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Group Theory > Group Theory Final Exam > Flashcards

Group Theory Final Exam Flashcards

1
Q

Define:

Group

in the context of therapy.

A

dynamic interaction between individuals for prevention/remediation of difficulties or for personal growth/enrichment for a common purpose

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2
Q

List out the:

advantages of group counseling

Hint: 11 total

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
  • can closely replicate the participants’ everyday world
  • spreads out counselors further in schools/agencies
  • counseling is lest costly per individual
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3
Q

List out the:

goals of group counseling

Hint: 10 total

A
  • learn to trust self and others
  • self-knowledge
  • recognize the commonality among members
  • find alternative ways of resolving conflicts
  • increase self-direction
  • learn more effective social skills
  • become more sensitive to others’ needs
  • learn how to confront appropirately
  • clarify expectations, goals, and values
  • make specific plans for changing certain behaviors and to commit to those plans
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4
Q

Describe:

guidance groups

A

provide information and discuss how this information is revelant to the group

Ex. school settings

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5
Q

Describe:

counseling groups

A

Purpose is growth, development, removing blocks and barriers, and prevention - focused on problems

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6
Q

Describe:

psychotherapy group

A

purpose is remediation, treatment, and personality reconstruction.

Found in medical settings, mental health agencies, etc.

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7
Q

Describe:

psycheducation group

A

aquire information and skill-building that can be preventative, growth-oriented, or remedial.

Found a lot in social services agencies.

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8
Q

Describe:

structured groups

A

focused on a central theme

Ex. anger management, loss/grief

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9
Q

Describe:

self-help groups

A

support systems to help with psychological stress, not usually professionally led

Ex. survivors, parents who have lost a child, etc.

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10
Q

Describe:

training (T) group

A

examine and improve interpersonal skills, examining situations outside of the group

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11
Q

Describe:

task/work groups

A

individuals cooperating interdependently and sharing one or more specific goals

Ex. literally our group in class

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12
Q

Explain the group dynamics of:

content and process

Hint: 4 points

A
  • Content is the subject under discussion
  • Process is how the interaction/discussion is occuring
  • Focus on process results in examing the meaning of an experience and its feelings
  • Successful groups balance between content and process for all three sections
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13
Q

Explain:

group cohesion

Hint: 3 points

A
  • means that being in group is attractice and they feel belonging/inclusion
  • unifying force of cohesion leads to an effective, working group
  • behavioral changes will be more likely to perservere if they are interalized because of a change in motivation, not modeling another member
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14
Q

List and describe the:

roles of group members

Hint: 3 points

A
  1. Facilitative/Building role: help build cohesion
  2. Maintenence role: encourages social/emotional bonding to bond group
  3. Blocking role: hinder group formation through negative/diverting behaviors
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15
Q

List and describe the:

styles of group leadership

Hint: 3 points

A
  1. laissez faire groups: members are free to do as they choose
  2. autocratic groups: leaders descide, best for quick desicion
  3. democratic groups: members and leader all agree on what to do
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16
Q

List out:

group counselor’s core skills

Hint: 20 points

A
  • active listening
  • restating
  • clarifying
  • summarizing
  • questioning
  • interpreting
  • confronting
  • reflecting
  • supporting
  • empathizing
  • facilitating
  • initiating
  • setting goals
  • evaluating
  • giving feedback
  • suggesting
  • protecting
  • disclosing oneself
  • modeling
  • terminating
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17
Q

Group leaders should:

know and be responsible for

Hint: 5 points

A
  • know theories of group counseling
  • understand the principles of group dynamics
  • know ethical issues involved in group work
  • look for themes and connect them
  • stop unproductive behaviors
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18
Q

Define:

universality

A

feeling that one is not alone or unique and that others have similar problems/situations

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19
Q

Define:

Intellectualization

A

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

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20
Q

Define:

scapegoating

A

process whereby several members of a group gang up on an individual and “dump” on them

21
Q

Define and explain:

resistance

A

Definition: individual or group behavior that impeeds group progress
Why: can be a protection mechanism for group members and so is important for group leaders to address how to deal with them

22
Q

Explain the importance of:

co-leaders

Hint: 3 points

A
  • group members benefit from the experiences and insights of two leaders
  • co-leaders can recreate roles and serve as models so more linking is possible
  • different reactions and feedback may enhance group energy and discussion
23
Q

Explain what:

group leaders should do/remember

Hint: 6 points

A
  • give each other feedback
  • have a good working relationship and not have conflicting theoretical orientations
  • not have a power struggle which could fragment the group
  • process the co-leading experience regularly
  • can be a good way to start “new” leaders by pairing with an experienced one
24
Q

Explain the importance of:

homogeneous vs. heterogeneous groups

A

members should be similar enough to connect with one another, but different enough to similuate more of what you’d experience in the real world

25
Q

Explain the difference between:

open vs. closed groups

A

Open: replace members who leave and can provide new ideas, stimulation, etc.

Closed: you don’t admit new members, building and maintaining trust and cohesion is facilitated

26
Q

Explain the importance of:

group size

Hint: 3 points

A
  • for an adult group with no co-leader = 8 people
  • Children 5-6 years = 3-4 people
  • Older children = 4+
27
Q

Explain the importance of:

duration

Hint: adults and children

A
  • Adults: optimal is 90 minutes, but could be shorter inpatient
  • Children: shorter depending on ages, 20-30 mins for 5-6 years
28
Q

Explain the importance of:

screening

Hint: 3 points

A
  • screening us usually conducted with a group leader during which group is explained to prospective member
  • includes group norms, conflidentiality issues, and appropriateness of that group focus to the member
  • members need to be functionally similar in order to function well, and member must believe group is good for them
29
Q

Explain the:

ethical guidelines for group counseling

Hint: 4 points

A
  1. Informed consent: tell client before counseling about rights and expectations
  2. Confidentiality: difficult to assure in group counseling, and there are exceptions
  3. Research: group members are asked for permission before participating in research
  4. Counselor training: counselors have aquired skills and competencies through education and experience
30
Q

List:

group members’ rights

Hint: 4 points

A
  • freedom from undue pressure
  • participation is voluntary (unless it isn’t)
  • freedom to exit
  • right to use of the group’s resources
31
Q

Define:

norms

A

Norms: group’s rules of behavior which apply parameters about acceptable behavior

Can be formal/informal, spoken/unspoken, or even different from outside

32
Q

List:

Corey’s stages of group

Hint: 6 points

A
  1. Formation
  2. Orientation and Exploration
  3. Transition
  4. Working
  5. Consolidation and Termination
  6. Postgroup activities
33
Q

Define:

Stage 1: Formation

issues and leader responsibilities

A

Issues: planning, leader prep, recruiting, screening and selecting group members

Leader: identifies goals/purposes and announces group, screens potential members, defines operational details

34
Q

Define:

Stage 2: Orientation and Exploration

Issues and leader

A

Issues: orientation and structuring of group process, inclusion, identity, cohesion and trust

Leader: models, helps identify goals/structure, states expectations and group rules, teaches interpersonal skills, be present and genuine

35
Q

Define:

Stage 3: Transition

Issues and leader

A

Issues: anxiety, conflict, resistance, intellectualization, questioning and challenging leader

Leader: creates supportive/trusting climate, addresses anxiety/resistance, identifies behaviors postive/negative to group process, keeps goals in focus, supports but challenges members

36
Q

Define:

Stage 4: Working

Issues and leader

A

Issues: cohesion, effective, using resources within group, less dependence on leader, self-exploration

Leader: provides reinforcement, linking, supports risks, models appropriate behavior, encourages translating insight into action

37
Q

Define:

Stage 5: Consolidation and Termination

Issues and leader

A

Issues: feelings about termination, unfinished business, feedback, preparing for the outside world, decisions about what courses of action to take

Leader: deals with feelings, reinforces changes, help members make plans and contracts, assist to understand and integrate what happened in group

38
Q

Explain the importance of:

reviewing in the final stage of group

A

Allows members to look back and see what they’re learned, putting them in a better position to determine what they’re going to do with this new knowledge

39
Q

Define:

Stage 6: Postgroup Activities

Issues and leader

A

Issues: evaluation of outcomes, follow up referral for other services

Leader: processes the group experience with others (supervisor) if possible, evaluates process/outcomes, conducts follow up to reinforce learnings, provides support, helps evaluate outcomes

40
Q

List:

Yalom’s 11 curative factors in group

A
  • altruism
  • universality
  • interpersonal learning
  • imparting information
  • developing socialization techniques
  • imitative behavior
  • group cohesiveness
  • catharsis
  • corrective recapitulation of the primary family group
  • instillation of hope
  • existential factors
41
Q

List and explain the:

Yalom’s group leader functions

Hint: 4 points

A
  • Emotional stimulation: encouraging the expression of feelings, values and beliefs
  • Caring: warmth, acceptance, genuineness and concern
  • Meaning attribution: leader provides cognitive understanding of the events in the group putting experiences inot names and feelings into words
  • Executive leadership: structures, suggests limits and norms, and provides direction

Leaders use moderate amounts of all things to be in balance/effective.

42
Q

Define:

primary groups

A

emphasis on preventing problems and developing healthy behaviors

43
Q

Define:

secondary groups

A

focus on reduction of length or severity of a problem, with some preventative or remedial elements

44
Q

Define:

tertiary groups

A

focus on returning memebers to healthy, full functioning individuals (remedial)

45
Q

Explain:

multicultural issues in group

Hint: 4 points

A
  • aculturation can be a significant factor in clients’ understandings of therapy
  • some cultures discourage sharing of personal problems or family concerns with others
  • techniques like confrontation could be interpreted differently depending on background
  • important to be aware of own personal background as well as others to navigate challenges
46
Q

Define and contrast:

legal vs. ethical issues

A

Legal: laws and rules designated by the county/city/state/country the group is being housed in

Ethical: ethical issues are designated by the professional organization such as American Counseling Association

47
Q

List:

psychological risks of group counseling

Hint: 5 points

A
  • misuse of power
  • self-disclosure
  • maintaining confidentiality
  • scapegoating
  • confrontation
48
Q

Explain how to handle:

value conflicts in group

Hint: 9 points

A
  • members/leaders need to know why they’re confronting
  • confrontations are not dogmati statements concerning who or what a person is
  • person being confronted should be todl what effect they have on others rather than being labeled
  • confrontations should be on specific, observable behaviors
  • one purpose of confrontation is to develop a closer relationship with others
  • sensitivity is important; imagine how the person being confronted feels
  • ask yourself if you’re willing to do what you’re asking others to do
  • confrontation is an opportunity to reflect on feedback they receive before they are expected to respond/act
  • confrontation is a means to get a client to consider another perspective
49
Q

Define:

best populations for group

A

those who live with mental health conditions that affect their ability to engage such as anxiety, depression, and other mood disorders

Group Theory (1 decks)

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