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CPCE > Group > Flashcards

Group Flashcards

1
Q

Joseph Pratt

A

ran the first group (psychoeducational) from 1905-1923

goal was to educate and support patients with tuberculosis

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2
Q

Jesse Davis

A

principal in Grand Rapids, MI, who introduced group work in a school setting in 1907
taught life skills and values

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3
Q

Frank Parsons

A

founder of vocational guidance and counseling professions, used groups to facilitate career and vocational development

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4
Q

PTSD groups were used in ___

A

WWI and WWII; called “combat fatigue”

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5
Q

J. L. (Jacob) Moreno

A

created the Theater of Spontaneity, the earliest form of psychodrama
organized the first society of group therapists (the American Society for Group Psychotherapy)
coined the term “group psychotherapy” / “group therapy”

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6
Q

S. R. Slavson

A

founded the American Group Psychotherapy Association in 1942

resulted in groups being in schools

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7
Q

Lewis Wender

A

articulated the first guidelines for group therapeutic factors in 1920

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8
Q

A.A. was founeded in ___

A

founded in 1930s

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9
Q

Kurt Lewin

A

invented T-groups (training groups; mostly used in industrial and organizational settings to process personnel interactions and improve efficiency)
first T-group was conducted in 1946

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10
Q

What spurred classroom guidance — a psychoeducational group work approach?

A

the Soviet launch of Sputnick I in 1957

classroom guidance was eventually largely replaced by group counseling

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11
Q

When in history did the popularity of groups first flourish?

A

the 1960s, bc of the social climate and hippie movement

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12
Q

Group therapy research decreased from ___ to ____

A

1960 to 1980

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13
Q

encounter groups

A

AKA sensitivity groups

started by Cal Rogers in the 60s and 70s to encourage and assist the pursuit of individual growth and development

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14
Q

marathon group

A

members meet together for 24-48 hours; members are expected to become more authentic and engage in true self-disclosure
developed by Frederick Stoller and George Bach, who created the idea in the 1960s

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15
Q

ASGW

A

Association for Specialists in Group work

founded in 1973 as a division of the ACA

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16
Q

Strengths of group work

A 
time efficiency for the leader
less costly
greater resources (fellow members)
feeling of safety and belonging
replication of the everyday world (a microcosm of society)
practice new skills and get feedback
committment 
power of the peer group
interpersonal power (help others)
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17
Q

Challenges of group work

A 
pressure to confirm
reality distortion
avoidance
confidentiality
unhealthy attachments
institutional barriers (time, setting)
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18
Q

reality distortion

A

when a group provides an example of social reality that is not achievable in the outside world

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19
Q

therapeutic factors (or curative factors) of groups

A 
by Yalom (an existential therapst):
Instillation of hope
Imparting of information about healthy living
Altruism
Family reenactment
Development of socialization techniques
Imitative behavior
Interpersonal learning (through member interactions with others)
Cohesiveness
Universality
Catharsis
Existential factors/learning (ex: confront own mortality)
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20
Q

AGPA

A

American Group Psychotherapy Association

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21
Q

ASGPP

A

American Society of Group Psychotherapy and Psychodrama

founded by J. L. Moreno

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22
Q

NTL

A

National Training Laboratory
uses Lewin’s approach to organizational leadership and change
offers certificate programs for business programs and a master’s degree in organizational development

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23
Q

Tavistok Institute

A

promotes training in group dynamics and leadership coaching for businesses

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24
Q

Esalen Institute

A

uses a humanistic approach to enrich and explore human potential through workshops, forums, and retreats

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25
Q

types of groups

A

psychoeducational
task groups
counseling groups
psychotherapy groups

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26
Q

psychoeducational groups

A

more structured
emphasize skill development
preventative
commonly used in PK-12

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27
Q

task groups

A

focus is not on changing people but on completing the task at hand
ex: committee work

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28
Q

counseling groups

A

promote behavioral changes
problem-oriented but can be preventive, growth-oriented, or remedial
short in length
often focus on developmental or adjustment issues

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29
Q

psychotherapy groups

A

for severe or chronic problems
typically carry a DSM diagnosis
more long-term

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30
Q

primary tasks of group leaders

A

executive functions (planning, establishing boundaries)
building a group culture (norms)
bring members in the here and now

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31
Q

group leaders are usually more ____ in the ___ stages of groups

A

more active in the early stages

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32
Q

leader styles

A

authoritarian
democratic
lassiez-faire

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33
Q

which is usually considered the ideal leadership style for groups?

A

democratic

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34
Q

initiating

A

a leader or member technique
a leader provides direction for members by initiating group topics or activities
a member makes suggestions or takes action to move the group toward goals

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35
Q

linking

A

a leader technique

connect member themes, issues, and similarities to facilitate shared perspectives, commonalities, and goals

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36
Q

blocking (leader)

A

stop a counterproductive member behavior in order to protect other members from potentially damaging interactions

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37
Q

role playing

A

a leader technique
demonstrate and practice (leader and member) skills and applications in a safe environment so that members gain experience and feedback that will allow them to apply the skills and behaviors in out-of-group situations

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38
Q

tracking

A

a leader technique

verbally clarify to keep up with and clarify for members the content and process of group interactions

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39
Q

drawing out

A

a leader technique

interact directly with a member to get them to contribute to a discussion or activity

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40
Q

pairing

A

a leader technique

form smaller groups within the larger group to engage in activities or focused sharing

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41
Q

making the rounds

A

a leader technique

having group members take turns sharing their perspectives on a given focused topic

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42
Q

in group work, resistance may take the form of…

A 
absence
tardiness
silence
excessive talkativeness (monopolizing)
rescuing behaviors
distracting the group from pursuing goals
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43
Q

resistance and conflict is usually observed during the ___ phase of groups

A

transition

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44
Q

ways that co-leaders are paired

A

Experience with Experience
Experience with Inexperience
Inexperience with Inexperience

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45
Q

role differentiation

A

when a member begins to adopt a role in the group

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46
Q

role conflict

A

when members experience conflicting demands of various roles (e.g., shy member is asked to self-disclose)
the roles a member plays come into conflict

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47
Q

role ambiguity

A

when a member is not sure of the role expectations or behavior requirements they should fulfill

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48
Q

group members must engage in these essential tasks

A

self-disclosure (no advice)

feedback

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49
Q

Johari window

A

helps members understand appropriate levels of self-disclosure

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50
Q

Quadrants of the Johari window

A

Quadrant I: Public/open
Quadrant II: Private/Hidden
Quadrant III: Blind
Quadrant IV: Unknown/unconscious

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51
Q

gatekeeping

A

when a member or leader insists on adherence to established group norms

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52
Q

facilitation

A

a member behavior
helps to promote group process and cohesion
those who self-disclose and even try to identify group process variables or speak on behalf of the group when summarizing are using facilitation

53
Q

aggressiveness vs. hostility in group members

A

aggressiveness - frequent disagreement and attempts to forcefully impose ideas on the group
hostility - fighting

54
Q

blocking (member)

A

AKA resisting
not participating, and thus keeping the group from progressing to a working stage
impedes group cohesion and progress

55
Q

informing

A

when a member talks about other members outside of the group (bad for confidentiality)

56
Q

focusing on others

A

a member behavior - often an attempt to avoid self-focus and self-disclosure

57
Q

suggestions for nondefensive leader responses

A

express your difficulty with a member without denigrating their character
avoid responding to sarcasm with sarcasm
be honest with members rather than mystifying the process
encourage members to explore their defensiveness rather than demand they give up that way of protecting themselves
avoid labeling and instead describe the behavior
state observations as a hunch/tentatively
do not retreat from conflict
provide a balance between support and challenge
invite members to share how they are personally affected by problematic behaviors of other members while blocking judgments, evaluations, and criticisms

58
Q

planned theme group

A

restricted to individuals with a demonstrated need in a particular area
AKA structured

59
Q

spontaneous groups

A

do not have planned content themes and are designed to provide personal growth and support
membership is generally dictated by need for general development and member characteristics (e.g., age)
AKA unstructured

60
Q

benefits and drawbacks of homogenous groups

A

benefits: quicker identification, better attendance, decreased resistance, better insight

61
Q

benefits and drawbacks of heterogeneous groups

A

better reality testing, deeper learning, better transference

group members who are too heterogeneous may have difficulty relating to each other

62
Q

drawbacks of open groups

A

limits group cohesion, trust, and process

63
Q

ideal sizes for types of groups and ages

A

task (4-5)
psychoeducational (6-12)
counseling (6-12)
psychotherapy (4-10)

Younger than 8 years - 3-4 kids

64
Q

if co-leaders are used, group membership can be increased by ___

A

50 - 75%

65
Q

optimal group size (generally)

A

8

66
Q

optimal group duration

A 
90-120 minutes
(fatigue if the group runs too long)
def keep it under 2 hours
67
Q

___ and ___ groups tend to run longer than ___ groups

A

counseling and psychotherapy groups tend to run longer than psychoeducational groups, which are time-limited

psychotherapy groups may run years

68
Q

these types of members should not be in groups

A

clients in crisis
actively suicidal or homicidal
disruptive needs for attention
paranoid clients
self-centered
social phobia or fear of speaking/sharing in the presence of others
severe/extreme psychological disturbance (psychotic/out of touch with reality)

69
Q

factors of members who drop out of groups

A 
lower IQ
low motivation
low SES
problem denial
poor social skills
poor self-disclosure skills
unrealistic demands
lack of insight
lack of interpersonal sensitivity
70
Q

an informed consent document is given during ___

A

the individual pre-group interview/screening

71
Q

group content vs. process

A

content - the “what”; the subject under discussion
group process - the interplay of forces or dynamics between group members and leaders; the “how” occurring in the here and now

72
Q

group cohesion

A

feelings of belonging and inclusion that members and leaders experience through group interactions

an important determiner of group effectiveness, attendance, and self-disclosure

73
Q

factors that affect group cohesion

A

group size (smaller –> cohesion faster)
subgroupings (alliances or. cliques) and alienation can occur in larger groups
homogenous groups reach cohesion faster
cohesion is enhanced when meetings are frequent and membership is stable
cohesion is enhanced when members set personal and group goals

74
Q

cohesiveness is usually strongest during the ___ phase of groups and is associated with ___’s theory

A

working phase

associated with Kurt Lewin

75
Q

3 primary factors of cohesion identified by Yalom and Leszcs

A 
interpersonal factors (homogeneity, atmosphere)
group factors (size, goals, activity, leadership)
group environment (intergroup conflict, group status)
76
Q

group ____ can be beneficial or destructive

A

alliances (subgroupings)

77
Q

sociogram

A

graphical representation of group member interaction patterns

78
Q

conformity to group norms is affected by

A

degree to which members helped establish the norms
cohesiveness
status (low-status have less to lose by not conforming)

79
Q

group ____ can be dysfunctional

A

norms

ex: don’t self-disclose, disrespect the leader, be aggressive toward other members or leader

80
Q

_____ proposed 6 sources of power in groups

A

French and Raven (1968)

81
Q

6 sources of power in groups

A 
reward
coercive
legitimate
referent
expert
informational
82
Q

at its core, resistance is ___

A

a covert attempt to prevent or resist change

83
Q

group leaders must recognize that aggression usually stems from ____

A

unmet needs and anxieties that are unrelated to the group process

84
Q

stages of group development

A

Forming, Storming, Norming, Performing, Adjourning
OR
Forming and Orienting, Transition, Working, Termination

85
Q

Forming/orienting stage

A

members cautiously test the leader and group members to see if the group is a trusting, safe, and secure environment
approach-avoidance response to group work
superficial social acceptance and communications to test the waters
leader is more active

86
Q

transition stage

A

similar to adolescence
testing boundaries, establishing power structures, most conflict
until intimacy and trust are established –> transitions to working stage

87
Q

working stage

A

accomplishing goals
less dependence on the group leader
leader is more passive

88
Q

termination stage

A

expression of how what was accomplished in the group will be generalized to the outside world

89
Q

what should the leader do if a group member wants to terminate

A

attempt to hold a termination session so the member and other group members can have closure
terminating member may reconsider leaving
the session can help all members consolidate their learning and discuss generalizability

90
Q

process evaluation

A

assessment of group dynamics and interaction processes occurring within the group

91
Q

assessments for screening group members

A

Elements (Schutz)
Hill Interaction Matrix
Group Therapy Survey
Group Psychotherapy Evaluation Scale

92
Q

outcome evaluation

A

evaluates how members are different because of groups

93
Q

group member satisfaction is highest in the ___ stage(s) and lowest in the ___ stage(s)

A

highest in the working and termination stage

lowest in the transition stage

94
Q

___ increases group member satisfaction

A

whether attendance is mandatory or not

mandatory attendance = lower satisfaction

95
Q

group climate measures

A

assess which stage of group processes the members have entered and provide leaders with member assessments of group climate

96
Q

(SAVI)

A

Sequential Analysis of Verbal Intelligence;

a measure to evaluate group process/interaction

97
Q

before the 1960s, most counseling took place ___

A

in a dyadic relationship

98
Q

In the 1940s, 2 organizations related to group work were created:

A

American Society for Group Psychotherapy
and
American Group Psychotherapy Association

99
Q

____ engaged in group treatment during the 1920s…

A

Adler, at his child guidance clinics in Vienna

100
Q

Gerald Caplan

A

pioneer in crisis intervention

101
Q

3 classifications of crisis intervention

A

primary - prevention
secondary - problem is there but not severe; includes some prevention
tertiary - problem is there and trying to lessen symptoms; deals with individual difficulties that are more serious and longstanding

102
Q

___ during World War ___ that made group counseling popular

A

many people had severe psychological problems, yet there was a personnel shortage during WWII

103
Q

fragmented

A

a group with low cohesion

104
Q

psychoeducational groups may also be called

A

guidance groups (out of favor)
affective education groups
psychological education groups

105
Q

using the terms therapy vs. counseling in group work

A

therapy (psychotherapy) - problem is more severe, used in inpatient psychiatric hospitals, a tertiary group
counseling group - not psychodynamic, focus on conscious concerns

106
Q

___ group exercises are not as beneficial as ___

A

structured group exercises are not as beneficial as unstructured

107
Q

risky shift phenomenon

A

a group will come to a riskier decision than individuals would have come to on their own
(e.g., remember when you were a teen)

108
Q

group polarization

A

a person’s views may become more extreme after they participate in a group

109
Q

behavioral groups are often ___

A

highly structured

110
Q

support group vs. self-help group

A

support group is conducted by an organization (AA) and may charge fees
self-help group is more informal

111
Q

Yalom says the most important trait for group members is the ability to ___

A

trust

112
Q

the ___ group is more like a microcosm of the social system

A

heterogenous

113
Q

people in groups who are ___ will sit together

A

similar

114
Q

universality

A

knowing that we are not the only ones in the world with a given problem
AKA mutuality

115
Q

the democratic style is usually best.
however, autocratic can be best when ___
and lassiez-faire can be best when___

A

autocratic is best when an immediate decision is necessary

lassiez-faire is best when the group has made a decision and is committed to it

116
Q

who and when conducted the classic study on leadership styles

A

Lewin, Lippitt, and White - 1939
they found that children displayed the best behavior when treated in a democratic fashion
the other leadership styles led to aggression

117
Q

coleaders should sit ____

A

on opposite sides of the group, rather than next to one another

118
Q

reluctant client

A

when a client is referred for treatment and is not enthusiastic about it

119
Q

structured vs. unstructured groups

A

structured - theme is planned
unstructured - more about the age grouping

AKA planned theme and spontaneous groups

120
Q

a group cannot not have ___

A

structure

121
Q

the ___ may wish that they were secretly running the group

A

gatekeeper

122
Q

isolate role

A

person in the group who is ignored
rejected
“silent”
different from scapegoat, as they do receive attention (but it’s negative attention)

123
Q

self-serving role

A

seen as negative; meets individual needs at the expense of the group
ex: refuses to participate, criticizes or disagrees with others

124
Q

a way to resolve a conflict between group members

A

the leader prescribes a task on which all of the members must work together in order to accomplish it

125
Q

avoidance-avoidance vs approach-avoidance

A

avoidance-avoidance - choosing between 2 bad options

approach-avoidance - happens in intial group session - want to open up but afraid of rejection

126
Q

ecological planning

A

the process of obtaining information to determine whether a group is the most desirable form of treatment

127
Q

vertical vs. horizontal group interventions

A

vertical - working with one group member; individual counseling in a group setting (“intrapersonal”); more likely to work on the past

horizontal - working with the whole group (“interpersonal”) more likely to work in the here and now

128
Q

practical research about what exactly works best in a group is…

A

scarce

129
Q

the most effective group leaders have the following characteristics

A

??? we don’t know!

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