Group therapy Essay Example
Group therapy Essay Example

Group therapy Essay Example

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  • Pages: 10 (2690 words)
  • Published: October 9, 2017
  • Type: Essay
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Group therapy is a form of therapy where a small group of individuals, usually consisting of 5 to 10 people, meet face to face with a trained healer. The main goal of this therapy is to provide treatment within the group, with members themselves deciding on the topics for discussion. The primary objective is to promote interaction and encourage feedback among members. This type of therapy helps individuals learn how to interact with others and explore different behaviors in a secure environment where trust can be fostered. Maintaining confidentiality is crucial, as information shared in the sessions should not be disclosed to outsiders. Additionally, support groups are incorporated into group therapy. Similarly, group counseling involves regular meetings with a trained counselor and aims to address and resolve various issues such as family, personal, social or educational problems.Unlike therapy groups conducted i

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n agencies or educational institutes, group counseling focuses on non-pathological problems that members are already aware of before joining. T-groups, also known as human relations developing groups or sensitivity-training groups, differ from group therapies as they do not require major personality changes; instead, their purpose is to help participants alter their relationships with friends, become more organized, and cease engaging in undesirable activities. These groups aim to understand human behavior and involve larger group sizes compared to group therapy and guidance sessions, strongly encouraging interaction among members for self-discovery. Led by a facilitator, these meetings lack specific agendas or goals but instead focus on the sharing of emotions such as anger, fear, and jealousy in response to interactions. The objective of t-groups is for members to comprehend the impact of their actions or words and

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the emotions they elicit in others during communication and interaction. Rather than striving for particular objectives, emphasis is placed on exchanging emotions with the aim of fostering interpersonal communication and self-understanding while transforming negative attitudes towards others. Personal-growth groups address psychological issues and enhance overall well-being in order to aid individuals in achieving personal goals and visionsDistinguished from other groups by their lack of a predetermined program, these active groups demand increased member involvement, making them more genuine. Personal-growth groups function similarly to group therapy and counseling sessions in terms of size. They provide individuals with a space to prioritize personal matters that often get overlooked in daily life. The primary goal of these groups is helping members learn about each other and discover their roles and contributions to the community. Additionally, they offer support through activities like games, hiking, field trips, writing, drawing, and role-playing.

Self-help groups are typically formed in rural or financially disadvantaged areas with the common aim of alleviating poverty among members. People willingly join these groups and contribute parts for either a business venture or a common fund from which they can borrow money for their own projects. With around thirty or more members, this type of group aims to improve living conditions.

In organizations and schools, predetermined structures guide individuals in executing tasks aligned with the organization's goals when using commonly-employed problem-solving project-based groups; however, it should be noted that these groups serve purposes beyond achieving organizational objectives.The text suggests that personal growth groups offer an opportunity for members to learn from each other and promote personal growth and competence. These groups prioritize professional competence and create an interpersonal environment for

developing communication and critical thinking skills to solve group tasks and problems. Personally, I am interested in joining these groups because they are more open compared to others, allowing discussions on any topic during sessions. However, current trends show that many people focus mainly on education and career, neglecting other important aspects of life. They have yet to discover their value within the community. Leading such a group would provide valuable insights to the community. The appealing activities involved in these groups can easily attract people, especially since this group does not deal with individuals who have psychological issues, making recruitment easier. Additionally, these groups are less common than others, making it easier to attract members.

Question 2: How can you conduct more effective screening given the described limitations? In this situation, there is a high number of individuals needing counseling, which makes it impossible for counselors to provide individual counseling.Conducting individual screening before placing clients into therapy or counseling groups remains necessary. An effective screening process may involve counselors conducting personal face-to-face sessions with clients, during which clients can discuss their perceived problems and desired outcomes for counseling or therapy (Yalom, 2005). This allows counselors to identify and evaluate the nature and severity of the client's problem. It emphasizes the importance of identifying appropriate therapy options for clients and placing them in suitable groups, as well as highlighting the value of one-on-one conversations with clients to understand their needs and schedules. In a busy clinic setting, alternatives such as group counseling or therapy can be considered for screening purposes; however, these alternatives come with challenges that require significant professional skills to be successful while avoiding

exacerbating issues. Therefore, having a comprehensive understanding of clients, their problems, and specific requirements is essential before enrolling them in any program (Kanas, 2006). Counselors must familiarize themselves with clients and comprehend their individual needs in order to assign them to a group and create an appropriate plan.In group counseling, it is crucial for counselors to maintain manageable group sizes and provide assistance in monitoring each member's progress. Early communication of group rules and expectations plays a vital role in this type of therapy as it allows members to interact with one another and realize they are not alone in their situations. When conducted effectively, group counseling proves to be more effective than individual therapy, as it enables faster recovery for participants.

If a member who is experiencing suicidal thoughts attends the initial group session, it is important to acknowledge their feelings of helplessness and hopelessness towards their circumstances. These individuals often struggle with depression and face conflicts between continuing to live and the problems they are dealing with. Hence, isolating them from the group should be avoided since keeping them alongside non self-destructive members may have adverse effects that could lead to unwanted thoughts. Therefore, careful selection of group members becomes necessary.

However, if such an individual exists within the initial group, they should be given a brief opportunity to share their situation. Nonetheless, it is important to gently interrupt if they continue speaking as unprepared listeners may become frightened. Prior guidance should be provided when assigning individuals to groups, ensuring that they are placed alongside others who are facing similar situations.During the initial meeting, it is important to limit discussions about personal issues and focus

on making brief introductions. When interacting with someone who is self-destructive, it is crucial to offer support and emphasize the value of life. Communication should convey that they are not alone in their struggles, as others also face similar or worse situations. Assurances should be given that counseling sessions will help them embrace life and find joy in it. Personally, I guarantee that our Center will provide the necessary support they require.

It is essential to dispel the misconception that being suicidal makes someone evil, which often persists about such individuals. To address this issue with the group, I would explain that suicidal behavior is just one coping mechanism for dealing with overwhelming problems. Our responsibility is to provide essential support and friendship to prevent feelings of loneliness or isolation.

In my perspective, Section B of the ASGW Best Practice guidelines (Janice et al., 2003), specifically Part B.4, highlights the importance of leaders managing communication within the group and protecting members from harm - physical, psychological, or emotional. It is mandatory to comply with these ethical codes as deviating from them would be illegal. Therefore, any leaders failing to safeguard group members' rights would be acting unethically.According to ethical codes, leaders have a responsibility to protect member rights and prevent abuse or coercion. Bullying and peer pressure in groups can be harmful and require the leader's intervention. The main goal of organizing groups is to promote interaction and improve social behaviors. During conflicts, leaders must intervene and protect members while ensuring adherence to addressing these issues. However, leaders should also allow members to freely interact and express themselves as long as conflicts aren't violent, abusive, or intimidating.

ASGW

guidelines state that leaders must protect group members' rights. When discussing ethical and professional issues, it is crucial for the leader to respond respectfully when a group member extends an invitation while being sensitive towards differences like race, gender, economic class, religion among others. Leaders must understand that clients may have varying perspectives on these matters which could result in dissatisfaction if mishandled.

In a scenario where a woman perceives bias from the group leader based on their interaction with her husband, the leader must approach this situation with sensitivity towards diversity according to guidelines. To address such an invitation from a group member, I would need to seek advice through prior discussion.It is crucial to seek guidance from more experienced individuals regarding the potential compromise of professional behavior and ethical codes due to involving family members (husband and children) who are not part of my group. If I choose to proceed with the visit, I must discuss the invitation's reasons and expectations with other group members. It is vital to remind her of the rules and expectations during and after my visit, as non-compliance may result in her being asked to leave the group. Furthermore, I will explain why meeting her husband and children is necessary and clarify the criteria guiding any decisions made. She must understand that prejudice is unacceptable in our profession, as we encourage openness about members' circumstances within our group. To keep everyone informed, I will inform other group members about this invitation. Additionally, I will request that she informs her husband and children about my visit and its purpose for maximum cooperation from all parties involved. Co-leadership offers advantages and

disadvantages - one advantage being the opportunity to create a model addressing communication and conflict resolution within our group. Working collaboratively becomes easier when there are two leaders.Having two leaders in a group brings diversity into play, as each leader possesses their own interpersonal style and approaches towards tasks. This diversity contributes positively to problem-solving within the group dynamic. Additionally, the cultural resources become more diverse as each leader comes from a different cultural background, enhancing the overall effectiveness of the co-leadership approach by providing a range of perspectives.

Furthermore, having two leaders increases the overall expertise within the group. The observation of group members' reactions also becomes more effective with multiple leaders. Co-leadership allows for division of labor or duties, where one leader focuses on one aspect of the group while the other focuses on another aspect. This eliminates instances of negligence and ensures that all aspects are given proper attention.

Co-leadership also enables group members to receive more attention from the leaders so that their progress is acknowledged and any needs are addressed promptly. However, there are some disadvantages to co-leadership as well. It can be more expensive to have more than one group leader since it requires additional resources. Moreover, co-leaders often do not have control over choosing their preferred partner, which can lead to conflicts that can be very costly for the group.One challenge is that co-leaders, being different individuals, often need to agree on and adopt the same theoretical theory. This can be difficult and result in conflicts between them. These conflicts greatly impact the well-being of the group. If I were to meet Brenda separately, it would violate rules and expectations,

creating a negative perception of Brenda among other group members. Consequently, they may hesitate to discuss their issues within the group and lose trust in me as their leader due to perceived bias.

Moreover, meeting Brenda separately might prompt other members to request individual sessions as well, which contradicts established rules and expectations. This approach has both advantages and disadvantages. On one hand, it allows me to observe Brenda's behavior within the group setting, gain a better understanding of her role, and address important aspects such as trust, confidentiality, and privacy. By closely observing her actions, I can rebuild her trust and address any reservations she may have about the group.

However, a drawback is that this could encourage other members to seek individual sessions too. This not only erodes trust within the group but also undermines confidence in my leadership abilities. It may impede progress and potentially lead to member loss due to irregularities or biases present in separate sessions.In addition, I aim to educate members on responsible ways of confronting each other by providing guidelines for effective confrontation. It is crucial for them to understand that interactions should not cause physical, emotional, or psychological harm. Encouraging adherence to group rules and fostering friendly relationships can help prevent resorting to violence during confrontations. Teaching problem-solving skills can also be beneficial in preventing issues from escalating. The effective approach involves clarifying, defining, exploring solutions, preparing to confront if necessary, and gaining permission from the group leader. It is essential for confrontation to be done with love in order to avoid causing harm.

Furthermore, engaging in social activities outside of therapy may sometimes be perceived as resistance when it

singles out individuals or forces them against their will. This can lead to negative attitudes towards the entire group and affect sessions. Some members may choose not to participate, resulting in negativity towards them. Uncooperative members can have a detrimental effect on therapy and reading sessions by causing opposition.

However, this pattern of socialization helps individuals relax and enjoy activities that enhance well-being and discover talents. If socializing hinders progress, its benefits should be discussed but the need to stop should be emphasized due to its impact on advancement. Guidance can be provided on how individuals can engage in their favorite activities without pressuring others to join.Monitoring socialization sessions outside of the group is important to prevent anything that hinders progress. In extreme cases, these sessions may need to be completely halted as the advancement of the group is crucial. The level of awareness and preparation differs between groups with set ending times and uncertain endings. For groups with predetermined endings, including expiration in group activities lessens leaders' responsibility to create awareness and ensure goals are achieved. It is essential to raise awareness about meeting objectives and communicate the need to conclude all activities due to the termination of the group's existence. Increasing interpersonal interaction and sharing experiences contribute significantly to impacting individual team members positively. Conversely, in groups without defined stopping times, it is vital to inform members about the eventual end of the group. Communicating reasons for expiration and developing strategies for resolving pending issues are crucial tasks. Elaborating on unfinished tasks or objectives also holds importance. Establishing an open platform for post-group sharing allows for incorporating progress made during interactions into individual team

members' development effectively. Understanding and addressing various emotions involved plays a critical role in helping group members accept the eventual end of the group despite ongoing tasks at hand.The primary objective of this type of group is to maintain progress and preserve any generated value. It is crucial to address ways in which members can establish a support system after leaving the group, which includes preparing them to handle setbacks and failures they may face. Developing a clear understanding of expectations in the virtual environment also prepares them for challenges in the real world that may arise. Making sure team members are aware of the possibility of failure and the need to persevere in their mission despite setbacks can help them navigate the virtual environment successfully. Sessions where group members freely interact with the existing environment and evaluate challenges and experiences in societal interactions prepare them for real-life situations as well. This also aids in establishing supportive formal relationships among group members, potentially leading to future meetings. This motivation helps team members overcome challenges presented by the external environment (Aronson, 1996; Janice et al., 2003; Kanas, 2006; McClure, 1990; Mowbray, 2002; Yalom, 2005; Mills, 1995).

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