Group Counseling Flashcards
1
Q
Ways to increase level of competency as a group leader
A
- Participate in continuing education and in personal and professional development activities.
- Seek personal counseling if you recognize problems that could impair your ability to facilitate a group
- Seek consultation and supervision as needed.
2
Q
Education Groups
A
- Members have different abilities to learn
- Members at different comfort levels with the material
3
Q
Discussion Groups
A
- Leader needs to be aware of member trying to dominate
- Leader should try to get everyone to participate
4
Q
Task Groups
A
- Members may need conflict resolution
- Be aware of power plays
5
Q
Growth & Experiential Groups
A
- Most important is how members feel about each other since they will be sharing personally
- Wide variety of needs among members
6
Q
Support Groups
A
- Level of trust, commitment, and caring is essential
- Need for commonality
7
Q
Counseling & Therapy Groups
A
- Members at different levels of mental health
- Members have wide variety of needs
8
Q
Self-Help Groups
A
- No identified leader
- Dynamics vary depending on membership
9
Q
Optimal Group Climate
A
- One that is safe, positive, and supportive, yet strong enough to at times withstand highly charged emotions, challenges, and interactions between members.
- Leader’s interpersonal skills, genuineness, empathy, and warmth are significant variables in creating the kind of climate that leads to success outcomes.
10
Q
Yalom’s Curative Factors
A
- Instillation of hope
- Universality
- Imparting of information
- Altruism
- Corrective recapitulation of the primary family group
- Development of socialization techniques
- Imitative behavior
- Interpersonal learning group cohesiveness
- Catharsis
- Existential factors
11
Q
Leader-Directed Group
A
The leader has an understanding of the member’s needs to structures the group to meet those needs
12
Q
Group-Directed Group
A
The leader will turn the group over to the members and have the members determine the direction and content.
13
Q
Content
A
The task of purpose of the group
14
Q
Process
A
The interaction between members, between members and the leader, and how members participate in the group
15
Q
TUCKMAN Group Stages
A
- Forming: Orientation, dependency concerns
- Stroming: Resistance and hostility concerns
- Norming: Communication and cohesion concerns
- Performing: Problem solving and interdependence
- Adjourning: Termination and disengagement concerns
16
Q
MAPLES Group Stages
A
- Forming: Courtesy, confusion, caution, commonality
- Storming: Concern, conflict, confrontation, criticism
- Norming: Cooperation, collaboration, cohesion, commitment
- Performing: Challenge, creativity, consciousness, consideration
- Adjourning: Compromise, communication, consensus, closure
17
Q
YALOM Group Stages
A
- Initial Stage: Orientation, Hesitant participation, search for meaning
- Second Stage: Conflict, Dominance, Rebellion
- Third Stage: Development of cohesiveness
- Termination
18
Q
GADZA Group Stages
A
- Exploratory
- Transition
- Action
- Termination
19
Q
JACOBS, MASSON, HARVILL, SCHIMMEL Group Stages
A
- Beginning Stage: Introductions, purpose, expectations, fears, group rules, comfort levels, content, determine the focus of group (for task, education, and/or discussions groups)
- Middle or Working Stage: Focus on the group purpose, learn, material, discuss topics, complete tasks, share, therapeutic work.
- Ending Stage: Terminating the group, summarize learning from the group, changes as a result of the group, going forward, saying goodbye, mourning.
20
Q
KORMANSKI & MOZENTER Group Stages
A
- Awareness: Commitment and acceptance
- Conflict: Clarification and belonging
- Cooperation: Involvement and support
- Productivity: Achievement and pride
- Separation: Recognition and satisifaction
21
Q
COREY & COREY Group Stages
A
- Pre-Group Stage: Members know enough to make an informed decision about participation or joining. Leader provides clear proposal and description. Screening, selection and orientation.
- Initial Stage: Determine structure of group, getting acquainted, norms & expectations, etc. Leader facilities best conditions for productive group experience.
- Transition Stage: Group experience is marked with anxiety and defenses. Leader sensitively intervenes and promotes group relationships.
- Working Stage: Trust is high, communication is open, group shares leadership functions. Leader models appropriate behavior while nudging or challenging deeper work, provides support.
- Final Stage: Feedback, separation, goodbyes. Transfer learning from within the group to real life. Leader facilities processing of feelings, summarizing, and transfer of learning.
22
Q
Developing a Proposal
A
- Rationale
- Objectives
- Practical Considerations
- Procedures
- Evaluation
23
Q
Initiator
A
Proposes new ideas, new goals, procedures, methods, and solutions.
24
Q
Information Seeker
A
Asks for fact, clarification or information from other members, or suggests information is needed before making decisions.
25
Information Giver
Offers facts and information, personal experiences and evidence (note that information is useful to accomplishing the task only when it is both pertinent and valid)
26
Opinion Seeker
Draws out the convictions and opinion of others, ask for clarification of position or values involved.
27
Opinion Giver
States own beliefs or opinions, expresses a judgment.
28
Clarifier
Elaborates on idea(s) expressed by another, often by giving an example, illustration or explanation.
29
Coordinator
Clarifies relationship among facts, ideas, and suggestions, or suggests and integration of ideas and activities of two or more members.
30
Orienter
Clarifies purpose or goal, defines position of the group, summarizes or suggests the direction of the discussion.
31
Energizer
Prods group to greater activity or to a decision, stimulates activity, or warns of need to act while there is still time.
32
Procedure Developer
Offers suggestions for accomplishing ideas of other, or handles such tasks as seating arrangements, running of the projector, passing papers and so forth.
33
Recorder
Keeps written record on paper, chart or blackboard, serving as group's "memory"
34
Blocker
Constantly raises objections, insists nothing can be done , or repeatedly brings up the same topic after the rest of the group has disposed of it.
35
Aggressor
Deflates status of others, expresses disapproval, jokes at expense of another member, expresses ill will or envy.
36
Recognition Seeker
Boasts, calls attention to self, relates irrelevant personal experiences, seeks sympathy or pity.
37
Confessor
Use group as audience for his or her mistakes, feelings, and beliefs irrelevant to the group task or engages in personal catharsis.
38
"Playboy"
Displays a lack of involvement in group task by making jokes and cynical comments and through horseplay and ridicule.
39
Dominator
Tries to run the group by giving directions, ordering, flattering, interrupting and insisting on his own way.
40
Special Interest Pleader
Speaks up primarily for the interests of a different group, acting as its representative, apologist, or advocate.
41
Supporter
Raises, agrees, indicate warmth and solidarity with others or goes along with them.
42
Harmonizer
Mediates differences between others, reconciles disagreement, conciliates.
43
Tension Reliever
Jokes or brings out humor in a situation, reduces formality and status differences, relaxes other.
44
Gatekeeper
Opens channel of communication, brings in members who otherwise might not speak, sees that all have equitable chance to be heard.
45
Member-Specific Measures
Assess changes in attitudes and behaviors of individual clients.
46
Group-Specific Measures
Assess changes in common to all group members
47
Integrative Conceptual Framework
Involves the thinking, feeling, and behaving dimensions and is a challenge to create and implement
48
Technical Eclecticism
Based on utilizing techniques from a variety of theoretical models
49
Theoretical Integration
A conceptual and theoretical creation beyond the mere blending of techniques.
