1
Q
Understand content in ethical considerations in group work section
A
- Read and understand the Ethical Codes of your professional organizations
- Be well prepared and knowledgeable on the topics of the groups you lead
- Have adequate supervision and opportunities for personal growth outside groups you lead
- Avoid harmful dual relationships
- Maintain appropriate confidentiality
- Inform members about the goals and purpose of the group and expectations of members
- Know and use exercises properly, advise members of potential risks, and allow time to process
- Encourage, but don’’t demand participation
- Don’’t trick members into opening up
- Make appropriate post-group referrals
2
Q
Be able to define Yalom’s Therapeutic Factors as applied to group
A
- the actual mechanisms of effecting change in the patient
- Therapy group is a social microcosm and a reenactment of the primary family.
- Therapists should listen to their patients.
- Patients should listen to and learn from one another.
3
Q
Understand the difference between a closed and open group
A
- Open groups are more difficult
- New members come
- Members leave
- Members can’’t get as close
4
Q
Understand what type of planning is needed by a group leader/facilitator for each different group phase as listed in this chapter
A
- pregroup planning
- For how many sessions will the group meet?
- When will the group meet?
- Who should the members be?
- How will the members be screened?
- Big-Picture planning
- possible topics
- session planning
- topics and group activities
- planning the phases of the session
- warm up, working, closing
- Beginning phase
- review previous session
- introduce new member
- plan for energy level
- Middle phase
- consider multicultural issues
- Closing phase
- 3-10 minutes for summery and processing
5
Q
ways that a group leader/facilitator can encourage group members to look at other members.
A
- Tell your members you would like them to look at the group rather than exclusively at you when they are talking. You can explain this in the beginning or after someone has spoken directly to you. Ask the person talking and the rest of the members to look at everyone in the group.
- Explain to the members that you are not going to be looking at them all the time when they are speaking because at various times you will be scanning the group. You can also tell them to let your scanning serve as a signal to them to address the entire group.
- Scan the group, because the talking member will tend to seek eye contact with someone; if you are scanning, the speaker will usually look elsewhere.
- Signal the member to talk to everyone by making a sweeping motion with your hand. A sweeping motion consists of bringing your right hand to your left shoulder and then bringing it slowly around until it is more or less pointing to your right.
6
Q
basic skills for group leaders
A
- Active listening
- listen to content, voice, and body language
- Reflection
- restate coment to be clear you understand content and/or feeling
- Clarification and questioning
- questioning, restating, and using other members to clarify
- Summarizing
- use when one member speaks for multiple minutes
- use before transitioning to another topic
- use at end of a session
- Linking
- connecting people to facilitate bonding
- Mini-lecturing and information giving
- Make it interesting.
- Make it relevant.
- Make sure you have considered cultural and gender differences.
- Make it short (usually no more than 5–8 minutes).
- Make it energizing.
- Make sure you have current, correct, and objective information.
- Encouraging and supporting
- warmth in your voice, a pleasant facial expression, and an “open” posture.
- Tone setting
- leader sets the tone by his actions and words and what is allowed to happen.
- think about environment
- Modeling and self-disclosure
- Use of eyes
- Scanning for nonverbal cues
- Getting members to look at other members
- Drawing out members
- Cutting off members
- Use of voice
- influence the tone, atmospher, pace, and content
- Use of the leader’s energy
- Identifying allies
- members to count on to be helpful and coroporative
- Multicultural understanding
7
Q
types of co-leading models used in group
A
- Alternate leading: coleaders plan together, then alternate primary leadership role throughout a session according to a topic or an exercise…coleader in supportive role
- Shared leading: coleaders plan together and lead jointly, careful to maintain a common focus and direction
- Apprentice model: more experienced leader models for a novice leader
8
Q
common group goals
A
- Trust in self and others
- Increase awareness and self knowledge
- Connectedness with others
- Striving towards self-efficacy
- Expressing emotions in a healthy manner
- Increasing responsibility towards oneself and others
- Improve choice making skills
- Adjusting behaviors
- Learn effective social skills
- Become more sensitive to needs and feelings of others
9
Q
group leadership skills
A
- Active listening
- Restating
- Clarifying
- Summarizing
- Questioning
- Interpreting
- Confronting
- Reflecting Feelings
- Supporting
- Empathizing
- Facilitating
10
Q
Understand cultural encapsulation as described in this chapter.
A
- the culturally encapsulated counselor is one who has substituted stereotypes for the real world, who disregards cultural variations among clients, and who dogmatizes technique-oriented definitions of counseling and therapy.
- If you accept the idea that certain cultural values are supreme, you limit yourself by refusing to consider alternatives.
- provincialism,
*
11
Q
differences between a homogenous and heterogenous group
A
- homogenous
- similar age
- similar interest or problem
- fosters group cohesion
- sharing experiences
- learning from each other
- heterogenous
- microcosum of social structure of everyday owrld
- oportunity to experiment with new behaviors, develop social skills, feedback from many diverse sources
12
Q
consolidation and termination as it applies in the final stage of group
A
- review and reinforce changes made by each member in the group
- assist members in reexamining their relationship with group leader and other group members
- help participants learn how to face future challenges with the tools they aquired in group
- periodic reminders of the groups ending throuout the groups history
13
Q
Understand “free association” and “insight” as it applies to psychoanalytic therapeutic techniques
A
- Free association
- Individuals report immediately without censoring feelings or thoughts
- Insight and working through
- A cognitive and emotional awareness of the connection of past experiences to present problems
- Members resolve dysfunctional patterns through the repetition of interpretations and overcoming resistance
14
Q
Understand key concepts of Adlerian Group Counseling as listed in the chapter
A
- Holism
- behavior is social
- Teleology
- we can be best understood by looking at where we are going and what we are striving to acomplish
- humans live by goals and purposes
- phenomonology
- pays attention to subjective view people see thier world
- creativity and choice
- what we are borne with is not as crutial as use we make of our natural endownment
- people are creative, active, and self determining
- community feeling and social interest
- being connectied to all of humanity
- positive attitude and engagement toward other people in the world
- inferiority/ superiority
- Inferiority: based on our appraisal of deficiency that is subjective, global, and judgmental
- superiority: move from a felt minus position in life to a perceived plus position.
- Role of the family
- factors serve as the material for one’s self-perception and one’s view of the world, but they are not causal factors.
- style of life
- basic concept of self in relation to the world is expressed in a pattern that characterizes our existance
- characteristic way we move toward our life goals
- life goal is fictional finalism - imagined central goal that gives
15
Q
who was responsible for bringing Adler’s ideas for group to the United States
A
Rudolf Dreikurs
16
Q
What other theories did Adlerian theory influence
A
- positive psychology
- cognitive behavior therapy
- existential therapy
17
Q
how is the past is dealt with in psychodrama group therapy
A
- Clients talk about situations in the past or the future to distance and defend themselves against experiencing their feelings.
- re-creating those difficult situations as if they were happening in the present moment, encountering each other in the here-and-now, the actual encounter is brought into consciousness
- A basic tenet of psychodrama is that reliving and reexperiencing a scene from the past gives the participants both the opportunity to examine how that event affected them at the time it occurred and a chance to deal differently with the event now.
- replaying a past event “as if” it were happening in the present, the individual is able to assign new meaning to it.
18
Q
four ultimate concerns of existential therapy
A
- freedom
- Our freedom to act is limited by external reality, yet our freedom to be relates to our internal reality
- existential isolation
- meaninglessness
- death
19
Q
common outcomes of person-centered group therapy for group members
A
- more open and honest
- learn to listen to self
- self understanding
- more self accepting and less critical
- less need to defend self
- more realistic and objective
20
Q
five contact boundary disturbances in Gestalt therapy
A
- introjection
- accept others’ beliefs and standards uncritically without assimilating them and making them congruent with who we are.
- projection
- disown certain aspects of ourselves by ascribing them to the environment.
- retroflection
- turning back to ourselves what we would like to do to someone else
- confluence
- blurring of awareness of differentiation between the self and the environment.
- an absence of conflicts, or a belief that all parties experience the same feelings and thoughts.
- deflection
- interruption of awareness so that it is difficult to maintain a sustained sense of contact
- overuse of humor, abstract generalizations, and questions rather than statements
21
Q
instillation of hope
A
As clients observe other members farther along in the therapeutic process, they begin to feel a sense of hope for themselves.
22
Q
universallity
A
Through interaction with other group members, clients realize they are not alone in their problems or pain.
23
Q
imparting of information
A
Teaching and suggestions usually come from the group leader but may also be generated by the group members.
24
Q
altruism
A
Through the group process, clients recognize that they have something to give to the other group members.
25
Corrective recapitulation of the
primary family group
Many clients have a history of dysfunctional family relationships. The therapy group is often like a family, and clients can learn more functional patterns of communication, interaction, and behavior.
26
Development of socializing
techniques
Development of social skills takes place in groups. Group members give feedback about
maladaptive social behavior. Clients learn more appropriate ways of socializing with others.
27
imitative behavior
Clients often model their behavior after the leader or other group members. This trial process enables them to discover what behaviors work well for them as individuals.
28
interpersonal learning
Through the group process, clients learn the positive benefits of good interpersonal relationships. Emotional healing takes place through this process.
29
existential factors
The group provides opportunities for clients to explore the meaning of their life and their place in the world.
30
catharsis
Clients learn how to express their own feelings in a goal-directed way, speak openly about what is
bothering them, and express strong feelings about other members in a responsible way.
31
Group cohesiveness
Cohesiveness occurs when members feel a sense of belonging.
Group Art Therapy
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