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PYSCH 657: Group Counseling > Midterm > Flashcards

Midterm Flashcards

1
Q

Yalom’s 11 therapeutic factors in group therapy

A
  1. Instillation of hope
  2. Universality
  3. Imparting information
  4. Altruism
  5. Corrective recapitulation of the primary family group
  6. Development of socializing techniques
  7. Imitative behaviour
  8. Interpersonal learning
  9. Group cohesiveness
  10. Catharsis
  11. Existential factors
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2
Q

What are the therapeutic factors that clients view as most important in group therapy (Yalom)? How do these differ from what therapists view as most important?

A
  1. Interpersonal input
  2. Catharsis
  3. Cohesiveness
  4. Self-understanding
  5. Interpersonal output
  6. Existential factors
  7. Universality
  8. Altruism
  9. Family reenactment
  10. Guidance
  11. Identification

Lots of overlap. Therapists tend to view technique as most important.

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3
Q

Most important therapeutic factors according to Yalom and why?

A

Interpersonal learning: opportunities to learn through interpersonal interactions (corrective emotional experiences, cognitive reframing).

&

Group cohesiveness: the relationships between members and each other/the leader, as well as the group as a whole. Feeling of warmth and support members get from the group. Related to greater self-disclosure, willingness to listen, and acceptance.

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4
Q

3 Components of Interpersonal Learning (Yalom)

A
  1. Importance of interpersonal relationships: Yalom believed that most problems can be defined in interpersonal terms.
  2. Corrective emotional experiences & cognitive reframing
  3. The social microcosm: each group will develop its own dynamics and patterns will emerge
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5
Q

Yalom’s therapeutic factors: Instillation of hope

A

Hope for healing & that things can be different. Being among others with similar experience. Hope, self-efficacy, optimism, expectancy.

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6
Q

Yalom’s therapeutic factors: Universality

A

Members are not alone experiencing a problem - normalizes the experience.

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7
Q

Yalom’s therapeutic factors: Imparting information

A

All the information and insights provided by group leaders or members

Caution: incorrect/inappropriate advice from members

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8
Q

Yalom’s therapeutic factors: Altruism

A

Self-less concern for the wellbeing of others. It is healing to give and receive altruism; some members may not have previously had the opportunity. Support, reassurance, insights.

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9
Q

Yalom’s therapeutic factors: Corrective recapitulation of the primary family group

A

The leader may be seen as a parental figure and other members as siblings → reenactment of dynamics with relatives in FOO that the leader can observe and help correct

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10
Q

Yalom’s therapeutic factors: Development of socializing techniques

A

Relating directly, honestly, and intimately with other members. Interpersonal feedback.

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11
Q

Yalom’s therapeutic factors: Imitative bx

A

The leaader and members become role models. Can be the first step of internalizing new bxs and values.

Technique/skill: Modeling

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12
Q

Yalom’s therapeutic factors: Catharsis

A

Expression of emotion. Can provide relief as well as lasting change.

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13
Q

Yalom’s therapeutic factors: Existential factors

A

Parts of the group process that help members deal with the human experience: death, isolation, freedom, lack of meaning

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14
Q

What does Yalom mean by the Here and Now and Process in the context of group therapy? Be able to apply these concepts to a case.

A

Focus on the interactions and experiences happening in the present. Process comments.

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15
Q

The process of process

A
  1. Recognize own bx in relation to others
  2. Appreciate the impact of own bx on self and others
  3. Desire to change
  4. Enact change in group, then in life outside of group
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16
Q

Where does group process information come from?

A

Member’s bx, words expressed/omitted, group tensions, therapist’s feelings

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17
Q

Strategies to help clients accept process

A
  1. Frame in a a supportive, non-critical manner
  2. Frame target bx as part of the self, not an enduring trait
  3. Create a contract
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18
Q

Technique: Rounds

A

Check-ins, deepen the focus (“we have all experienced x - let’s go around and share how you are feeling now re: x), reflect on exercises

Types: here/not here, number rounds, word or phrase, check in/agenda setting, voting, check out/closing.

Tips: start at different points of the circle, if confusing lead by example, use reflective statements, briefly summarize main themes at the end, may focus on one member’s response for further processing.

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19
Q

Technique: Linking

A

Connecting work that members do to group themes

20
Q

Technique: Spinning off

A

When focus is on one person, find ways to get other members involved.

21
Q

Technique: Drawing out/Cutting off (When?)

A

Paying attention to “air time”. Warm startup & eye contact. Give reason.

When a member is taking up too much time or is sharing incorrect information.
If the conversation has veered away from the purpose of the group. Arguments.
If a member says something offensive.
When focus is/should be on a specific member.

22
Q

Technique: Redirecting

A

Refocusing on the concepts the leader intended to work through in a session.

23
Q

Technique: Modeling

A

The leader embodies the concept they are sharing with the members.

24
Q

Technique: Self-Disclosure

A

The leader self-discloses appropriate personal information when it is beneficial to members

25
Q

ACT Core Values (Hexaflex)

A
  1. Acceptance
  2. Cogntive defusion
  3. Contacting the present
  4. Values
  5. Self as context (“noticing the noticer”)
  6. Committed Action
26
Q

ACT Core Values: Acceptance

A

Nonjudgemental awareness of internal and external events. AKA willingness.

Open up (ACT Made Simple)

27
Q

ACT Core Values: Cognitive defusion

A

Learning to notice the process of thought. Creates psychological distance between self and one’s thoughts/feelings.

Watch your thinking (ACT Made Simple)

28
Q

ACT Core Values: Contacting the present

A

Mindfulness.

Be here now (ACT Made Simple)

29
Q

ACT Core Values: Values

A

Defining what is most important to the person. Purpose and direction.

Know what matters (ACT Made Simple)

30
Q

ACT Core Values: Self as context

A

Noticing the noticer. Extends psychological distance between self and the experience of having thoughts and feelings.

Pure awareness (ACT Made Simple)

31
Q

ACT Core Values: Committed action

A

Taking steps towards valued goals.

Do what it takes (ACT Made Simple)

32
Q

What are some basic techniques/exercises for helping clients understand experiential avoidance and acceptance in ACT (Westrup)?

A

Try not to think exercise

33
Q

How would you explain the ACT group therapy to group members in the first session?

A

The aim of ACT is to create a rich, full, meaningful life while accepting the pain that inevitably occurs.

ACT helps us get in touch with our deepest values and desires to guide, motivate, inspire bx change through mindful actions (ACT made simple)

34
Q

Provide a brief (basic) outline of what you might include in the first session of group therapy session.

A

Introduce self, provide a brief description of ACT.
Obtain consent and establish ground rules.
Group introductions (round).
Activity/Content
Closing and preparing for next meeting (closing round, intro hw)

35
Q

What are some things you may include in the ground rules in a group?

A

Confidentiality
Attendance/timeliness
Homework completion
Respect for other members and diversity of group
Being open to feedback
No offensive or hurtful language

36
Q

Consider the ethical issues involved in seeing a client for both individual and group therapy.

A

Confidentiality, dual relationships, real or perceived preferential treatment.

36
Q

What are some of the important things to consider in planning a closing group session (Jacobs)?

A

Creating an action plan for after group/support ends.
SMART goals (specific, measurable, adaptive (improves life in some way, realistic, time framed).
Follow up post-treatment session (booster) is optimal but not always possible.
Do not bring up anything that may be left unprocessed.

37
Q

What are some reasons you may encourage group not to socialize outside of group?

A

Confidentiality, group cohesiveness/dynamics could be impacted negatively.

37
Q

What are some exclusion criteria to consider in forming groups?

A

Low readiness for change, client specificity (ex: schizophrenia, bpd), active crisis, severe depression, active suicidality.

37
Q

How would you design the closing session of our ACT group?

A

1-2 sessions
Reflect on major themes
Create action plans
Set aside time to express appreciation/goodbyes
Party (last 20 minutes)

38
Q

What are some things that are important to include on a consent form for group therapy?

A

Confidentiality, risks/benefits, info for 24/7 access to care

39
Q

What are some differences between open and closed groups?

A

Group cohesiveness

40
Q

Holding the focus

A

If topic benefits group, is consistent with goals for session, and
members are engaged, you may want to hold the focus.

Techniques: “Stay with that feeling for a moment”, spinning off (do others share that feeling?), “Let’s finish this discussion before we talk about that, is that okay?”.

41
Q

Deepening the focus (When? + techniques)

A

Members are ready, therapy (process) group, consistent
with group goals, members will benefit.

Techniques: “Stay with it”, ask thought provoking/challenging questions (Has anyone else ever felt like they just can’t cope with things anymore? What was that experience
like for you?), confronting interfering group dynamics.

Exercises: written

42
Q

What are some of the reasons members might be quiet in group (Jacobs)? What does effective and ineffective drawing out look like?

A

Quiet, reserved, distracted/not mentally present, unprepared, distrust, intimidation.

Eye contact, rounds, dyads, written exercises, direct (“I noticed you’ve been quiet…”),

43
Q

Group exercises

A

Written (sentence completion)
Movement (goals walk, values continuum - xy scale)
Mindfulness exercises
Lifeline exercise

Always process an exercise or activity afterwards

44
Q

SMART Goals

A

Specific
Meaningful
Adaptive
Realistic
Time-framed

PYSCH 657: Group Counseling (1 decks)

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