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Psych 388 > Unit 13- groups > Flashcards

Unit 13- groups Flashcards

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1
Q

Why are groups valuable?

A

They allow members to feel a sense of belonging

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2
Q

What is the origin of group cllg?

A

First psychotherapy groups in 1905 for tubercular patients, formed by John Pratt

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3
Q

What are the types of cllg groups that emerged through evolution of the style?

A
  • psychodrama
  • T-groups
  • encounter groups
  • group marathons
  • self-help support groups
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4
Q

What are psychodrama groups and how do they work?

A

Founded by J Moreno

  • group members enact unrehearsed role-play with the group leader as director and rest of group as actors or audience
  • group provides feedback
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5
Q

What is the primary benefit of psychodrama?

A

Helps clients experience emotional qualities of an event.

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6
Q

What are T-groups?

A

Training groups, founded by Maine
- started as task accomplishment and evolved to emphasize interpersonal relationships, now shows clients how the system operates and how individuals function within the system.

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7
Q

What is the primary benefit of T-groups?

A

Members learn from the experience how one’s behaviour in a group influences others behaviour & vice versa

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8
Q

What are encounter groups?

A

Encounter groups emerged from T-groups with a focus on growth of individual group members
- designed for normally functioning ppl

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9
Q

What is the primary benefit of encounter groups?

A

Individual expression and recognition of affect

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10
Q

Whose groups were included in encounter groups?

A

Carl Rogers and William Schutz

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11
Q

What are group marathons and how do they work?

A

One-session groups that lasted a min of 24 hours
- designed to break down barriers of individuals and found to be effective for substance abuse and labour and peace negotiations.

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12
Q

Who were the founders of the marathon group movement?

A

Fred Stoller and George Bach

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13
Q

What are self-help/support groups and how do they work?

A

Two types: self-help groups form spontaneously, are often led by a lay-person, emphasize their autonomy and focus on a single topic.
Support groups are organized by a professional or organization, are typically led by a professional and address physical, emotional or social topics.

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14
Q

What are the primary benefits of self-help/support groups?

A

They help members gain greater control of their lives.

  • they meet the needs of populations that may not otherwise be served/by groups
  • can be complimentary to other therapies/services
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15
Q

What is synonymous with self-help groups?

A

Mutual help groups

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16
Q

Why are there misconceptions re groups?

A

Because inappropriate behaviours were reported and spread by word of mouth at time when regulation was lacking.

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17
Q

What are the 5 primary myths of group cllg?

A
  • artificial and unreal
  • are a second-rate structure for dealing with problems
  • force people to lose their identity by tearing down psychological defences
  • require ppl to become emotional and disclose
  • touchy-feely, confrontational, hostile and brainwashing
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18
Q

What is the definition of a group?

A

Two or more ppl interacting together to achieve a goal for their mutual benefit.

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19
Q

What should cllrs consider when deciding on using groups?

A

When, where and with whom and whether they are appropriate to the situation.

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20
Q

How do groups differ from each other?

A

In purpose, composition and length

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21
Q

What do all groups involve?

A

Work

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22
Q

How is group work defined?

A

a professional practice involving the application of knowledge and skill in group facilitation to assist an independent collection of people to reach their mutual goals
- what goes on within a group

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23
Q

What are the therapeutic factors of groups?

A
  • instillation of hope
  • universality
  • imparting of information
  • altruism
  • corrective recapitulation of the primary family group
  • development of socializing techniques
  • imitative behaviour
  • interpersonal learning
  • group cohesiveness
  • catharsis
  • existential factors
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24
Q

What are the main disadvantages to groups?

A
  • some client concerns or personalities are not suited
  • not enough depth for some problems
  • group pressure may force action or disclosure before a client is ready
  • group may lapse into a group-think mentality
  • individuals may try to use the group for escape or selfish purposes and cause disruption
  • groups may not reflect the social milieu of the individual
  • they can become regressive, non-productive and even destructive
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25
Q

What are the characteristics of group-think mentality?

A
  • stereotypical, defensive and stale thought processes

- squelching of creativity and problem solving

26
Q

What are the 4 primary group types or models?

A
  • psychoeducational groups
  • counselling groups
  • psychotherapy groups
  • task/work groups
27
Q

What are psychoeducational groups?

A

Groups that are instructional and preventative and designed to teach participants re how to deal with a potential threat, a developmental life event, or an immediate life crisis.

28
Q

What is the most important part of the psychoeducational group process?

A

Group discussions of how members will personalize the information presented in the group context

29
Q

What is the counselling group model?

A

To help participants resolve the problems of living via interpersonal support and problem solving.
- develop existing competencies to better problem solve re future problems.

30
Q

What are counselling groups sometimes known as?

A

Interpersonal problem-solving groups

31
Q

What are the main differences between psychoeducational groups and counselling groups?

A
  • counselling is more direct in trying to modify behaviours and attitudes
  • group counselling is in a small intimate setting
  • they can overlap
32
Q

What are psychotherapy groups sometimes known as?

A

Personality reconstruction groups

33
Q

What are psychotherapy groups designed to do?

A

To help members remediate in-depth psychological problems and emphasizes major reconstruction of personality dimensions.

34
Q

What are task/work groups?

A

They help members apply principles and processes of group dynamics to improve practices and accomplish identified work goals.

35
Q

What factors enable task/work groups to work best?

A
  • the purpose of the group is clear to all
  • process and content are balanced
  • time for culture-building and learning about each other
  • conflict is addressed
  • feedback between members is exchanged
  • leaders pay attention to the ‘here and now’
  • time by all to reflect on what is happening
36
Q

What are the classic examples of a task/work group?

A
  • team
  • quality circle (business)
  • focus groups
37
Q

What a re focus groups?

A

a technique where 8-12 individuals discuss a particular topic of interest for one or two hours under the direction of a group moderator

38
Q

What are 3 factors that are useful in determining the theoretical approach for a group?

A
  • do I need a theoretical base?
  • what uses will the theory best serve?
  • what criteria will be employed in the selection process?
39
Q

What functions does a theory serve?

A
  • provides direction and guidance re basic assumptions regarding ppl
  • determines goals
  • clarifies role and function as a leader
  • explains group interactions
  • helps evaluate outcomes of the group
  • provides meaning and framework for experiences
  • helps make logical sense out of happenings
  • leads to productive research
40
Q

What are the 4 main factors that should be considered in theory selection?

A
  • personal experience
  • consensus of experts
  • prestige
  • verified body of knowledge
41
Q

What are the 5 stages in Tuckman’s model?

A 
1- Forming
2- Storming
3- Norming
4- Performing/working
5- Mourning/termination
42
Q

What are the issues and role of the leader in forming?

A
  • foundation is laid
  • people have expectations
  • decided who is in or out
  • members express anxiety and dependency
    leader: inform members of the process, what is to be expected from the session and overall process, facilitate the initial introductions, ease the tension, give members a heads-up ahead of time re what they might have to disclose/talk about in the session
43
Q

What are the issues and role of the leader in Storming?

A
  • turmoil and conflict
  • members are forced to make decisions re degree of independence and interdependence with each other
  • ppl seek to establish hierarchy in the group and their place in it
  • deal with feelings of power, anxiety and future expectations
    leader: can be attacked at this stage, facilitating feedback amongst members, leveling, deal with transference, facilitate confrontation and support the group through the process
44
Q

What are the issues and role of the leader in Norming?

A
  • group cohesion and enthusiasm emerges
  • cooperation
  • people identify with each other
  • goals and working methods are determined
    Leader: support and empathize with the group members, facilitate discussion and clarification of goals, self-disclosure
45
Q

What are the issues and role of the leader in Performing?

A
  • members become involved with each other and individual and collective goals
  • group is productive
  • group becomes more unified
  • greater genuine participation and self-disclosure
    Leader: support the maintenance of group member relationships, modelling, exercises, group processing, teaching skills
46
Q

What are the issues and role of the leader in mourning?

A
  • members say goodbye
  • members are fulfilled or bitter
  • marking of the occasion
    Leader: summarize the experience and accomplishments, feedback, homework, organize a celebration or closure ceremony
47
Q

What does the cllr need to have prior to setting up a group?

A

A clear idea of why the group is being established and what the intermediate and ultimate goals are.

48
Q

What 9 issues must a counsellor address for a group to be successful?

A
  • selection and prep of group members
  • group size and duration
  • whether the group is open or closed
  • confidentiality
  • physical structure
  • co-leaders
  • self-disclosure
  • feedback
  • follow-up
49
Q

What is the importance of selection and prep of group members and how should it be handled by the leader?

A
  • selection of group members is crucial as the maturity, readiness and composition can determine success
  • inappropriate candidates can disrupt the group, keep it from achieving its goals, cause regression.
    The leader can handle this issue by screening candidates, doing pre-group interviews (selection based on alignment of needs and goals w group) and doing pre-group training (informing re expectations, process).
50
Q

Which groups are less likely to experience conflict and risk taking while having better cohesion, support and attendance?

A

Homogeneous groups- members are more alike than unalike

51
Q

What is the importance of group size and duration and how should it be handled by the leader?

A

The optimal number of people in a group is relative to its duration. This is important because there should be enough people to have sufficient interaction without drag but be small enough to give everyone a chance to participate frequently while maintaining sense of the group.
The leader can handle this by selecting the appropriate number of people for the chosen duration and choosing duration appropriately for the circumstance.

52
Q

What is the importance of open versus closed groups and how should it be handled by the leader?

A

Closed groups can be more productive and cohesive but open groups can replace lost members and maintain a good size.
Leaders can handle this by choosing the type appropriately: open for long-term groups and outpatient groups, relative to the intentions/goals for the group.

53
Q

What is the importance of confidentiality and how should it be handled by the leader?

A

Confidentiality is how trust is built and maintained in a group and betrayal and break down group cohesion.
Leaders should raise confidentiality as an issue at screening and stress importance at initial session and revisited regularly. The leader should define what it means and how it will be enforced. The leader should be active in maintaining this focus and deal with any betrayal immediately. The leaser should recognize that the only confidentiality they can guarantee is their own.

54
Q

What is the importance of physical structure and how should it be handled by the leader?

A

The physical structure should be either a room or a setting that promotes the well-being of the group by making the members feel safe and promotes growth. The attractiveness of the furnishings and arrangement of the group, preferably in a circle, facilitate functioning of the group.
The leader can handle this by ensuring that a space is secured consistently for the group through the duration, that it has comfortable furnishings, and set up the arrangement prior to the meeting start in the optimal way.

55
Q

What is the importance of co-leaders and how should it be handled by the leader?

A

Co-leaders can be beneficial to a large group, where one is inexperienced, or where duties of working or observing are divided.
Leaders can handle this by determining in advance whether having co-leaders will be beneficial and if so, sitting opposite each other in the group. They should also align with the five recommendations: have similar competence, similar philosophical and operational style, establish a model relationship, be aware of splitting group loyalties, and agree on goals and processes.

56
Q

What is the importance of self-disclosure and how should it be handled by the leader?

A

Self-disclosure occurs when there is high trust and is therefore an indicator of a cohesive and trusting group. It further compounds the effect, building on itself, so more self-disclosure will occur.
Leaders can handle this by using self-disclosure often at the start as a model and then promote the process.

57
Q

What is the importance of feedback and how should it be handled by the leader?

A

Feedback enables members to gauge the impact of their actions on others and attempt new behaviours.
Leaders can handle this by facilitating feedback at the end of session and termination of the group between group members and members to themselves. Throughout sessions, feedback should be facilitated immediately after a behaviour.

58
Q

What is the importance of follow-up and how should it be handled by the leader?

A

Follow-up helps members and leaders:
- assess what they gained in the experience,
-enables leaders to make any referrals,
-maximizes effects of the group experience
- encourages members to keep pursuing goals.
Leaders can handle this by reaching out themselves to the group or to individuals, and announcing intentions and methods for follow-up during termination session.

59
Q

What are the qualities of effective group leaders?

A

1- caring
2- meaning attribution (clarifying, explaining, framework)
3- emotional stimulation (activity, challenging, self-dis)
4- executive function (developing norms, structuring)
5- behave with intentionality to anticipate direction of group process and recognize group needs
6- understand forces operating within the group and manage to optimize therapy
7- well educated in group theory, practice and techniques
8- know how to balance between emotional stimulation and executive function.

60
Q

What is in the future of group work?

A
  • new theory-driven ways of working
  • becoming more preventative
  • how leaders infuse social justice consciousness
  • greater diversity in theory and practice
  • increase men’s participation
  • multicultural issues

Psych 388 (8 decks)

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