Group, Micro, & Other Flashcards
Group Counseling Stages
- Initial Stage
- Transition Stage
- Working Stage
- Final/Termination Stage
Initial Stage
-Stage 1 of a group
GROUP CHARACTERISTICS:
-orientation and exploration
-early concerns
-identify and explore common fears of members
-hidden agendas
-self-focused vs. focus on others
-here and now vs. there and then
-trust vs. mistrust
LEADER:
-create trust among leader and member: attend and listen, understand non-verbal beh., empathy, genuineness, self-disclosure, respect, caring confrontation, maintain trust
-introduce norms and expectations of group
-address member’s hesitations, resistance, and fear
-examine anxiety
MEMBER:
-initial hesitation and cultural considerations
-observe if leader is trustworthy
-anxiety over whether they will be accepted
-determine if group is safe
-clarify expectations and identify personal goals
-take very little risks in sharing personal info
TRANSITION:
-leader must focus on creating trust by active listening, genuineness, appropriate self-disclosure, and caring confrontation
-techniques: icebreakers, pair sharing, discussing together as a group; have members share their fears about the group experience
-leader may assign HW and journaling to help members reach goals outside of group
CHALLENGES:
-trust vs. mistrust
-hidden agendas
-uncertainty of norms
Transition Stage
-Stage 2
GROUP CHARACTERISTICS:
-still slightly resistant to trust
-awkward silences
-members hesitant to share
-members begin to show parts of themselves to the group
LEADER:
-provide safe environment with clear boundaries = biggest challenge
-teaches and models to members how to respect and work with resistance by challenging and using gentle, caring confrontation
-help members stay in the here and now; be present while others are sharing
-remain curious about members who display defensive beh.
-leaves the decision to members to disclose and letting them know that they may do so without giving up privacy
-encourage & challenge
MEMBER:
-resistance
-tests and observes group by remaining silent
-tries to gain grasp of trustworthiness of group/leader
-fears being vulnerable and disclosing too much
-fear of being rejected, misunderstood, and losing control of what they disclose
TRANSITION:
-ask members to discuss group dynamics at current moment
-be honest about group’s progression and status
-teach members to caringly confront one another without labeling/describing emotions
-continue to break off into smaller groups for comfort
-members must be able to deal effectively with defensiveness and resistance, confront fears, and work through conflict and control issues
CHALLENGES:
-member’s reluctance to share
-member’s fear of looking foolish or being judged
-one or a few members monopolizing convo
Working Stage
Stage 3
GROUP CHARACTERISTICS:
-group norms solidified and developed
-members become more willing to disclose and participate
-group cohesion is high
-trust is high
-communication within group is open
-feedback is given with little defensiveness
-not all members are at same place in work stage, but are moving forward in the process
LEADER:
-discloses more
-balance between support and challenge
-create group cohesion by highlighting common themes that may unite group members
-continue to model genuineness, caring confrontation, constructive and gentle feedback
-encourage members to practice new skills
-provide constructive feedback
-support and confrontation
MEMBERS:
-begin to feel included and can explore feelings with group
-less focused on leader for direction of session
-more ready to handle conflict within group
-members give honest feedback and communicate better
TRANSITION:
-assign HW that translate what has been learned in group into practice outside of group
-leader helps group review all they’ve learned so far
-leader invites members to give and receive feedback
-members give honesty feedback and communication is better
CHALLENGES:
-monopolizing members
-confrontation between members
-formation of cliques
Final / Termination Stage
Stage 4
GROUP CHARACTERISTICS:
-members deal with preparation for separation of group
-address unfinished business
-leader helps group members recap what they have learned
-leader invites members to give feedback
-leader encourages members to practice beh. changes after group ends
-consolidation and termination
-goals met and process completed
LEADER:
-help members express feelings
-discuss what has happened throughout the group and how it has affected their change and obtainment of goals
-reemphasize confidentiality
-leads members toward a plan of action post-group process (i.e., developing contracts to continue making progress)
-connect members to additional supports/services
MEMBER:
-processes that group is ending
-may feel anxious about end of group
-members may act distant as they understand end is near
-evaluate group experience
-generalize learning to daily life
-practice behavioral changes
CHALLENGES:
-member’s anxiety about group ending
-being able to tie up loose ends and resolve problems
3 Principal Outcome-Focused Goals of Helping
- Life-enhancing outcomes for the client. Help clients manage their problems in living more effectively and develop unused or underused resources and opportunities more fully at the service of life-enhancing outcomes.
- Learning how to help oneself. Help clients become better at helping themselves in their everyday lives.
- Develop a prevention mentality. Help clients develop an action-oriented prevention mentality in their lives.
Client’s Primary Goal
To commit themselves to the helping process and capitalize on what they learn from the helping sessions to manage problem situations more effectively and develop opportunities more fully in their day to day lives
Stages of Problem Management
- What is going on? Help clients explore their concerns.
- What does a better future look like? Help clients determine problem-managing outcomes and set goals
- How do I get there? Help clients draw up plans to accomplish goals
- Implementation: How do I make it all happen? Help clients make it happen
Microskills Techniques
- genuineness
- empathy
- unconditional positive regard
- probing questions
- miracle question: “If your problem went away tomorrow, what would your life look like?”
- summarization
- empathic statements
Prompts vs Probes
PROMPTS: brief verbal or nonverbal interventions designed to let clients know that you are with them to encourage them to talk further
PROBES: helps move the conversation forward to allow the conversation to go deeper
Title IX
-No person in the US shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity receiving federal financial assistance OBLIGATIONS: -recruitment, admissions, and counseling -financial assistance -athletics -sex-based harassment -treatment of pregnant or parenting students -discipline -single-sex education -employment
Family Educational Rights and Privacy Act (FERPA)
Parents or eligible students have the right to:
- review student’s ed records maintained by school
- request record correction which they believe to be inaccurate or misleading; if school declines, they have a right to amend such a decision
- must have written permission to release information from a student’s ed record (with exceptions)
- schools may disclose, without consent, student’s directory info, but must give parents or eligible students the opportunity to request that info not be disclosed
In Loco Parentis
“In the place of the parent”
-duty to act like the parent when protecting students from foreseeable harm
Qualitative Research Methods
- Narrative Research: tell lived and told stories of individuals
- Ethnography: understand behaviors and culture of a group
- Historical Research: describe past events
- Ground Theory Research: derive a theory directly from data collected in a natural setting
- Phenomenological Research: understand experiences from data collected in a natural setting
- Case Study Research: understand one person or situation in great depth
Quantitative Research Methods
- Observational Research: focus on measurable behavior
- Survey Research: describe characteristics of a group or population
- Experimental: test an idea to determine whether it influences an outcome or dependent variable (need random assignment to be a true experiment)
