group counseling goals – Flashcards
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PSYCHOANALYTIC goals
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To provide a climate that helps clients reexperience early family relationships. To uncover repressed feelings associated with past events that carry over into current behavior. To facilitate insight into the origins of faulty psychological development and stimulate a corrective emotional experience.
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ADLERIAN goals
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To create a therapeutic relationship that encourages participants to explore their basic life assumptions and to achieve a broader understanding of lifestyles. To help members recognize their strengths and their power to change. To encourage clients to acquire a sense of social interest and to find purpose in life
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PSYCHODRAMA goals
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To facilitate the release of pent-up feelings, to provide insight, and to help clients develop new and more effective behaviors. To encourage clients to live in the present. To develop openness, honesty, and spontaneity. To open up unexplored possibilities for solving conflicts and for living more creatively
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EXISTENTIAL goals
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To provide conditions that maximize self-awareness and reduce blocks to growth. To help members discover and use freedom of choice and assume responsibility for their own choices. To make it possible for members to encounter others in the here-and-now and to use the group as a place to overcome feelings of alienation
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PERSON-CENTERED goals
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To provide a safe climate wherein members can explore the full range of their feelings and their experiencing. To help members become increasingly open to new experiences and develop confidence in themselves and their own judgments
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GESTALT goals
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To enable members to pay close attention to their momentto- moment experiencing so they can recognize and integrate disowned aspects of themselves.
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TRANSACTIONAL ANALYSIS goals
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To assist clients in becoming free of scripts and games in their interactions. To challenge members to reexamine early decisions and make new ones based on awareness.
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COGNITIVE BEHAVIOR THERAPY goals
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To assist members in evaluating how their thinking influences how they are behaving. To help group members eliminatemaladaptive behaviors and learn new and more effective behavioral patterns. (Broad goals are broken down intoprecise subgoals.)
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RATIONAL EMOTIVE BEHAVIOR THERAPY goals
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To assist group members in achieving both unconditional self-acceptance and unconditional other-acceptance. To eliminate the members' self-defeating outlook on life and replace it with a more tolerant and rational one.
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REALITY THERAPY goals
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To guide members toward learning realistic and responsible behavior. To assist group members in evaluating their behavior and in deciding on a plan of action for change.
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SOLUTION-FOCUSED THERAPY goals
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To help members adopt anattitudinal and language shift from talking about problems to talking about solutions. To encourage members to choose the goals they want to accomplish in the group. To assist members in identifying their competencies and strengths that will lead to new possibilities.
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PSYCHOANALYTIC LEADER'S ROLES
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Facilitates group interaction by helping create an accepting and tolerant climate. Focuses on transferences and multiple transferences within the group. Signals indications of resistance and transference and interprets their meanings. Helps members become conscious of and work through unfinished business. Sets limits for the group by developing a therapeutic frame
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ADLERIAN LEADER'S ROLE
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Assists members in gaining insight into their patterns through lifestyle assessment. Models attentive caring. Helps members accept and utilize their assets. Encourages members to develop the courage needed to translate what is learned in the group to behavior outside of the group
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PSYCHODRAMA LEADER'S ROLE
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Has the job of warming up the group, helping set up a psychodrama, directing the enactment, and then processing the outcomes with the participants. Specifi c tasks include facilitating, observing, directing, and producing
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EXISTENTIAL LEADER'S ROLE
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Has the central role of being fully present and available to individuals in the group and of grasping their subjective being-in-the-world. Functions by creating a person-to-person relationship, by disclosing him- or herself, and by confronting members in a caring way
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PERSON-CENTERED LEADER'S ROLE
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Facilitates the group (as opposed to directing it)—deals with barriers to communication, establishes a climate of trust, and assists the group in functioning effectively. Central task is to be genuine in the sessions and demonstrate caring, respect, and understanding. Has the primary role of helping members follow their inner direction.
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GESTALT LEADER'S ROLE
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Suggests experiments designed to help participants intensify their experience and be alert to their body messages. Assists members in identifying and working through unfi nished business from the past that interferes with current functioning. Focuses on whatever is in the foreground of the members' awareness
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TRANSACTIONAL ANALYSIS LEADER'S ROLE
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Has a didactic role and assists members in identifying injunctions. Teaches members how to recognize the games they play to avoid intimacy, the ego state in which they are functioning in a given transaction, and the self-defeating aspects of early decisions and adopted life plans
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COGNITIVE BEHAVIOR THERAPY LEADER'S ROLE
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Functions as an expert in modifying clients' thinking and behavior. The leader tends to be directive and often functions as teacher. Imparts information and teaches coping skills and methods of modifying behavior so that members can practice outside group sessions.
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RATIONAL EMOTIVE BEHAVIOR THERAPY LEADER'S ROLE
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Functions didactically: explains, teaches, and reeducates. Helps members see and rigorously confront their illogical thinking and identify its connection with self-defeating behavior. Teaches members to change their patterns of thinking and behaving
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REALITY THERAPY LEADER'S ROLE
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Teaches members the basics of choice theory as a way to help them understand why they behave as they do. Encourages members to evaluate their current behavior and make more effective choices. Helps members to formulate and implement a plan for change
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SOLUTION-FOCUSED THERAPY LEADER'S ROLE
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Facilitates the group by eliciting the perspectives, resources, and unique experiences of members. Creates opportunities for members to see themselves as competent and resourceful. Assists members in functioning as cofacilitators who support and encourage each other and keep the focus on exceptions rather than problems.
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PSYCHOANALYTIC STRUCTURING AND RESPONSIBILITIES
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Leader shies away from directive leadership and allows the group to determine its own course; interprets the meaning of certain behavioral patterns. Members raise issues and produce material from the unconscious; assume increasing responsibility for interacting spontaneously, making interpretations, and sharing insights about others; become auxiliary therapists for one another
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ADLERIAN STRUCTURING AND RESPONSIBILITIES
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Leader, at the outset, works toward goal alignment; takes active steps to establish and maintain a therapeutic relationship, to explore and analyze the individual's dynamics, and to communicate a basic attitude of concern and hope. Members develop insight about themselves; assume responsibility for taking positive measures to make changes; and consider alternative beliefs, goals, and behaviors
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PSYCHODRAMA STRUCTURING AND RESPONSIBILITIES
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Director/leader suggests specifi c techniques designed to intensify feelings, re-create past situations, and provide increased awareness of confl icts; makes sure that the protagonist is attended to and that other members of the group have a chance to share what they experienced during the psychodrama. Members produce the material for psychodramas and, when in the role of protagonist, direct their own psychodramas
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EXISTENTIAL STRUCTURING AND RESPONSIBILITIES
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Leader may structure the group along the lines of certain existential themes such as freedom, responsibility, anxiety, and guilt; shares here-and-now feelings with the group. Members are responsible for deciding the issues they want to explore, thus determining the direction of the group.
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PERSON-CENTERED STRUCTURING AND RESPONSIBILITIES
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Leader provides very little structuring or direction and allows members to determine how time is spent in group. Members are seen as having the capacity to fi nd a meaningful direction, of being able to help one another, and of moving toward constructive outcomes
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GESTALT STRUCTURING AND RESPONSIBILITIES
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Leader is responsible for being aware of his or her presentcentered experience and for using it in the context of the group; brings structure to the group by introducing appropriate experiments to intensify whatever the member is experiencing. Members must be active and make their own interpretations.
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TRANSACTIONAL ANALYSIS STRUCTURING AND RESPONSIBILITIES
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Because of the stress on an equal relationship between leader and members, responsibility is shared, as specifi ed in a contract. Members and leader spell out in the contract what changes members want to make and what issues they want to explore in the group
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COGNITIVE BEHAVIOR THERAPY STRUCTURING AND RESPONSIBILITIES
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Leader is responsible for active teaching and for having the group proceed according to a predetermined and structured agenda. Members are expected to be active, to evaluate their thinking, to apply what they learn to everyday life situations, and to practice new behaviors outside the group
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RATIONAL EMOTIVE BEHAVIOR THERAPY STRUCTURING AND RESPONSIBILITIES
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Leader is responsible for confronting any signs of member behavior based on faulty thinking; structures the group experience so that members stay with the task of making constructive changes in thinking and behaving. Members are responsible for exploring their own self-defeating thinking; they are expected to continue this work outside the group.
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REALITY THERAPY STRUCTURING AND RESPONSIBILITIES
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Leader teaches members to assume responsibility for how they are living. Structures the group by assisting members to evaluate the degree to which what they are presently doing is getting them what they want. Helps members to assess the quality of their interpersonal relationships, both in daily life and in the group. Members decide on specifi c changes they want to make and design an action plan for implementing these changes.
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SOLUTION-FOCUSED THERAPY STRUCTURING AND RESPONSIBILITIES
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Leader moves the group from a problem focus to a solution focus; creates a collaborative partnership with members to show how they can use the strengths and resources they have to construct solutions. Members keep on a solution track instead of a problem track; pay attention to what is working in daily life and continue doing more of this; observe what they are doing when things are going better.
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PSYCHOANALYTIC TECHNIQUES
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Interpretation, dream analysis, free association, analysis of resistance, and analysis of transference—all designed to make the unconscious conscious and bring about insight.
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ADLERIAN TECHNIQUES
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Analysis and assessment, exploration of family constellation, reporting of earliest recollections, confrontation, interpretation, cognitive restructuring, challenging of one's belief system, and exploration of social dynamics and of one's unique style of life.
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PSYCHODRAMA TECHNIQUES
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Self-presentation, presentation of the other, interview in the role of the other and interview in the role of the self, soliloquy, role reversal, double technique and auxiliary egos, mirroring, and future projection
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EXISTENTIAL TECHNIQUES
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Since this approach stresses understanding fi rst and techniques second, no specifi c set of methods is prescribed. However, leaders can borrow techniques from other therapies to better understand the world of clients and to deepen the level of therapeutic work, as long as the focus is on a subjective understanding of a member's world.
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PERSON-CENTERED TECHNIQUES
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The stress is on the facilitator's attitudes and behavior, and structured or planned techniques are generally not used. In place of techniques, attitudes include active listening, refl ection of feelings, clarifi cation, support, empathy, and "being there" for the client.
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GESTALT TECHNIQUES
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Many action-oriented techniques are available to the leader, all of which intensify immediate experiencing and awareness of current feelings. Techniques include empty chair, game of dialogue, fantasy approaches, rehearsal techniques, exaggerating a behavior, staying with feelings, dialogues with self or signifi cant others in the present, and dream work. Experiments are designed to enable participants to gain increased awareness. Experiments are best done in a collaborative way between the leader and a member.
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TRANSACTIONAL ANALYSIS TECHNIQUES
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Techniques include the use of a script-analysis checklist or questionnaire to detect early injunctions and decisions, games, and life positions; family modeling; role playing; and structural analysis.
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COGNITIVE BEHAVIOR THERAPY TECHNIQUES
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The main techniques, which are based on behavioral and learning principles and are aimed at behavioral changes and cognitive restructuring, include Socratic dialogue, selfmonitoring, self-help techniques, reinforcement and supportive measures, behavior rehearsal, coaching, modeling, feedback, and procedures for evaluating and changing cognitions.
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RATIONAL EMOTIVE BEHAVIOR THERAPY TECHNIQUES
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Leaders use a wide range of cognitive, behavioral, and emotive interventions to bring about change. Leaders teach, model, probe, confront, challenge, and actively direct. Cognitive methods include disputation of faulty beliefs, use of coping self-statements, psychoeducational work, and cognitive homework. Behavioral methods include role playing, behavior rehearsal, homework assignments, and skills training.
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REALITY THERAPY TECHNIQUES
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A wide range of techniques is used, such as role playing, modeling, use of humor, contracts, using the WDEP model, and designing specifi c plans for action
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SOLUTION-FOCUSED THERAPY TECHNIQUES
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Main techniques include raising questions, asking clients to look for exceptions to a problem, the miracle question, scaling questions, focusing on strengths, use of metaphors, and carrying out homework assignments.
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PSYCHOANALYTIC CONTRIBUTIONS
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Focus on family dynamics is appropriate for working with many minority groups. Therapist formality appeals to those clients who expect professional distance. Notion of defense is helpful in understanding inner dynamics and dealing with environmental stresses.
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ADLERIAN CONTRIBUTIONS
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Culture is viewed as a perspective and background from which meaning in life can be derived. Each individual will make a different meaning out of his or her personal cultural experience.
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PSYCHODRAMA CONTRIBUTIONS
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For reserved clients, this approach invites self-expression in the present. Director can create scenes that are culturally sensitive and assist members in understanding the impact of their culture on them. Through enactment, nonverbal clients have other means of communication. Opportunities arise for developing spontaneity and creativity within the framework of one's culture
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EXISTENTIAL CONTRIBUTIONS
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A core value is the emphasis on understanding the member's phenomenological world, including cultural background. This approach leads to empowerment. It can help members examine their options for change within the context of their cultural realities.
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PERSON-CENTERED CONTRIBUTIONS
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Main strengths are respect for client's values, active listening, welcoming of differences, nonjudgmental attitude, understanding, willingness to allow clients to determine what will be explored in sessions, and prizing cultural pluralism.
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GESTALT CONTRIBUTIONS
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Focus on expressing oneself nonverbally is congruent with those cultures that look beyond words for messages. Approach provides many ways of working with group members who have cultural injunctions against freely expressing feelings.
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TRANSACTIONAL ANALYSIS CONTRIBUTIONS
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Contractual method acts as a safeguard against therapist imposition of values that may not be congruent with a client's culture. This approach offers a basis for understanding the impact of cultural and familial injunctions. It provides a structure that many group participants will value.
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COGNITIVE BEHAVIOR THERAPY CONTRIBUTIONS
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Focus on thinking and behavior, rather than on feelings, is compatible with many cultures. Strengths include preparation of members by teaching them purposes of group; assisting members in learning practical skills; educational focus of groups; and stress on self-management strategies. Expertise of leader, structure of group, and practical slant are viewed positively by many participants.
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RATIONAL EMOTIVE BEHAVIOR THERAPY CONTRIBUTIONS
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This approach provides ways of questioning one's beliefs and identifying values that may no longer be functional. Its focus on thinking and rationality (as opposed to expressing feelings) is likely to be acceptable to many participants. Emphasis on teaching/learning process tends to avoid the stigma of mental illness. Many members may value the leader directiveness, structured approach, and stress on homework.
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REALITY THERAPY CONTRIBUTIONS
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Focus is on members making their own evaluation of behavior (including how they respond to their culture). Through personal assessment they can determine the degree to which their needs and wants are being satisfi ed; they can fi nd a balance between retaining their own ethnic identity and integrating some of the values and practices of the dominant society.
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SOLUTION-FOCUSED THERAPY CONTRIBUTIONS
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This approach works best with individuals and cultures with preferences for engaging in direct behavior change rather than approaches that deal mainly with feelings. The emphasis on the experience of clients rather than on working from the therapist's framework is an advantage. This model appeals to people who want a practical approach to making things better as soon as possible.
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PSYCHOANALYTIC LIMITATIONS
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Focus on insight, intrapsychic dynamics, and long-term treatment is often not valued by clients who prefer to learn coping skills in dealing with pressing environmental concerns. Internal focus can confl ict with cultural values that stress an interpersonal and environmental focus.
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ADLERIAN LIMITATIONS
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This approach's detailed interview about one's family background can confl ict with cultures that have injunctions against disclosing family matters. Leader needs to make certain that the goals of members are respected and that these goals are congruent with the goals of a given group
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PSYCHODRAMA LIMITATIONS
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Emphasis on experiencing and expressing feelings, on catharsis, and on enacting past problems in the present can be highly threatening for some clients. Caution is needed in encouraging clients to display their intense emotions in the presence of others.
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EXISTENTIAL LIMITATIONS
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Its values of individuality, freedom, autonomy, and self-realization often confl ict with cultural values of collectivism, respect for tradition, deference to authority, and interdependence. Some may be deterred by absence of specifi c techniques. Others will expect more focus on surviving in their world.
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PERSON-CENTERED LIMITATIONS
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Some of the core values of this approach may not be congruent with the group member's culture. Lack of leader direction and structure are unacceptable for many clients who are seeking direction, help, and solutions from a knowledgeable leader.
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GESTALT LIMITATIONS
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Members who have been culturally conditioned to be emotionally reserved may not embrace Gestalt techniques. Some may not see how "being aware of present experiencing" will lead to solving their problems
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TRANSACTIONAL ANALYSIS LIMITATIONS
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Terminology of TA may distract clients from some cultures with a different perspective. Leader must establish clear contract of what the group member wants before challenging the person's life scripts, cultural and familial injunctions, and decisions. Caution required in probing into family patterns
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COGNITIVE BEHAVIOR THERAPY LIMITATIONS
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Leaders need to help members assess the possible consequences of making behavioral changes. Family members may not value clients' newly acquired assertive style, so individuals must be taught how to cope with resistance by others
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RATIONAL EMOTIVE BEHAVIOR THERAPY LIMITATIONS
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If leader has a forceful and directive leadership style, members may retreat. It is necessary to understand client's world before forcefully confronting beliefs perceived as irrational by leader.
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REALITY THERAPY LIMITATIONS
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Approach stresses taking charge of one's own life, yet some members hope to change their external environment. Leader needs to appreciate the role of discrimination and racism and help members deal with social and political realities.
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SOLUTION-FOCUSED THERAPY LIMITATIONS
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The "not-knowing stance" of the group leader, along with the expectations of the "client-as-expert," may not be welcomed by group participants who are looking for directions and solutions from the expert leader.
