Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc Using Counseling Theories in Groups ©2016 Cengage Learning All rights reserved Chapter 13 Taught to entire group, then members use the theories during the group meetings and in their daily living Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc When working with individuals ©2016 Cengage Learning All rights reserved Ways Theories Are Used in Groups ©2016 Cengage Learning All rights reserved Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc Rational Emotive Behavior Therapy Thoughts cause feelings A-B-C Model A=activating event (situation) B=beliefs (thoughts or self-talk) C=consequences (feelings/emotions) “B” ties “C” to “A” Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc Identify faulty or irrational thoughts at “B” 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 ©2016 Cengage Learning All rights reserved Using REBT in Groups Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc ©2016 Cengage Learning All rights reserved Teaching REBT to Members Use A-B-C Model Ask “where feelings come from?” Use examples – School grades—students getting same grade but have different feelings Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc ©2016 Cengage Learning All rights reserved Aides in Teaching Use whiteboard to make it visual Use list of irrational sentences of adults Use list of irrational sentences of kids Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc ©2016 Cengage Learning All rights reserved Using REBT in Groups Clarifying the event, person or situation (A) Clarifying feelings and/or behavior (C) Clarifying negative self-talk (B) Changing the feelings by changing the self-talk Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc ©2016 Cengage Learning All rights reserved Using REBT in Groups Leader can focus on one member’s problem – Leader and member’s use the theory to help member change his or her self-talk Leader can focus on all members and use REBT – Example: “When you get angry, what is it that you tell yourself?” Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc ©2016 Cengage Learning All rights reserved Reality Therapy Human beings are responsible for making choices about their behavior Five basic needs: survival love and belonging power (achievement) freedom (to make life decisions) fun Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc ©2016 Cengage Learning All rights reserved Basic Components of Behavior Acting Thinking Feeling 10 Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc ©2016 Cengage Learning All rights reserved Transactional Analysis Everyone has three ego states: Parent Adult Child 18 Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc ©2016 Cengage Learning All rights reserved Using TA in Groups Egograms help identify dominant ego states CP Other CP Self NP Other NP Self Adult Free Child Not OK Child 19 Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc P P A A A A C C ©2016 Cengage Learning All rights reserved Drawing TA PAC circles show communication patterns 20 21 Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc Have members draw and then discuss their egograms Have members draw out various transactions they have with significant others in their lives Have members discuss their different ego states, especially their Child and Parent ©2016 Cengage Learning All rights reserved TA Activities Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc ©2016 Cengage Learning All rights reserved More TA Activities Role play situations showing how different ego states would handle a situation Use a small child’s chair and have members talk about when they “get into that chair.” Have members stand on a chair representing their Parent ego state and talk about when they get into that position 22 Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc ©2016 Cengage Learning All rights reserved Using Gestalt Therapy Focuses on the present Members need to finish their unfinished business Goals include moving toward independence, maturity, and selfactualization 23 Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc ©2016 Cengage Learning All rights reserved Empty ChairTechniques o o o Work with one individual Have member talk to the person in the empty chair “Presentizing” the past o Work with group—put chair in the middle of the group o Role Reversal-playing other significant person or part Note: Empty chair work can cause members to have strong emotional reactions 24 Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc ©2016 Cengage Learning All rights reserved Solution-Focused Therapy Solution-focused group counseling focuses on solutions rather than problems It is an approach that emphasizes the members’ strengths 25 ©2016 Cengage Learning All rights reserved Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc Principles of Solution-Focused Therapy group discussions focus on what works, rather than on what’s “broken” change problems in a way that opens possibilities focus on exceptions to the problem comment on member’s strength and coping 26 avoid tendency to focus on insight into the problem focus on positive coping behavior view members as people with complaints about their lives and not people with overwhelming problems assist members in finding “simpler” solutions encourage group members to ease into solutions gradually 27 Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc continued ©2016 Cengage Learning All rights reserved Principles – If a miracle happened in the night and you woke up and your problem was gone, how would you know it? Exception questions – What is different about times when you manage your problem? 28 Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc Miracle question ©2016 Cengage Learning All rights reserved Solution-Focused Questions Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc ©2016 Cengage Learning All rights reserved More Questions Scaling questions – On a 1-10 scale, how would you rate your desire to change? Coping questions – What are you doing to keep things from getting worse? 29 30 Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc Prochaska and Norcross ( 2010) write in their theories book that they sought a model that utilized all the theories and one that could account for how people change ©2016 Cengage Learning All rights reserved Transtheoretical Model Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc ©2016 Cengage Learning All rights reserved Stages of Change Precontemplation (denial) – There’s no problem Contemplation – There’s a problem and I’m thinking about changing Preparation – I’m planning on changing and getting ready to change 31 Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc ©2016 Cengage Learning All rights reserved Stages of Change continued Action – I am committed to changing and am changing Maintenance – I am maintaining the changes NOTE:A skilled group leader is always thinking about the stage of change of any member who is working on some issue in the group 32 [...]... Cengage Learning All rights reserved More TA Activities Role play situations showing how different ego states would handle a situation Use a small child’s chair and have members talk about when they “get into that chair.” Have members stand on a chair representing their Parent ego state and talk about when they get into that position 22 Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc... Contemplation – There’s a problem and I’m thinking about changing Preparation – I’m planning on changing and getting ready to change 31 Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc ©2016 Cengage Learning All rights reserved Stages of Change continued Action – I am committed to changing and am changing Maintenance – I am maintaining the changes NOTE:A skilled group leader is always thinking... members discuss in detail the influence of their birth order Have members discuss how they found their place in their families and how that plays out now Have members share early recollections and how they may influence behavior now ©2016 Cengage Learning All rights reserved Adlerian Group Activities Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc ©2016 Cengage Learning All rights reserved... WDEP Use it with one member and other members help that member using the WDEP model Use it with all members at the same time – Example: “Each of you think of something that you really want ” 13 Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc ©2016 Cengage Learning All rights reserved Value of Using Reality Therapy Members will remember the WDEP model and can apply it in many situations... include moving toward independence, maturity, and selfactualization 23 Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc ©2016 Cengage Learning All rights reserved Empty ChairTechniques o o o Work with one individual Have member talk to the person in the empty chair “Presentizing” the past o Work with group put chair in the middle of the group o Role Reversal-playing other significant... Learning All rights reserved Solution-Focused Therapy Solution-focused group counseling focuses on solutions rather than problems It is an approach that emphasizes the members’ strengths 25 ©2016 Cengage Learning All rights reserved Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc Principles of Solution-Focused Therapy group discussions focus on what works, rather than on what’s “broken”... possibilities focus on exceptions to the problem comment on member’s strength and coping 26 avoid tendency to focus on insight into the problem focus on positive coping behavior view members as people with complaints about their lives and not people with overwhelming problems assist members in finding “simpler” solutions encourage group members to ease into solutions gradually 27 Copyright © 2012 Brooks/Cole,... Perceived feelings of inferiority lead children to strive toward perfection and to compete with siblings and others 15 Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc ©2016 Cengage Learning All rights reserved Goals of Adlerian Therapy Help members identify childhood experiences that formulated mistaken goals and guiding fictions Help members discover how they continue to act out roles... into solutions gradually 27 Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc continued ©2016 Cengage Learning All rights reserved Principles – If a miracle happened in the night and you woke up and your problem was gone, how would you know it? Exception questions – What is different about times when you manage your problem? 28 Copyright © 2012 Brooks/Cole, a division of Cengage Learning,... questions – What are you doing to keep things from getting worse? 29 30 Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc Prochaska and Norcross ( 2010) write in their theories book that they sought a model that utilized all the theories and one that could account for how people change ©2016 Cengage Learning All rights reserved Transtheoretical Model Copyright © 2012 Brooks/Cole, a division ... states would handle a situation Use a small child’s chair and have members talk about when they “get into that chair.” Have members stand on a chair representing their Parent ego state and talk about... reserved Using REBT in Groups Leader can focus on one member’s problem – Leader and member’s use the theory to help member change his or her self-talk Leader can focus on all members and use REBT – Example:... in their families and how that plays out now Have members share early recollections and how they may influence behavior now ©2016 Cengage Learning All rights reserved Adlerian Group Activities