Group Work © 2007 Thomson Brooks/Cole, a division of Thomson Learning   Can be viewed from systemic and cybernetics perspective Dynamic interaction of its members  Communication patterns  Power dynamics  Hierarchies  Homeostasis © 2007 Thomson Brooks/Cole, a division of Thomson Learning  Groups have become much more popular  But, why choose a group over individual counseling?  See advantages and disadvantages, Table 7.1, p 227 © 2007 Thomson Brooks/Cole, a division of Thomson Learning  Prior to 1900:  Functional and pragmatic groups (e.g., daily living skills) ▪ Often moralistic in nature  Jane Addams and Mary Richmond community groups to make systemic change  Turn of century:  Vocational and moral guidance in schools  Dr Henry Pratt: Physician groups with tuberculosis patients ▪ Started with a lecture ▪ Then had patients tell personal stories about their illness © 2007 Thomson Brooks/Cole, a division of Thomson Learning  Around 1900: Psychoanalytic principles explained groups behavior ▪ Primal urges, instincts, parental influences ▪ Herb instincts ▪ Mob instincts ▪ Recapitulation of family issues  1914: Moreno started “psychodrama” and coined the phrase “group psychotherapy” © 2007 Thomson Brooks/Cole, a division of Thomson Learning  1920s and 1930s: ▪ Adler’s influence: birth order and social connectedness ▪ First non psychoanalytically oriented groups ▪ More group guidance in the schools  Emergence of Modern-Day Groups  1947, Kurt Lewin and others: NTL  1940s: Rogers worked with returning GIs from WWII– led to first encounter groups © 2007 Thomson Brooks/Cole, a division of Thomson Learning       1960s: Groups reflect freedom and love Esalen, Michael Murphy, and encounter Groups emerge  Encounter Group Leaders: Rogers, Maslow, Perls, Schutz  Read quote, bottom of p 230 Soon, other groups arise: marathon groups, confrontational groups, gestalt groups APA publishes “Guidelines for Psychologists Conducting Growth Groups” (1973) 1960s and 1970s: books on group counseling flourish 1973: ASGW © 2007 Thomson Brooks/Cole, a division of Thomson Learning        Groups become alternative to individual counseling Decline of more “outrageous” groups Common-theme, task groups, and time-limited (brief groups) become popular Rise in self-help groups ASGW:  Best Practice Guidelines  Professional Standards for the Training of Group Workers CACREP requires group work Almost all programs now include group work © 2007 Thomson Brooks/Cole, a division of Thomson Learning  Five Categories of Groups:  Self-help groups  Task groups  Psychoeducational groups  Counseling groups  Psychotherapy groups  Group dynamics and group process occur in all groups  Group dynamics: internal dynamics  Group process: how group unravels over time © 2007 Thomson Brooks/Cole, a division of Thomson Learning           Around for more than 50 years Particularly popular for last 30 years Purpose: education, affirmation, and enhancement of strengths No paid leader, usually Sometimes, no leader Leader is not trained in group process, usually Leader does help “organize” group Nominal fee Focus on specific issues, usually (AA, eating disorders) See Box 7.1, p 233 © 2007 Thomson Brooks/Cole, a division of Thomson Learning 10       Formerly: “Guidance Groups” Focus: Disseminate mental health education to promote personal group and empowerment Found in many settings Designated, well-trained group leader  Focuses on preventive education Often begins with didactic presentation and then leaders to discussion that may included limited self-disclosure See Box 7.3, p 235 © 2007 Thomson Brooks/Cole, a division of Thomson Learning 12        Usually, focused on prevention and wellness, selfenhancement, increased insight, self-actualization Focus more on conscious than unconscious Usually, not dealing with severe pathology Often, focuses on issues related tonormal human development Usually, 4-12 members Well trained leader See Box 7.3, p 235 © 2007 Thomson Brooks/Cole, a division of Thomson Learning 13         Focus on deep-seated, long-term issues Focus on remediation of severe pathology and personality reconstruction Well-trained leader Usually 4-12 members Usually, meets for a minimum of sessions Usually, meet at least once a week for 1-3 hours Leader facilitates deep expression of feelings and helps clients work on change See Box 7.4 © 2007 Thomson Brooks/Cole, a division of Thomson Learning 14  See Figure 7.1, p 237 Comparison of Psychoeducational, Counseling, and Therapy Groups © 2007 Thomson Brooks/Cole, a division of Thomson Learning 15  Theory in reference to group work allows one to Can show efficacy Have a comprehensive approach Help us understand client Help us decide on techniques Help us predict course of treatment Is researchable—we can see its efficacy © 2007 Thomson Brooks/Cole, a division of Thomson Learning 16   Most theories can be applied to group work Use their basic tenets along with a systems framework Theories that have been successfully applied include:  Psychoanalytic  Cognitive-Behavioral  Person-Centered  Solution Focused  Other © 2007 Thomson Brooks/Cole, a division of Thomson Learning 17         Getting Members Group Composition Closed or Open Group Size Of Group Duration Of Meetings Frequency Of Meetings Securing Appropriate Space Group Leadership Style © 2007 Thomson Brooks/Cole, a division of Thomson Learning 18  Pregroup Stage (Forming a Group)  Pregroup meeting?  Interview with potential member?  Identifying expectations  Challenge myths  Screen out (or in) members © 2007 Thomson Brooks/Cole, a division of Thomson Learning 19  Initial Stage (Forming)  Members anxious, apprehensive, and want to get started  Focus on others, not self  There and then conversation, not “here and now”  Resistance exhibited  Leader task: define ground rules and build trust  Structure, empathy, and positive regard important  Leaders: genuine and only slightly self-disclosing  Leaders: watch for scapegoating © 2007 Thomson Brooks/Cole, a division of Thomson Learning 20  Transition Stage (Storming than Norming)  Beginning to feel comfortable with technical issues and ground rules– but still some anxiety initially  Members positioning themselves in groups  May project onto leader and have transference to leader  As stage continues, attacking and scapegoating may occur  Leader must deal with attacks and scapegoating  Slowly, trust builds and resistance diminishes  Ownership of feelings occurs  Here and now focus begins  Identification of problems and goals happens  Systemically: Goal is to build a highly functioning system © 2007 Thomson Brooks/Cole, a division of Thomson Learning 21  Work Stage (Performing)  Trust occurs, conflict lessens, cohesion occurs  Can give and hear feedback  Work on identified behavioral change  Gain in self-esteem from positive feedback and sense of accomplishment  Use of advanced counseling skills by leader  Systemically: A system has been developed– but make sure the system continues to encourage change and forward movement © 2007 Thomson Brooks/Cole, a division of Thomson Learning 22  Closure (Adjourning)  Increased sense of accomplishment  Saying good-bye  Share what has been learned  Express feelings about one another  Summarize with use of empathy  Consider who might want follow-up in counseling  Evaluation of group? © 2007 Thomson Brooks/Cole, a division of Thomson Learning 23     Principles for Diversity-Competent Group Workers (ASGW) Social Justice in Group Work:  Can help “privileged” clients see their privilege Prejudice and the Group as Microcosm of Society  Groups can mimic what happens in society Cultural Differences between a Group Member and the Group Leader  If group leader of different culture than members, members may project feelings about leader’s culture onto the leader  Offers leader opportunity to have client’s understand their biases © 2007 Thomson Brooks/Cole, a division of Thomson Learning 24     Ethical Issues  Ethical code of ACA and Best Practices Statement of ASGW  Informed Consent and Confidentiality (see p 249) ▪ Can you ensure confidentiality? Professional Associations: A number exist ASGW is division of ACA Group vs Individual Counseling (see top of p 251) Legal Issues  Confidentiality and the Third Party Rule © 2007 Thomson Brooks/Cole, a division of Thomson Learning 25  Allowing Groups to Unfold Naturally  “Push a group to open up to quickly, and it will push back”  Thus, your ability at facilitating growth in a group is the key mark to allowing the group process to occur © 2007 Thomson Brooks/Cole, a division of Thomson Learning 26 [...]... onto the leader  Offers leader opportunity to have client’s understand their biases © 20 07 Thomson Brooks/Cole, a division of Thomson Learning 24     Ethical Issues  Ethical code of ACA and Best Practices Statement of ASGW  Informed Consent and Confidentiality (see p 249) ▪ Can you ensure confidentiality? Professional Associations: A number exist ASGW is division of ACA Group vs Individual Counseling. .. Counseling (see top of p 251) Legal Issues  Confidentiality and the Third Party Rule © 20 07 Thomson Brooks/Cole, a division of Thomson Learning 25  Allowing Groups to Unfold Naturally  “Push a group to open up to quickly, and it will push back”  Thus, your ability at facilitating growth in a group is the key mark to allowing the group process to occur © 20 07 Thomson Brooks/Cole, a division of Thomson... issues and ground rules– but still some anxiety initially  Members positioning themselves in groups  May project onto leader and have transference to leader  As stage continues, attacking and scapegoating may occur  Leader must deal with attacks and scapegoating  Slowly, trust builds and resistance diminishes  Ownership of feelings occurs  Here and now focus begins  Identification of problems and... conscious behaviors and group dynamics National Training Laboratory (NTL) first group to do this Task group specialists usually enter a system and help to analyze and diagnose problems Task group leaders help facilitate changes in system Often focuses on differences among people in a system and how to help people get a long See Box 7. 2, p 234 © 20 07 Thomson Brooks/Cole, a division of Thomson Learning... but make sure the system continues to encourage change and forward movement © 20 07 Thomson Brooks/Cole, a division of Thomson Learning 22  Closure (Adjourning)  Increased sense of accomplishment  Saying good-bye  Share what has been learned  Express feelings about one another  Summarize with use of empathy  Consider who might want follow-up in counseling  Evaluation of group? © 20 07 Thomson Brooks/Cole,... Counseling, and Therapy Groups © 20 07 Thomson Brooks/Cole, a division of Thomson Learning 15  Theory in reference to group work allows one to 1 Can show efficacy 2 Have a comprehensive approach 3 Help us understand client 4 Help us decide on techniques 5 Help us predict course of treatment 6 Is researchable—we can see its efficacy © 20 07 Thomson Brooks/Cole, a division of Thomson Learning 16   Most theories... not self  There and then conversation, not “here and now”  Resistance exhibited  Leader task: define ground rules and build trust  Structure, empathy, and positive regard important  Leaders: genuine and only slightly self-disclosing  Leaders: watch for scapegoating © 20 07 Thomson Brooks/Cole, a division of Thomson Learning 20  Transition Stage (Storming than Norming)  Beginning to feel comfortable... remediation of severe pathology and personality reconstruction Well-trained leader Usually 4-12 members Usually, meets for a minimum of 8 sessions Usually, meet at least once a week for 1-3 hours Leader facilitates deep expression of feelings and helps clients work on change See Box 7. 4 © 20 07 Thomson Brooks/Cole, a division of Thomson Learning 14  See Figure 7. 1, p 2 37 Comparison of Psychoeducational, Counseling, ... can be applied to group work Use their basic tenets along with a systems framework Theories that have been successfully applied include:  Psychoanalytic  Cognitive-Behavioral  Person-Centered  Solution Focused  Other © 20 07 Thomson Brooks/Cole, a division of Thomson Learning 17         Getting Members Group Composition Closed or Open Group Size Of Group Duration Of Meetings Frequency Of. .. Brooks/Cole, a division of Thomson Learning 23     Principles for Diversity-Competent Group Workers (ASGW) Social Justice in Group Work:  Can help “privileged” clients see their privilege Prejudice and the Group as Microcosm of Society  Groups can mimic what happens in society Cultural Differences between a Group Member and the Group Leader  If group leader of different culture than members, members ... © 20 07 Thomson Brooks/Cole, a division of Thomson Learning 19  Initial Stage (Forming)  Members anxious, apprehensive, and want to get started  Focus on others, not self  There and then conversation,... feelings and helps clients work on change See Box 7. 4 © 20 07 Thomson Brooks/Cole, a division of Thomson Learning 14  See Figure 7. 1, p 2 37 Comparison of Psychoeducational, Counseling, and Therapy... individual counseling?  See advantages and disadvantages, Table 7. 1, p 2 27 © 20 07 Thomson Brooks/Cole, a division of Thomson Learning  Prior to 1900:  Functional and pragmatic groups (e.g., daily