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CPCE/NCE Prep > Group Counseling and Group Work (1/2) > Flashcards

Group Counseling and Group Work (1/2) Flashcards

1
Q

Group work

A

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

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2
Q

Advantages of group counseling

A
  • 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
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3
Q

Goals of group counseling

A
  • 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
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4
Q

Types of Groups

Guidance

A

provide info
- discussions are focused on how this info is relevant to members of the group
- often found in school settings

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5
Q

Types of Groups

Counseling

A

growth, development, removing blocks/barriers, prevention
- have problems they are trying to address in a group format

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6
Q

Types of Groups

Psychotherapy

A

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

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7
Q

Types of Groups

Psychoeducation

A

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

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8
Q

Types of Groups

Structured

A

focused on a central theme
- ex. learning job seeking skills, anger management, dealing with ‘drinking and driving’ issues, loss/grief

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9
Q

Types of Groups

Self-help

A

support systems to help with psychological stress
- ex. weight control, survivors of incest, parents who lost a child, etc.
- usually not professionally led

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10
Q

Types of Groups

T-Group (training group)

A

examine and improve interpersonal skills
- how one functions within a group (e.g., at a work site) is examined

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11
Q

Types of Groups

Task/Work groups

A

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

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12
Q

Group dynamics

A

development and interaction of the forces inherent between and among members of a group

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13
Q

Forces that influence how the group behaves

A
  • the roles members play
  • the goals of the group
  • norms the members adopt
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14
Q

Group behavior may range from

A

Positive (socially acceptable)
to
Negative (destructive)

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15
Q

Content

A

the subject under discussion

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16
Q

Process

A

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

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17
Q

In groups, the leader must be skilled in:

A

Processing and is able to model this skill for group members

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18
Q

Each group session can be characterized as having the following sections:

A
  • 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
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19
Q

Group cohesion

A

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

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20
Q

Who are group members likely to identify with?

A

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

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21
Q

Roles of group members

Facilitative/building role

A

may help group members feel a part of the group and contribute to the positive and constructive functioning of the group

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22
Q

Roles of group members

Maintenance role

A

contributes to the bonding of the group by encouraging the social and emotional bonding of the group members

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23
Q

Roles of group members

Blocking role

A

often attempts to hinder group formation and accomplishment of goals through negative and diverting behaviors

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24
Q

Styles of leadership

Autocratic (authoritarian) style

A

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

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25
Q

Styles of leadership

Democratic style

A

doesn’t always generate the most production
- share power and responsibility
- Theory Y Leaders
- most effective group style (according to class notes)

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26
Q

Styles of leadership

Laissez faire approach

A

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

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27
Q

Group counselor’s core skills

A
  • active listening
  • reflecting
  • clarifying
  • summarizing
  • facilitating
  • empathizing
  • interpreting
  • questioning
  • linking
  • confronting
  • supporting
  • blocking
  • assessing
  • modeling
  • suggesting
  • initiating
  • evaluating
  • terminating
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28
Q

Leaders of groups should:

know theories

A

of group counseling

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29
Q

Leaders of groups should:

Understand the principles

A

of group dynamics

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30
Q

Leaders of groups should:

Know ethical issues

A

involved in group work

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31
Q

Leaders of groups should:

Linking

A

look for themes (common issues) and connect them
- facilitates members working on each other’s problems

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32
Q

Leaders of groups should:

Blocking

A

stop unproductive behaviors such as scapegoating, storytelling, gossiping

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33
Q

Mutuality (universality)

A

feeling that one is not alone or unique, and that others have similar problems or have been in similar situations

34
Q

Intellectualization

A

the process of keeping material or content in the group on a cognitive level

35
Q

Scapegoating

A

several members of a group gang up on an individual member and ‘dump’ on them

36
Q

Resistance

A

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

37
Q

How to prevent resistive behaviors

A

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

38
Q

Issues regarding co-leaders

A
  • 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
39
Q

Group formation issues

Homogeneous vs. heterogeneous

A

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

40
Q

Group formation issues

Open vs. closed

A

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

41
Q

Group size

A

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

41
Q

Duration

A
  • 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)
42
Q

Screening

A

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

43
Q

Ethical guidelines for group counseling

Informed consent

A

tell the client before counseling about the rights and expectations
-get this informed consent before counseling begins

44
Q

Ethical guidelines for group counseling

Confidentiality

A

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

45
Q

Ethical guidelines for group counseling

Research

A

group members are asked for permission before participating

46
Q

Ethical guidelines for group counseling

Group counselor training

A

counselors have acquired skills and competencies through education and experience

47
Q

Ethical guidelines for group counseling

Group members’ rights include

A
  • freedom from undue pressure
  • participation is voluntary (if it is)
  • freedom of exit
  • right to the use of the group’s resources
48
Q

Norms

A

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

49
Q

Stages of a group

Stage 1
Pre-group

A

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

50
Q

Stages of a group

Stage 2
Initial

A

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

51
Q

Stage 3
Transition

A

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

52
Q

Stage 4
Working

A

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

53
Q

Stage 5
Final

A

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

54
Q

Other terms for group process

A

forming
storming
norming
performing
mourning (adjourning)

55
Q

Yalom’s four stages of group:

A

orientation
conflict
cohesion
termination

56
Q

Creative arts in group counseling

A

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)

57
Q

Yalom’s 11 curative factors in successful group work

A

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)

58
Q

Yalom - group leader functions

Emotional stimulation

A

encouraging the expression of feelings, values, beliefs; deep emotional concerns

Leader: confrontation, challenge, self-disclosure; leader models behaviors

59
Q

Yalom - group leader functions

Caring

A

characterized by warmth, acceptance, genuineness, concern
Leader: is honest, open; leader promotes growth of trust

60
Q

Yalom - group leader functions

Meaning attribution

A

the leader provides cognitive understanding of the events in the group; experiences are named and feelings are put into words
Leader: interprets, clarifies, explains

61
Q

Yalom - group leader functions

Executive leadership function

A

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

62
Q

Yalom - group leader functions

Effective leaders used:

A
  • moderate amounts of emotional stimulation
  • moderate amounts of executive direction
  • frequent use of caring functions
  • consistent use of meaning attribution
63
Q

Yalom - group leader functions

A poor style of group leadership meant:

A
  • very low/high emotional stimulation
  • very low/high executive behavior
  • low use of caring function
  • low use of meaning attribution
64
Q

Zander Ponzo’s studies found some support for Yalom, and found different factors present in successful groups:

A

openness
participation
risk-taking
conflict-confrontation
caring support

65
Q

Michael Waldo

A

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

66
Q

Jacob Moreno

Moreno began this theater in Vienna in 1921

A

Theater of Spontaneity

67
Q

Jacob Moreno

Psychodrama

A

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

68
Q

Jacob Moreno

Roles in psychodrama

A
  • 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
69
Q

Jacob Moreno

Parts of the psychodrama

A

occurs on a stage (part of room/actual stage)
- warm up (pre-action)
- action
- integration

70
Q

Group psychotherapy

A

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

71
Q

Family counseling

A

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

72
Q

Group couples counseling

A

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

73
Q

Primary prevention groups

A

emphasis is on preventing problems and developing healthy behaviors
- may be called guidance or psychoeducational groups
- ex. drug prevention

74
Q

Secondary prevention groups

A

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

75
Q

Tertiary prevention groups

A

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

76
Q

Potential multicultural issues for group counseling

A
  • 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
77
Q

Typical goals of multicultural groups

A
  • 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
78
Q

Outcome research

A

shows evidence of effectiveness of group work; data supports group counseling

79
Q

Process research

A

shown higher level of quality of research - more lab studies

80
Q

Research demonstrates that

A

perceptions, expectations, beliefs of group members can be changed

81
Q

Continuing question about researching the effectivenss of any counseling is:

A

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

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