EPSY 5404 - Group Counseling Final

Teaching REBT

- ABC model - ask or use real member's problem - use examples - whiteboard to make visual, list of irrational sentences for adults and kids

Adlerian Therapy Goals/Basics

- Help members use childhood experiences that created private logic (mistaken goals and guiding fictions) - similar to false beliefs - Help members discover how they continue to act out roles played in the family - Personality = product of interactions with others/reflected appraisals - Help members develop new behaviors more congruent with happy adult living - birth order

Using Reality Therapy

- Members will remember the WDEP model and can apply it to many situations - Members can help other members work through the WDEP model - Members connect how their basic needs play a major role in their lives

Solution-Focused Questions

- Miracle question - Exception question - Scaling questions - Coping questions

Gestalt Therapy Basics

- Root of client concerns - resistance to contact/lack of awareness, unfinished business that stems from the past - Contact needed for change and growth - Grounded in present moment - pay attention to client's body and verbal language

WDEP - Components of Change

- Want - Doing - Evaluation - Planning

Reality Therapy - Basic Components of Behavior

- acting, thinking, feeling

Direct ways of drawing out

- ask the member a question - ask if the member would like to talk

Phases of a Session

- beginning/warm-up phase - middling/working phase - closing phase - evaluate

tenants of Yalom's approach/difficulties

- establishing and maintaining interpersonal relationships - maintaining a sense of personal self-worth

Reasons for silence members

- fear/anxiety - thinking or processing - quiet by nature - not mentally present - not prepared - confused - lack of trust - intimidated by dominant member or leader

Solution-Focused Therapy

- focus on solutions rather than problems - emphasized members' strengths - group discussions on what works and exceptions to the problem - comment on member's strength and coping encourage group members to ease into solutions gradually

Drawing out

- gets members more involved - helps members who are shy - getting members to go deeper in support and therapy groups

Goals of Closing Final Session

- hearing from individual members regarding the overall group experience - strengthening decisions, commitments, and/or behavior changes - feedback of members to the leader and feedback of members to each other

beginning stage things to consider

- help get members acquainted - set a positive tone -clarify purpose of the group - explain the leader's role - explain how the group will be conducted/risks - help members verbalize expectations - draw out members - use exercises (rounds, dyads, sentence completion) - check out comfort levels of members - explain group rules - explain any special terms that will be used - assess members' interaction styles - cut off members - be sensitive to multicultural issues - focus on content - address questions - get members to look at other members when talking - closing the first session

Transtheoretical Model

- how people change - stages of change: precontemplation/denial, contemplation, preparation, action, maintenance - leader thinking about the stage of change of any member who is working on some issue in the group

Reality Therapy Basics

- humans are responsible for making choices about their behavior - five basic needs: survival, love and belonging, power/achievement, freedom to make life decisions, fun - WDEP - emphasis on doing

Using REBT in Groups

- identify faulty or irrational thoughts - challenge or dispute these thoughts or beliefs - establish more rational or accurate thoughts that lead to less intense negative emotions - teach the process to members

purposes of first sessions

- leader must clarify the purpose - get members comfortable with the group - introduce content

Mistakes in Planning

- not planning - planning too much - too many or inappropriate exercises - irrelevant or meaningless content - not allowing enough time for the group to have any significant meaning - poor planning of time or order - not planning an interesting beginning - allowing too much time (or not enough time) for warm up - lack of flexibility

second session

- open second session (introduce new members, depends on success of first session) - planning for potential let down - ending the second session

Closing Phase

- process and summarize - allow leader to check for confusion or unfinished business - enhance members' commitment to the purpose of the group

After screening members, what to prep for?

- produce the big picture plan (thinking about all topics to cover in a specific group) - plan the format - same or varied - anticipate problems

informing big picture planning

- read books and articles on the subject - gather information during the screenings - discussing possible topics with colleagues

reflecting feelings vs. validating feelings

- reflections of feelings helps clients evaluate their own emotions - feeling validation used to support and reassure clients, includes a psychoeducational-authoritative-reassurance component

ways to draw out members who don't usually share

- rounds - written exercises - movement activities

use of eyes

- scan for nonverbal cues - getting members to look at other members - drawing out members - cutting off members

7 kinds of groups

- support, counseling/therapy, education, discussion, task, growth/experiential, self-help

When cutting off make sure to....

- tell members you are doing this - do it early - voice should not be critical - use eyes and hands (nonverbal signals)

REBT Basics

- thoughts cause feelings - ABC Model - activating event, beliefs, consequences - B ties C to A

Transactional Analysis Basics

- three ego states - parent, adult, and child - some events trigger your parent or child states - PAC circles show communication patterns

Unfinished Business

- unacknowledged and unresolved issues from the past - result in resentment, rage, hatred, pain, anxiety, and abandonment - stored in our bodies

Techniques for drawing out

- use of dyads - use of rounds - use of written exercises - use of eyes - use of movement exercises

delicate ways of drawing out

- use of voice is key - leader's attitude

Yalom's Curative Factors

Instillation of Hope Universality Imparting of Information Altruism Corrective Recapitulation of the Primary Family Group Development of Socialization Techniques Imitative Behavior Interpersonal Learning Group Cohesiveness Catharsis Existential Factors

apprentice model

More experienced leader models for a novice leader

Counseling theories authors usually teach group members....

REBT and transactional analysis

In reality therapy, which component of behavior is the most amenable to change?

acting

Group educators encourage students to be....

active and directive

What is the most commonly used method to hold the focus?

addressing the group directly

norming

agreed rules and values, individuals know their contributions, facilitator can take a step back, don't lose focus

models of coleading

alternate, shared, or apprentice models

which type of group is more likely to begin with a set number of sessions

an education group

altruism

benefit from receiving and giving information; members can be of a benefit to others, boost self-worth

The most important of the 15 therapeutic factors is ___________

clarity of purpose

Therapeutic Forces

clarity of purpose, relevancy of purpose, group size, length of each session, frequency of meetings, adequacy of setting, time of day, leader's attitude, closed/open groups, voluntary/nonvoluntary membership, member level of commitment, level of trust, member attitudes towards the leader, leader's experience in leading groups, coleadership harmony

shared leading

coleaders plan together and lead jointly, careful to maintain a common focus and direction

alternate leading

coleaders plan together, then alternate primary leadership role throughout a session according to a topic or an exercise... coleader in supportive role

The purpose of the group is classified as ________ in group counseling.

content

For which kinds of groups is the leader's theoretical knowledge most important _____________________.

counseling, therapy, support, and growth groups

The leader can use theory to take the session _______________.

deep enough to involve all members

The most important task in any counseling or therapy group is to ________

deepen the focus

development of socializing techniques

direct or indirect social learning; feedback for members to learn about their adaptive/maladaptive social behaviors

When should a group leader deepen the focus?

during the middle phase of the session

What groups are unconcerned with the interpersonal to intrapersonal continuum?

education and discussion

adjourning

ending the group, more hopeful about future

Directive action behaviors ________

facilitate client action

Directive listening behaviors ________

facilitate client insight

Nondirective listening behaviors ____

facilitate client talk

interpersonal leadership style

focus on group process, here-and-now

intrapersonal leadership style

focus on personal issues, needs and concerns of individual members

group stages

forming/initial storming/transition norming performing/working adjourning/termination

outcome goals

goals related to changes in individual members

process goals

goals related to group dynamics, members' becoming more comfortable and more open in the group

corrective recapitulation of the primary family group

group resembles a family in many ways (authority figures, peer/sibling figures); group counseling a way to work through unfinished business

instillation of hope

group therapy can instill healing or facilitate change; can keep client in therapy, faith a treatment. mode can be effective, putting in effort and showing up if have hope, correlated with positive therapeutic outcome

value of theories in most groups

help members understand themselves and others better

forming

initial, friendly, no trust yet, facilitator-directed, processes ignored, content heavy, no roles/responsibilities

group process

interaction and energy exchange among members

process

interaction between members, between members and the leader, and how members participate in the group

Group leaders who emphasize group stages and the members as primary agents of change will use a __________________ style.

interpersonal

for most therapy and counseling groups, a __________ style is better

intrapersonal

the leader who is clear as to the purpose will have a better chance .....

keeping the content relevant and keeping members from going off on tangents

imparting information

learning occurs, transfer of helpful information on how to live your life, psychoeducation can minimize uncertainty

mini-lecturing/information-giving

making it interesting, relevant, short, energizing, and that you have current, correct, and objective information

imitative behavior

members may imitate group leader's communication style; observing changes of other members/gain therapeutic outcome

What stage do leaders try to take the members deeper?

middle stage

challenge???

mindsets, self-limiting internal behavior, self-limiting external behavior, strengths/unused resources, own their own problems

Two common reasons for using a group approach in ALL groups

more efficiency; more resources and viewpoints

Most common mistake made when planning?

not planning

universality

people more likely to encounter others in the group who are similar to them and learn about their experiences while also being validated and listened to by others; seeing oneself in others

linking

pointing out similarities between or among members' concerns and issues

groups with more than one purpose frequently have which purposes?

psychoeducation and support

catharsis

releasing and getting relief from repressed emotions

rescuing

rushing to a member because they are crying; "You can still have another child," "At least..." "She is in a better place now."

when opening the first session, leaders should do what with members who are not yet clear about the purpose?

start with a long opening statement and then getting into the content

when a leader does not get a group to stick to its purpose, this causes the group to be...

superficial

content

task or purpose of the group

The art of drawing out members in a group

the idea is to give members permission to speak without putting them on the spot

Who usually established the focus of the group?

the leader

most frequent unethical behavior on the part of the leader...

the leader not being competent to lead groups

closeness communication bias

the more we feel close to someone, the less likely we are to carefully listen to them

depth chart goal

to get below a 7

storming

transition, group starts to suggest ideas, relationships made and broken, do not get stuck in this stage, needs good facilitation

norms loop

trust - self-disclosure - empathy - acceptance - trust

culture-specific

viewing emotions and disorders as culture specific

culture-universal/etic

viewing emotions and disorders as universal

group dynamics

what is happening between members and leader or among members

inform your second session by...

what you learned from the first session

performing

working; not all groups make it to this stage, respect/communications, start to take some responsibility for own life