Chapter 15 Transactional Analysis, Reality Therapy, Adlerian, and PersonCentered Groups Prepared by: Nathaniel N Ivers, Wake Forest University Groups: A Counseling Specialty, 7e © 2016 Pearson Education, Inc All rights reserved Roadmap  Transactional Groups  Reality Therapy Groups  Adlerian Groups  Person-Centered Groups Groups: A Counseling Specialty, 7e Samuel Gladding 15-2 © 2016 Pearson Education, Inc All rights reserved Transactional Analysis (TA) Groups  Founded by Eric Berne  Oriented toward groups since its inception  Emphasis placed on understanding intrapersonal and interpersonal dynamics  Learning occurs through participating in interactions in sessions and through homework assignments Groups are main choice of treatment for redecision school of TA (Goulding, 1987)  Groups: A Counseling Specialty, 7e Samuel Gladding 15-3 © 2016 Pearson Education, Inc All rights reserved Premises of Transactional Analysis Groups Development and interaction of an ego state   Three basic ego states exist and operate within every individual     Parent Adult Child Ego states can be observed in the dynamic interactions with individuals Groups: A Counseling Specialty, 7e Samuel Gladding 15-4 © 2016 Pearson Education, Inc All rights reserved Premises of Transactional Analysis  Parent Ego State: Dualistic – both nurturing and critical  Adult Ego State: Functions like a computer – it receives and processes information from the parent, child, and environment  Child Ego State: Divided into two parts – The Adapted Child (conforms to rules and parental wishes) and Free Child (natural child; reacts more spontaneously) Groups: A Counseling Specialty, 7e Samuel Gladding 15-5 © 2016 Pearson Education, Inc All rights reserved Premises of Transactional Analysis  Four basic ways to identify an individual’s current ego state:     Behavioral Social Historical Phenomenological (Woollams et al., 1977) Groups: A Counseling Specialty, 7e Samuel Gladding 15-6 © 2016 Pearson Education, Inc All rights reserved Premises of Transactional Analysis  Knowledge of ego states empowers individuals and those working with them to assess which types of transactions they are most likely to have and to take corrective measures, if needed (Hargaden & Sills, 2002)  This knowledge helps people avoid playing games  People who play games operate from three distinct positions: victim, persecutor, rescuer Groups: A Counseling Specialty, 7e Samuel Gladding 15-7 © 2016 Pearson Education, Inc All rights reserved Premises of Transactional Analysis  Strokes   Physical or psychological recognition Six major ways in which people structure their time to obtain strokes       Withdrawal Ritual Pastimes Work Games Intimacy (Berne, 1972) Groups: A Counseling Specialty, 7e Samuel Gladding 15-8 © 2016 Pearson Education, Inc All rights reserved Premises of Transactional Analysis  People develop scripts    Habitual patterns of behavior Influence how people spend their time, for example, as losers, nonwinners, and winners (Berne, 1972; Capers, 1975) Include transactions, or social actions between two or more people Groups: A Counseling Specialty, 7e Samuel Gladding 15-9 © 2016 Pearson Education, Inc All rights reserved Premises of Transactional Analysis  Types of transactions    Complementary Crossed Ulterior Groups: A Counseling Specialty, 7e Samuel Gladding 15-10 © 2016 Pearson Education, Inc All rights reserved Desired Outcomes of Adlerian Groups Children in Adlerian groups should recognize more clearly the logical  consequences of their actions and who they can be  Adolescents are helped to deal better with their own and others’ perceptions of themselves and to realize they not have to engage in competitive behaviors to be accepted  For families and adults, Adlerian groups are directed toward social adjustment Groups: A Counseling Specialty, 7e Samuel Gladding 15-43 © 2016 Pearson Education, Inc All rights reserved Strengths of Adlerian Groups  Nonthreatening Methods associated with the approach are logical and based on common sense (Sweeney, 2009)  Holistic  Eclectic nature  Flexible  Groups: A Counseling Specialty, 7e Samuel Gladding 15-44 © 2016 Pearson Education, Inc All rights reserved Limitations of Adlerian Groups  Leader’s Style  Narrowness of their scope  Lack of uniformity  Week empirical support Groups: A Counseling Specialty, 7e Samuel Gladding 15-45 © 2016 Pearson Education, Inc All rights reserved Person-Centered Groups  Founded by Carl Rogers  Adapted the T-group (training group) structure and combined it with his own clinical approach and positive humanistic views to create what he called basic encounter groups Groups: A Counseling Specialty, 7e Samuel Gladding 15-46 © 2016 Pearson Education, Inc All rights reserved Premises of Person-Centered Groups Encounter groups built on several premises:      Trust in the inner resources of people Trust in the group to help members develop their potential Certain conditions must be created within the group for members to maximize their potential A qualified person with special training and experience will facilitate them (Rogers, 1970) Groups: A Counseling Specialty, 7e Samuel Gladding 15-47 © 2016 Pearson Education, Inc All rights reserved Premises of Person-Centered Groups Core Conditions   Communication         Empathy Genuineness (congruence) Acceptance (unconditional positive regard) Active Listening Self-Disclosure Authenticity Immediacy Confrontation Groups: A Counseling Specialty, 7e Samuel Gladding 15-48 © 2016 Pearson Education, Inc All rights reserved Practice of Person-Centered Theory in a Group  Unstructured group format  Feedback and communication are critical   Feedback – giving another person his or her perception of his or her behavior Communication of thoughts and feelings – best conveyed when clearly understood language and gestures are used Groups: A Counseling Specialty, 7e Samuel Gladding 15-49 © 2016 Pearson Education, Inc All rights reserved Practice of Person-Centered Theory in a Group  Rogerian-oriented encounter group 15-stage process:       Milling around Resistance Revealing past feelings Expression of negative feelings Expression of personally meaningful material Communication of immediate interpersonal feelings Groups: A Counseling Specialty, 7e Samuel Gladding 15-50 © 2016 Pearson Education, Inc All rights reserved Practice of Person-Centered Theory in a Group  Rogerian-oriented encounter group 15-stage process:      Development of a healing capacity in the group Self-acceptance and the beginning of change Cracking of facades Feedback Confrontation Groups: A Counseling Specialty, 7e Samuel Gladding 15-51 © 2016 Pearson Education, Inc All rights reserved Practice of Person-Centered Theory in a Group  Rogerian-oriented encounter group 15-stage process:     Helping relationships outside the group The basic encounter Expressions of closeness Behavior changes Groups: A Counseling Specialty, 7e Samuel Gladding 15-52 © 2016 Pearson Education, Inc All rights reserved Role of the Person-Centered Group Leader Derive their direction from the group   Model the conditions of openness, warmth, congruence, genuineness, and unconditional positive regard  Create a climate that promotes the development of relationships  Attempt to understand and accept each group member on a personal basis Groups: A Counseling Specialty, 7e Samuel Gladding 15-53 © 2016 Pearson Education, Inc All rights reserved Role of the Person-Centered Group Leader Carry out five distinct functions:        Convey warmth and empathy Attend to others Understand meaning and content Convey acceptance Link These functions expressed through basic counseling skills (Posthuma, 2002) Groups: A Counseling Specialty, 7e Samuel Gladding 15-54 © 2016 Pearson Education, Inc All rights reserved Desired Outcome of Person-Centered Groups  Development of self-awareness and awareness of others and to grow  Self-actualization  Openness to experience  Behavioral changes Groups: A Counseling Specialty, 7e Samuel Gladding 15-55 © 2016 Pearson Education, Inc All rights reserved Strengths of Person-Centered Groups Emphasis on assets   Focus on the group leader  Emphasis on improving personal communication skills  Development of research technology  Influence on educational models  Acceptability of group work for group members who are not seen as sick or mentally ill Groups: A Counseling Specialty, 7e Samuel Gladding 15-56 © 2016 Pearson Education, Inc All rights reserved Limitations of Person-Centered Groups May be dangerous for participants who need therapy or structure  (Lieberman et al., 1973)  Lack of rules around how members and leaders are chosen  May not lead anywhere  History of being a fad in the 1960s and 1970s  Research methods used to evaluate them Groups: A Counseling Specialty, 7e Samuel Gladding 15-57 © 2016 Pearson Education, Inc All rights reserved ...Roadmap  Transactional Groups  Reality Therapy Groups  Adlerian Groups  Person-Centered Groups Groups: A Counseling Specialty, 7e Samuel Gladding 15- 2 © 2016 Pearson Education, Inc All... or dreams but rather concentrates on present awareness Stresses that persons must judge their own behaviors in light of personal and societal values Attempts to teach people a better way of fulfilling... want Make a positive plan to better Groups: A Counseling Specialty, 7e Samuel Gladding 15- 27 © 2016 Pearson Education, Inc All rights reserved Practice of Reality Therapy in a Group Original Basic