Group Counseling Final

A. Dealing With Setbacks

"relapse" that's part of the growth process, what can be done to prevent it and how will they deal with the set back

A. Hope—how should the leader deal with members who have a lack of hope?

- Belief that change is possible, things will get better, seeing. Others do this helps others feel hopeful -Leader shouldn't feel hopeless

A. Self-Disclosure and the Group Leader—what are guidelines in deciding how much and what to disclosure as a group leader?

- How much, when, and what purpose: who does the disclosure serve, must serve members - Can create trust - Make the leader relatable and approachable - Page 296: guidelines - Don't talk about own problems, ask why you are disclosing personal stuff and make sure it is productive, like sharing a reaction - Page 295, appropriate, timely, helpful, purposeful,

A. Homework During the Working Stage—what is the purpose of homework?

- Its most likely to be used during working stage - Maximizing what is learned in the group and translating it into their lives - Working on building confidence and self-esteem, practicing new skills and behavior

A. Feedback—what guidelines for effective feedback should the leader teach to the members?

- Leader gives members, and members give each other - Personal reactions and observations - Page 297-298 list of characteristics - Clear and precise, share how someone affects you rather than giving advice, specific hear and now feedback that relates to group behavior, addressing strengths rather than difficulties,

I. Termination of the Group Experience—How the group leader addresses termination depends on what factors? How does the group leader help the members do each of the following? A. Dealing With Feelings of Separation—how might members feel about the ending of the group?

- May have lots of different feelings across the spectrum, some people are not good at endings and may even engage in negative behaviors (pick a fight), their style of leaving reflects how they handle pain, loss and grief, as the group is coming to the end, dome members are concerned with how they can keep going without the support of the group and the group leader must remind them that they created the change in the first place and can continue when they leave, find support

A. Self-Disclosure and the Group Member—what are characteristics of helpful group member self-disclosure?

- Talking about current struggles, unresolved personal issues, hope, joys, goals, pains, strengths, weakness, reactions to others - Bad self-disclosure: storytelling, rather than staying in the presence and how events have affected you, oversharing, expressing every feeling and action of others is not self-disclosure - Expected but differs in how much and what

I. Introduction—what are characteristics of the working stage?

-Commitment of the members to explore · Trust is developed · Less intervention by leaders · Members in interact better

A. Opening and Closing Group Sessions 1. What are some guidelines for opening group sessions? 2. What are some guidelines for closing group sessions?

1. · Page 216 has some ideas about how to start a session · A check-in, maybe what the. group members what from the session · Give members a brief opportunity to explain their homework · Ask if there are any thoughts or unresolved feelings of past sessions · Have members for dyads · Introduction · Reflections · Mindfulness activity to bring members to the moment 2. · Reflect on session · Talk about what they are learning about themselves · Refine ideas · Topics, questions, problems for next meeting · Feedback · Identify unfinished business

A. Choices to Be Made During the Working Stage—what is involved in each of these issues faced by group members? 1. Disclosure vs. Anonymity 2. Authenticity vs. Guardedness 3. Spontaneity vs. Control 4. Acceptance vs. Rejection 5. Unity vs. Fragmentation

1. - How much is each group member willing to disclose vs. how much are they keeping hidden - In video for the working stage of the group that you all up and watching that are you keeping things hidden more than others 2. - If your authentic you're being real you're being genuine, and this goes along with disclosure - Guardedness means you seem defensive you're hiding your you're disguising yourself you're not willing to share of yourself Or if you share it you're not being completely genuine spontaneous 3. - so does each group member have to think through everything before they say it that would be control - or are they more willing to share what's on our heart and mind 4. - This is partly about yourself. And it's also about as a group member how much do you accept or reject others in the group - We tend to reject ourselves more than others do 5. - Unity is togetherness - Fragmentation is broken - When group members share pain and care and support each other it creates unity -When group members for clicks they create fragmentation

I. Group Process Concepts at the Initial Stage A. Group Norms 1. What are group norms? 2. What are implicit norms? 3. What are explicit norms? 4. What are examples of common explicit norms in groups? 5. How often should group norms be addressed? B. Group Cohesion 1. What is group cohesion? 2. What are examples of an initial degree of cohesion in the group?

1. A norm is like a rule for behavior, a shared belief 2. The ones that are spelled out and very clear 3. Aren't spelled out, more something that poeple are aware of but they don't talk about or they are out of awareness 4. Share personal aspects, communicate directly, give feedback, personal problems and concerns they. Are willing to. discuss, encourage. One. Another. 5. Continual process B. 1. Glue, It takes time to build cohesion, Goes hand and hand with trust 2. Becoming a community, gaining trust

A. Common Fears and Anxieties Experienced by Members—what is involved in each of these fears and how should the group leaders address them? 1. Fear of self-disclosure 2. Fear of being exposed and vulnerable 3. Fear of rejection 4. Fear of being misunderstood or judged 5. Fear of being challenged or singled out 6. Fear of losing control 7. Some other fears

1. Being afraid you may be. Pressured to share something they may not be rent ready for; remind the group they are in control of what and how much is shared 2.Shamed, attacked, beaten down, or ridiculed; ask then to share times it has happened 3. ask individual to look around the room and ask if there is anyone who will not reject them 4. All the ism's, encourage them to tell what it is like to feel like this 5. Having the focus beyond them; partly due to temperament, can be cultural, what you put in is what you get out 6. Doesn't want to cry, ends up being positive; reflect feelings and fears to let the members feel comfortable 7. what will they think of me outside of group, will people talk about me, get too dependent on group, rely to much on others

I. Follow-Up A. Postgroup Sessions 1. What is the purpose of a follow-up group session? 2. What should occur during it?

1. Further evaluate the group and Accountability 2. People report on progress and any problems they have had, the focus is not on any type of new work, evaluation, afterthought

A. Degree of Structuring 1. What are the benefits to the leader providing structuring during the initial phase of the group? 2. What can happen when there is too much structuring?

1. Know what is going to occur, Done by group leader, Less confusion because you know what is going to happen, lessens anxiety 2. Group members become to dependent

A. Confrontation 1. What is the group leader's responsibility regarding confrontation? 2. What are some guidelines for appropriate and responsible confrontation?

1. Might have to confront when conflict or nay unhelpful behavior, can be a skill of blocking but there is more to is, Teach and model healthy confrontation and what to avoid 2. Caring confrontation, a way to confront without being confutation, Leaders confront and at some point, members will, need to know why you are doing it, needs to be positive, no judgment

I. Helping Members Get the Most from a Group Experience A. Leader Guidelines for Members 1. Learn to help establish trust—how can members learn to help establish trust 2. Express persistent feelings—what does this mean? 3. Decide for yourself how much to disclose—what does this mean and what is the most useful kind of self-disclosure? 4. Be an active participant, not an observer—how can a group member do this? 5. Expect some disruption of your life—what does this mean? 6. Expect to discover unfamiliar aspects of yourself—what does this mean?

1. Not breaking confidentiality, not opening up too quickly, when group members share what they hesitations, fears, and concerns are 2. Group members are encouraged if they keep having a certain though or feeling, they shouldn't ignore it 3. It's up to each person, that what you share is a present concern, and when you feel comfortable enough express vulnerability 4. Encourage people not to just sit and observe and share it 5. May not happen in the initial stage, but. Over time people make changes and may affect the others around you, be aware 6. It can be positive, you may find inner strength, solutions to problems · May also get int touched with pain, find unresolved issues

A. Defensiveness and Reluctant Behavior 1. What are some reasons for defensiveness and reluctant behavior in group members? 2. How should the group leader address these behaviors?

1. Resistance, A way to cope with anxiety, to protect themselves, Sometime culture, leader isn't good, group members haven't been prepared enough for wat to expect, more common with involuntary members 2. Be respectful, don't push, Describe what you observe in the member and let them know how it affects you, not fighting it or taking it personally

A. Conflict 1. How might unexplored conflict be expressed in the group? 2. What are some reasons why group members avoid conflict? 3. How should the group leader address conflict in the group? 4. What happens to group cohesion after conflict has been dealt with in a healthy manner?

1. Sometimes it's obvious, sometimes it is under group, may be expressed with lack of trust, indirect, vague, 2. Human nature, 3. Two sides, leader can challenge them to listen to one another 4. Cohesion increases

I. Leader Issues at the Initial Stage A. Division of Responsibility 1. What are disadvantages of the leader being very directive (assuming a lot of responsibility)? 2. What are disadvantages of the leader assuming little responsibility?

1. Takes too much responsible, leader talks, ask question, gets response stares over, Deprives members of taking more responsibility of their experience, leader is doing a lot of the work and can become a burden 2. Leaving up to group members what happen at groups, may cause members to ty at surface level and not move into deeper discussions, Productive work doesn't get done

I. Effective Therapeutic Relationships: Research Findings—what 3 key constructs capture the essence of the therapeutic relationship in group treatment? A. Support Versus Confrontation 1. What type of confrontation has negative outcomes and what sorts of negative outcomes can occur? 2. What can happen if the leader provides little or no confrontation in the early phase?

1. The most important factor in the outcome of counseling is the therapeutic relationship. · Group climate, how does it feel to be a part of the group · cohesions, group cohesion among members · alliances, the alliance between counselor and group members 2. Harsh, over aggressive, etc, makes people feel resentful, mistrusted, Send the message that you are fragile and can't handle negativity. Group member has to model confrontation

I. Characteristics of the Transition Stage (stage where you are more likely to see conflict and resistant behavior) A. Establishing Trust 1. What are some signs that trust is lacking during the transition stage? 2. What is the central leadership task at this stage?

1. members will not initiate work, show up late, leave early, miss, reluctant to participate, little reactions, quite, energy into others, 2. What is the central leadership task at this stage? · Encourage members to say aloud what they are thinking and feeling portraying

Hope

A therapeutic factor in a group that leads to the realization that change is possible.

A. Journal Writing as an Adjunct to Group Sessions—how can journal writing be helpful as an adjunct to group sessions B. Homework During the Initial Stage—how can homework be helpful to group members?

A. Anyone who. Is. A part. Of group. Is encouraged to keep a journal, it can give member ideas about what to share in a group, If people write stuff down first, it makes it easier to share things verbally B. Has a negative connotation, but it is a positive thing. In group counseling, Members are more likely to meet goals if they have something, they have to do outside of group, Used to reinforce what you learned during counseling

I. Identifying and Clarifying Goals A. General Goals for Group Members—what are some examples of broad goals for different types of groups? B. Helping Members Define Personal Goals—how can the group leader help members define personal goals?

A. Something group leader helps member do from first stage, become aware of interpersonal style, increase awareness of what prevents intimacy, learn how to trust oneself and others, discover strengths, change and explore certain early decisions, B. Helpful goal is concert, you can see behavior change, and it is measurable

I. Evaluation of the Group Experience A. When should evaluation occur? B. What should be evaluated? C. Whom does evaluation benefit? D. What are ways to evaluate the group?

A. Throughout the entire group, skill of group leader B.The progress of individual members and group as a whole C.Both leaders and members D.So many different ways, page 331 example, can be written, verbally, could be one-on-one or is group, post group session, online survey or meeting

Dealing With Transference and Countertransference A. What is transference? B. What is countertransference? C. How should they be addressed in the group?

A. Whenever a group member projects things onto the leader, unconsciously expecting things from the leaders B. The group leaders' reactions to members, make sure they are not projecting things onto the members C. Talk to supervisors, address members

A. umor—how can humor be useful in group?

Can bring a new perspective, closer to other group members when you have fun together, can be used to cope and heal

A. Guidelines for Applying Group Learning to Life

Change can be slow, frustrating, and subtle, one group alone will/may not permanently change your life, sometime the task of the group leader is to give referrals,

7. Caring Confrontation—how is caring confrontation done?

Confront when what someone says doesn't match with their actions or nonverbals, invite them to talk about the discrepancies,

A. Challenges to the Group Leader—how should the group leader handle challenges from group members?

Don't be defensive and be opened and honest

A. Catharsis—what must happen in order for catharsis to produce long-lasting changes?

Emotional or physical release, holding on to emotion in response to an event, unexpressed feeling and emotions can make you physically sick, you will definitely see several group members experience catharsis, members must learn how to make sense of t and take it to make behavioral changes

A. Reminding Members About Confidentiality

Even though the group ends, you still can't talk about what happened,

A. Comparing Early and Later Perceptions in the Group

Fun and enlightening, good feedback

A. Freedom to Experiment—what does this refer to?

Group is a safe place where you can mess up and try new behaviors, get out of your comfort zone

A. Reviewing the Group Experience

Having members review what they learned and HOW they learned it, there is always more to be learned, going over what is helpful and what is not, what is difficult, be specific, page 324 has example questions, what do you want to remember

A. Carrying Learning Further

Helping the group members develop a plan of action, how will I carry work forward, what do I need to continue to do, what do you want in 6 months and what is the plan of action

A. Commitment to Change—what is involved in a commitment to change?

If members are not willing to change it is really difficult, make use of tools offered by group and be willing to make changes

Feedback

Information that is shared within a group emphasizing how members are being perceived. Interpersonal feedback occurs when group members of leaders share their observations and personal reactions regarding the behavior or feelings of another.

A. Confrontation—what is its purpose?

Inviting members to examine descriptions between what you say and what you do

A. Personal Gestures in Expressing the Meaning of a Group Experience

Love language, knowing and understanding, some members might want to give gift to leader and other members, if this happens leader should know why they are doing it, if it is love language that's okay but if it is. Because they were a bad member or manipulative that is not okay, sometimes leaders give small gifts, group leader should not initiate touch at the end, if group member wants a hug that is okay if group leader is comfortable

A. Dealing With Unfinished Business—will group members' issues be worked through by the end of the group?

Not all issues will be worked through, may not be enough time, may have took too long developing trust and taking risk, some wait until very end to address certain issues, could at least be addressed

A. Struggles With Control—what is involved in a struggle with control?

People are trying to figure out how they can have more control of what they share and don't want to do what leader is asking

A. Practice for Behavioral Change

Role playing, rehearsing, talking about. How to continue to practice,

A. Cohesion and Universality—what are characteristics of a cohesive group?

Support, bonding, sharing, closeness, caring, acceptance, universality,

Therapeutic factors

The dynamics within a group that play a key role in producing constructive changes.

A. Giving and Receiving Feedback

The focus is on positive feedback, this is a member giving positive feedback, example products on page 326

A. Use of a Contract and Homework

This is for follow up two to three months after, used to reach goals in the. Future develop support systems outside of the group

A. Caring and Acceptance—how are they demonstrated in the group?

Through listening, enrolment, compassion, support, staying present, confrontation, need to know that people hear, understand, and care

A. Power (empowerment)—what is involved in a feeling of power?

We want group members to be empowered, they can be creative and solve problems, they have inner strength, empowering and courage, take new steps

A. Willingness to Risk and to Trust—how are willingness to risk and trust related?

When people are willing to risk, someone is willing to share something, that helps build trust, when people trust each other more, they take more risk

Catharsis

a therapeutic factor that involves the expression of feelings that have been denied expression; these feelings can be released verbally or physically.

Final stage

a time in a group for members to consolidate their learning and developing ways for transferring what they learned in the group to daily life.

During the working stage, as members assume ________ for the work that occurs: a. greater responsibility; they play a key role in the direction a group takes. b. less responsibility; they play a smaller role in the direction a group takes. c. less responsibility; they can focus on relaxing during group sessions, which enables them to enjoy the experience more. d. greater responsibility; they become coleaders.

a. greater responsibility; they play a key role in the direction a group takes.

If a group reaches a high level of productivity during the working stage: a. the leader must be aware that the group may not remain at that level. b. the leader can be certain that the members will remain the best of friends and remain in constant contact with each other years after the group ends. c. the leader can be assured that the group will remain at that level. d. it will always fizzle out at the end due to a sharp decrease in energy.

a. the leader must be aware that the group may not remain at that level.

In terms of dealing with unfinished business in groups during the final stage, leaders should do which of the following? a.Leaders should allow time for expressing and working through any unfinished business relating to transactions between members. b.Leaders should blame themselves for failing to pick up on unresolved issues between members earlier in the process because there should never be any unfinished business at the end . c.Leaders should prevent unresolved conflicts from surfacing at the time of termination, or the entire group experience will be remembered by group participants negatively. d.Leaders should always refer members with unfinished business to an individual therapist for further treatment.

a.Leaders should allow time for expressing and working through any unfinished business relating to transactions between members.

What typically occurs in a working group? a.People feel free to bring themselves into the work of others. They do not wait for permission from the leader. b.People tend to focus on others and not on themselves, and storytelling is typical. c.Members do not encourage one another to engage in new and risky behavior. d.Participants hold back, and disclosure is at a minimum.

a.People feel free to bring themselves into the work of others. They do not wait for permission from the leader.

Which of the following statements about self-disclosure is misguided? a.Self-disclosure, which is always strongly encouraged in group work, is a process of making oneself psychologically naked. b.Though self-disclosure is an important tool in the group process, it is up to each participant to decide what aspects of his or her life to reveal. c.none of these choices. d.The most useful kind of disclosure expresses a present concern and may entail some vulnerability and risk.

a.Self-disclosure, which is always strongly encouraged in group work, is a process of making oneself psychologically naked.

Transference originating from the client's conflicts is considered ________ , and the therapist's job is to remain: a.a healthy and normal part of therapy; neutral. b.a sign of a personality disorder; ambivalent. c.a healthy and normal part of therapy; ambivalent. d.a sign of a personality disorder; neutral.

a.a healthy and normal part of therapy; neutral.

It is ________ to assume that behaving cautiously is a sign of an uncooperative attitude. a.a mistake b.a sin c.wise d.illegal

a.a mistake

Highly cohesive groups tend to be characterized by: a.better attendance and less turnover. b.lack of intimacy. c.enmeshed relationships among members. d.less commitment and more turnover.

a.better attendance and less turnover.

With regard to the issue of self-disclosure in groups, it is reasonable to say that: a.leaders cannot apply the same criteria in assessing the value of self-disclosure for all members equally. b.disclosure is almost always an end in itself. c.more disclosure is always better. d.members should never be expected to self-disclose in a group.

a.leaders cannot apply the same criteria in assessing the value of self-disclosure for all members equally.

Group members who tend to be silent: a.may be uncomfortable verbally participating because they are triggered by other members' b.should be consistently called on by the leaders, but not by the other members. c.are zoning out during sessions and are getting virtually nothing out of attending the group. d.should be consistently called on by the leaders and other members.

a.may be uncomfortable verbally participating because they are triggered by other members'

According to the authors, the ________ member claims to identify with others but takes others' statements as openings for detailed stories about his or her own life. a.monopolizing b.enmeshed c.friendly d.socially adept

a.monopolizing

The central process during the initial stage of a group is: a.orientation and exploration. b.catharsis. c.consolidation of learning. d.working through conflict.

a.orientation and exploration.

Universality

allows members to see commonalities in the shared personal concerns expressed by members; themes emerge within a group that leads members to appreciate a range of basic human concerns.

Which of the following is an example of an implicit norm that operates in a group? a.Members are expected to attend regularly and to show up on time. b.If a leader uses hostile and abrasive language, members are more likely to adopt this pattern of speech in their group interactions. c.Members are expected to give feedback to one another. d.Members are encouraged to focus on here-and-now interactions within the

b.If a leader uses hostile and abrasive language, members are more likely to adopt this pattern of speech in their group interactions.

If a member says, "I don't want to be here," an appropriate leader intervention would be to ask: a.What makes it difficult for you to be here? b.all of these choices. c.What made you come if you didn't want to be here today? d.Where would you rather be?

b.all of these choices.

Questions that reflect participants' concerns during the initial stage of a group include: a.Will I feel pressured to disclose deeply personal matters? b.all of these choices. c.What if the group attacks me? d.Will others be able to understand me?

b.all of these choices.

When dealing with difficult behaviors of group members, leaders should: a.respond to sarcasm with sarcasm. b.avoid labeling a member and instead describe the behavior of the member. c.adopt a dogmatic approach. d.dismiss clients from the group until they decide to behave in a more agreeable fashion.

b.avoid labeling a member and instead describe the behavior of the member.

Attempts to harshly confront defenses: a.should be applauded since this intervention involves a high level of risk-taking. b.can lead to an entrenchment of these defenses and may breed resentment and mistrust within the group. c.are a postmodernist strategy that is widely endorsed by ASGW. d.are usually successful and result in increasing group cohesion.

b.can lead to an entrenchment of these defenses and may breed resentment and mistrust within the group.

The authors ________ emphasize to members the importance of putting what they have learned into specific language and stating the ways in which they have translated their insights into action. a.never b.frequently c.occasionally d.rarely

b.frequently

To be an effective group leader, you must be: a.scholarly and highly intellectual. b.psychologically present and genuine. c.passive yet friendly. d.dominant and forceful at times.

b.psychologically present and genuine.

A cohesive group is one in which members have incentives for remaining in the group and: a.nevertheless, manage to maintain a sense of aloofness around each other. b.share a feeling of belongingness and relatedness. c.are enmeshed or overinvolved in each other's lives. d.feel stuck together even though they don't like each other as individuals.

b.share a feeling of belongingness and relatedness.

Which of the following would be least likely to occur during the initial stage of a group? a.Clarifying members' expectations b.Learning how the group functions c.Analyzing transference d.Developing spoken and unspoken norms

c.Analyzing transference

During the transition phase, groups are generally characterized by: a.anxiety. b.a range of control issues. c.all of these choices. d.defensiveness and resistance.

c.all of these choices.

In the final stage of a group, members have an opportunity to: a.decide what newly acquired behaviors they are committed to bringing to their everyday lives. b.clarify and integrate the meaning of their experiences in the group. c.all of these choices. d.consolidate the gains they have made.

c.all of these choices.

What is a clear sign that trust is lacking in a group? a.Members put more energy into helping others or giving others advice than into sharing their own personal concerns. b.Members take refuge in storytelling. c.all of these choices. d.Members will not initiate work.

c.all of these choices.

Which factors need to be considered when determining when and how to address termination? a.The cultural background of the members b.The age of the group members c.all of these choices. d.The psychological functioning of the group

c.all of these choices.

If leaders agree that their group seems to be bogging down and that members are losing interest, leaders should: a.be committed to discuss their perceptions with the group, but sugarcoat their feedback so as to not hurt anyone's feelings. b.assume that their members have short attention spans and not worry so much about how things are going. c.bring these perceptions into the group so that the members can look at their degree of satisfaction with their direction and progress. d.keep their perceptions to themselves but try to reenergize the group by using more exciting and powerful techniques.

c.bring these perceptions into the group so that the members can look at their degree of satisfaction with their direction and progress.

When group members discuss emotionally laden topics in a very detached way as though out of intellectual interest, they can be said to be: a.minimizing. b.highly intelligent. c.intellectualizing. d.rationalizing.

c.intellectualizing.

During the working stage, homework: a.should be assigned sparingly, and when given, should be devised by the leader only. b.should never be assigned since it takes the members' focus away from the group. c.maximizes what is learned in the group and is a means of translating this learning to many d.is only effective for high-functioning adults, but not for adolescents or children in a group context.

c.maximizes what is learned in the group and is a means of translating this learning to many

In offering feedback to other group members, one should: a.provide feedback in the form of advice. b.focus exclusively on the difficulties he or she is experiencing with other members and avoid distracting them by addressing positive qualities and strengths. c.provide feedback that is clear and concise and that is free of qualifiers. d.downplay statements that pertain to interpersonal relationships.

c.provide feedback that is clear and concise and that is free of qualifiers.

A central task of the leader during the final stage is to remind members that the cohesion they have achieved is: a.something that automatically occurs when people spend time together. b.something they are unlikely to ever experience again. c.the result of active steps they took. d.the result of his or her fine leadership skills.

c.the result of active steps they took

When members carry out homework assignments and give a report in the next session on how well they succeeded with trying new ways of behaving in various situations: a.they are bragging, and should realize that they may be offending members who have not been as successful. b.they tend to exaggerate their success; thus the transfer of learning is minimal. c.the transfer of learning is maximized. d.it confirms that they can function entirely on their own and indicates that they no longer need the group.

c.the transfer of learning is maximized.

Resistance

can be viewed as the individual's reluctance to bring into conscious awareness threatening material that has been previously repressed or denied. It also can be viewed as anything that prevents members from dealing with unconscious material.

The transition stage

characterized by anxiety, defensiveness, resistance, a range of control issues, intermember conflicts, challenges to or conflicts with the leader, and various patterns of problem behaviors.

Postgroup meetings

consist of a follow-up sessions scheduled sometime after the termination of a group as an evaluative approach and a measure of accountability.

Transference

consists of the feelings clients project onto the counselor.

Which of the following statements is true regarding the phases of a group? a. If a group never enters the working stage, there can be no final or ending stage. b. The only phase in which work occurs is the working stage; thus, there is a clear distinction between the transition stage and working stage. c. There is no overlapping of stages. d. There are no arbitrary dividing lines between the phases of a group. There is considerable overlapping of stages.

d. There are no arbitrary dividing lines between the phases of a group. There is considerable overlapping of stages.

Which of the following statements is false regarding evaluation in group work? a.Evaluation is a basic aspect of any group experience, and it can benefit both the members and leaders. b.A willingness to build evaluation into the structure of the group is bound to result in leaders improving the design of future groups. c.Evaluation is an ongoing process throughout the life of the group. d.Evaluation is a one-time event that occurs at the end of a group

d.Evaluation is a one-time event that occurs at the end of a group

________ leadership styles can thwart the development of trust and cohesion. a.Reasonably open and self-disclosing b.Genuine and empathic c.Caring and nonjudgmental d.Impersonal, detached, and judgmental

d.Impersonal, detached, and judgmental

Which of the statements below reflects good advice in dealing with resistant behavior in groups? a.When members display resistant behavior in a group, it is usually necessary to give them a verbal warning and reprimand them. b.There should be a "zero tolerance" policy for resistant behavior stated in the informed consent document, and this should be emphasized during the pregroup meeting. c.By changing the label "resistant" to more descriptive and nonjudgmental terminology, you risk not being able to identify resistant behavior when it occurs in groups. d.Remaining curious about members' defensive behavior will serve you better than reacting critically.

d.Remaining curious about members' defensive behavior will serve you better than reacting critically.

Both leaders and members may demonstrate a lack of attending by: a.failing to ask people to give voice to what their body is experiencing. b.doing too much talking and not enough listening. c.not focusing on the speaker but thinking of what to say next. d.all of the choices.

d.all of the choices.

During the working stage, which of the following group behaviors tend to be manifested? a.Members are reinforced for making behavioral changes both inside and outside of the sessions. b.The leader employs a variety of therapeutic interventions designed for further self-exploration and that lead to experimentation with new behavior. c.If interpersonal conflicts emerge within the group, they become the basis of discussion and tend to be worked through. d.all of these choices.

d.all of these choices.

The authors have used which of the following measures to evaluate the effectiveness of their groups? a.Brief questionnaires b.Postgroup meetings c.Individual follow-up interviews with members d.all of these choices.

d.all of these choices.

The authors have repeatedly found that many of the problems arising in a group: a.are due to the feelings and thoughts people express. b.are due to resistant and uncooperative members. c.are a result of logistics such as meeting place and time. d.are due to the reactions members do not express.

d.are due to the reactions members do not express.

If a group has been truly therapeutic, members will: a.never have the need to participate in another group or individual therapy again. b.be completely rid of their maladaptive behaviors or symptoms. c.not feel sad or a sense of loss when the group ends. d.be able to extend their learning outside, even though they may experience a sense of sadness and loss when the group ends.

d.be able to extend their learning outside, even though they may experience a sense of sadness and loss when the group ends.

During the more intense working period of a group, certain key issues are at stake. They include all of the following except: a.authenticity versus guardedness. b.spontaneity versus control. c.disclosure versus anonymity. d.expression of thoughts versus expression of feelings.

d.expression of thoughts versus expression of feelings.

In a nonworking group, goals are: a.clear and specific. b.determined jointly by the members and the leader. c.almost always met due to the willingness of all members to work towards accomplishing them. d.fuzzy, abstract, and general.

d.fuzzy, abstract, and general.

When group members ask a lot of questions during group sessions: a.the leaders should simply tell them, "Don't ask questions. Make statements." b.the leaders should attempt to answer all of the questions so as to demonstrate a strong interest in the members. c.the leaders should assume they have an Axis II diagnosis. d.it is helpful for the leaders to teach members that questions tend to direct people toward thinking and away from feelings they may be experiencing at the moment.

d.it is helpful for the leaders to teach members that questions tend to direct people toward thinking and away from feelings they may be experiencing at the moment.

During the working stage of a group's evolution, the authors find that ________ is required than during the initial and transition stages. a.greater emphasis on trust-building activities b.greater attention to members' anxiety c.more structuring and intervention d.less structuring and intervention

d.less structuring and intervention

Trust will be slow to develop if: a.members have high expectations for the group experience. b.members react to each other in a genuine manner. c.members are willing to take risks in the group sessions. d.members are unwilling to share enough of themselves so that they can be known.

d.members are unwilling to share enough of themselves so that they can be known.

Respecting a member's defensiveness means: a.the leader apologizes profusely for pushing a member's buttons. b.the leader refuses to raise any issues that might trigger a member's defensiveness or unpleasant feelings. c.the leader reprimands group members who trigger another member's defensiveness with a stern verbal warning. d.the leader does not chastise a reluctant person, but explores the source of his or her hesitation.

d.the leader does not chastise a reluctant person, but explores the source of his or her hesitation.

During the initial stage of a group, a member has the following thought: "I'll take a chance and say what I am thinking, and then I'll see how this leader and others in here respond." This reflects the member's concerns regarding: a.universality. b.existential factors in group work. c.the instillation of hope. d.trust and safety in the group.

d.trust and safety in the group.

Contracts

during the final stage of a group outline specific steps members agree to take to increase their chances of successfully meeting their goals when the group ends.

Feedback has been associated with all of the following except: a.increased willingness to take risks. b.group members evaluating their group experience more negatively. c.greater insight into how one's behavior affects others. d.increased motivation for change.

group members evaluating their group experience more negatively.

Countertransference

occurs when counselors project their own unresolved conflicts onto the client. If countertransference is not properly managed by the leaders, it can be damaging to members.

Unfinished business

refers to encouraging members to express and work through personal concerns or reactions to others prior to the final meeting of a group.

Working stage

the period in a group characterized by an increased commitment of members to deal with significant problems they bring to the sessions and a more in-depth self-exploration. There is an increased of action-oriented behaviors such as self-disclosure, giving and receiving feedback, and discussion of here-and-now interactions.

Caring

the therapeutic factor in a group that is best demonstrated by listening and involvement and by staying present with others.

8. Maintaining Trust—is the development of trust in the group a one-time event or something else?

· Address it regularly · Continuous process

A. Hostile Behavior

· Anger, could be indirect, passive aggressive, miss sessions, come late, overly polite, may be raised this way, find they get attention that way, need connection, at his way because of their own fears, makes members feel unsafe · Have them listen without responding how it makes other members feel

I. Tasks of the Final Stage of a Group: Consolidation of Learning—what are the group leader's tasks during this stage?

· Assist members at learning to put what has occurred in group to a meaningful experience, help them consolidate their learning and transfer strategies into their daily life, allow them to express what the group has meant to them,

6. Respect—what are examples of attitudes and actions that demonstrate respect?

· Avoiding critical judgments, labels, name calling · Be supportive · Recognize differences·

A. Storytelling

· Comes across as detached, don't really share feelings, can become a problem behavior · Get them to express themselves more concretely, example 247 (middle of page)

A. Giving Advice

· Comes very naturally to many, can put focus on the wrong person, can take away from their experiences, it can also come across as being a know it all, can make people defensive · Teach them consequences of giving advice, can foster dependency, example page 249

2. Understanding Nonverbal Behavior—how can the group leader help members explore nonverbal behavior?

· Describe the behavior and invite them to discuss it · Ask them to pay attention to what they are experiencing physically

A. Contrasts Between a Working Group and a Nonworking Group—what are characteristics of a working group?

· Does this group work, does it focus? · 283,284,285 read through them all · Working: members trust each other, focus on here and now, they have goals, people feel included, open communication, people feel free to bring themselves into the work of others and don't have to. wait for permission, willingness to be vulnerable, cohesion is high, conflict is recognized, discussed, and resolved, feedback is giving freely and accepted, there is confrontation but it is accepted as a challenge to examine behavior, communication is clear and direct, members use one another as resources, awareness of group process, group norms are developed cooperatively, catharsis and beyond, thinking about making meaning of experience, work on problems outside of group time.

I. Creating Trust: Leader and Member Roles A. The Importance of Modeling—what should the group leader model that will help create trust?

· Group pleader model trust · Share expectations of members and themselves · Honest, respectful, nondefense · Pay attention

I. Group Members Who Pose a Challenge for Leaders—what are some reasons for each of the following behaviors? How should the group leader address them? A. Silence and Lack of Participation

· Introverts, hurt feelings, listening, lack of confidence and low self-esteem, wanting to be polite or interrupt, triggered, need more time establishing trust, page 243 · The leader should not keep calling on silent people but sometimes they need it, avoid making assumptions, ask what they are thinking, comment on strong nonverbal reactions, page 234, ask more verbal members to talk to quite members about how they silence affects

I. Tasks of the Working Stage A. Group Norms and Behavior—what group behaviors tend to be seen at this stage?

· Members are provided with support and challenge · The leader employs a variety of therapeutic interventions; influenced by theoretical orientation of group leader · Members increasingly interact with each other in in more direct ways · Less dependence on the leader in general · Interpersonal conflict becomes something they become the basic of discussion · A healing capacity develops within the group as members come to accept who they are

A. Attitudes and Actions Leading to Trust 1. Attending and Listening—what are examples of lack of attending in group leaders and members?

· Not listening because you are focused on what to say next · Asking closed. Questions. · Too much talking · Advice too quickly · Ignoring nonverbals · Selective listening

A. Questioning · Questioning other members like an interrogation, directs people to their thoughts and puts them on the spot, sometimes there is a hidden meaning · Use blocking and ask the person what made them ask the question, page 248 example

· Questioning other members like an interrogation, directs people to their thoughts and puts them on the spot, sometimes there is a hidden meaning · Use blocking and ask the person what made them ask the question, page 248 example

A. Offering Pseudosupport

· See people in pain and distract them, interrupts what the particular group member is working through · Discuss with member or members ways you can give proper support, page 251

A. Initellectualizing

· Similar to acting superior although they do not have to come across as a know it all, never share any feelings, learned through families, defensive · Get them to see how what the do affects others and help them see how it works for them

A. Deepening Trust During the Working Stage—why might some members have issues with trust at this stage?

· Some members often close up and withdraw because intensive work threatens them · They see others doing a lot of work and maybe experiencing catharsis like ugly cry or whatever and they're like I don't know if I can do that · They have doubts about what they're experiencing · they have second thoughts about how involved they want to remain; they're frighten by the display of conflict or painful experiences or anticipate the ending the group and they're starting to wind down · Some people just don't get to the point where they're ready to work on their issues Or at least in the group setting they might do better in a one-on-one individual counseling setting

A. Monopolistic Behavior · Someone who does a lot of talking about themselves usually, sometimes because they are anxious or controlling, some people are just used to talking a lot and having people listen, may have a need to be noticed or liked, story telling · Respectfully challenge them to look at the effects of their behaviors on the group, use skill of blocking, example on page 245, make them be a little shorter, give them sentence structures

· Someone who does a lot of talking about themselves usually, sometimes because they are anxious or controlling, some people are just used to talking a lot and having people listen, may have a need to be noticed or liked, story telling · Respectfully challenge them to look at the effects of their behaviors on the group, use skill of blocking, example on page 245, make them be a little shorter, give them sentence structures

A. Dependency

· Sometimes factors into silent lack of participation, has to do in part with education system, looking for group leader to direct them, some leaders ill foster it, leader may need economical awards for attendance and foster dependency, · Talk to group members when you notice it, comment specifically, get them to talk about reasons why they are doing dependent behavior, group leader needs to evaluate themselves

A. Acting Superior

· The know it all, related to giving advice, judgmental, critical, say they don't have problem, · Challenge them, ask them what they want from the group, have other members share how it makes them feel

I. Introduction—what are characteristics of the final stage?

· The opportunity for members to clarify and integrate the meaning of their experiences into the group, consolidate the gains they have made, figuring out how they got there so they will be less likely to relapse, decided what newly acquired behaviorism they are committed to bringing to their everyday lives, an opportunity to experience healthy endings to relationships

5. Self-Disclosure—how might group members' needs differ regarding the group leader's self-disclosure?

· This is the group leader sharing things about themselves · Some people may. Be uncomfortable not knowing anything · Should be focused on group itself and should benefit the group · Some people may think it is unnatural to know things about your group leader

3. Empathy—how can the group leader help members have empathy for one another?

· Understanding each other, especially experiences and feelings · Don't give them advice or be over critical

A. Socializing

· We want group members to bond and feel cohesive, but we do not want them to socialize outside of the group with clicks, makes people feel left out, · Invite group members to share how it makes them feel

4. Genuineness—what is it?

· What you see is what you get, be real with your clients · Congruence between what is going on internally and what you share