Group Counseling and Group Work (1/2)

Question 1

Group work

Answer 1

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

Question 2

Advantages of group counseling

Answer 2

• 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

Question 3

Goals of group counseling

Answer 3

• 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

Question 4

Types of Groups

Guidance

Answer 4

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

Question 5

Types of Groups

Counseling

Answer 5

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

Question 6

Types of Groups

Psychotherapy

Answer 6

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

Question 7

Types of Groups

Psychoeducation

Answer 7

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

Question 8

Types of Groups

Structured

Answer 8

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

Question 9

Types of Groups

Self-help

Answer 9

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

Question 10

Types of Groups

T-Group (training group)

Answer 10

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

Question 11

Types of Groups

Task/Work groups

Answer 11

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

Question 12

Group dynamics

Answer 12

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

Question 13

Forces that influence how the group behaves

Answer 13

• the roles members play
• the goals of the group
• norms the members adopt

Question 14

Group behavior may range from

Answer 14

Positive (socially acceptable)
to
Negative (destructive)

Question 15

Content

Answer 15

the subject under discussion

Question 16

Process

Answer 16

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

Question 17

In groups, the leader must be skilled in:

Answer 17

Processing and is able to model this skill for group members

Question 18

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

Answer 18

• 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

Question 19

Group cohesion

Answer 19

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

Question 20

Who are group members likely to identify with?

Answer 20

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

Question 21

Roles of group members

Facilitative/building role

Answer 21

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

Question 22

Roles of group members

Maintenance role

Answer 22

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

Question 23

Roles of group members

Blocking role

Answer 23

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

Question 24

Styles of leadership

Autocratic (authoritarian) style

Answer 24

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

Question 25

# Styles of leadership Democratic style

Answer 25

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

Question 26

# Styles of leadership Laissez faire approach

Answer 26

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

Question 27

Group counselor's core skills

Answer 27

- active listening - reflecting - clarifying - summarizing - facilitating - empathizing - interpreting - questioning - linking - confronting - supporting - blocking - assessing - modeling - suggesting - initiating - evaluating - terminating

Question 28

# Leaders of groups should: know theories

Answer 28

of group counseling

Question 29

# Leaders of groups should: Understand the principles

Answer 29

of group dynamics

Question 30

# Leaders of groups should: Know ethical issues

Answer 30

involved in group work

Question 31

# Leaders of groups should: Linking

Answer 31

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

Question 32

# Leaders of groups should: Blocking

Answer 32

stop unproductive behaviors such as scapegoating, storytelling, gossiping

Question 33

Mutuality (universality)

Answer 33

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

Question 34

Intellectualization

Answer 34

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

Question 35

Scapegoating

Answer 35

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

Question 36

Resistance

Answer 36

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

Question 37

How to prevent resistive behaviors

Answer 37

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

Question 38

Issues regarding co-leaders

Answer 38

- 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

Question 39

# Group formation issues Homogeneous vs. heterogeneous

Answer 39

**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

Question 40

# Group formation issues Open vs. closed

Answer 40

**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

Question 41

Group size

Answer 41

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

Question 41

Duration

Answer 41

- 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)

Question 42

Screening

Answer 42

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

Question 43

# Ethical guidelines for group counseling Informed consent

Answer 43

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

Question 44

# Ethical guidelines for group counseling Confidentiality

Answer 44

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

Question 45

# Ethical guidelines for group counseling Research

Answer 45

group members are asked for permission before participating

Question 46

# Ethical guidelines for group counseling Group counselor training

Answer 46

counselors have acquired skills and competencies through education and experience

Question 47

# Ethical guidelines for group counseling Group members' rights include

Answer 47

- freedom from undue pressure - participation is voluntary (if it is) - freedom of exit - right to the use of the group's resources

Question 48

Norms

Answer 48

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

Question 49

# Stages of a group **Stage 1** Pre-group

Answer 49

**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

Question 50

# Stages of a group **Stage 2** Initial

Answer 50

**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

Question 51

**Stage 3** Transition

Answer 51

**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

Question 52

**Stage 4** Working

Answer 52

**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

Question 53

**Stage 5** Final

Answer 53

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

Question 54

Other terms for group process

Answer 54

forming storming norming performing mourning (adjourning)

Question 55

Yalom's four stages of group:

Answer 55

orientation conflict cohesion termination

Question 56

Creative arts in group counseling

Answer 56

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)

Question 57

Yalom's 11 curative factors in successful group work

Answer 57

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)

Question 58

# Yalom - group leader functions Emotional stimulation

Answer 58

encouraging the expression of feelings, values, beliefs; deep emotional concerns **Leader**: confrontation, challenge, self-disclosure; leader models behaviors

Question 59

# Yalom - group leader functions Caring

Answer 59

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

Question 60

# Yalom - group leader functions Meaning attribution

Answer 60

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

Question 61

# Yalom - group leader functions Executive leadership function

Answer 61

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

Question 62

# Yalom - group leader functions Effective leaders used:

Answer 62

- moderate amounts of emotional stimulation - moderate amounts of executive direction - frequent use of caring functions - consistent use of meaning attribution

Question 63

# Yalom - group leader functions A poor style of group leadership meant:

Answer 63

- very low/high emotional stimulation - very low/high executive behavior - low use of caring function - low use of meaning attribution

Question 64

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

Answer 64

openness participation risk-taking conflict-confrontation caring support

Question 65

Michael Waldo

Answer 65

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

Question 66

# Jacob Moreno Moreno began this theater in Vienna in 1921

Answer 66

Theater of Spontaneity

Question 67

# Jacob Moreno Psychodrama

Answer 67

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

Question 68

# Jacob Moreno Roles in psychodrama

Answer 68

- 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

Question 69

# Jacob Moreno Parts of the psychodrama

Answer 69

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

Question 70

Group psychotherapy

Answer 70

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

Question 71

Family counseling

Answer 71

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

Question 72

Group couples counseling

Answer 72

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

Question 73

Primary prevention groups

Answer 73

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

Question 74

Secondary prevention groups

Answer 74

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

Question 75

Tertiary prevention groups

Answer 75

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

Question 76

Potential multicultural issues for group counseling

Answer 76

- 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

Question 77

Typical goals of multicultural groups

Answer 77

- 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

Question 78

Outcome research

Answer 78

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

Question 79

Process research

Answer 79

shown higher level of quality of research - more lab studies

Question 80

Research demonstrates that

Answer 80

perceptions, expectations, beliefs of group members can be changed

Question 81

Continuing question about researching the effectivenss of any counseling is:

Answer 81

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