Types of Groups

Question 1

use of group settings

Answer 1

• give the patient some kind of a sought-for change which will help him in his efforts to get well

Question 2

categories of psychological therapies

1. supportive therapy

Answer 2

• includes components from therapeutic schools such as psychodynamic, cognitive-behavioural, and interpersonal conceptual models and techniques
• reinforce the patient’s healthy and adaptive patterns of thought behaviours
• engage in supportive relationships with one another

Question 3

categories of psychological therapies

2. re-educative therapy

Answer 3

• attentive listening to clients thoughts and feelings in non-judgmental environment
• based on notion that every human is innately good

Question 4

categories of psychological therapies

3. insightful therapy

Answer 4

• helps clients understand how events in their past are negatively influencing their current thoughts, emotions, and behaviors
• learn skills in communication and conflict resolution

Question 5

heterogeneous group therapies

Answer 5

• groups made of dissimilar individuals (different disorders, different age groups)

Question 6

homogeneous group therapies

Answer 6

• groups made of mainly similar individuals (mostly depressed, same age etc.)

Question 7

open-ended groups

Answer 7

• groups with continually admitting and discharging patients

Question 8

closed groups

Answer 8

• groups with limited admission

Question 9

training laboratory group

Answer 9

• laboratory, educational procedure
• aiming to create a situation in which participants can appraise old behaviour and look at new ones –> through own control and access to skilled professional leadership and new knowledge
• temporary removal from usual living; temporary artificial supportive culture
• experiment with new behaviours without risks and punishment

Question 10

sensitivity training group

Answer 10

• any set of experiences attempting to help each participant to recognise and ace in himself and in others many levels of functioning
• evaluate own behaviour in light of responses elicited from himself and others
• basic data for learning come from participants themselves and from experiences within group
• opportunity for participants to expose and analyse personal behaviour

Question 11

marathon group

Answer 11

= sensitivity training group which meets continously for periods of time (12 to 36 hours)
- heighten impact of sensitivity training with continuous, uninterrupted interactions

Question 12

role of trainer in sensitivity training group

Answer 12

• trainer = experienced leader/facilitator who serves as a resource to the group
• helps group to make its own decisions, use its own resources
• calls attention of group to the behaviour

Question 13

task/work groups

Answer 13

= group that comes together to perform a task that has a concrete goal (e.g. community organisations, committees, planning groups)
- specific task is to be accomplished (discussing patient); leader should keep group on task, facilitate discussion and interaction

Question 14

guidance/psychoeducational group

Answer 14

= preventative and educational groups that help group members learn info about a particular topic or issue + might also help group members cope with that same issue (e.g. support group for suicide, prepare students to enter high school)
- leader provides information and elicits reactions and comments from members; facilitating discussion (giving exercise to do)

Question 15

counselling/interpersonal problem-solving groups

Answer 15

= help participants resolve problems of living through interpersonal support and problem solving

Question 16

psychotherapy groups

Answer 16

= groups focus on personality reconstruction or remediation of deep-seated psychological problem

Question 17

categories of groups

Answer 17

• overlapping and blending of group types in same group experience often best represents the reality of the evolving practice of group work

Question 18

1. education groups

Answer 18

= the leader provides info and then elicits reactions and comments from the members

• leader serves sometimes as an educator and other times as a facilitator of discussion
  (e. g. students learning study skills, women learning how to protect themselves from being raped, managers learning how to better supervise employees)

Question 19

2. discussion groups

Answer 19

= focus is usually on topics or issues rather than
any member’s personal concerns
- purpose is to give participants the opportunity to share ideas and exchange information
- leader serves mainly as a facilitator
(e.g. book club)

Question 20

3. task groups

Answer 20

= specific task is to be accomplished

- leader’s role is to keep the group on task and to facilitate discussion and interaction
e. g. staff meetings

Question 21

4. support groups

Answer 21

• consists of members with something in common, meets on a regular basis
• members share thoughts and feelings and help one another examine issues and concerns
• sharing is the group’s purpose and goal
• role of the leader is to encourage sharing
• interactions are personal, and members speak directly to one another
  (e. g. teenage mothers who are still in high school)

Question 22

5. self-help groups

Answer 22

• people with similar concerns
• have no permanent, professional leader
  (e. g. alcoholics anonymous)

Question 23

6. growth groups and experiential groups

Answer 23

• growth groups: members want to experience being in a group, motivated to learn more about themselves
• -> opportunity to explore and develop personal goals and better understand themselves and others
• experiential groups: leader designs experiential activities for the members (often outside, physical challenges, cooperation, risk taking)

Question 24

7. counseling and therapy groups

Answer 24

• members come to the group because of certain problems in their lives
• leader focuses the group on different individuals and their problems; then, members try to help one another with the leader’s guidance
• therapy groups: more sever problems, use some kind of theory