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Group Guidance

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Is intended to prevent the development of problems. These groups are often used by schools and other youth organizations in an effort to prevent behaviors such as teen pregnancy or drinking.

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Group Guidance

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It consists of educational vocational personal social information not otherwise taught in academic courses. "Affective education group" or psychological education group" are other names for this type.

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Group Counseling

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Its interpersonal and remedial. Described as "growth engendering to provide the motivation for changed and action." goals of preventing problems and helping participants to grow and develop.

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Group Counseling

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Is a dynamic, interpersoanl process focusing on consious thought and behavior and involving the therapy functions of permissiveness, orientation to reality, catharsis, mutual trust, caring, understanding, acceptance, and support.

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Psychotherapy Group

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It is depth-oriented remedial and rehabilitative. It is supportive, reconsturctive, involves depth analysis, is analytical, focuses on the unconsious, emphasis on neurotics and serve emotional problems, and is long term. lead by a professional with advanced training.

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Psychotherapy Group

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Members have three types of emotional attachments: (1) autonomous reactions, (2) dyads and (3) group-as-a whole phenomenon.

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Interpersonal

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Individual therapy within a group, treatment are applied to the individual.

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Intrapersonal

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A transactional group, emphasis is on subgroups. The group becomes the field onto which the indiviual displays his or her uniqueness and ways of relating to others.

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Integral

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Group dynamics are emphaszied, the group as a whole is studied.

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Encounter Groups

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An unstructured environment where members are responsible for building out of the interaction a group which can help meet their needs for support, feedback, etc.

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Structured Groups

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Deals with a single problem such as anger management or drinking. A predetermined gaol and plan designed to assist each group member in reaching their established goal with a minimum of frustration.

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Task Group

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Can be any size, members come together to achieve some purpose such as finding a missing person, raising money, or political rally group, and will disperse once the goal has been reached.

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Self-Help Groups

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Personal responsibility and action are two main themes. A support system type of group is one in which individuals with common problems and life dilemmas bind together and create a protective environment from psychological stress. Leader centered and can be of any size.

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Reference Groups

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Any group to which an individual relates his attitudes. These attitudes are dependent upon, shaped by, or anchored in a particular group.

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Baliant Groups

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Originated by Michael and Enid, this group was to use focused discussions whereby training students, residents, or physicians learned about when and how they did or did not respond empathetically to patients.

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Group Dynamics

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Is the way the participants interact with each other and with the counselor or leader. The goals of the group, the content of the discussion, the process of the session, and the development of trust among the group members.

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Group Dynamics

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The forces operating in a group, such as what is expected (norms), feelings (nonverbal) belonging (cohesion) and being safe. Forces in a group includes "nonverbal behaviors, communication patterns, levels of participation, expression of feelings, and resistances and avoidances."

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Group Process

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May be thought of as the interplay of the group forces (dynamics) that make up or lead to the development of the group.

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Ethics in Group

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Screening members, confidentiality, voluntary/involuntary participation, leaving a group, coercion and pressure, imposing counselor values, dual relationships, techniques, goal development, consultation, termination, evaluation and follow-up, refferals, and professional development.

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Forming, Storming, Norming, Performing, Adjourning

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Tuckman and Jensen developed Interpersonal Charateristics and Tasks to be performed

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(1)Initial Stage-Orientation and Exploration

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Anxiety and insecurity, a need for trust. Primary tension is associated with new surroundings and people.

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Initial Stage-Tasks

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Tasks involve developing identity in a group and to determine how active a participant intends to be by his or her commitment.

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Initial Stage-Leader

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The leader models to set the tone and shape norms, assists in the development of group and individual goals, brings hidden agenda into the open.

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Initial Stage-Member

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The member learns the fundamentals of group participation, becomes familiar with group expectations, engages in minimal risk and emotional exploration. Atmosphere is one of superficial social acceptance determines posistion in the group and decides the degree of self-disclosure that will be attempted expresses insecurity and dependence on leader conflicts between members avoided, trust and mistrust and resistance toward leader.

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(2)Transition and Resistance Stage

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Characterized by cohesiveness and intimacy. Secondary tension is intragroup tension where member differences are felt and expressed.

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Transition and Resistance-Tasks and Leader

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Working stage for behavior change, and conflict and struggle for control. (Leader)- reinforcement, caring, confrontation

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Transition and Resistance-Members

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Interacts openly and directly, expresses some amount of risk with knowledge, respect will be forthcoming, resolves difficulties with sensitivity not judgement, feels a degree of comfort and support a sense of hopefulness.

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(3)Working Stage-Cohesion and Productivity

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Exploration of problems and actions for change, issue development, productiveness.

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Working Stage-Tasks

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Cohesion development, risk-sharing

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Working Stage-Leader

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Reinforcement, search for common themes, interpretation, modeling, aware of therapeutic factors.

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Working Stage-Members

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Shares issues, provides feedback to others challenges and support members.

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Final Stage- Consolidation and Termination

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Transferring what they learned in the group to their outside environment, consolidation of learning, summarizing, integrating, and interpreting the group experience.

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Final Stage-Tasks

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Sepration anxiety, unfinished business

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Final Stage-Leader

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Termination issues unresolved, reinforce changes, feedback to others, applied learning.

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Final Stage-Members

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Feelings of separation, generalize new learning, provide feedback.

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Fisher's Model

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Model outlined as a "Phase Model": (1)Orientation, (2)Conflict, (3)Emergence, (4)Reinforcement.

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Phase One: Orientation

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Establish common basis for functioning, communication oriented to each other, task dimension approached.

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PhaseTwo: Conflict

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Form opinions about their own position in group, compete for status within group, assert individuality, persuasive attempts at changing other's opinions.

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Phase Three: Emergence

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Group settles on norms, moves toward consensus via ambiguity, conflict continues.

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Phase Foure: Reinforcement

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Sense of direction, consensus of opinion, group identity, genuine sense of accomplishment, reinforcement of group decisions.

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Levine's (4)Recurring Phases:

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Proposed a phase model with intergrated conflicts which are to be resolved.

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(1) Parallel:

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This phase is drawn from the play of young children, where they play next to but with not each other. Members show increasing levels of trust in the therapist, other members, and the group situation in order to free their autonomous strivings and actions.

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(Parallel) Authority Crisis:

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A challenge to centrality and political power of the therapist.

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(2) Inclusion:

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Is a degree in centrality of the therapist in group relationships and an increase in member relationships. Affiliation of pairings and subgrouping (conflict/power struggles).

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(Inclusion) Intimacy Crisis:

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Pair and subgroup empathy becomes important dimension in cohesion).

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(3) Mutuality:

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This phase reveals the capacity for intimate relationships and a deeping of relationships.

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(Mutuality) Seperation Crisis:

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Any phase, inherent in authority and imtimacy, deal with loss or potential loss.

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(4) Termination:

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Disengage

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Anxiety, Power, Norms, Personal Growth, Interpersonal Relationships (Cohen and Smith)

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Are good for growth, self-study, and task groups. Must be resolved if group is to Mature. Leaders and members neet to explore issues underlying these themes. Envisioned group development not so much in stages, or phases, but rather in themes, which cut across most groups.

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Cybernetic Hierarchy

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Is the science of control mechanisms and their associated communications systems. Suggests that communication between input and output is feedback to members. This behavior is what allows or permits group members to change or adjust their behavior as a result of new information.

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Cohesion

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The degree to which members of the group desire to remain in the group, total field forces acting on members to remain in the group, quality of a group, individual pride, commitment, meaning, ability to weather crises, ability to maintain itself over time.

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Cohesion

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The collective expression of personal belonging leading to greather tolerance, deeper association, and conerns for one's co-members. Involves groups attractiveness to the participants, inclusion and solidarity.

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Cohesion

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Attraction of a group for its members, the coordination of the efforts of group members and level of motivation of group members to do a task with zeal and efficiency.

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How Cohesiovenes unifies a group

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Fosters action-oriented behaviors such as self-disclosure, immediacy, mutuality, confrontation, risk-taking, and insight. Assist group maintenance, increases group influence over the members.

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Self-Disclosure

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Is a complex social act that is framed in the context of the group experience. There are two levels: sharing reactions to what is happening in the group and revealing relevant and unresolved personal issues, goals, aspirations, fears, strenghts etc.

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Verical self-disclosure

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Is more in depth sharing of the where, when, why, and how of the disclosure.

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Horizontal self-disclosure

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The interactional aspect of self disclosure, that is the here and now of why the member chose to share at this and how he/she feels having shared, and whether he/she has future concerns for having shared. Yalom suggest that leaders and members need to shift from this ______to ______responding when a disclosure takes place.

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Yaloms Here and Now two components

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(1)Member Awareness-member awarness to his/her feelings and responses to other members in the group. (2) illumination process-when the group is able to reflect upon itself and understand its own process-Yalom calls this the self-reflective loop-This occurs through the usuage of self-disclosure, catharsis, and feedback.

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Normative, Infromational, and Interpersonal

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3-Conformity influences in groups

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Power

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Social exchange theory advocates that_____is based upon having control of valuable resoruces, these resources can be in the form of ability, material, means of punishment, position, identity, and information.

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Reward Power

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When the member is able to distribute both positive and/or negative rewards. If the leader is the only one who can dispense the wanted type of reward, this further increases the reward power.

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Coerive Power

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The ability to dispense punishment to those who do not comply with the group's norms and standards. One positive is that it can be used to bring out into the open a conflict to be resolved.

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Legitimate Power

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Is a right given by some socal sanctions (position) and entitles the person to require and demand compliance. (Teachers, law officers, supervisors, are examples). Members generally believe its their duty to follow these people. Is generally used to arbitrate or mediate a conflict.

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Referent Power

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Is derived from the members who desire to be identified with this group. The attraction and respect for the power holder is key element. Members of a group like, respect, and want to be like this leader.

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Expert Power

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Is when the member has superior skills and abilities which are important to the group membership. This superior skill is usually a special knowledge or skill, and this leader is looked upon as a very trustworthy person.

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Informational Power

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Is needed to accomplish a goal or task, and is not available elsewhere.

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Role conflict

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Is when a member is playing one or more roles that are at odds with each other.

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Role ambiguity

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Is when the person is unsure of the behavioral requirements.

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Role differentiation

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As the group progresses through the process toward maturity or incompleteness, different member roles emerge.

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Socio-emotional roles

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Are those ease the strain and stress of the group interaction.

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Task roles

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(Initiatior contributor)-suggest new ideas, (Information seeker)-requests factual data, (Opinion seeker)-clarifies value premises, Inforamtion giver-brings own experience, (Opinion giver)-express own beliefs, (Elaborator)-gives examples/rationale, (Orienter)-summarizes, questions direction, (Evaluator)-compare standards to group activity.

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Growth-Vitalizing roles

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(Encourager)-praises, agree, accepts, (Harmonizer)-mediates and relieves tension, (Compromiser)-comes halfway, yields to move, (Gatekeeper)-facilitates participation, (Standard setter)-expresses standards for group, (Observer)-records group process, (Follower)-goes along.

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Anitgroup roles

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(Aggressor)-deflates status, (Blocker)-negativistic, (Recognition seeker)-calls attention to self, (Self-confessor)- expresses personal thoughts, feelings, actions, (Playboy)-lacks involvement, (Dominator)-asserts authority/manipulates, (Help seeker)-gets sympathy.

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Group norms

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Are rules that are designed to govern the behavior of the members. Are intended to integrate the actions of the group members. Are to reflect the appropriate behavior, attitudes, and perceptions of the the members. "Conformity and compliance are two intended purposes of instituting this in groups.

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Prescriptive norms

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Are those in which members treat each other politely and reflect desirable behaviors for the group members.

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Proscriptive norms

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Identify negative behaviors and are to be avoided.

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3 Characteristics of norms-Expectations, Evaluations, Enforcement

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________are standards which lay out behaviors to be performed and behaviors to be avoided. ______Is the process of judging whether or not the members meet the normative standards. _______Entails the punishment or reinforcement when norms are broken or adhered to in order that future members are aware of effects.

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2 types of norms-Pivotal and Peripheral

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______Norms, members use reason and logic in treating other members politely. ______Norms, members are simply rude to one another.

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Group Leadership Standards

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Core knowledge and skill competencies, skill acquisition mandates learning how to open and close session work, model appropriate behaviors, display appropriate self-disclosure, give and receive feedback and help members attribute meaning to experiences, help to integrate and apply learning, and apply ethical principles in the group.

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Group Leadership Standards

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During the skill acquisition, the standards recommended 20 hours of core supervised experiences with a minimum of 10 hours for supervised experiences. The second level is to specialize in one of four types of groups-Facilitative, Task, Counseling, and Psychotherapy.

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Co-leadership Advantages:

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Better group coverage, Compatibility, Pragmatic considerations, Sharing responsibilites, Differences in personality, Support for low-functioning members, Continuity of care, Role-modeling and role-playing, Feedback, Training, Shared knowledge.

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Co-leadership Disadvantages:

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Lack of coordinated efforts, Too leader-focused, Competition, Collusion (informal alliance), Pacing (equivalent), Leaders can act as rivals, Triangulation.

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When leaders emerge from within groups

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Scapegoat, Defiant, Emotional, Task.

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Scapegoat

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blaming someone who may not be responsible for the action or event.

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Defiant

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The leader will act out his/her ambivalence about being in a group, will take everyone else on, and is very difficult to deal with.

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Emotional

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The leader is most concerned about his/her expression of feelings and in eliciting that from other. He/she will model openness, authenticity, and support. Most likely to stimulate cohesion and intimacy. The negative, may make a group uncomfortable if it has not reached that stage of development.

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Task

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He/she becomes the authority of the group, sets norms, facilitates equitable interaction clarifies goals, and will keep the discussion focused.

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Reciprocal-Leader

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The leader, group and setting all influence each other.

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Transactional-Leader

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Social interchange takes place between the leader and the member.

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Transformational-Leader

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Leader reinforces the change process by uniting members and changing their values, beliefs, and needs through the members motivation, confidence, and satisfaction.

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Cooperative-Leader

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A legititmate use of power given by membership.

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Goal-seeking leader

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Leader organizes and encourages the direction of goal attainment.

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Intrapersonal Leadership style

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Tends to reflect a one-to-one interaction with a focus on the intrapsychic or internal conflicts of the person.

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Interpersonal leadership style

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Focuses upon the relationships which are formed in the here and now.

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Autocractic leadership style

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This leader is Self-centered "I" and a need for power and prestige, this type of leader often fosters hostility and dependence. Where urgent and quick decision is needed this leader would be the most effective. Likes control and to be in charge. Members tend to be unaware of what is expected of them, goal attainment for this leader is for the group and not necessarily the individual members. This leader usually demands conformity and obedience, gives advice, and sees him/herself as expert. This leader is usually charismatic and is most effective during times of crisis.

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Democratic Leadership style

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This is a problem-solving style. A "We" concept in the development of a group leads to better decisions because of a desire to serve the group. Power is derived from the group, while responsibility and authority are shared. Leader is motivated by persuasion and tolerance. Leader will guide instead of direct.

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Laissez-Faire Leadership style

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A non-leader style with complete freedom. Rarely does the leader take part in discussion. Members make all decisions. Is passive or anarchy-type leader, an active listner. Leadership style may be effective if all members are committed to a plan.

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Diplomatic Leadership style

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Leader is interested in personal gain and will manipulate the members to achieve that end. Some descriptors of this method are manipulator, personal gain, recognition, and hidden agenda.

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Bureaucratic Leadership style

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Leadership is utlized in social groups. Will use a fixed set of rules and tends to be impersonal and rule-centered. Tends to avoid interacting with members, yet demands loyality.

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Manipulator

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Attempts to use his/her feelings and behaviors to weaken the leader's function. This member thrives on tension, conflict hostility and chaos. Anger and control are often the cause of this behavior. (Leader Technique)-Re-frame or block this action, confrontation becomes the response for most situation that continues.

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Resister

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Attempts to remain out of exercises or involvement of the group. (Leader Technique)-Affirm these members, confront and interpret what is happening, invite them to participate.

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Monopolizer

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Attempts to capture the groups attention. Also referred as entitled member, overly talkative. Will sabotage help, come late miss sessions and is needy and demanding. (Leader Technique)-Confront this behavior and interpret how this behavior affects interpersonal behavior within the group, cutting off is appropriate.

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Silent Member

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May be nonassertive, reflective, and shy. Usually lacks trust in the leader. (Leader Technique)-Should determine the reason for silence. Inviting some members to speak by asking questions that can produce information can do this. Confront, create structure which is more conducive to working with silent member, and even pursue an individual session.

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Sarcasm

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Member utilizes_____in an attempt to hide anger and is utilized by some who find it difficult to express their feelings. (Leader Technique)-Interpret what is happening and encourage members to promote feedback. Help the person recognize and effectively deal with his/her masked feelings.

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Focuser

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Focuses on others in an attempt to take on the leader's role. This person will ask questions, give advice, and remain out of the helping process as though he/she is not one of the group members. (Leader Technique)-Can help teach the person that personal involvement through some level of self-disclosure is more helpful than the role of leader.

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Emotionally Debilitated

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Those who fear the intensity of emtional expression.

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Chronic Suppression

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A group member does not understand the depth of difficulties or hurt (hopelessness).

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Emotional Episode

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When a client has a debilitating emotion such as anger, hate, grief, etc. and wants to blame others for this conditon.

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Griever

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The individual is obsessed with a love object.

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Anxious Client

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When an individual doubts his/her ability or coping skills and interferes with effective action.

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Hostile

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Member is often one who has been badgered, over-disciplined, and abandoned. He/she often reveals hostile feelings in a group.

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Depressed

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Member often internalizes responsibility and blames himself/herself for failures in his/her life and an inability to control external events.

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Other-controlled

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Members makes an undue effort to meet the needs of others. The member tends to go with what other members deem important. Assertive training is a recommended treatment.

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Reluctant Member

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May be an aspect of the counseling process, and as such fear of the unknown and suspicion are common behaviors of this member. Also, they tend not to interact in open discussion regarding their problems.

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Leader Technique-Cutting Off

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Is to stop what is occuring or to refocus but stay with the member. Is often blocking or intervening. Can be used when leader wants to shift the focus.

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Important Time to Cut off

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When the member is rambling, sharing comments which conflicts with the groups puropse, saying something hurtful or inaccuracies, rescuing, arguing,session in nearning the end.

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Leader Technique-Pacing

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As the rate of which the group moves. Influenced by the leader or members rate of speech and pattern. This pattern includes tone, pitch, volume, and rate. If group moves to slowly memers will lose interest, become bored and frustrated and wander. Voice is key.

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Leader Technique-Setting Tone

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Is conveying and setting a mood for the members, the setting or disposition that is expected for them. The voice as it implies messages of softness, firmness, and lightness, will often convey to the group whether the setting is one of sensitivity, seriousness, or freedom of direction.

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Leader Technique-Linking

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The connecting of the meaning of what one member says or contributes in a session. Leader or member has to be insightful and synthesize a common bridge of understanding. Typing to togther.

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Leader Technique-Focus

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Keeping the attention on the content or topic and is an important skill. Rounds and dyads are used to accomplish this.

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When to shift the focus

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When has been on one person, topic or activity for too long. In addtition, a shift should be made when the focus does not match the purpose or when a new focus is needed.

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How to hold the focus

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Skills used to when focus begins to shift is cutting off, making rounds, or forming dyads.

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Leader Technique-Drawing Out

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A skill to elicit group members comments. To elicit more involvement.

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Method for drawing out

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Rounds are short stimulus statements/questions in which each member responds. Can be specific words, phrases, homework, adjectives, feelings about how they are at this time in the group and feelings about one another.

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Method for drawing out

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The direct method uses direct questions, while indirect method can come about through the use of dyads, rounds, written expressions, and role-playing.

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Leader Technique-Rounds

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A useful way of involving everyone. Request that each person reflect verbally on a topic. A way to check-in, which can be in the form of a descriptive word describing a feeling state at the beginning of the group.

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Leader Technique-Rounds

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Used to redirect, focus in on a topic, draw out members, center upon differing thoughts or feelings, and energize a group. Can bring out information quickly, focus members, and at different levels involve members. Can be a designated word or a number to reflect the here and now. This will give the group members a sense of where they are in relation to everyone else. A word or phrase is another form of this technique and is usually a reaction to an exercise or a dilemma.

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Spectator therapy

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Is the benefit a person receives by observing and imitating members within the group.

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Curative Factors-Interpersonal Input

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Refers to the individual learning how other people perceive him or her.

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Curative Factors-Catharsis

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Is a sense of liberation, of acquiring skills for another time. The history of psychopathology provides reference to the effort to cleanse, from confessions to blood-letting. Has value later in the group process than in the early course of the group.

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Curative Factors-Cohesiveness

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Is a precondition for therapy, enhances the development of other important developmental aspects of the group process. Provides the safety and support that allows members to explore themselves, to request interpersonal feedback, and experiment with new behavior.

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Curative Factors-Self Understanding

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Is an intellectual understanding of the relationship between past and present. Encouraging individuals to recognize, integrate, and give free expression to previous dissociated parts.

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Curative Factors-Interpersonal Output

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Is a social behavior in how to be helpfully responsive to others. Individuals learn methods to resolve conflicts and are less likely to be judgmental when one learns to express accurate empathy.

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Curative Factors-Existential

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Fosters responsibility, basic isolation, contingency, and recognition of mortality, consequences, and how to conduct personal lives.

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Curative Factors-Universality

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Individuals learn that their problems are not unique in the sense that they are the only ones to have a problem. Others have similar problems/concerns. Members learn that they have unacceptable thoughts, problems, impulses, and fantasies like those of others.

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Curative Factors-Instillation of Hope

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Is a reflection of faith in a treatment mode(faith, optimism, placebo, etc.) People observe others improving. It is helpful to draw attention to this behavior. Pre-group interview is the place to begin this technique and especially important during the early phase of the group process.

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Curative Factors-Altruism

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The quality of unselfish concern for the welfare of others, regard for others, both natural and moral; devotion to the interests of others; brotherly kindness

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Curative Factors-Family Reenactment

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Yalom asserts that individuals who come to the group do so because of an unsuccessful first family experience. This can be corrective experience of the primary family and can provide a sense of belonging.

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Curative Factors-Guidance

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In the early life of a group, providing direction takes precedence. Serves to function as initial binding until other therapeutic factors become operative.

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Curative Factors-Identification

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Individuals learn and change from observing and watching the process.

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Corrective Emotional Experience

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Believed if an individual were re-exposed to a highly charged emotional experience he/she did not handle in his/her past, that repair was possible.

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Blocking

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A leader technique used to counteract nonproductive group work. Must be done with sensitivity and skill in order not ot come across as attacking the individual, should focus on the behavior and not on the person. Most appropriate for behaviors like scapegoating, group pressure and questioning. Breaking confidence, invading privacy, giving undue amounts of advice, storytelling, and gossiping are behaviors for this technique.

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Capping

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A term used to denote the easing away from emotional interaction and toward cognitive reflection. One of three methods used to assist the leader in the termination process of a group. The other two methods are setting time limits, and modeling approprate termination skills in closing a group.

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Charismatic Leader

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Type of leader develops an irrational devotion by followers. Has an unusual amount of referent and legitimate powers. Followers of this leader are trusting and tend to worship them without reference to any social norm. Appeal to large groups who are dissatisfied with some element of society or the environment.

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Conformity

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Through group social influence there is a change in beliefs or actions. Usually improves the functioning of a group.

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Contagion

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This is the transmission of cues triggering behaviors in others that may be similar to the one transmitting. Often causes members to follow suit. Spontaneous pickup imitation.

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Critical Incidents

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An event that has the power to shap or influence the group positively or negatively. Group problems, problem behaviors, critical issues, and critical first-time behaviors to illustrate this.

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Emergent-Norm Theory

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A theory to explain the group mind. This theory suggests that a powerful norm emerges in a group and becomes the standard for behavior. These are norms that become relevant at the time, based upon the makeup of the group.

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Empowerment

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Makes individual feel worthy. Two methods are, first to be open to negotiations and to be flexible with the option most liked. Second, is to give power through the choice.

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Encounter

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Is an existential term that entails a physical and psychological contact in a group context. Is of an intense nature between individuals. A result is a sensitivity training in which individuals gain deep interpersonal intimacy with one another. Fosters personal growth.

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Entitivity

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It takes three components to make up a unified entity (group): common fate, similarity, and proximity. Is framed in a place in which all members experience the same outcome while displaying similar behaviors, yet are close enough to one another (proximity) to apper together.

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Farewell Party Syndrome

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A behavior demonstrated by some members of a group who desire to avoid what they have learned in a group. These members tend to accentuate the positive aspects of what occurred in a group.

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Firo-Fundamental Interpersonal Relations Orientation

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People orient themselves toward people or away from them.

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Fishbowl

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Is to form subgroups to monitor each other's behavior. Each member on the inside circle is matched with a member on the outside circle. Outside member will be observing to provide feedback, to conduct interchanges, to increase the awareness of group members to the process of the group.

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Groupmind

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Appears as antisocial behaviors of impulsiveness, irritability, incapacity to reason, and exaggeration of sentiments. Members who feel anonymous and invulnerable will succumb to behavioral contagions, passing emotions from one another in a group and are suggestible to a collective mind.

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Groupthink

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is a type of thought exhibited by group members who try to minimize conflict and reach consensus without critically testing, analyzing, and evaluating ideas. Individual creativity, uniqueness, and independent thinking are lost in the pursuit of group cohesiveness, as are the advantages of reasonable balance in choice and thought that might normally be obtained by making decisions as a group.

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Here and now

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Yalom teaches and leads groups in present experiencing utilizing the self-reflective loop composed of self-disclosure and feedback.

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Icebreaker

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Are introductory exercises or techniques designed to develop communication between two or more individuals.

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Leveling

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In communicating, the person recieving the message will reduce the amount of information he/she has to receive by remembering less of the message. As a result the message becomes shorter and shorter, thus concise and easier to grasp and retell.

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Mandate Phenomenon

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An individual will go against the leader-authority when he/she feels the power of the group behind him/her.

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Mindlessness

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Langer and Piper, coined this term which refers to the tendency of an individual to process information sluggishly and to adhere to a rigid fram of reference that is inappropriate and inadequate for coping with emerging issues.

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Norms or Norming

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Has developed when members have a "WE" feeling and subscribe to those rules both overt and covert.

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Parity norm

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Is an equity norm suggesting that the payoffs should equal the amount of input to the task.

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Ringelmann Effect

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As the group increases in size, it will become less productive.

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Socimetery

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Developed by Jacob Moreno, describing a technique for measuring the social relationships linking group members.

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Steinzor Effect

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An interpersonal communication pattern of a group member speaking immediately after ther person across from him/her has spoken.

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T-Group

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Started at the National Training Laboratory in Bethel, Maine, and are considered to be a part of he human potential movement. The purpose for them was the development and understanding of theory, group dynamics, and group work.

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Jacob Moreno

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The American Society for Group Psychotherapy and Psychodrama was formed in 1942 by

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S.R. Slavson

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1943 founded the American Group Psychotherapy Association. Then In December 2003 the Association for Specialists in Group Work was established as a division of the American Counseling Association.

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Intellectualization

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Using reasoning to protect oneself from emotional stress or conflict.

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Gerald Caplan

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divided counseling groups into 3 types - primary or guidance, secondary or counseling, and tertiary or therapy.

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Gatekeeper

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A person in a group who wants to be in charge and tries to manage the group - may not work on his or her own problems.

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Isolate role

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The person in a group who receives little or no attention -- he or she may be afraid to participate or other in the group may actually ignore him or her.

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Psychoeducation Groups

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used by social services, mental health agencies, and universities, these groups provide education and skill building for growth and prevention, management, and remediation of problems.

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Group Counseling

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four stages of group development include. Stage 1 - Initial Stage - orientation and exploration, Stage 2 - Transition Stage - dealing with resistance Stage 3 - Working Stage - cohesion and productivity Stage 4 - Final Stage - cosolidation and termination. Members must beleive that change is possible. Individuals learn that others have the same bad thoughts and feelings. Deveolpment of techniques (social skills), model behaviors, and learn one must take ultimate responsibility for the way he/she lives their life no matter how much guidance and support is given by others. Small Group Process/Stages: Forming, Storming, Norming, Performing, and Adjourning.

Terms – group therapy – Flashcards

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