Midterm Flashcards
1
Q
Therapeutic Group
A
- increase members knowledge of themselves and others. 2. to help members clarify the changes they most wan to make in their lives 3. to provide members with the tools they need to make these changes 4. to support these changes.
2
Q
Task Groups
A
- foster accomplishing and completing identified work goals
- do not focus on changing individuals
- committees, planning groups, community organizations, study groups, volunteer groups
- leader role: assist group to enhance performance and obtain predetermined goals
- clear purpose
- balance of process and content
- systems clear
- time taken to build a sense of community
- here and now
- feedback exchanged
- conflict addressed
3
Q
psychoeducational groups
A
- to educate well-functioning group members
- GOAL- to prevent development of educational deficits and psychologist problems
- acquisition of new info
- learn no bxs
- adaptive skills
- personal growth skills
- training purposes
- present new information and how members can implement it (anger management groups)
- structured groups- focus on theme
4
Q
Counseling Groups
A
Purpose: preventive, educational, growth oriented, & remedial.
Goals:
-To help members overcome usual problems of living.
-Personal growth, acquire new behaviors, resolution of specific short-term problems.
Aim is not to tx severe psychological & behavioral disorders.
Utilized methods of interactive feedback w/in here-and-now framework.
Leader model appropriate group bx
Leader help members establish personal goals
Group provides sample of reality
Individual problems may differ – struggle is universal
5
Q
psychotherapy groups
A
Remediation of in-depth psychological problems- focuses on past influences of present difficulties.
-Acute or chronic mental or emotional disorders
Marked distress, impairment
-Explores past issues – connects historical information to present.
-Symptomatology
-Symptom relief
6
Q
brief groups
A
-time limited
- have a preset time for termination,
-have a process orientation, and are
-professionally led.
- need clear group rules and structure
- not necessarily a type of group since many groups can be time limited
brief group counseling is popular because of the realistic time constraints and the ability of a brief format to be incorporated into both educations and therapeutic programs.
- Relevant because of economic pressures and shortage of resources
7
Q
multicultural perspective on group work
A
Effective group work involves considering culture of participants.
Can’t ignore diversity in group work.
Must have awareness, knowledge, & skills to deal w/ diverse membership.
Cultural similarities & differences must be addressed.
8
Q
diversity competence
A
deep understanding of self and culture
9
Q
culturally competent group workers need to
A
- be aware of biases, stereotypes, prejudices
- know something about the members of the group
- able to apply skills and interventions that are congruent with worldviews’ of members
- Consider impact of adverse environmental factors in assessing problems.
- Be aware of how values & beliefs influence facilitation of group process.
- Roles of family & community hierarchies.
- Respect member’s religious & spiritual beliefs & values.
- Ethnicity & culture influence bx.
10
Q
Best Practice Guidelines of ASGW
A
Professional competence in group work is not a final product, but a continuous process.
Keep current!
Be open to seeking professional counseling.
Seek ongoing consultation & supervision!
11
Q
Characteristics of Effective Group Leaders
A
Courage Goodwill & caring Becoming aware of your culture Stamina Presence Openness Personal Power Willingness to seek new experiences
12
Q
Group Leadership Skills
A
Clarifying Linking Suggesting Interpreting Facilitating Modeling Blocking Summarizing Terminating
13
Q
Law and Ethics
A
Laws & ethical standards are based on:
Accepted societal norms, beliefs, customs, values.
Laws – More prescriptive than ethical standards, greater sanctions or penalties.
Laws dictate minimum standards of bx tolerated by society.
Ethics – ideal standards expected by profession.
14
Q
2 kinds of ethical standards
A
Mandatory ethics: minimal adherence to standards
Aspirational ethics: “ought to dos” of counseling. Aspiring to highest standards; thinking about counselor’s influence & impact of counseling practices.
15
Q
Meta-Ethical Principles
A
5 Moral principles – backbone of counseling ethical standards.
- Autonomy
- Beneficence
- Nonmaleficence
- Fidelity
- Justice
16
Q
informed consent
A
Professional disclosure statement
Information to make informed decision
Members become aware of rights/responsibilities
Purposes, goals, nature of group
Possible outcomes
Professional preparation of group leader
Limits & exceptions to confidentiality
Role & responsibility of group leader & members
Policies re. psychoactive substance use.
Policies re. attendance, fees, insurance, time parameters
17
Q
Protection of Group Members
A
Physical & psychological protection
Prepare members for group counseling:
Discuss change process
Disadvantages & advantages
Guidelines about how to participate in group process
Set ground rules about confidentiality & subgrouping
Prediction of stumbling blocks
Deliverance of feedback
Nonjudgmental
Self disclosure
18
Q
Rationale for Preparing Group Members
A
Reduce extrinsic anxiety
- Group goals
- Unambiguous guidelines of appropriate bx
- Highly structured:
- –Psycho-educational component
- —-Promote free interaction
19
Q
Confidentiality
A
Right to Privacy
Privacy: client’s right to determine extent of self-disclosure.
Confidentiality: fundamental obligation for counselors to maintain.
Cornerstone of trust
Not ABSOLUTE!!!
Tarasoff v. Board of Regents of the University of California
Exceptions
20
Q
Privileged Communications
A
Privileged communications: communications between counselor & client are privileged.
Narrower concept
Privileged communication – counselor-client confidentiality is recognized in the context of raising a “privilege” against revealing information disclosed by client in confidence.
Client may choose to waive the privilege & reveal information on own.
Limits of the privilege:
- Duty to Warn and/or protect
- Duty to Report
- Legal concept of privileged communication does not apply to group/family counseling
- Privileged communication doesn’t extend where more than two persons are present
- All persons in group could be called to testify in court concerning information revealed to the group
Essential, critical for effective group work
- Difficult task
- Model importance
- Explain importance (members to keep one another’s confidences)
- Sign agreements agreeing to confidentiality
21
Q
Group Process
A
GROUP PROCESS: Dynamics & norms that guide & structure the group.
Interpersonal relationships Patterns of relating Emergence of conflict - Manifestation of member resistance Intermember feedback Level of cohesion Generation of trust Healing power developed in group
Various stages of group’s development
Longer the group, less time focusing on content issues
22
Q
group content
A
GROUP CONTENT: What actually happens in group.
Actual words, ideas, and exchange of information
Group techniques –
Leader interventions to facilitate movement
Suggesting new bx, offering feedback, presenting hunches, interpretations, homework assignments, etc
Group techniques: leader interventions-targeted at facilitating momentum & forward progression.
23
Q
content question
A
what do we have to do?
what do we need to dot o accomplish our goals?
24
Q
process questions
A
who am I?
who am I with you?
who are we together?
25
Yalom's Therapeutic Factors: 11 Primary Factors
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Instillation of Hope
Universiality
imparting of information
socializing techniques
imitative behaviors
interpersonal training
altruism
Catharsis
Corrective Recapitulation of primary family group
existential factors
group cohesiveness
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26
Yalom: Instillation of hope
Faith in treatment process
Conveying sense of assurance that tx will work
Increase belief & confidence of efficacy
27
Yalom: Universiality
Search out similarities
-compare symptoms and problem constellations
sharing of common denominators
perceive commonalities
28
Yalom:Imparting Information
Didactic, Explicit Instruction
- nature of illness/life situations
- examine misconceptions
- transfer information-providing information re. academinc, career, personal/social, mental health, mental illness, etc.
- imparting information re. healthy living
- -how to function more effectively
29
Yalom:Corrective Recapitulation of Primary Family Group
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Therapy Groups resembles family units
-authority figures
-peer/sibling roles
-personal revelations
-strong emotions/deep intimacy
hostile/competitive emotions
interact w/in family structure
-dependent role
-defy co-therapists
-split co-therapist- incite disagreements/rivalry
-compete with other members
-complacent/selfless-neglect own interests/needs
fixed roles must be explored/challenged
work though unfinished business
ground rules established
-testing new behaviors
-investigation of relationships
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30
Yalom:Development of Socializing Techniques
social learning
- direct/explicit----friendship group
- indirect----encourage open feedback, conflict resolution, how to be nonjudgmental, experience and express empathy
Feedback facilitates learning about desirability of one's behaviors
effective socialization skills necessary to function successfully
31
Yalom: Interpersonal Learning
social microcosm
- recreate and display pathology in group
- bidirectional
- adaptive spiral- interpersonal distortions diminish-ability to form rewarding relationships
- social anxiety reduces- self esteem rises
32
Yalom: Imitative Behavior
- members imitate each other
- -learn from each other
- -vicarious or spectator therapy-observe therapy of another member
- - experiment with new behaviors
33
Yalom: Group Cohesiveness
Cohesiveness"condition of members feeling warmth and comfort int he group feeling they belong, valuing the group and feeling, in turn, that they are valued and unconditionally accepted and supported by other members"
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Necessary for other therapeutic factors
Sense of belonging
Attraction – toward group & members
Members are supportive & accepting
Better attendance, greater participation, less turnover, more stable
Great influenceability
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34
Yalom: Altruism
Act of helping; giving to others
Need to feel needed
Act of transcending ourselves
Begin therapy feeling: worthless, nothing of value – altruistic acts increase self-esteem/self-worth
Giving of oneself & working toward common good of group
35
Yalom: Catharsis
Greek word “purgation” “cleansing” “purification.”
Defined by Aristotle “emotional cleansing.”
Expression of deep emotions/affect – related to past.
Process involves bringing repressed ideas, feelings, & memories into consciousness.
Process of releasing emotions, “freeing oneself” through activities/experiences.
Writing
Theatre
Talking
Group must be perceived as safe/supportive to permit risk-taking
36
Yalom: Existential Issues
Rooted in existence
“Attitude toward the human being” (Yalom,
1995, p. 91)
Not technique-driven
A philosophy applied to psychology & therapy
Psychological roots w/ Frankl & May after WWII
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Ultimate concerns of existence:
-Death
-Isolation
-Freedom
-Meaninglessness
Existential issues realized as members:
Consider important & sometimes painful truths about:
--life, mortality & unpredictability of existence
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37
mental health and existentialism
Healthy (freedom, authenticity, congruence, being, search for meaning)
Unhealthy (conformity, alienation, fragmentation, having, search for happiness)
38
goals of existential psychotherapy
self recognition of how one can lead fully authentic life
choices that can lead to more authentic life
confront anxieties that have been avoided
help members take responsibility and transition from 'victim role'
39
Why is theory important
general framework
sense of direction
rationale to counselor's actions, decisions
starting point and understanding of therapeutic process
enhance understanding of group process
theory selection is extension of your personality
integral part of the person you are
congruent with behaviors, personality, cultural background, status, life experiences, etc.
40
counselors outcomes
40% of outcomes based on – factors in clt’s life that facilitate change.
30% of outcomes variables – relationship factors.
Caring, warmth, empathy.
Specific bxs transpire between counselor & client.
15% of outcome variance – expectancy & placebo effects.
Client’s belief that healing is possible.
If, they have faith in therapeutic process.
15% outcome variance – techniqes/models
Specific theory least important factor.
41
integrative approach to group practice
Technical eclectism/integration: Collection of techniques from various theories.
Theoretical integration: A conceptual creation beyond a mere blending of techniques.
42
technical integration
focus on differences, uses techniques drawn from many approaches, and is based on a systematic selection of techniques
43
theoretical integration
conceptual or theoretical creation beyond a mere blending of techniques. the underlying assumption of this path is that the synthesis of the best of two or more theoretical approaches offers richer possibilities than restricting practice to a single theory.
44
Thinking, Feeling, and Behaving model
pay attention to cognitive, affective, and behavior domains
- reciprocol interaction between thoughts, feelings and behavior
- combination of 3 domains = comprehensive approach
45
client factors to consider
How ready is this person to engage in bx change?
Transtheoretical Model of bx Change
--Level of motivation?
--Comprehensive explanation of ct change.
--6 stages of change
46
transtheoretical model
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Precontemplation Stage:
Contemplation Stage:
Preparation Stage:
Action Stage:
Maintenance Stage:
Relapse Stage:
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Assess ct’s readiness for counseling
Goal is to help ct transition to next stage
Linked w/ development of realistic goals
Linked w/ selection of techniques & treatment options
47
psychoanalytic approach
psychodynamic approach
unconscious motivation & early experiences.
Group Therapy: analyzes inner conflict rooted in past.
Goal: Restructure personality
Make unconscious motives conscious
Key Concepts:
Transference
Resistance:( absence, late arrival, silence, monopolization, subgrouping, attack on the group leader).
Opportunities to help lead members to insight.
Free association: (Understand motives that underlie associations – how members react when unconscious material is brought to the conscious is interpreted).
48
Adlerian Approach
psychodynamic
Stresses social aspects of living.
life goals give direction to behavior
inherent feelings of inferiority striving toward mastery
lifestyle
Maladjustment related to faulty interpretations of one’s environment, feelings of inferiority & goals inappropriate to social living.
Goal: Foster social interest
Facilitate sense of connectedness
Contribute to welfare of others
Key Concepts:
NOT 'SICK' or suffering from a mh illness.
Family constellation:
Significance on early childhood recollections in the attitudes individuals acquire & goals they seek.
Examine BIRTH ORDER – positions in families can influence individual development.
GROUPS REPLICATE ORIGINAL FAMILY – family-like atmosphere
'CATCHING ONESELF' have members identify cues associated w/ problematic bx/emotions.
don't believe in screening group members
TECHNIQUES attending, providing confrontation and support, summarizing, gathering life history data, lifestyle analysis, iINTERPRETATION of experiences within the family and early recollections, suggestion, offering encouragement, homework assignments, assisting group members in search for new possibilities
act 'as if'
psychoeducational focus
present and future orientation
brief or time limited
49
Existential Approach
experiential and relationship oriented approach
1. we have the capacity for self awareness
2. because we are free beings we must accept the responsibility that accompanies our freedom
3. we have a concern to preserve ouruniqueness and identity; we come to know ourslefs in relation to knowing and interacting with others
4. the significance of our existence and the meaning of our life are never fixed once and for all. instead, we re create ourselves through our projects
5. anxiety is a part of the human condition
6. death is also a basic human condition, and the reality of our mortality heightens our sense of ultimate aloneness. death awareness can give significance to living
I-Thou encounter.
Present moment valued
Collaborative relationship – journey of self-discovery.
Not a technique-driven theory
Philosophical approach
Group therapists free to mold their interventions that are consistent to their own personality & style
Interventions guided by philosophical framework
50
Rational Emotive Behavior Therapy
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form of cognitive behavior therapy
Albert Ellis
A-B-C Actions, beliefs consequences
'men are disturbed not by things but by the views which they take of them'
Goal= 'd' dispute irrational beliefs
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Rational beliefs: reality based & provable
Irrational beliefs: unprovable
Self-talk is the culprit when it is insane & irrational.
Antidote – rational self-talk.
People talk themselves into emotional disturbances
Therapeutic Goals:
1. Eliminate self-defeating outlook
Help members identify underlying faulty beliefs
Critically evaluate these beliefs
2. Diminish capacity to engage in unhealthy emotional responses
3. Replace w/ more rational philosophy (constructive beliefs)
Techniques:
Coping Self statements: Faulty beliefs can be countered w/ rational coping statements.
3 basic ‘musts’ (mustabatory thinking) – root at emotional disturbance:
1. ‘I must/should/ought’…
2. ‘You must’…
3. ‘Conditions must be the way I want them to be’….
faulty thinking is confronted
Therapists role: Active, directive, & authoritative.
Act as teacher, catalyst, confronter, model & observer.
Teach members to minimize emotional disturbances & self-defeating bxs by acquiring a more realistic & workable philosophy of life.
51
Reality Therapy
William Glassner
cognitive-behavioral approach
3 'R's' - realism, responsibility, right and wrong
Based on Choice theory
Deals directly with behaviors.
Present here-and-now orientation
Demands members take responsibility for their actions.
people are in control of their actions
Teach members to act in responsible ways.
Avoids past focus, feelings & attitudes.
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Key Concepts:
have not met needs
Ability to fulfill one’s needs appropriately begins in infancy.
Fundamental needs:
1. To love, to be loved/belong
2. Survival
3. Power
4. Freedom
5. Fun
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Change in bx results in satisfaction of basic needs.
Group work: forum to help members determine degree to which needs are being met?
Focus on present behavior: Delving into hx provides excuses for members to avoid taking responsibility for present situation.
A choice to engage in self-defeating bxs.
Group setting help members practice new responsible bxs
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Technqiues:
WDEP model:
W: wants, needs & perceptions
D: direction & doing
E: evaluation: members evaluate total bx
P: planning & commitment: formulation of realistic plan & commitment to implement action plan
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52
psychodynamic approaches
stress insight in therapy (psychoanalytic and adlerian)
53
experiential and relationship oriented approaches
stress feelings and subjective experiencing (existential, person-centered, Gestalt therapy, and psychodrama)
54
Cognitive Behavioral approaches
Stress the role of thinking and doing and tend to be action-oriented (behavior therapy, cognitive therapy, rational emotive behavior therapy, and reality therapy)
55
postmodern approaches
stress understanding the subjective world of the client and tap existing resources for change within the individual (solution focused brief therapy, narrative therapy, feminist therapy)
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No single truth
Individual’s subjective reality does not exist independent of observational process
Clients experts over their lives
Accept clients reality of their lives
Clients create their own reality
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Language & use of language construct stories & meaning
Acknowledges complexity & relativity of all human experiences
56
solution focused brief therapy
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Steve de Shazer & Insoo Kim Berg
postmodern approach
All persons possess strengths that can be marshalled to improve quality of their lives
Client motivation is increased by emphasis on strengths as defined by client
Identify power within themselves
Clients as experts:
1. What they would like to see changed?
2. What will be different once problems are solved?
3. Perceptions of exceptions to their problems.
Techniques:
Open questions
Miracle questions
Scaling questions
Exception questions
Summarizing
Complimenting
Amplifying solution talk
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57
narrative therapy
postmodern approach
Individuals construct meaning in their life through configuration of stories
Clt’s life is seen as a story in progress
Stories then perceived as truth
Exploration of how problem is creating disruption & struggles
Therapist establishes collaborative approach & listens intently on clts’ stories
Avoids dx or labeling
Therapist role:
Understand clt’s perspective on life & problems ct confronts (dominant plot)
Change comes from ‘thickening the plot” by finding new subplots
Clt considers new possibilities
Wider array of choices
individuals possess ability to construct meaning & reauthor the meaning attached to experiences
Ability to creates one’s own life narrative offers freedom & flexibility
Accept ownership of realities we create
Individuals constantly state of constructing & reconstructing themselves to meet needs of encountered situations
Techniques:
Quality of therapeutic relationship
Person not the problem, problem is the problem
Externalizing conversations
Use of questions – espouse not knowing position
Explore multifaceted dimensions of life situations
58
Feminist Theory
post modern approach
Gender role analysis- impact of gender role expectations on psychological well being. make decisions about modifying gender role behaviors.
Power analysis- understand how unequal access to power and resources can influence personal realities
Social action-suggest that clients become involved in activities such as volunteering
empowerment of women & analysis of gender
Women’s movement rich hx dating back to late eighteen century
Not a specific set of techniques
A philosophical & political perspective
Goals of therapy:
Empowerment
Sense of self-acceptance
Enhancing quality of relationships
Balance of independence & interdependence
Help clts recognize & embrace personal power
59
Person Centered Approach
We have the capacity to understand our problems and that we have the sources within us to resolve them
facilitator focuses on the
-constructive side of human nature
-on what is right with people.
group members are able to change without a high degree of structure and direction from the facilitator.
group facilitators provide (understanding, genuineness, support, acceptance, caring, positive regard)
stresses relationship,
nondirective
group members identify personally meaningful goals
TECHNIQUES therapists' bring in their own here and now reactions to what is occurring with a group. doing so can motivate members to explore themselves at a deeper level.
60
Gestalt Therapy
experiential and relationship approach
individuals and their relationship with their present environment.
KEY CONCEPTS
-here and now
- direct experiencing
- dealing with unfinished business
- energy and blocks to energy
- contact
- paying attention to nonverbal cues
reexperiencing past situation as though events were happening the the present moment
GOALS
- attain awareness and greater choice.
THERAPEUTIC RELATIONSHIP not techniques. therapist is guide and catalyst
TECHNIQUES- EXPERIMENTS than techniques. 'empty chair'
gestalt therapy is integrative in that it focuses on whatever is in the individuals's awareness. Feelings, thoughts, body sensations, and actions are all used as pathways to understand what is central for the client in each moment.
61
psychodrama
jacob moreno
experiential and relationship approach
action approach, role playing, enacting situations using various dramatic devices to gain insight, discover their own creativity, an develop behavioral skills.
KEY CONCEPTS present moment (also true in Gestalt) Members will talk about situation int he past or the future to distance and defend themselves against experiencing their feelings. by recreating those difficult situations as if they were happening in the present moment, the actual encounter is brought into consciousness.
don't tell me about it, show me what happened, as if its happening now.
role reversal, future projection
reliving and reexperiencing -examine how that event affect them at the time it occurred and a chance to deal differently with the event now. by replaying a past event as if it were happening in the present, the individual is able to assign new meaning to it.
CATHARSIS often happens, but is not in itself a goal. simply rediscovering buried emotions will not bring about healing; these feelings must be worked through for integration to occur.
THERAPEUTIC RELATIONSHIP understanding and respect
62
Behavior therapy
identification of specific goals at the onset of the therapeutic process- can monitor and measure progress. GOALS to increase personal choice and create new conditions for learning. eliminate maladaptive behaviors and replace them with more constructive patterns.
TECHNIQUES assessment and data collecting to monitor progress. techniques to change behavior- relaxation methods, role playing, behavioral rehearsal, coaching, guided practice, modeling, giving feedback, mindfulness, cognitive restructuring, systematic desensitization, flooding, problem solving, homeowrk assignments.
63
cognitive therapy
psychological problems stem from faulty thinking making incorrect inferences on the basis of inadequate or incorrect information, and failing to distinguish between fantasy and reality. People are prone to learning erroneous self defeating thoughts but that they are capable of unlearning them. people perpetuate their difficulties through the beliefs they hold and their self talk. by pinpointing these cognitive errors and correcting them, individuals can create a more fulfilling life.
TECHNIQUES. present centered, psychoeducational, and time limited. SOCRATIC DIALOGUE and guided discovery. gain insight into how negative thoughts impact them.
automatic thoughts
collaborative empiricism- group leader assists members in forming hypotheses and testing their assumptions
cognitive restructuring- listening to their self talk learning a new internal dialogue and learning coping skills needed for behavioral changes
GOAL change the way clients think by identifying their automatic thoughts and begin to introduce the idea of cognitive restructuring
64
forming a group
Five general guidelines
1. rationale
2. objective
3. practical considerations- is membership defined, are meeting times frequency of meetings and duration of group reasonable
4. procedures
5. evaluation
65
questions for screening potential members
Type of group determines kind of members.
Key Questions:
Is this person suitable for this kind of group?
Some groups counterproductive
Appropriateness depends on purpose & goals of group
What methods of screening will you use?
How can you decide who may benefit from a group?
Who might not fit in?
Deal w/ a candidate who is not accepted to your group
66
screening and selecting members
Find out from prospective members:
Motivation for joining the group?
Past experience in group or individual therapy? What was the experience like?
Does the member understand the purposes & nature of the group?
What are the members fears about joining?
Personal concerns the member most likely will explore?
What they hope to get from this group?
How ready is member to take honest look at their life?
What does member want to know about you as leader?
67
pregroup/preliminary screening
Purpose: Outline aims of group in detail & clarify what members will be doing
- Prep members & get them oriented w/ one another.
- Begin to establish “structure” of the group – introduce necessities for informed consent
- Exploration of members’ expectations, goal clarification, address concerns/questions.
- Learn how group will function
- Discuss how members can get most from experience
- Discuss possible dangers or risks involved in participating
- Ways to minimize risks
- Explore fears, hopes, ambivalent feelings
- Essential requirement of confidentiality
- Assess “personality” of the group.
68
practical considerations in forming a group
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Group composition
Group size
Open vs. closed group
Length of group
Frequency & duration of meetings
Place for group sessions
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69
advantages of a group
Offer support for new bx & encourage experimentation.
Microcosm of the real world – allow members to see how they relate to others.
Optimal arena to discover how others perceive & experience us.
Universality
Transfer of learning
70
misconceptions about groups
Groups are suited for everyone.
Main goal of a group is for everyone to achieve closeness.
Groups tell people how they should be.
Group pressure forces members to loose sense of identity.
Groups are artificial & unreal.
71
clarifying leader and member expectations
What do members expect to gain or achieve from participating in the group?
Leader shares expectations & what one hopes to accomplish during the meetings.
Useful in controlling and mitigating anxiety.
72
group ground rules
Confidentiality
Punctuality & attendance.
Smoking & eating
Do not attend a session under the influence of alcohol/drugs
External socializing outside of group.
Intimate relations with other members.
Reinforcing member rights & responsibilities
Members not to use physical violence or verbal assaults/abuse to others in group
Provide members w/ summary of rights & responsibilities before joining
73
setting goals in group
General group goals
Individual goals specific to each member
74
warm up themes
Getting acquainted
Clarify purpose of group
Linking process to purpose of the group
Member participation important
Cognizant to diversity – divergent viewpoints can be energizing.
Behavioral guidelines
Member resources & strengths
75
rounds
“Check-in” with members.
Assess level of energy.
Identify varying verbal styles.
Check-ins – give each member a voice w/o being too intrusive, personal
76
use of microlabs
Structured exercises - designed to fit members’ needs.
Build group cohesion, nurture interpersonal relations.
Encourages everyone to participate & share.
Assess divergent & convergent viewpoints.
Balance process & content.
Increasing member-to-member interactions
77
group language
Use of clear, specific language.
Encourage “I” statements.
Here-and-now/immediacy.
Communications become more clear & effective w/ direct, first-person statements.
“We,” “Us,” “They” – vague, elusive, generalizations.
78
importance of 3 group phases
Warm-up, action, closure helps to achieve balance of process & content issues.
Attention to group interactions and interpersonal relations help group to achieve purpose & goals.
Learning among neighbors rather than among strangers.
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group counseling with minors
Contact parent/legal guardian of potential members
Secure written permission
Practice of informed consent & parental permission varies from schools & states.
Send letters and/or invite parents & children to meet to discuss concerns.
Prevent future misunderstandings/problems
Discuss confidentiality
80
characteristics of the initial stage of groups
Orientation & exploration.
Formation of identity
---formation of interpersonal relationships
---explicit and implicit group norms govn behaviors
----fears hopes expectations shared
----leaders behaviors are closely monitored
----members testing safety of group
facilitate members' involvement
----unaware of how to become involved in the group
-----what is appropriate group behavior (speak up, or wait to be invited, how personal, what is appropriate to talk about in a group)
81
physical arrangements and settings
contributes to climate of group
- privacy
- freedom from distractions
- seating/physical arrangements
- --physical barriers?
- --members separated by tables/spread out?
- --overcrowded-forced closeness
- ---co-leader seating arrangement
82
handling member reluctance
Encourage constructive discussion/sharing of member hesitation
Acknowledge any reluctance
Do not avoid or bypass opportunity to explore reluctance
Share how resistance affects you as group leader
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Hidden Agendas
Unspoken reactions within the group process.
Lack of trust, hostile interpersonal relations form, guarded & suspicious, chaos & uncertainty about group process.
Group development becomes stagnant
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creating trust
Trust is created when…
Open expression of:
Feelings, reactions, thoughts, & new bxs.
Disclosures of mistrust
Spontaneous, honest self-disclosures.
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attitudes adn actions leading to trust
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Attending and listening
understanding nonverbal behavior
empathy
genuineness
self disclosure
Respect
Caring Confrontation
maintaining trust
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86
group norms
shared beliefs about expected member behaviors.
| implicit and explicit
87
group cohesion
relationships between group leader(s) & members; member to member.
sense of togetherness within a group
sense of belonging, warmth, comfort in the group.
Feel valued & unconditionally accepted.
Creates conditions that promote necessary risk-taking, catharsis, & interpersonal & intrapersonal exploration.
88
ASGW
Association for Specialists in Group Work
89
group leadership skill: Active Listening
absorbing the content, noting gestures and subtle changes in voice or expression, and sensing underlying messages
90
group leadership skill: reflecting
dependent on active listening, the ability to convey the essence of what a person has communicated so the person can see it.
91
group leadership skill: clarifying
focusing on key underlying issues and sorting gout confusing and conflict feelings
92
group leadership skill: summarizing
used when group process becomes bogged down or fragmented. Help decide where to go next.
93
group leadership skill: facilitating
1. assisting membesr to openly express their fears and expectations
2. actively working to create a climate of safety and acceptance
3. provide encouragement and support
4. involve as many members as possible in the group interaction by inviting and sometimes even challenging members to participate
5. working toward lessening the dependency on the leader by encouraging members to speak directly to one another
6. encouraging open expression of conflict and controversy
7. helping members overcome barriers to direct communication
94
group leadership skill: empathizing
sense the subjective world of the client
95
group leadership skill: interpreting
offering possible explanations for certain behaviors or symptoms
96
group leadership skill: questioning
often overused. can be help reduce intensity if person is experiencing intense emotions
97
group leadership skills: linking
stress member to member communication
98
group leadership skill: confronting
1. challenge specifically the behavior to be examined and avoid labeling the person
2. share how he or she feels about the persons behavior
99
group leadership skill: supporting
can be therapeutic or counterproductive. a common mistake is offering support before a participant has had an opportunity to fully experience a conflict or some painful feelings.
100
group leadership skill: blocking
block certain activities of group members such as questioning probing gossiping invading another's privacy breaking confidences and so forth
101
group leadership skills: assessing
ability to appraise certain behavior problems and to choose the appropriate intervention
102
group leadership skill: modeling
group leader model desired behavior
103
group leadership skill: suggesting
offer suggestions aimed at helping members develop an alternative course of thinking or action
104
group leadership skkill: initiating
when a leader takes an active role in providing direction to members, offers some structure, and takes action when it is needed
105
group leadership skill: evaluating
leader should evaluate ongoing process and dynamics of a group
106
group leadership skill: terminating
know when and how to terminate their work
