1
Q
Who should lead groups?
A
Any helping professional who is looking for an economical and effective means of helping individuals who share similar problems and concerns
- ethically anyone who is qualified to satisfy the goals and objectives
2
Q
9 Reasons for leading groups?
A
- Efficiency
- Saves time and effort - Experience of commonality
- Many ppl have feelings they believe to be unique; having ppl get together helps them realize they are not alone - Greater Variety of Resources and Viewpoints
− variety of opinions and ideas making the experience interesting and valuable - Sense of Belonging
− Members of groups report that the most important features of the groups was the experience of being accepted - Skills practice
− Practice before employing skills in real world - Feedback
Group feedback is more powerful than individual feedback because when only one is giving feedback the opinion can easily be dismissed. - Vicarious Learning
− Members frequently have the opportunity to hear concerns similar to their own - Real life approximation
− Groups represent real life better than individual counseling - Commitment
− Commitment to work on specific concerns often has more strength when made in a group setting
3
Q
Types of group interventions
A
- Education
- Discussion
- Task
- Growth and experiential
- Counseling and therapy
- Support
- Self - help
4
Q
Education
A
- Often helping professionals are asked to provide clients with information on various topics: Rehab clients learning to use a wheelchair, Students learning study skills, people with diabetes acquiring info on nutrition, women learning how to protect themselves from rape
- In each of these groups the leader provides the info and then elicits reactions and comments from the members
- Here the leaders serves a dual role as the educator and the facilitator
5
Q
Discussion
A
- The focus is on topic or issues rather than any members personal concerns
- Purpose is to give members the opportunity to share ideas and exchange info
- Leader serves mainly as facilitator bc they do not necessarily have more knowledge
- Examples: book clubs, current events, bible study
6
Q
Task
A
- Specific task is to be accomplished, such as discussing a patient on a psych ward.
- Usually meets once or just a few times until task is completed
- Focus group- a kind of task group that is used to evaluate products or perceptions of products such as: members a club choosing officers, students trying to change policies at school
- The leaders role in a task group is to keep the group on task and to facilitate the discussion and interaction
7
Q
Growth Groups and Experiential Groups
A
− These groups benefit those who want to learn more about themselves
- T-groups or training groups- first popular kind of growth group. First one was held in Bethel Maine in 1947
- Sensitivity groups, awareness groups and encounter groups would all be considered growth groups
- Goals in these groups may include changes in lifestyles, a greater awarensess of oneself and others, imporoved interpersonal communications
- Experential groups are a type of G group where the leader designs experiential activities for the members such as outodoor physical challengs, risk taking. Best known example is the ropes course
8
Q
Counseling and Therapy Groups
- Theory
A
- Leader focuses the group on different individuals and their problems then members try to help one another with the leader’s guidance. The leader will at times play a dominant role by directing the session to make it more productive
- Our leadership model for counseling and therapy groups is based on impact therapy which is an active, creative, multisensory, theory-driven approach to counseling. The leader is primarily responsible for making sure the members get the best help possible.
9
Q
Support
A
− Consists of members with something in common and meet on a regular basis
- Helps others realize that other memebers struggle with the same problems
- Role of the leader is to encourage sharing
- Main goal and purpose of this group is sharing so there can be no dominating
10
Q
Self-help
A
Laypeople with similar concerns as those at the meeting generally lead self-help groups
11
Q
Leadership styles
A
- The style or role of the leader will always depend on the purpose of the group
1. interpersonal leader
2. intrapersonal leader
12
Q
Interpersonal oriented leader
A
emphasize the here and now, interactions among group members, the group as a whole, the ongoing group dynamics, and the obstacles to the development of effective interpersonal relationships within the group. (Focus on group process)
13
Q
Intrapersonal oriented leader
A
focuses on the needs of the individual members (Focus on personal issues)
-better for most counseling and therapy groups because members in most of hese groups have intrapersonal conflicts (within themselves)
14
Q
6 Factors that make an effective leader
A
- Experience with individuals- considerable experience in one to one counseling.
- Experience with groups- restrict members until comfortable enough to lead more
- Planning and organizational skills- good planners; give thought ot relevant topics and activities
- Knowledge of the topic
- A good understanding of basic human conflicts and dilemmas- know how to help those who are struggling with issues
- A good understanding of counseling theory
–Caring, openness, flexibility, warmth, objectivity, trustworthiness, honesty, strength, patience, and sensitivity
-Comfort with oneself and others; a liking for ppl; confort in position of authority; confidence in ability to lead
Another important trait is good psych health
15
Q
7 Ethical considerations
A
- Leader Preparation and Qualification
-The fundamental eithical principle for leading groups is found in ASGW’s best practical guidelines- “Group counselors do not attempt any technique unless thoroughly trained”
-Unfortunately most group leaders are not prepared at a proper level - Personal Growth
−Leaders should not use groups for personal growth - Dual Relationships
−Dual relationships are those that exists in addition to the therapeutic relationship established between the leader and the members
-Often they cannot be avoided because helpters have more than one relationship with their client. Leader’s responsibility to make sure therapeutic relationships is not being jeopardized. - Confidentiality
−There are two issues regarding confidentiality: the leaders ethical responsibilitiy for keeping material confidential and the leader’s lack of total control regarding members keeping matters confidential - Informing the Members about the Group
−Prospective members have the right to know the purpose of the group and how it will be conducted - The Ethical Use of Exercises
-Most ethical problems involved with exercises result from lack of expertise or sensitivity on the part of the leader. Leaders should use exercises that generate reactions they are unable to handle due to lack of experience - The Leader’s Role in making Referrals
-Make sure members are made aware of proper follow up treatments
16
Q
12 Potential group problems
A
- Skip from topic to topic
- Dominate the discussion
- Be chit chatty rather than personal and focused
- Attend sporadically
- Be shy and withdrawn
- Get angry at the leader
- Get angry at one another
- Pressure others to speak
- Preach their personal morality
- Be resistant because forced to attend
- Dislike other members
- Stop attending the group
17
Q
Stages of group
A
− All groups go through three stages regardless of the type of group or style of leadership: the beginning, middle or working stage and the ending or closing stage.
18
Q
The beginning stage
A
− Refers to the time period used for introductions and discussions of such topics as the purpose of the group, what to expect, fears, group rules, comfort levels, and the content of the group.
− For task, edu, and discussion groups this stage is when the members determine the focus of the group.
− This stage may last part of the first session, the entire first or the first couple
− Its not uncommon for the members of certain groups to take more than two sessions to feel enough trust and comfort
− A leader who provides very little structure tends to create a group that stays in the beginning stage for several sessions
19
Q
The middle stage
A
AKA the working stage when to members focus on the purpose. They learn new material, discuss topics, complete tasks, or engage in sharing and therapeutic work.
− This stage is the core of the group process. The stage when members benefit from being in a group.
− During this stage many diff dynamics can occur. Leader must pay particular attention to the interaction patterns and attitudes of the members toward each other and the leader.
− This is the time when members decide how much they want to share.
20
Q
The closing stage
A
− The ending stage is devoted to terminating the group.
− During this time members share what they learned, how they changed, and how they plan to use what they learned.
21
Q
Therapeutic Forces
A
−Factors that influence group dynamics
−Some of the forces present in almost any group situation: members want to feel accepted by the group, know what is expected, feel they belong, and feel safe.
− The leader can tune in to some of the group dynamics and therapeutic forces by considering the following questions: How does each member feel about being in the group?
22
Q
Yalom’s curative factors
- 10
A
−Created best-known list of therapeutic forces and discusses them in terms of curative factors. These eleven factors need to be present in order for group to be successful:
- Instillation of hope – feeling hopeful about your life
- Universality – realizing others have similar concerns
- Imparting of info- gaining info about healthy living
- Altruism- giving to other members
- Corrective recapitulation of the primary family group – opportunity to experience dynamics similar to early childhood experiences
- Development of socialization techniques- learning social skills
- Imitative behavior- modeling positive behaviors form other members
- Interpersonal learning- learning to interact with others
- Group cohesiveness- closeness among members
- Catharsis- expressing feelings never expressed before
23
Q
Jacob’s therapeutic forces - 15
A
− 15 forces the leader should attend to − They can either be positive (therapeutic) , neutral or negative (antitherapeutic) 1. Clarity of purpose for both the leader and the members 2. Relevance of purpose for the members 3. Size of the group 4. Length of each session 5. Frequency of meetings 6. Adequacy of the setting 7. Time of day for both the leader and the members 8. The leader’s attitude 9. Closed or open group 10. Voluntary or nonvoluntary membership 11. Members level of commitment 12. Level of trust among members 13. Members attitudes toward the leader 14. The leaders experience and readiness to deal with groups 15. Coleadership harmony
24
Q
Clarity of purpose
A
− The single most important therapeutic force is clarity of purpose that is the leader and the members must clearly understand the puropose of the group.
25
Group size
− Group size can affect group dynamics
− Size depends on its purpose, ect.
− 5 to 8 is ideal
− For multicultural groups going over 5 may be uncomfortable
− If group is going to meet for one hour or less then is should be no more than 6 unless its and edu group
− Edu groups usually have 5 to 15
− Discussion usually 5 to 8
26
Length of session
− For Edu , discussion and task groups 1 to 2 hours should be allotted.
− For therapy, support and growth groups at least 1 ½ hours but no longer than 3
27
Frequency of meetings
− Number of meetings depends on purpose and compostion of the members
− Groups in residential setting often meet dailiy
− Most outpatient groups meet once a week or once every 2 weeks
− Support groups usually meet once or twice a month
28
Level of commitment
− One way to access commitment is to conduct pre group interviews to gage where to members are. If this cant be done then observe each member
29
Level of trust
− Problems of trust usually occur when members have diff points of view
− In counseling/ therapy and growth groups there is always a chance that someone will make a hurtful comment
− Leader should first focus on the member who disclosed the personal information
30
Process and content
− Process includes stages of group, group dynamics, and therapeutic forces
− Content refers to the purpose or task of the group
- Leader should always be aware of both and focus the group on each
31
Clarity of group purpose
* Being clear about the purpose of the group is the most important gourp leadership concept to be learned- all other skills and tasks are based on the leaders understanding of the purpose of the group.
* Purpose- refers to why the group is meeting and what the goals and objectives are
* Clarity of purpose helps the leader keep the members on course by suggesting relevant activities asking relevant questions and cutting off irrelevant discussions.
* Leader must assess the potential members needs and then decide which kind of group would be most helpful
32
More than one purpose
- Yes many groups have multiple purposes such as providing support, info, and therapy.
- The first session of any group is another example of a multiple-purpose group session. The leader will have at least two purposes in mind: one is introducing the general content of the group and the other is getting members clear about the group and how it will be conducted
- The main thing to consider when developing multiple purposes is wether or not they are compatible
33
Changing the purpose
- Yes, Groups often start out as education, support or growth groups. As they develop members being to share on a more personal level.
- The best way to make a change is for the leader to discuss how the group could alter its purpose. If the group decides to change its purpose it may take one or two sessions. (often the leader makes the mistake of shifting the purpose of the group without informing the members)
34
Groups with no purpose
- Very inadvisable because groups without a purpose usually dissolve because of lack of interest and direction
- A group without a purpose is more like a social gathering
35
Pre-group planning
* Many groups are not successful due to too little emphasis on pre-group planning.
* Four decisions should be made when establishing a group: For how many sessions will the group meet, When will it meet, who should the members be, how will members be screened
36
Determine the number of sessions
* Counseling/therapy, growth, task and support groups sometimes begin with no set planned limit. Certain growth and therapy and many education groups meet for a specified number of sessions.
* Usually its best to set a time limit
* Another option is to allow members to determing the number of sessions
37
When will the group meet?
* Two factors must be considered: time of day and frequency of meetings.
* Any group leader should not lead more than 3 groups a day
38
Who should the members be?
* Once a population is chosen, the leader should decided whether the entire population will automatically have membership
* Usually purpose of the group, time constraints, and setting will help limit membership.
39
How will the members be screened?
* One of the biggest problems faced by counselors is that admins do not let them select the members.
* Screening is essential because not everyone is apporoitate for every group.
* Screening must be done within the context of the type of group (wether a client is to be included or excluded has much to do with the purposes of the group)
40
Big picture planning
− Another part of pre-group planning
− Big picture planning- is thinking about all of the possible topics that need to be covered
− Then considers which topics should be addressed in each stage
− This planning should take a lot of time and research and needs to be done before the group meets
− Also needs to be an ongoing activity because the group is ever evolving
41
Session planning
| - 3
− Involves deciding on topics and activities as well as delegating an approx. time need for each
− Discussion, education, and task groups are often more effective when the group is planned
− Things to consider when session planning:
1.Consider the stage of the group
− One of the first things to consider when planning is whether the session is a first, second, middle, or closing session
− Planning a first is different from planning a middle
− During a first session you must have members introduce themselves, clarify the purpose of the groups, set a positive tone, and go over and rules.
− Its important for most groups to go over the rules towards the middle of the session and not in the beginning
2. Plan the format for the session
− Some groups work well with the same format each week but for others a varied format works better
− A common way to vary format is by using exercises
3. Anticipate problems when planning
− Have a back up plan in case an activity does not go well
42
13 Frequent mistakes in planning groups
1. Not planning
- Biggest mistake in planning is not doing it
2. Planning too much
- Planning too many activites for the session
3. Irrelevant or meaningless content
- Choosing activities or topics that do not interest or relate to group purpose
4. Not allowing enough time for the group to have any significant meaning
5. Inappropriate exercises
- planning exercises that the group is not ready for
6. Too many exercises
7. Poor planning of time
- Leaders of ten plan too much time for activities
8. Poor planning of the flow of the session
- Leader should plan exercsises that flow and are related to each other
9. Not planning an interesting beginning
9. Allowing too much time for warm-up
- It is imperative that the leader plan the group so that most of the tme is spent on the important issues. Allowing 10 -15 mins for warm up is a mistake
11. Not allowing enough time for warm-up
12. Vague Plans
13. Lack of flexibility
- it is necessary to be flexible and deviate from a plan whenever it become clear that members are not benefiting form it
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The first session
| -17
− The first and second session of any group often most important and most difficult to lead
− First is difficult because the leader has many diff dynamics and logistics to manage
− concepts to consider within first session:
1. Beginning the Group
-Most important considerations of the first session is how to begin the group
2. Helping Members Get Acquainted
1. Setting a Positive Tone
2. Clarifying the Purpose
3. Explaining the Leaders Role
4. Explaining How the Group will be conducted
5. Helping Members Verbalize Expectations
Drawing out Members During the First Session
6. Using Exercises During The First Session
7. Checking Out the Comfort Level
8. Explaining Group Rules
9. Explaining Terms
10. Assessing Member’s interaction styles
11. Being Sensitive to Multicultural/Diversity Issues and Any Dynamics That May be present
12. Cutting Off Member During the First Session
13. Focusing on the Content
14. Addressing Questions
15. Getting Members to Look at Other Members
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The second session
| -4
-Leader continues setting tone of group
1.) Introducing New Members
− Introduce new members and allow for summarization of previous sessions
− Can also choose to tell the group about the new member. Do this if 1. To minimize time spent on intro 2. To tell the group something specific aobut member 3. To ease new member who may be anxious
− For most counseling, therapy, growth, and support groups an intro of 5 mins is all that is needed
− In task discussion and edu groups simply giving name is good
2.) The Success of the First Session
− If the first session was successful then the leader will do warm up then move onto content
− If it was unsuccessful then the leader may choose to
1. restate the purpose and make no attempt to verbalize any of the negative events of first session
2. address what went wrong
3. elicit from members their reactions to first session
3.)Planning for Potential Letdown
− Common mistake is to assume excitement from first session will carry over to second
− To prevent a letdown plan a session based on what is learned from first session
4.)Ending the Second Session
− Listen to hear from members what is helpful or unhelpful
− Do a round asking them to explain positive or negative reactions to the group
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The beginning phase of subsequent sessions
| - examples for each type of group
➢ Education or Discussion Groups
- Before we get started does anyone have any questions about last week
➢ Task Groups
− Lets start with progress reports from each of you
− Let me review where we are and what seems to be the next thing to decide
➢ Growth or Support Groups
− How has the week been?
− Any reactions to the last session?
− What would you like to talk about tonight?
➢ Counseling or Therapy Groups
− Lets share reactions about personal issues from last session?
− Anyone have something they’d like to bring up?
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14 basic skills that group leaders should have
1. Active Listening
- Entails listening to the content voice and body language of the person speaking.
- Invovles communication to the person speaking that you are really listening
- Skilled leader listens to whole group not just the one talking
- Leader scans the room looking for nonverbal gestures like facial expressions and body shifts
2. Reflection
- Restate a comment conveying that you understand the content
- Purpose is to: help group member who is speaking become more aware of what he is saying and to communicate that you are aware of how he is feeling
3. Clarification and Questioning
- Help members clarify their statements
- Clarify by: questioning, restating, and using other members to clarify
4. Summarizing
- A summary tightens the focus and allows the leader to stay with the issue or move on. Also used to make a transition from one topic to another
5. Linking
- Process of connecting ppl together to facilitate bonding AKA tying together
6. Mini-lecturing and Information Giving
- When giving a mini lecture: make it interesting, relevant, consider cultural diffs, short (no more than 8 mins), energizing, current info used
- Key to mini lectures is to bring new and interesting ideas
7. Encouraging and Supporting
- Communicate support with warmth in your voice, an open posture and pleasant facial expression.
47
8-14
8. Tone Setting
- Creating mood for the group
9. Modeling and Self-Disclosure
- useful for getting members to share thoughts and feelings
10. Use of Eyes
- Eyes can gather valuable info, encourage members to speak and deter members form speaking.
- Eyes can be used in following ways:
1. Scanning for nonverbal cues and disagreement
2. Getting members to look at one another
3. Drawing out members
4. Cutting off members
11. Use of Voice
- Used to influence tone of group and pace the content
1. Helps set tone
~By content of words and tone of voice
~ Use of voice to energize the group
~Pacing the Group
12. Use of the Leader’s Energy
13. Identifying Allies
- Which members you can count on to be cooperative and helpful
14. Multicultural understanding
- most groups made up of diverse backgrounds. Leader must not only understand the diff cultures but how each one affects member's participation
48
Establishing the focus
| - 3
1. Use of Comments
- Establish focus by stating to the members what the topic or activity is going to be
2. Use of Activities and Exercises
- Using visuals aids and having members write or draw something are excellent ways to get members focused. Some Examples are:
• Posters, charts, diagrams relevant to the topic- visual aids get the members involved visually and auditory
3. Use of Rounds and Dyads
- Rounds are very useful because they involve everybody and focus members by having them think of what they are going to say
- Dyads help focus members on a topic because members are paired with one another and instructed to discuss various ideas
49
Holding the focus
- When
- How long
- How
1. When to hold the focus
Focus on a topic:
- When deciding whether to hold the focus on a topic ask:
Is the topic relevant to the purposes of the group? Are the members interested in the topic? Has the focus been on the topic too long? Has the group discussed the topic before?
- When the leader is unsure about whether to stay with a topic doing a quick 1-10 will help to decide.
Focus on a person:
- Consider whether focusing on one person serves the purpose of the group. If it’s a therapy or personal growth group then focusing on one person is ok. However, focusing on one person for discussion, or task groups would be bad.
- Is the person benefiting from having the focus?
- Who is talking and how much “air time” has the speaker had recently?
2. How long to hold the focus
Focus on a topic:
- If group is and education discussion or task group there are a number of things to be covered and the leader will want to budget time wisely.
- Focusing on heavy issues in early stages is also not wise. Need ample time to discuss death.
Focus on a person:
- Depends partly on kind of group being led.
- For therapy growth and support where holding focus on one person is good, max is 30 minutes
- In most therapy growth and support groups the ususal is 5-15 minustes
- In discussion education and task its 5 mins max
3. How to hold the focus
- Main skill in keeping focus is cutting members off
- Most important thing is to act quickly
- Most common method is addressing the group directly
- Another way to hold the focus is to conduct a group exercise or use a prop
50
Shifting the focus
```
-Shifting the focus can go:
➢ From topic to person
➢ From a topic to another topic
➢ From a person to another person
➢ From a topic to an activity
➢ From a person to a topic
➢ From an activity to a topic
-Shifting from an activity to another activity is not usually appropriate and is one of the biggest mistakes
-Group activities need to be followed by a discussion
```
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Deepening the focus
- Key is deepening the focus to a level that is productive and meaningful for the members
- Depth is measured differently for different groups. For education and discussion depth is measured by assessing learning and the exchange of ideas
- Task groups measured by productivity and how well others are working together.
- Counseling therapy growth and support are measured by new insights and the level of sharing when doing personal work
- Deepen focus by:
• Asking thought provoking questions
• Asking members to share at personal level
• Working with a member in a more intense maner
• Conducting an intense exercises
• Confronting members about certain dynamics that are interfering with the group
52
When to deepen the focus
- Two considerations:
- First is the phase of the session because deepening should only be done in the middle phase
- Second is there enough time to cover the issue
53
How to deepen the focus
- Most important consideration is the purpose of the group
- Too often edu discussion and task groups deepen which can be harmful
- It is unethical to push a member into deeper work that the leader doesn’t have experience or knowledge of
- Any leader must also consider the cultural background before delving too deeply
54
Cutting off
− Cutting off also called clocking and intervening
− Two instances when a leader will want to cut off:
1. When a member has the floor but is either rambling, storytelling or avoiding getting deeper
2. When a member is saying something inappropriate
55
Important considerations when cutting off
| - 4
1. Timing
−Most important thing about cutting off is that it has to be timed properly
−The leader should stop members before they ramble to long, argue for an extended period or offer unhelpful advice. On the other hand leaders want to make sure they are not interrupting a legitimate comment
−No certain way to tell expect experience and feedback
2. Use of Voice
− Voice tone pitch and inflection all have to do with effectiveness of cutting off
− Goal is to not crtitize or humiliate
3. Clarifying
− In first session you should tell members at times you will cut off
4. Nonverbal signals
• The leader avoiding eye contact can serve as a cutting off signal
• Also use a hand signal
56
Cutting off a member who has the focus of the group -3
If member is left unchecked they may drain the energy of the group
• Three ways to cut off:
1. Cut and stay with the person:
− Ask a question: ask a focusing type of question like how can the group help you with this?
2. Cut and stay with the topic:
− Member often doesn’t feel so cut off this way
3. Cut and leave the person and the topic
57
7 Other situations when you should cut off
1. When a members comments conflict with the groups purpose:
2. When a member is saying something hurtful
3. When a member is saying something inaccurate
4. When the leader wants to shift the focus
5. When it is near the end of the session
6. When members are arguing
7. When members are rescuing other members
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Drawing out
− Probably the second more important skill
| − Skill of eliciting group members comments
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Reasons for drawing out
| -3
1. One of the main reasons is to get greater involvement from the group members because one of the benefits of being in group is to hear ideas from all members
2. Another major reason is to help members who have a difficult time sharing in a group
−Should attempt to get all members to speak in first session
3. Getting a member to go deeper is a from of drawing out that is very helpful to members in support growth counseling and therapy groups
60
What is a round?
− An activity where every member is asked to respond to some stimulus posed by the leader.
− Extremely helpful in gathering info and involving members. Rounds also help in controlling overly verbal members
− No skill technique or exercise mentioned is more valuable than a round
61
When should you use rounds?
| -8
1. To build comfort, trust, and cohesion
− Rounds provide an easy way for members to talk and thus make them feel more comfortable
− Simple and specific info rounds during the first and second sessions can be useful when building comfort and trust
− Rounds can satisfy members curiosity
− Info rounds can help members feel linked to each other when they hear that their situations are similiar
2. To get members focused
− Gets members to focus on an issue or topic in two ways: first members have to think of what they’re going to say and second they have to list to others as they comment on the subject. Any of the three kinds of rounds can be used to focus the group.
3. Uses of rounds to gather information and locate energy
− Leader may want to know how members are thinking and feeling and a round is a good way to get the info in a quick controlled manner
4. Use of rounds to shift the focus to involve all members
− Can be used to shift the focus from a person to a topic
5. Use of rounds to draw out quiet members
− Gives the leader a good opportunity to encourage members to share or draw out any member who has remained silent for a long time
6. Use of rounds to deepen the focus
− In support growth counseling and therapy groups rounds can be used to get members to delve deeper into their thoughts and feelings
7. Use of rounds to process exercises
− After an exercise the leader may want to get a sense of what all the members are feeling and thinking
8. Use of rounds to summarize
− To summarize reactions to the session
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Different types of rounds
| -4
1. Designated Word or Phrase Round
− These can be completed quickly because the members respond with either a designated word or phrase
2. Designated Number Round
− The 1-10 round can serve many purposes. It can encourage members to think more specifically about the topic
− It usually generates interest because members are curious about how their rating compares to that of other members
3. Word or Phrase Round
− Members are asked to respond with only a word or a short phrase
4. Comment Rounds
− Used when the leader wants members to say more than just a few words either bc the leader thinks they will benfit from hearing the comment or bc the question does not lend itself to a word or phrase answer. (ex: how has your week been?)
63
What is a dyad
an acitivity where pairs of members discuss issues or complete a task. They are very valuable because they can be used for so many different reasons
64
When should you use dyads?
| -8
1. Developing comfort
− In the first or second session members are often uncomfortable at the prospect of talking in front of others
− They also provide better contact between members bc members experience each other as individuals rather than in a group
2. Warming up and building energy
− These two are often needed when beginning a group and introducing a new topic
− Leader can ask the members to pair up and talk about things such as their week
3. Processing info and group exercises
− Can help members process new material or a completed exercise
− The dyad provides each member a opportunity to give reactions share ideas or raise questions. Dyad allows everyone to share thoughts and reactions immediately as opposed to a group
4. Finishing a topic
− Dyads can be used to help end a discussion because they give everyone a chance to talk when the leader needs to save time
5. Getting certain members together
− Get some mebmers together who have something in common or because they don’t feel comfortable with each other and the leader thinks that the dyad would help dissipate the discomfort
− Dyads can also be used to pair those who have different views on an issue
6. Providing leader/member interaction
− Leader may need to help the member finsish something, provide encouragement, or help clarify something
− Can also be used to get to know member better
7. Changing the format
− Provides a refreshing change from sitting in the group
8. Providing time for the leader to think
− Because groups are undpredicatble there may be times where the leader just needs to think
Group Counseling
flashcards
Decks in class (2)
# Cards
