

Group Roles

A

Takes over group

51
Q

Blocker

Group Roles

A

Negative reactions to all suggestions/ways to problem solve

52
Q

Scapegoat

Group Roles

A

Person who takes the blame for anything negative in the group

NCE (8 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions