Group Counseling and Group Work (1/2) Flashcards
Group work
the dynamic interaction between collections of individuals for prevention or remediation of difficulties or for the enhancement of personal growth/enrichment through the interaction of those who meet together for a commonly agreed-on purpose
Advantages of group counseling
- people learn in a social context
- experience social support
- source of new behaviors
- learn some counseling skills
- peer confrontation
- able to play a variety of roles
- group norms develop
- any biases of the counselor may be addressed more readily
- more nearly replicates the participants’ everyday world and interactions
- safe place to practice new skills
- spreads out the counselor(s) further in schools and agencies
- the counseling is less costly per individual
Goals of group counseling
- learn to trust self and others
- self-knowledge
- recognize the commonality among members
- find alternative ways of resolving conflict
- increase self-direction
- learn more effective social skills
- become more sensitive to others’ needs
- learn how to confront appropriately
- clarify expectations, goals, values
- make specific plans for changing certain behaviors and to commit to these plans
Types of Groups
Guidance
provide info
- discussions are focused on how this info is relevant to members of the group
- often found in school settings
Types of Groups
Counseling
growth, development, removing blocks/barriers, prevention
- have problems they are trying to address in a group format
Types of Groups
Psychotherapy
remediation, treatment, personality reconstruction
- may run longer than other groups
- found in mental health agencies, clinics, hospitals
- therapists in private practice also conduct these groups
Types of Groups
Psychoeducation
focus on acquiring info and skill-building; can be preventative, growth-oriented, remedial
- found in a variety of social service agencies, mental health settings, universities
Types of Groups
Structured
focused on a central theme
- ex. learning job seeking skills, anger management, dealing with ‘drinking and driving’ issues, loss/grief
Types of Groups
Self-help
support systems to help with psychological stress
- ex. weight control, survivors of incest, parents who lost a child, etc.
- usually not professionally led
Types of Groups
T-Group (training group)
examine and improve interpersonal skills
- how one functions within a group (e.g., at a work site) is examined
Types of Groups
Task/Work groups
include committees, planning groups, study groups formed to accomplish specific goals
- ex. teams of individuals operating interdependently and sharing one or more goals found in work settings
Group dynamics
development and interaction of the forces inherent between and among members of a group
Forces that influence how the group behaves
- the roles members play
- the goals of the group
- norms the members adopt
Group behavior may range from
Positive (socially acceptable)
to
Negative (destructive)
Content
the subject under discussion
Process
how the interaction or discussion is occurring
- focus on this results in examining the meaning of an experience with its attendant feelings which lead to affective learning and development of trust in the group
In groups, the leader must be skilled in:
Processing and is able to model this skill for group members
Each group session can be characterized as having the following sections:
- warm-up
- action
- closure
There is usually a balance between content and process in all three sections which allows for the best experience for group members
Group cohesion
members find the group attractive and it provides them a feeling of belonging and inclusion
- cohesion is not automatic; occurs when members take risks including self-disclosure, drop defenses, make commitments to each others
- the unifying force of a cohesive group leads to effective working group
- similarities between members encourages formation of cohesion
- attacks on cohesive group results in greater cohesion
Who are group members likely to identify with?
members who are perceived as attractive or who have power
- modeling the behaviors of such members is likely; however, such behavioral changes are more apt to persevere if the behaviors are internalized because of a change in motivation
Roles of group members
Facilitative/building role
may help group members feel a part of the group and contribute to the positive and constructive functioning of the group
Roles of group members
Maintenance role
contributes to the bonding of the group by encouraging the social and emotional bonding of the group members
Roles of group members
Blocking role
often attempts to hinder group formation and accomplishment of goals through negative and diverting behaviors
Styles of leadership
Autocratic (authoritarian) style
best for quick decision making but may generate resentment
- may exhibit narcissistic traits
- may envision themselves as experts and expect allegiance from other members who they view as less informed and capable
- many members are attracted to such leaders who ‘take care of’ and speak for the members
Styles of leadership
Democratic style
doesn’t always generate the most production
- share power and responsibility
- Theory Y Leaders
- most effective group style (according to class notes)
Styles of leadership
Laissez faire approach
if the group is committed to a common goal, this may yield the best results (??)
- leaders only in name
- do not provide structure/direction
- Theory Z leaders
Group counselor’s core skills
- active listening
- reflecting
- clarifying
- summarizing
- facilitating
- empathizing
- interpreting
- questioning
- linking
- confronting
- supporting
- blocking
- assessing
- modeling
- suggesting
- initiating
- evaluating
- terminating
Leaders of groups should:
know theories
of group counseling
Leaders of groups should:
Understand the principles
of group dynamics
Leaders of groups should:
Know ethical issues
involved in group work
Leaders of groups should:
Linking
look for themes (common issues) and connect them
- facilitates members working on each other’s problems
Leaders of groups should:
Blocking
stop unproductive behaviors such as scapegoating, storytelling, gossiping
Mutuality (universality)
feeling that one is not alone or unique, and that others have similar problems or have been in similar situations
Intellectualization
the process of keeping material or content in the group on a cognitive level
Scapegoating
several members of a group gang up on an individual member and ‘dump’ on them
Resistance
individual or group behavior that impedes group progress
- ex. arriving late, appearing unable to set goals, silence, talking too much, preoccupation with side issues, fear, etc.
- resistive behaviors may psychologically protect the group member
How to prevent resistive behaviors
discussing behaviors with the group may help prevent them
- counselors can address resistive behaviors and model for others how to deal with them
- confrontation is powerful
Issues regarding co-leaders
- with co-leaders, the group members benefits from the experiences and insights of two leaders
- co-leaders can recreate roles and serve as models so more linking is possible
- co-leaders should give each other feedback
- helpful if co-leaders are male and female
- different reactions and feedback from the leaders may enhance group energy and discussion
- co-leaders should have a good working relationship and should not have conflicting theoretical orientations
- they should not have a power struggle which may fragment the group
- co-leaders should process the co-leading experience regularly
- co-leading is a good way to start out new group leaders - pairing an inexperienced counselor with one who has group experience
Group formation issues
Homogeneous vs. heterogeneous
homogeneous: composed of similar kinds of members
- if members are too heterogeneous, the group members may not be able to relate to each other and their problems
heterogeneous: more like the real world and stimulates interactions
Group formation issues
Open vs. closed
open: you replace members who leave; new members provide new ideas, stimulation, resources
closed: where you do not admit new members, building and maintaining trust/cohesion is facilitated
Group size
for adult group with no co-leader, optimum size is 8
with children who are 5-6 years old, 3-4 members may be ideal
for older children, counseling groups may be larger
Duration
- duration should be set in advance and should advise the members of duration
- time length of a session with adults may be up to two hours
- for outpatient groups, 90 minutes may be appropriate
- shorter duration for inpatient groups
- for children, length of session should be shorter depending upon age (may be 20-30 minutes for 5-6 year olds)
Screening
usually conducted through an interview (typically with the group leader) during which time the general goals and purpose of the group are explained to the prospective member
- characteristics of potential member and motivation should be ascertained
- should include a review of the group norms (rules), confidentiality issues, appropriateness of that particular group focus to the prospective member
- screening should also be an opportunity for individual to determine if group is right one to join
Ethical guidelines for group counseling
Informed consent
tell the client before counseling about the rights and expectations
-get this informed consent before counseling begins
Ethical guidelines for group counseling
Confidentiality
difficult to assure in group counseling
- the leader must impress the need for confidentiality on all group members
- there are exceptions to confidentiality such as danger to self/others, court actions, when signed waivers have been obtained
Ethical guidelines for group counseling
Research
group members are asked for permission before participating
Ethical guidelines for group counseling
Group counselor training
counselors have acquired skills and competencies through education and experience
Ethical guidelines for group counseling
Group members’ rights include
- freedom from undue pressure
- participation is voluntary (if it is)
- freedom of exit
- right to the use of the group’s resources
Norms
group’s rules of behavior which provide parameters to members about acceptable behaviors
- formal/informal; spoken/unspoken rules
- rules may be different from the norms outside
- there may be pressure on members to conform to the norms. consequences for not doing so may be established
Stages of a group
Stage 1
Pre-group
Issues: planning, leader preparations, recruiting, screening, selecting group members
Leader: identifies goals and purposes of group and announces the group. potential group members are screened and selected. Practical, operational details are identified and addressed
Stages of a group
Stage 2
Initial
Issues: orientation and structuring of group process, inclusion, identity, establishing cohesion and trust
Leader: models, helps identify goals/structures. Leader states expectations and ground rules for the group and models interpersonal honesty and spontaneity. Helps group members share thoughts and feelings and teaches interpersonal skills. Should be psychologically present and genuine
Stage 3
Transition
Issues: anxiety, conflict, resistance, intellectualization; questioning; challenging leader
Leader: creates a supportive, trusting climate; addresses anxiety and resistance; provides a role model. Identifies behaviors both positive and negative to group process. Keeps group goals in focus. Leader supports but also challenges members
Stage 4
Working
Issues: cohesion, effective working group, using resources within the group. The group is now productive with less dependence on the leader. Self-exploration increases. More focus on here-and-now. Members help each other through issues
Leader: provides reinforcement; links themes; supports risks; models appropriate behavior; encourages translating insight into action
Stage 5
Final
Will determine how effective the group experience was for the members
Issues: feelings about termination including sadness and anxiety; unfinished business; feedback; preparing for the outside world; decisions about what courses of action to take
Leader: deals with feelings; reinforces changes; helps members make plans and contracts. Assists members to understand and integrate what happened in the group. Confidentiality continues after termination
- evaluation and follow ups may occur
Other terms for group process
forming
storming
norming
performing
mourning (adjourning)
Yalom’s four stages of group:
orientation
conflict
cohesion
termination
Creative arts in group counseling
designed for all ages, requires no particular talent, useful for (non)verbal groups
- music, dance, poetry, art
- group story writing effort may facilitate communication
- each member may create an inkblot and tell others what they see
- creative arts can break down resistance and hesitancies (facilitating participation)
Yalom’s 11 curative factors in successful group work
altruism
universality
interpersonal learning
imparting info
developing socialization techniques
imitative behavior
group cohesiveness
catharsis
corrective recapitulation of primary family group
instillation of hope
existential factors (ex. one is alone and responsible)
Yalom - group leader functions
Emotional stimulation
encouraging the expression of feelings, values, beliefs; deep emotional concerns
Leader: confrontation, challenge, self-disclosure; leader models behaviors
Yalom - group leader functions
Caring
characterized by warmth, acceptance, genuineness, concern
Leader: is honest, open; leader promotes growth of trust
Yalom - group leader functions
Meaning attribution
the leader provides cognitive understanding of the events in the group; experiences are named and feelings are put into words
Leader: interprets, clarifies, explains
Yalom - group leader functions
Executive leadership function
the leader structures, suggests limits and norms, provides direction
Leader: is active in terms of pacing, blocking, stopping. emphasis is on ‘managing’ the group as a social system
Yalom - group leader functions
Effective leaders used:
- moderate amounts of emotional stimulation
- moderate amounts of executive direction
- frequent use of caring functions
- consistent use of meaning attribution
Yalom - group leader functions
A poor style of group leadership meant:
- very low/high emotional stimulation
- very low/high executive behavior
- low use of caring function
- low use of meaning attribution
Zander Ponzo’s studies found some support for Yalom, and found different factors present in successful groups:
openness
participation
risk-taking
conflict-confrontation
caring support
Michael Waldo
suggested different levels of leadership functions were needed depending on the needs of the group (diagnostic category) and clinical setting such as inpatient vs. outpatient, time limits, stated goals, objectives of the group
Jacob Moreno
Moreno began this theater in Vienna in 1921
Theater of Spontaneity
Jacob Moreno
Psychodrama
enacting conflicts or crisis situations in the present
- focus on the here and now
- goal is to reorganize individuals’ perceptions
- allows for catharsis, insight, reality testing
Jacob Moreno
Roles in psychodrama
- director/producer (usually the group leader)
- protagonist who is a group member (usually a volunteer/selected)
- auxiliary ego (may be several, also called actors) representing people/objects/audience
Jacob Moreno
Parts of the psychodrama
occurs on a stage (part of room/actual stage)
- warm up (pre-action)
- action
- integration
Group psychotherapy
may be most appropriate for individuals as an adjunct to individual psychotherapy
- members usually have serious psychological problems of long duration
- long-term in nature and usually conducted in mental health facilities (clinics/hospitals/outpatient)
goals of group psychotherapy:
- assist members with anxiety/depression
- SI
- history of abuse
- serious diagnoses
Family counseling
parents and children will be seen together and often alone
- emphasis is identification of the family problems, defining personal and family goals, teaching family members new behaviors/interaction patterns
- special application of group counseling
Group couples counseling
focuses on educating couples to improve communication between themselves and their children, resolve conflicts, learn parenting skills
- there are a number of parent education training programs
Primary prevention groups
emphasis is on preventing problems and developing healthy behaviors
- may be called guidance or psychoeducational groups
- ex. drug prevention
Secondary prevention groups
preventative and remedial elements in these groups. focus may be on reducing the length or severity of a problem
- may be called counseling groups
- ex. dealing with grief, adjusting to death, problem solving
Tertiary prevention groups
the focus is to return members to healthy, full functioning
- may be called counseling or therapy groups
- may involve personality change or rehabilitation
- ex. counseling individuals with PTSD
Potential multicultural issues for group counseling
- may not understand how counseling works
- extent of acculturation may be factor in understanding and willingness to participate
- some cultures discourage sharing of personal problems or family concerns with others. May appear to be resistance
- silence is valued in some cultures. participants in a diverse counseling group may be insensitive or lack understanding of cultural differences among members
- use of some techniques like confrontation may have different impact cross-culturally
- leaders of multicultural groups should be trained in group counseling or multicultural issues
- must be aware of how own cultural background influences perceptions and actions. systemic and historical factors pertinent to group must be recognized
- clients may gain much from feedback from other members
Typical goals of multicultural groups
- from cultural perspective, understand circumstances that brought the person to group
- provide learning for individual in the group process
- help the member understand how new behaviors and skills fit within the context of their culture
Outcome research
shows evidence of effectiveness of group work; data supports group counseling
Process research
shown higher level of quality of research - more lab studies
Research demonstrates that
perceptions, expectations, beliefs of group members can be changed
Continuing question about researching the effectivenss of any counseling is:
Who has been helped with which method or technique, applied by what kind of helper, under what conditions?
This applies to group and individual counseling
