Group – Flashcard

Create group: structure/unstructured, topic, open/closed, time/place, who is appropriate for group, maintaining confidentiality Build the group culture: set limits, foster communication, explain confidentiality and model behavior Process Illumination: last 15 minutes talk about what wen on during group, help gain insignt, and bring in quiet members

1) Gestalt- In individual therapy, there is a focus on how the client's issues are represented in their bodies but there is a limited amount that can be done with these behaviors. The client can over perform these behaviors and try to gain insight into what the behaviors are telling them. However this technique can be greatly expanded in group work. The leader takes an active role in designing experiments, involving some of the other group members to look closely at behaviors of the client. Clients can act out crisis in their lives within the safety of the group setting. Nothign else in the packet about a second group 2) Not listed

Those who display a sense of readiness to deal with their problems would be included in the group. Those who express positive feelings about participating in a group with others who were also sexually abused would be included. Approx 8 adult members in the group. Meet 2 hours a week. Screen to weed out individuals with severe mental disorders. Discuss confidentiality, identify patterns of abusive relationships. Goals include increasing assertiveness, social support, decrease dependencey and any feelings of guilt associated with abuse, educate women about the cycle of violence. Gestalt therapy would be good to help resolve unfinished business that may be manifesting in unexpressed feelings.

Task facilitation: trying to acheive some common goal: improve practice and to foster accomplishment of identified work goals. group leader help these groups enhance performance. Example: study group, planning group, task force, etc.

Similar to teaching, structured agenda for each session well functioning individuals who have an information deficit in a certain area. Could be to cope with a certain life problem. Example: substance abuse prevention, parent training, managing or ending relationships.

Mutual support. Led by a lay person. Rap group- vietnam vets, AA, and NA

Personal growth group. Helps participants resolve the usual yet often difficult problems of living. Deals with conscious problems not major personality changes. Resolution of specific short term goals. Focus on interpersonal process and problem solving strategies that stress conscious thinking, feeling, and behavior. Goals of group: 1. Helping people develop more positive attitudes and better interpersonal skills. 2. Using the group process to facilitate behavior change 3. Helping members transfer newly acquired skills and behavior learned in the group to everyday life. Group Leader's role: 1. Structure the activities of the group 2. Maintain a favorable climate 3. Facilitate member's interactions 4. Provide info on alternative models of behavior 5. Encourage members to translate their insights into concrete action plans by: 6. Teaching members to focus on the here and now 7. Modeling appropriate group behavior 8. Helping members establish goals that will provide direction for the group Examples: Overeating, Incest.

1.Involved in personality issues, long term, serious personality disorders. 2. Interaction provides a level of support, caring, confrontation, and other qualities not found in individual therapy. 3. Helps individual members remediate in-depth psychological problems The counselor does these things by: 1. Inducing regression to earlier experiences 2. Working with unconscious dynamics 3. Re-experiencing traumatic events 4. Exploring dreams 5. Interpreting resistance 6. Dealing with transference 7. Developing a new perspective on "unfinished business" Example: Members who have acute or chronic mental or emotional disorders such an anxiety, depression, or sexual difficulties.

1) structure the activites of the group 2) maintain a favorable climate 3) faciliate emmbers interactions 4) provide information on alternative modes of behavior 5) encourage members to translate their insights into concrete action plans 6) teaching members to focus on here and now 7) modeling appropriate group behavior 8) helpign members establish goals that will provide direction for the group

1) active listening- absorbing content, noting gestures, subtle changes in voice or expressions, sensing underlying messages 2) reflecting- convey the essesnce of waht a person has communicated so the person ca see it 3)clarifying: focusing on key underlying issues and sorting out confusinga nd conflicting feelings 4) summarizing: often useful in deciding where to go next when group is bogged down and fragmented 5) facilitating: assisting to openly express feelings 6) empathizing: being able to grasp another's experience at the same time to maintia one's separateness 7) interpretating- offering possible explanations for certain behaiors or symptoms 8) questioning- heighten awareness of moment 9) linking- member to member interaction relating what one person is doing to the concerns of another person 10) confronting- challenge the behavior to be examined, share how he or she feels about behavior 11) supporting- knowing when it will be therapeutic and when it will be counterproductive 12) blocking- questioning, probing, gossiping, invading another's privacy, breaking confidences 13) diagnosing- appraise certain behavior problems adn to choose the apropriate intervention 14) modeling- respect for diversity, appropriate disclosuer, giving feedback, presence, relationship with co-leader 15)suggesting- aimed at helping develop an alternative course of thiknign or action; to enhance movement toward individual making his or her own decisions 16) initiating- using catalyst to get members to focus on their personal goals, helpign members assume responsibility for directing themselves 17) evaluating- what happened within the individual members and among members;teach participants hwo to evaluate 18) terminating- transfer skills from group to world; preparing for psychological problems; arranging for follow up groups, where to get additional therapy; be available for individual consultation

1) needs assessment- what group to offer, survey students and teachers; response to events in the area. Develop a group proposal. 2) design- what is the group going to consist of didactic, experiential, or process. Theoretical orientation. Goals. 3) recruitment- flyers, email, campus radio, newspaper 4) screening- pathology habitual joiners, a way to protect against those who act out; "good fit" for group and goals 5) selection- how many members are allowed. what is the minmum number you could do this with. Stop interviewing after reach limit- one option. for children- no more than 2 years apart. level of maturity. work well with others. do not select siblings or relatives, suicidal children, involded in ongoing crisis not related to group topic, aggressive, verbally or physically.

Initial stage: Orientation and Exploration. Leader provides orientation to rules establishes confidentiality, promoting sharing, attending, listening, empathy, genuiness, self disclosure, respect, caring confrontation, linking allows dependency, and models acceptance. The group member will express fears, hesitations and expectations. They will learn how the group functions and start developing trust by how the leader handles the groups fears and hesitations. The leader needs to be open and accepting of negative comments to foster trust. Lack of structure leads to high anxiety. Be aware of the tentative nature of discuession. Conflict/ transition: leader promotes depth of sharing, continues to encourage linking, on guard for potential attacks which may require blocking and confrontation is acceptable from both leader and members. Members in the transition stage begin to allow their true personality traits to begin to emerge unknowingly, which leads to conflict/issues. Major conflict is to risk sharing or not. Members experience anxiety, defensiveness, resistance, fear of self-disclosure, member conflict, challenges to leader, and struggle for control. Member positives during the stage are that members move from dependence to independence, the learn how to confront others in a constructive manner so that they do no retreat into defensive postures, and the work through conflicts rather than remaining silent. Cohesion/working stage: the leader allows the group to take more control of needs, independence is fostered and education is provided about disorders and issues. in the working stage, conflict is not whether to share but how much and how deeply. Real disclosure is due to sufficient level of trust, support becomes more prevalent than criticism, processing is centered on defining and expressing issues, increased feelings of independence and empowerment, feeling of security and safety within group may supercede security and safety outside the group and group may be safe haven for some. Greater cohesion is evidenced by increased self disclosure, giving a receiving feedback, discussion of here and now interactions, confrontation, and turning insight into action.Emphasis on combining feeling and thining functions. Many groups do not reach the working level.

1. A certain amount of cohesion 2. A climate of trust 3. Group norms must be established. (implicit and explicit) Implicit norms are openness and honesty, learning to work cooperatively, learning to express conflict openly, etc. Explicit norms are attendance and punctuality, here and now interations, give feedback to one another, etc.

Members may feel intimidated by the leader or view him with suspicion. They may also doubt the group's ability to help and are unsure about self disclosure. A good way to deal with this is to listen to their fears and encourage full expression of them. Resistance looks like: Body Language Arguing Complaining going off subject inappropriate laughing sighing blaming outside the circle, back row "safe" subjects deflect attention from self silence (leader should not break this because if you do, they will expect you to every time) Corey and Corey say people with hidden agendas contribute to resistance, please with goals they keep hidden from the group.Indications of hidden agenda: coalitions and cliques, personal attacks, interrupting, and backing away into silence. Groups do not move forward unless these issues are dealt with.

1. accepted/rejected 2. express myself so others can understand 3. Can I really say what I feel 4. How will group be different than daily interactions 5. Being judged 6. Won't fit into group 7. Am I like the other people in here 8. Pressure to perform 9. Will i be able to take risks 10. I'll look stupic 11. Will I tell too much 12. Fear of being hurt 13. Group Attacking me 14. Becoming dependent on group 15. Find out things about self I can't cope with 16. That others around me won't like the changes I make 17. Asked to do something I don't want to do You can have groups break into pairs to discuss these fears.

Informed consent, fees, length of group, goasl, procedures. Screening and orientation (pre-group interview), confidentiality (importance and limitations) explain scope of services (what group can and cannot provide), risks, refrain from imposing values, tape recording, availability of individual tx, promote independence of members, abstain from inappropriate relationships, do not condone substance use, help members develop their own goals, each member has equal opportunities, between-session follow-ups, use only trained techniques, justification of group, how to solicit members, and privileged communication

Confidentiality in a group cannot be guaranteed, and it is difficult to enforce. Privileged communication does not apply in group. While it cannot be guaranteed, it is the therapists job to inform members of it limits. There is no way to ensure confidentiality in a group; however, leaders could have members sign a contract and discuss sanctiosn for breaking confidentiality prior to group. Steps to ensure confidentiality: 1) sign contract and have group discuss sanctions 2) realize that therapists have responsiblity of impressing on members teh necessity of maintaining confidentiality and reasons. 3) periodically reaffirm/remind members of the importance of confidentiality. 4) there is not way to ensure perfect compliance

In group, client must recognize that their problems will not be the focus of therapy all the time. Much time will be spent listening and interacting with other members and their issues. Also, clients in group are subject to working through the stages of the group process. When their issues are hte focus of the group, they are not only being evaluated by the therapist, but are also subject to the group members interpretations and questions. This creates special issues of vulnerability and anxiety for most group mmeer that would not be present in an individual session. the benefits come from interactison with group members and the sense of cohesion tha forms aong participants. confidentiality is also different in groups. Clients are often reluctant to open up to a group of strangers rather than just one stranger. it is the responsibility of the therapist to obtain assurances from members that all activites will be kept confidential. therapist is also responsible foor explaiing the process, obtaining informed cosent and monoitoring the progress of the group. Therapists are in charge of recognizing and blocking destructive intearctions taht may take place between group members. Therapist help the members determine the goals of therapy, keep the group focused, and responsible for overall direction. therapist provides the model of acceptance and positive regard for all members, and encourage each member to be constructive and empathetic with others. *There is also another good answer for this in the Dorcas Binder

1. Members can explore and learn social skills/how they relate. 2. Group offers support for new behaviors 3. Can learn about themselves through the experience of others 4. Can learn how they effect others.

The leader facilitates the group interaction by creating an accepting, tolerate climate. The leader remains anonymous and objective so members will develop projections onto him or her. The leader identifies reisistance and transference issues and inteprets their meanings. The leader will help members work through their "unfinished business". In the final stage, leaders allow members a greater degree of independence and guides members to fuller awareness and social integration. Structure: Non-directive- allows group to determine course. Goals: Uncover and explore unconscious material. Focus on recreating, analyzing, discussing, and interpreting past experiences and on working through defenses, resistances, and transferences. Main goals are for members to analyze and resolve their own transferences toward members and the leader to work through the repetitions of behavior from earlier years. Member roles: Work through resistance and transferences, focus on self-interpretation and reality testing; gain awareness of how early experiences are now affecting personal relationships.

The leader ues procedures such as confrontation, self-disclosure, interpretation, and analysis of prevailing problems to challenge beliefs and goals. The leader observes the social context between members, encourages social interest and models attentive caring. He helps members by encouraging them to transfer what is learned in the group to the outside world. The Adlerian leader is not afraid to offer advice and is a constant source of encouragment to the group. Structure: The leader is active and directive and works toward goal alignment. The leader takes active steps to establish and maintain the therapeutic relationship. He explores and analyzes member's "life-style" dynamics such as "basic mistakes" and "early recollections" while communicating the Adlerian values of faith, hope and love. Member's Roles: Members develop insight concerning "basic mistakes" the importance of social interest and inferiority. Members consider alternative cognitive/belief strategies and goals for their lives

Leaders grant freedom to members to develop structure on their own. Leader places the responsibility on members for the direction they will take and follows their lead. The leader creates a climate that is psychologically sage. The leader's role is to be with a role. The leader is empathetic, accepts positive and negative feelings from the group, shares ongoing feelings with the group. refelects from the group, shares ongoing feelings with the group, reflects, listens actively, demonstrates respect, acceptance and caring for the members. Leaders help members' apply what they have learned, provide support for members making changes and help them accept responsibility for changes. Crentral function is to help members interact honestly/genuinely. Goals: Build trust, accepting climate, confrontation when others are not being genuine, and explore significant personal concerns. The group develops a healing capacity and members move forward based on support offered. Members develop self-acceptance, offer feedback to each other in a climate of honesty and develop a sense of community. Increase ease of expression of feeling and gain insight into how they relate to others. Member's role: Seen as having the capacity to find a meaningful direction of being able to help one another, and of moving toward constructive outcomes.

Individual therapy while other group members watch. Leaders follow the lead of the group, invent techniques that arise from material in the group, pay attention to verbal and nonverbal messages, suggest experiments designed to enhance and intensify member's experiences, pays attention to energy and helps members recognize resistance. Helps members to identify and work through unfinished business from the past that is interfering with current functioning. Structure: The leader is responsible for active teaching and for having the group proceed accoring to a predetermined set of objectives. Member's role: focus on the here and now and re-experience past conflict as though they were occuring now. Members decide what to explore, are expected to directly comunicate with each other. members take part in action-oriented activities to fully experience feelings. They do not talk about problems, rather they act out their various roles and conflicts. Members give and receive feedback, have opportunity to identify unfinished business from the past that hinders present functioning andto work through impasses. By gaining awareness of aread that were out of consciousnes, they become more integrated and are able to live without polarities. Goals: To gain here and now awareness of what is being felt, achieve contact with the self and others, defining one's boundaries with clarity. Members deal with unfinished buiness from the past that is hindering current functioning. Task is to integrate polarities. Members assume personal responsibility by integrating the fragmented aspects of their personailities. By achieving moment-to-moment awareness, members have the means within themselves to make changes. 3 Models of Gestalt Group Therapy: 1. Particpants work one-on-one with the therapist while the other participants remain relatively quiet and work vicariously. The work is then followed by feedback and interaction with other participants, especially focused on how people are affected by the work. 2. Participants talk with each other with emphasis on the here and now communication between the group members. 3. The group and the therapist creatively regulate movement and balance between interaction and the one-on-one focus.

Leader's role: Central role is to be fully present and available. The leader helps themembers to stay in the here-and-now. Structure: Leader may structure the group around an existential theme (death, isolation, meaninglessness, etc.). However, after choosing the approach remains nondirective. Member's Role: Responsibility for deciding which issues to discuss thus determining the direction of the group.

Leaders Role: Functions didactically, explaines, teaches, reeducates, helps members identify and confront illogical thinking and behaving. Active, challenges members' thinking. Structure: Leader responsible for challenging behavior based upon faulty thinking, structures the group experience so that members can stay with the task of making constructive changes. Member's Role: Responsible for attacking own self-defeating thoughts and beliefs and those of fellow group members. Expected to confront faulty thinking outside of the group experience and to work hard at changing illogical thoughts.

- 6-10 members, once a week for 2-3 hours - Goal is to show clients how they are assessing, blaming, and damning themselves for their behavior (faulty thinking) -Therapist leads the group in a healthy direction -Group is structured -Discuss homework -Most of the group time is used to discuss individual's problems and how others can relate

-Based on learning, reinforcers, feedback, role playing, and reinforcing those behaviors, overt behavior. - Leader functions as an expert in behavior modification - Leader is directive and functions as a teacher/ trainer - Leader imparts info, teaches coping skills, methods of behavior modification etc. that members can apply outside of the group. -Structure involves the leader being responsible for active teaching and for having the group proceed according to a predetermined set of objectives -Members are expected to be active, to apply what they learn and to see to everyday situations and to practive them outside of the group. -The goal is to educate and assist members in learning better coping methods and self-management strategies.

- Leader encourages memebrs to evaluate behavior and to make choices that will allow them to fulfill needs in socially acceptable ways. -The leader helps members by establishing a personal relationship with them in the group and by firmly expecting that they will formulate and implement a plan for change. - Structure includes teaching members to assume responsibility for how they handle their life. - Structure includes the leader focusing in on member's present behavior and ways of making specific changes. The leader influences memebrs through modeling success-oriented behavior and by confronting clients who are not living realistically. - Members decide on specific changes that they dwantto make and are held responsible for implementing desired changes -The goal of group thearpy is to find healthy ways to get needs met -The leaders keep focused and does not accept excuses -The emphasis is on what the group members are doing

1. Orientation and providing info 2. Screening 3. Confidentiality 4. Voluntary/involuntary participation 5. Leaving the group 6. Coercion and pressure 7. Imposing counselor values 8. Equitable treatment 9. Dual relationships 10. Use of techniques 11. Goal development 12. Consultation 13. Termination from group 14. Evaluation and follow-up 15. Referrals 16. Professional Development ** Look at Dorcas notes for further info explaining these points.

openness, change outside of the group, certain types of expression. Implicit norms are often based on the model of the leader

attendance/punctuality, being active/sharing, giving feedback, bringing personal problems

coalitions, cliques, personal attacks, interrupting, backing away into silence

address conflict early. The leader must teach the norm of appropriate and effective confrontation. Lacking intervention leads to being cautious and safe. Needs to be caring confrontation- an act of caring in the form of asking members to examine a discrepancy between what they are saying and doing.

Self-Disclosure, confrontation, feedback, cohesion & universality, hope, risking, commitment to change, caring & acceptance, power, catharsis, cognitive component, freedom to experiment, humor

Universality, Hope, Vicarious learning, Interpersonal learning, Guidance, Cohesion, Self-disclosure, Catharis, Altruism, and Insight

Pedersen's assumptions about multicultural counseling: 1. Culture is best defined broadly rather than narrowly so that demographic variables, status variables, and affiliations are considered potentially salient cultural features. 2. All counseling occurs in a multicultural context 3. Culture includes obvious objective symbols and the more subjective perspectives hidden within individuals. 4. Cultural similarities and differences are important 5. Multicultural perspective is relevant to all aspects of counseling practice 6. Multiculturalism needs to be understood as a continuous theme rather than as an attemot to develop a separate field of study, 7. Multiculturalism can eb the basis for people to disagree without one person being "right" and the other person being "wrong" Advantages to culturally diverse groups: 1. Members gain power and strength from group feedback 2. Be supportive and be supported in patterns that are familiar 3. See example of peers, hope for change 4. Adapt structure and process to cultural context Disadvantages to culturally diverse groups: 1. Reluctant to disclose personal info 2. Rely on family members for help instead of professional 3. Uncomfortable or unfamiliar with being in group or how it works 4. Group expectations clash with cultural values

1. Willingness to be vulnerable, admit imperfections, confront but stay "with" group members, act on your beliefs and hunches, be touched emotionally, examine your life, be direct and honest, express fears and expectations regarding group, and model openness, seriousness of purpose, acceptance of others, and desirability to take risks 2. Presence 3. Goodwill and Caring 4. Belief in group process openness, nondefensiveness, becoming aware of your own culture, personal power, stamina, willingness to seek new experiences, self-awareness, sense of humor, inventiveness, and personal dedication and commitment

1. Educate, provide info, consent to tx 2. minors give assent, parents give consent to tx 3. When confidentiality will be broken 4. Provide description and qualifications 5. Risks and benefits 6. Ability to withdraw consent 7. Philosophy/orientation Risks: stigma, confidentiality, scapegoating Involuntary participation: hospital setting, court ordered, etc. "Attend" does not mean participation Freedom to withdraw: process for leaving the group, encourage them to follow through with their commitment, and let them know cohesion is affected by non-attendance

Cohesion: Strength of the bond between group members to each other and to the group. comes after group has struggles with conflict and shared pain and are commited to taking risks. Signs: 1. Listening and not attacking 2. Confrontive but constructive 3. Talk things out 4. Encouragement 5. Good posture (attentive) 6. Degree of disclosure 7. Unity (pride in group) 8. Retention rate 9. Commitment to group goals 10. Feeling of personal responsibility to the group 11. Satisfaction and morale are high 12. Willingness to defend group from outside 13. High productivity 14. Members feel valued, wanted, and respected

1. Trust through respect of feelings and opinions 2. Risk taking and sharing meaning aspects 3. Clear goals set by the group 4. Inviting all to be active 5. Encouraging members to take control of the group 6. Acceptance of and dealing with conflict 7. Greater attractiveness of group to members 8. Encourage expression of positive and negative feelings

1. Attending 2. Understandin both verbal and nonverbal behavior. Looking for and confronting discrepancies. Do not confront with interpretation, but point out discrepancy and ask him/her to offer meaning for their behavior 3. Empathy 4. Genuineness and self disclosure (Do not pretend to be accepting, do not give dishonest responses, do not rely on behavior aimed to get approval, and avoid hiding behind the leader role) 5. Respect (Avoid critial judgements, avoid labeling, look beyond self and other imposed labels, express warmth, give support that is honestly felt, be genuine and risk yourself, and recognize right of others to be different from you) 6. Caring Confrontation- an act of caring in the form of asking members to examine a discrepancy between what they are saying and doing. Useful confrontation involves one member expressing how another member's behavior is affecting his being "with" the group

Opening- "check-in" 1. What each person most wants to say 2. Agenda develops from what members want to say 3. Tell about their practice outside since last session 4. Unresolved feelings from previous session 5. Being some sessions with your thoughts on progress 6. Introduce new members by asking old members to share learning from group. Closing- "Check-out" 1. Reflect on what they liked/disliked about the session 2. Hope to do outside this week 3. End with some amount of discord- without discord they wont work 4. Level of investment- something has to change 5. Members tell what they are learning- make homework assignments 6. Questions, topics for next session 7. Feedback from others 8. Remind group of members who are leaving the group.

Leaders need to teach members how to give effective confrontations, expecially when moving into the transition stage. Confrontation needs to promote change, and give members these tips: -Know why you are confronting -Should nto be about who or what people are, should be about behavior -Tell them how others are being affected -Focus on specific behaviors -Purpose is to develop genuine, close relationships -Sensitivity- put yourself in their shoes -Confront, reflect, respond -Consider another perspective -Would you do what you are suggesting them to do?

Initial- focus on one person at a time and let them talk baout their fear and how it is effecting their role in the group. Transition- Focus is member to member. Identify ways in which the person has already inhibited themself, how they experience fear, and express reactions and perceptions they have previously kept to self Working- Whole group; invite the entire group in work

Splitting off of sub-units will occur in every organization. They are often disruptive alliances that exist among members. Clues: -one is confronted others jumpt to defend -proximity, saving seats -secrets, hidden agendas -exchanging glances -meeting outside the group -agreeing no matter what the issue is -arriving and departing together

look at chart in group book.

-The purpose is to experience a situation concretely, responding to specific situations -most common problem to address is assertiveness, refusing requests, standing up for own needs -To identify effective and ineffective behavior -Practice what you might say and how you might say it -Faciliation of expressing feelings to another person -Involves other members of the group- feedback from more than one source- other members will play other roles.

Wasn't answered in notes. Answer on your own.