Term
| Group psychotherapy is as effective as this in treating a range of psychological problems. |
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Definition
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Term
| Brief group therapy is the treatment choice for certain type of problems, such as: |
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Definition
| Complicated grief, trauma reactions, adjustment problems, and existential concerns. |
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Term
| Counseling groups, structured groups, and psychoeducational groups also fit well in today's managed care scene because... |
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Definition
| They can be designed to be brief, cost-effective treatments. |
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Term
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Definition
| All elements basic to the unfolding of a group from the time it begins to its termination. |
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Term
| Techniques are tools and interventions used to ___ what is going on in a group. |
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Definition
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Term
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Definition
| Leader interventions aimed at facilitating movement within a group. Virtually anything a group leader does could be viewed a s a technique, including: being silent, suggesting a new behavior, inviting members to deal with a conflict, offering feedback, presenting interpretations, and suggesting h.w. |
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Term
| Techniques are most useful when |
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Definition
| They evolve from the work of the group participants and are tailored to the situations that evolve in a particular group meeting. |
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Term
| When working with cultural diverse client populations... |
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Definition
| Modify interventions to suit the members' cultural and ethnic backgrounds. |
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Term
| When working with groups characterized by cultural diversity, leaders need to be aware of: |
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Definition
| The power and privilege they possess and recognize that they may symbolize various institutions of oppression and privilege for some members. |
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Term
| Two of the most common approach integrations are: |
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Definition
| Technical eclecticism and theoretical integration |
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Term
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Definition
| Tends to focus on differences, includes aspects from many approaches, and is a collection of techniques. |
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Term
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Definition
| A conceptual or theoretical creation beyond a mere blending of techniques. |
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Term
| When leading a group, we pay attention to what group member at thinking, feeling and doing. This entails attending to |
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Definition
| The cognitive, affective an behavioral domains. |
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Term
| Affective domain focuses on |
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Definition
| The feelings of group members |
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Term
| Cognitive domain focuses on |
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Definition
| Thinking or thought processes of the group members |
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Term
| Behavioral domain focuses on |
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Definition
| Acting and doing of group members |
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Term
| If you are unable to draw on the theory to support your interventions |
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Definition
| Your groups may not achieve the maximum benefit. |
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Term
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Definition
| A general framework that helps you make sense of the many facets of group process, provide you with a map giving direction to what you do and say in group, and helps you think about the possible result of your interventions. |
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Term
| Broad purposes of a therapeutic group |
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Definition
| Increase members knowledge about themselves and others, help members clarify the changes they most want to make in their lives, to provide members with the tools they need to make these changes, and to support their changes. |
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Term
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Definition
| Task forces, committees, planning groups, staff development groups, treatment conferences, community organizations, social action groups, discussion groups, study groups, learning groups, etc. |
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Term
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Definition
Focus on developing members' cognitive, affective, and behavioral skills through a structured set of procedures within and across group meetings.
E.g. substance abuse prevention. |
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Term
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Definition
| Focus on interpersonal process and problem solving strategies that stress conscious thoughts, feelings, and behavior. |
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Term
| Counseling groups emphasize: |
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Definition
| Interactive group process for those who may be experiencing transitional life problems, are at risk for developing personal or interpersonal problems, or are mainly interested in acquiring or enhancing personal qualities. |
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Term
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Definition
| Help individual group members remediate psychological problems and interpersonal problems of living. |
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Term
| Brief Group Therapy (BGT) |
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Definition
| Generally refers to groups that are time limited, structured, last 2-3 months and consist of 8-12 weekly sessions. Brief groups are not a type of therapy. |
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Term
| One of the advantages of BGT long term is |
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Definition
| The effectiveness and applicability of brief groups to a wide range of problems and diverse settings. |
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Term
|
Definition
| Encompasses the clues, beliefs, and behaviors shared by a group of people. |
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Term
| This will influence the behavior of both you and your clients- with or without your awareness. |
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Definition
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Term
| Members of under-served groups |
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Definition
| Terminate counseling significantly earlier than do Euro-American clients. |
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Term
| The dropout rate of under-served groups/cultures is usually related to |
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Definition
| Language barriers and culture-bound values that hinder formation of a good therapeutic relationship. |
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Term
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Definition
| Broadly rather than narrowly. |
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Term
|
Definition
| The most obvious objective symbols and the more subjective perspectives hidden within individuals. |
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Term
| Groups are or are not for everyone? |
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Definition
| Not. Some individuals may not feel comfortable in a group or even be willing to be part of a counseling group. |
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Term
| One problem you will most likely face as a group leader is |
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Definition
| Negative reactions from group members. |
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Term
| A critical personal trait of effective group leader is |
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Definition
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Term
| One of the best ways to teach desired behaviors is |
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Definition
| By modeling them to the group |
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Term
| The ability to be ___ with group members is extremely important. |
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Definition
| Present. Presence involves being touched by others' pain, struggles, and joys. |
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Term
| Goodwill, genuineness, and caring involves |
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Definition
| A sincere interest in the welfare of others is essential as a group leader. Caring involves respecting, trust, and valuing people. |
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Term
|
Definition
| A deep confidence in the value of group process is positively related to constructive outcomes. |
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Term
|
Definition
| You reveal enough of yourself to give the participants send of who you are as a person. |
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Term
| Self-revelation is to be used a a technique. T or F |
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Definition
| False. Self-revelation is not to be used as a technique. It is best done spontaneously, when it seems appropriate. |
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Term
| Nondefensiveness in Coping with Criticism |
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Definition
| Maintaining a therapeutic stance with group members doe not mean you need to be unaffected by behavior that is difficult an perhaps even attacking or verbally abusive. By modeling effective ways to express anger or frustration, you provide members with helpful ways of expressing this emotions in a respectful manner. |
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Term
| Being Able to Identify with a Client's Pain |
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Definition
| It is unrealistic for us to expect that we have experienced the same problems as all of our clients, but the emotions are common to all of us. |
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Term
| It is not merely having difficult times but ____ that helps us use these experience in effective ways as group leaders. |
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Definition
| The willingness to think critically about the difficult times we have had |
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Term
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Definition
| Does not entail domination of members or manipulation of them toward the leader's end. Rather, it is the dynamic and vital characteristic of leaders who know who they are and what they want. |
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Term
| You need physical and psychological ____ and the ability to withstand pressure to remain vitalized during the course of a group. |
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Definition
| Physical and psychological stamina. Group leading can b taxing and draining as well as exciting. |
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Term
|
Definition
| A basis for utilizing your strengths, which can enable you to deal effectively with stresses of your work an prevent some of the risk factor of burn out. |
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Term
|
Definition
| The capacity to be spontaneous and to approach each group with fresh ideas. |
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Term
|
Definition
| The ability to laugh at yourself and see th humor in your human frailties can be extremely useful in helping members keep a balanced perspective and avoid becoming 'psychologically heavy'. |
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Term
| A positive therapeutic relationship is necessary but |
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Definition
| It is not sufficient enough to produce client change. |
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Term
| Creating a group climate that fosters ___ such as ____, ____, ____, & ____ will lead to therapeutic interactions among members. |
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Definition
| fosters interpersonal norms such as openness, directness, respect, and concern for one another |
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Term
|
Definition
| Absorbing content, noting gestures and subtle changes in voice or expression, and sensing underlying messages. |
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Term
|
Definition
| A skill dependent on active listening, the ability to convey the essence of what a person has communicated so the person can see it. |
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Term
|
Definition
| Can be applied during the initial stages of a group. It involves focusing on key underlying issues and sorting out confusing and conflicting feelings. |
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Term
|
Definition
| Particularly useful: after an initial check-in at the beginning of a group session, when the group becomes bogged down or fragmented (to help decide where to go next), or at the end of a session. |
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Term
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Definition
| Helping members to reach their own goals by opening up clear communication among the member and helping them increase their responsibility for the direction of the group. |
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Term
|
Definition
| Being able to openly grasp another's experiencing and at the same time to maintain one's separateness. An empathetic group leader can sense the subjective world of the client. |
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Term
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Definition
| An important skill that fosters involvement by many members. This skill calls on the insightfulness of the leader in finding ways of relating what one person is saying or doing to the concerns of another person. |
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Term
|
Definition
| Interrogation seldom leads to productive outcomes, and more often than not distracts the person(s) working. Group leaders should therefore develop skills in raising questions at a group level as well as working with individual members. |
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Term
|
Definition
| It takes both caring and skill to confront group members when their behavior is disruptive of the group functioning or when there are discrepancies between their verbal messages and their nonverbal messages. |
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Term
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Definition
| Can be therapeutic or counterproductive, it may send the message that people are unable to support themselves. It is appropriate when people are facing a crisis, when they are venturing into frightening territory, when they attempt constructive change and feel uncertain about these changes, and when they are struggling to rid themselves of old patterns that are limiting. |
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Term
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Definition
| The group leader has a responsibility to stop certain activities of group members, such as questioning, probing, gossiping, invading another's privacy, breaking confidences, etc. Doing this helps establish group norms and is an important intervention particularly during the group's initial stages. |
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Term
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Definition
| Identifying symptoms, figuring out the causes of behavior, appraisal certain behavior problems, and choose the appropriate interventions. Also, determine whether a particular group is indicated or contraindicated for a member and if the member does not fit with the group, being able to refer. |
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Term
|
Definition
| One of the best ways for leaders to teach a desired behavior is to model it for them. |
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Term
|
Definition
| Making these may help members develop an alternative course of action or thinking. There is a fine line between this and prescribing; the skill is in using these to enhance an individual's movement toward making their own decisions. |
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Term
|
Definition
| It is valuable for the leader to assess after each group session, what happened, both within individual members and within the whole group, and to think about what interventions might be used next time with the group. |
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Term
| Effective group counselors must have some understanding of their own cultural conditioning,... |
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Definition
| The cultural conditioning of their clients, and awareness of the sociopolitical system they are a part of. |
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Term
| If you model genuine respect for the differences among members in your group, who will benefit? |
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Definition
| All the group members will benefit from this cultural diversity. |
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Term
| If you respect the members in your group, you... |
|
Definition
| Will demonstrate a willingness to learn from them. |
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Term
| Culturally skills Group practitioners possess |
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Definition
| Knowledge about their own racial and cultural heritage an how it affects them in their work. |
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Term
| One way to actively incorporate a multicultural dimension into your group leadership is to |
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Definition
| Initiate open discussions with the members of your groups about issues of race and ethnicity. |
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Term
| Group members may be reluctant to talk to who about certain topics? |
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Definition
| People outside of their race. |
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Term
| Confronting silent issues can do what? |
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Definition
| Serve as catalysts for meaningful an often difficult dialogue. |
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Term
| What are the 6 advantages of the coleadership model? |
|
Definition
1. The chance of burnout can be reduced by working with a coleader.
2. If intense emotions are being expressed by one or more members, on leader can attend to those members while the other scans the room to note other members' reactions or, if appropriate, the coleader can find a way to involve members in th work of someone else.
3. If one leader is absent or drained, the other leader is available.
4. Coleader peer supervision
5. Dealing with countertransference when one leader is affected by a group member.
6. If one of the leaders represent represents a difference in power or privilege (based on culture, ethnicity, religious/spiritual orientation, or sexual orientation), the other leader can help member(s) to process it. |
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Term
| Coleadership model has many advantages, of which include: |
|
Definition
| Group members can gain from the perspectives of two leaders, coleaders can confer before and after a group and learn from each other; and supervisors can work closely with coleaders during their training and can provide them with feedback. |
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Term
| What are 5 disadvantages to working within coleadership? |
|
Definition
1. If coleaders rarely meet with each other, the result will likely be a lack of synchronization or even a tendency to work at cross purposes instead of towards a common goal.
2. Competition and rivalry between coleaders.
3. If coleaders do not have a relationship built on trust and respect or if they do not value each other's interventions.
4. On leader may side with members against the other leader.
5. Coleaders who at in an intimate relationship with each other can get into some problematic situations if they attempt to use time in th session to deal with their own relationship struggles. |
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Term
| What are Yalom's thought about not using a research orientation? |
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Definition
| Practitioners who lack a research orientation will have no basis to critically evaluate new developments in the field of group work. Without a consistent framework to evaluate, practitioners run the risk of being unreasonably unreceptive to be approaches. |
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Term
|
Definition
| The standards that govern the conduct of professional members. |
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Term
|
Definition
| The minimum standards society will tolerate, which are enforced by the rule of law at the local, state, or federal level. |
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Term
|
Definition
| Involve using your professional judgment to act in accordance with ethical and legal mandates. |
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Term
| For those becoming group leaders, a thorough grounding in ___ |
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Definition
| Ethics is essential as a solo base of psychological knowledge and skills. |
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Term
| Codes of Ethics that will have an impact in group practice: |
|
Definition
ACA Code of Ethics
AAMFT Code of Ethics (Association of Marriage and Family Therapy)
NASW Code of Ethics (Nat. Association of Social Workers)
APA Code of Ethics |
|
|
Term
| Being aware of your personal biases and your decision making style in challenging situations will |
|
Definition
| Help you guard against unethical practices in your group work. |
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Term
|
Definition
| A process of presenting basic information about group treatment to individuals to enable them to make rational decisions about whether to enter and how to participate in a group. |
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Term
| The ASGW suggests what information be provided to potential group members? |
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Definition
Info on the nature, purposes and goals of group.
Confidentiality and its exceptions.
Leader's theoretical orientation
Group services that can be provided
The role and responsibility of members and leader
Qualification of group leader to lead a group |
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Term
| In institutions in which the policy is to require group treatment, group members should at least |
|
Definition
| Be given the opportunity to express their feelings and thoughts about this requirement. |
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Term
| It is critical when working with a mandated group, |
|
Definition
| To not start out with the assumption that the group will be composed of unmotivated clients. This belief is bound to have a negative effect on group members. |
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Term
| Adequate preparation and screening can reduce the risk of what. |
|
Definition
| Members leaving a group prematurely. |
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Term
| Ideally, both the leader and member will work together ___ to determine whether a group experience is productive or counterproductive for each individual. |
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Definition
|
|
Term
| Many times the behaviors we see member exhibiting in a group are |
|
Definition
| Indicative of how the behave in their daily lives. |
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Term
| Explaining both the ___ and the ___ is an important part o the informed consent process. |
|
Definition
| The potential benefits and the risks |
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Term
| A minimal expectation for leaders to discuss with potential group members is the |
|
Definition
| Advantages and disadvantages of the given group- preparing the members to deal with any problems that might grow out of group experiences. |
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Term
| Fears of members in regards to the group experience should be |
|
Definition
| Explored early so member can determine how realistic they are and how they can best deal with these Fears in the group. |
|
|
Term
| 5 Possible Risks of Therapeutic Groups |
|
Definition
1. Misuse of Power
2. Self-Disclosure
3. Maintaining Confidentiality
4. Scapegoating |
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Term
| One of the keystone conditions for effective group work is confidentiality. It is especially important because: |
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Definition
| In leading a group you must not only keep the confidences of the members but also get the members to keep one another's confidences. |
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Term
| If the maintenance of confidentiality, seems to eh a concern |
|
Definition
| The subject should be discussed fully in a group session. |
|
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Term
| Legal privilege (confidentiality) does/not apply to group treatment? |
|
Definition
|
|
Term
| How are group member likely to breach confidentiality? |
|
Definition
| When they talk about how they acquired insights from a group or how they actually interacted in a group. |
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Term
| Privileged communication means that the professional cannot break the confidence of clients unless: |
|
Definition
1. The client(s) are likely to do serious harm to themselves, other's, and/or physical property.
2. Abuse of children or the elderly is suspected
3. They are ordered by a court to provide information
4. They are supervisees in a supervisory relationship
5. The clients give specific written permission. |
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Term
| Culture may affect a member's views on confidentiality in what ways? |
|
Definition
1. Some cultures consider therapy to be shameful and only for mentally ill people.
2. Some group members may not have legal status or residency & may be guarded about personal info.
3. Members who are seeking asylum or who have refugee status at have significant trust issues and may therefore give false info to protect themselves and their families.
4. Some cultures promote sharing all personal info with their families and could feel pressured to share details with their family members.
5. Language barriers or reading difficulties. |
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Term
| Do parents have a right to info disclosed by their children in a group? |
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Definition
| Depends on whether you a looking at it from a legal, ethical, or clinical viewpoint. State laws also differ regarding counseling minors. |
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Term
| Before any minor enters a group what should you obtain? |
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Definition
| It is good practice to obtain a written permission from the parents/guardians. |
|
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Term
| What can leader's ensure in regards to confidentiality of a group? |
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Definition
| Leaders can only ensure confidentiality on their part, not on the part of others in the group. |
|
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Term
| Group leaders must become familiar with the local and state laws that will have an effect on their practice. This is especially true in regards to what? |
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Definition
| This is especially true in cases involving child molestation, neglect or abusive of older people and children, or incest. |
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Term
| What should group members be reminded about confidentiality? |
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Definition
| That absolute confidentiality is not possible due to the nature of groups so they can each determine how much and what personal info to share. |
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Term
| What do group members need to know about insurance in regards to confidentiality? |
|
Definition
| Using insurance benefits entails a waiver of confidentiality. |
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Term
| Why must you be carefully aware of your values when working in a group? |
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Definition
| Although you might not directly impose your values on them, your interventions could be aimed at getting them to do what you think is best for them. |
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Term
|
Definition
| All cultures share some basic universal values; look for these values and engage in a respectful dialogue to clarify your differences and look for a therapeutic solution that satisfies your own personal and professional values and the values of members. |
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Term
| Expressed values are ____ likely than _____ values to interfere with group processes. |
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Definition
| Expressed are less likely nonexpressed. |
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Term
| Some group norms may not be congruent with the _____ of some clients. |
|
Definition
|
|
Term
| Attending to am addressing diversity is both |
|
Definition
| An ethical mandate and a route to more effective group work. |
|
|
Term
| Discrimination on the basis of minority status- race, ethnicity, gender, or sexual orientation- is |
|
Definition
| Unethical and unacceptable |
|
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Term
|
Definition
| Discrimination or prejudice against homosexuals on the assumption that heterosexuality is the normal sexual orientation. |
|
|
Term
| What does ALGBTIC stand for? |
|
Definition
| Association for Lesbian, Gay, Bisexual, and Transgender Issues in Counseling |
|
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Term
| What are some distinct advantages to online groups? |
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Definition
| Participants have an opportunity to broaden their social networks, integrate new online relationships into their everyday lives, and interact in a less threatening environment in which to meet others. |
|
|
Term
| What is the most direct concern about online 'groups'? |
|
Definition
|
|
Term
|
Definition
|
|
Term
|
Definition
| Basic skill competencies should be possessed by any on leading group. |
|
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Term
|
Definition
Group work specialization in one of four areas:
1. Task groups
2. Psycho ed groups
3. Counseling groups
4. Psychotherapy groups |
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|
Term
| One controversial ethical issue in the preparation of group leaders involves the combining of |
|
Definition
| Experiential and didactic methods in training. |
|
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Term
|
Definition
| Consists of all the factors involved in the formation of a group. |
|
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Term
|
Definition
| The initial stage consists of all time of orientation and exploration, and members tend to present the dimensions of themselves they consider to be socially acceptable. |
|
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Term
| What is the initial phase characterized by? |
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Definition
| A certain degree of anxiety and insecurity about the structure of the group. Members are tentative because they are discovering and testing limits and are wonderig whether or not they will be accepted. Typically, members bring to the group certain expectations, concerns, and anxieties, and it is vital that they be allowed to express them openly. |
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Term
|
Definition
During this stage, the leader's task is to help members learn how to begin working on the concerns that brought them to the group.
The members' task is to monitor their thoughts, feelings, reactions, and actions and learn to express them verbally. |
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Term
|
Definition
Characterized by productiveness, which builds on the effective work done in the initial and transition stages.
Mutuality and self-exploration increase, and the group is focused on making behavioral changes. |
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Term
| During the working stage, the group may return to earlier themes of what? |
|
Definition
| Trust, conflict, and reluctance to participate. |
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Term
|
Definition
Time to further identify what was learned and to decide how this new learning can become part of daily living.
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|
Term
| What group activities are usually part of the final stage of group? |
|
Definition
Terminating, summarizing, pulling together loose ends, and integrating and interpreting the group experience.
The group will deal with feelings of separation, address unfinished business, review the group experience, practice for behavioral change, design action plans, identify coping strategies, and build a supportive network. |
|
|
Term
| Careful attention to group ____ is crucial to its _____ |
|
Definition
|
|
Term
| What 5 general areas can serve as a guideline for forming a proposal? |
|
Definition
- Rationale
- Objectives
- Practical Considerations
- Procedures
- Evaluation
|
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|
Term
| Once you have been successful in getting a proposal accepted, what is the next step to forming a group? |
|
Definition
| To find a practical way to announce your group to prospective participants. |
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|
Term
| What does the 'Best Practice Guidelines' (ASGW 1998) say about prospective members? |
|
Definition
| It states that prospective members should have access to relavent information about the group (preferably in writing). |
|
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Term
| What is the goal to screening? |
|
Definition
| To preventing potential harm to clients, not to make the leader's job easier by setting up a group of homogeneous members. |
|
|
Term
| What should the ideal group contain? |
|
Definition
| A variety of resources, world views, and behavioral skills. |
|
|
Term
| If you cannot screen members, what will you need to do instead? |
|
Definition
| Provide some form of orientation so members understand what the group is about and how best to participate in it. |
|
|
Term
| What are some factors we look at in determining who is allowed to join our groups? |
|
Definition
- The degree to which a candidate wants to make changes and is willing to expend the necessary effort.
- Whether a group seems the appropriate method of intervention to accomplish the desired changes.
- How much the candidate seems to want to become a member of this group- especially after s/he is given information about it.
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|
Term
| If we do not accept smoeone for our group, what must we do? |
|
Definition
- Stress how the group might not be appropriate for them
- Break the news in a manor that is honest, direct, respectful, and sensitive
- Ethical practice involves offering the support they need in dealing with their reactions to not being included in the group as well as suggesting alternatives to group participations.
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|
Term
| Should your group have heterogeneous or homogeneous populations? |
|
Definition
| Depends on the group's purpose and goals; however, in general, for a specific target population with given needs, a group composed entirely of members of that population is more appropriate than a heterogeneous population. |
|
|
Term
| What kinds of groups tend to be heterogeneous? |
|
Definition
| Personal-growth groups, process groups, interpersonal groups, and certain therapy groups. |
|
|
Term
| What are some factors that help determine what size group is appropriate? |
|
Definition
- Age of clients
- Experience of leader
- Type of group
- Problems to be explored
|
|
|
Term
What is the best frequency and duration of groups?
|
|
Definition
- Children and adolescents: Better to meet more frequently and for a shorter period of time (meet their attention span).
- Well functioning adults: 2 hour weekly session. Long enough to allow intensive work, but short enough to not meet fatigue.
- Inpatient lower-functioning: Daily- 45min. Might not be possible to hold their attention longer.
- Inpatient high-functioning: No more than 90 min. several times a week.
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|
|
Term
| What physical consideration is essential for groups? |
|
Definition
| Although many places will do, privacy is essential. |
|
|
Term
|
Definition
| Characterized by changing membership. As certain members leave, new members are admitted, and the group continues. |
|
|
Term
|
Definition
| Typically have some time limitation, with the group meeting for a predetermined number of sessions. Generally members are expected to remain in the group until it ends and new members are not added. |
|
|
Term
| What is a potential disadvantage of open groups? |
|
Definition
| Rapid changing of members can result in a lack of cohesion, particularly if too many clients leave or too many new ones are introduced at once. |
|
|
Term
| How can you deal with the changing of members in an open group? |
|
Definition
| Bring in new members one at a time as openings occur. And review the ground rules with each incoming member. |
|
|
Term
| In what settings might you not have a choice between open and closed groups? |
|
Definition
- Mental health wards
- State hospitals
- Certain day-treatment centers
- Residential treatment facilities
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Term
| If you are forming an open group, what must you be aware of? |
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Definition
| It is essential that you have some idea about the rate of turnover of the members. Your interventions need to be designed with the idea in mind that many members may attend for only one or two sessions. |
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Term
| What does pregroup preparation do? |
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Definition
- Improve attendance
- Increase self-disclosure
- Enhance group cohesion
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Term
| When is the appropriate time to encourage members to express the expectations they are bringing with them to the group? |
|
Definition
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|
Term
| How many goals does Yalom express in his system of pregroup preparation? |
|
Definition
|
|
Term
| What are Yalom's goals in his pregroup preparation? |
|
Definition
- Strive to create an alliance with group members, so they can become colaborators in their own change process.
- Describe how a therapy helps members enhance their interpersonal relationships.
- Give members guidleines about how to get the most from group therapy.
- Anticipate frustrations and disappointments, including predicting stumbling blocks participants are likely to encounter.
- Talk about attendance and the duration of group
- Instill faith in group therapy.
- Discuss ground rules such as confidentiality and subgrouping.
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Term
| Which groups especially have limits to confidentiality? |
|
Definition
| Groups with children and adolescents, groups with parolees, groups composed of involuntary populations such as prisoners, and groups of psyciatric patients in a hospital or clinic. |
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Term
|
Definition
| Used to assess changes in attitudes and behaviors of individual clients |
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Term
|
Definition
Assess the changes common to all members of the group, such as increased self-awareness, decreased anxiety, and improved personal relationships.
Many pf these measures are available in standardized form, or you can adapt them to suit your needs. |
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Term
| What is the initial stage characterized by? |
|
Definition
| Members expressing fears and hesitations, as well as hopes and expectations. |
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Term
| What are some common fears participants identify? |
|
Definition
- Will I be accepted/rejected?
- Will others be able to understand me?
- How will this group be different from other groups I where I have experienced discrimination, oppression, and/or prejudice?
- I'm afraid of being judged by others, especially if I'm different
- If I get scared, I may withdraw.
- Will I feel pressured to disclose deeply personal matters and be pushed to perform?
- What if my teachers/parets ask what I talk about in group?
- Will I share too much about myself?
- I fear being hurt.
- What if the group attacks me?
- What if I feel like my cultural values are not being respected or understoof?
- What if I find out things about myself that I can't cope with?
- I'm afraid I'll change and that those I'm close with won't like it.
- I'm afraid I'll break down and cry.
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|
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Term
|
Definition
| A common form of resistance in groups. An issue that is not openly acknowledged and discussed. |
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Term
| What bogs down groups is not so much what people are saying but... |
|
Definition
| what people are not saying. |
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Term
| Conflict can emerge in any stage of group work, but it is most common during what stage? |
|
Definition
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Term
| When members focus on others as a way to avoid self-exploration, what should you do as a leader? |
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Definition
| Your task is to steer them back to their own reactions. |
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Term
|
Definition
| Focusing on here-and-now interactions is of the utmost value, for the way members behave in the present context of the group is reflective of how they interact with others outside the group. |
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Term
| The tone of how the group will act in regards to trust is determined by what? |
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Definition
| How you act. The tone set by your leadership will influence members' willingness to disclose themselves and begin taking those steps necessary to establish trust. |
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Term
| What attitudes and actions enhance the level of trust in a group? |
|
Definition
- Attending and Listening
- Understanding both verbal and noverbal behavior
- Empathy
- Genuineness
- Self-Disclosure
- Respect
- Caring Confrontation
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Term
| How can leaders demonstrate a lack of attending? |
|
Definition
- Not focusing on the speaker
- Asking too many close-ended questions that probe for irrelevant and detailed information.
- Doing too much talking and not listening
- Giving advice too quicklin instead of encouraging the speaker to explore a struggle
- Paying attention only to what people say explicitly thus missing what is said nonverbally.
- Engaging in selective listening
- Failing to attend to what the person's body language may be saying or failing to ask people to give voice to what their body is experiencing.
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Term
| When it comes to listening to verbal and nonverbal communications, what must you do and not do? |
|
Definition
- Avoid making assumptions about what's being said and what's not being said
- Do not confront the client with an interpretation of verbal or nonverbal behaviors.
- Assist members in recognizing and exploring the possible meanings of their nonverbal behaviors and their bodily experiences when discussing various topics.
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|
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Term
|
Definition
| The ability to tune in to what others are subjectively experiencing and to see the world through their eyes. |
|
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Term
|
Definition
| Implies congruence between a person's inner experience and what he or she projects externally |
|
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Term
|
Definition
| Is shown by what the leader(s) and the members actually do, not simply by what they say. |
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Term
| What attitudes and actions demonstrate respect? |
|
Definition
- Avoiding critical judgments
- Avoiding labeling
- Looking beyond self-imposed labels
- Expressing warmth and support that is honestly felt
- Being genuine and risking
- Recognizing the rights of others to be different
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Term
|
Definition
| Confrontation that takes the form of an invitation for members to examine some discrepancy between what they are saying and what they are doing or between what they are saying and some nonverbal cues they are manifesting. |
|
|
Term
|
Definition
| Trust ebbs and flows, new levels of trust must be established as the group progresses toward a deeper level of intimacy. |
|
|
Term
| The process of setting goals is important when and to whom? |
|
Definition
Both at the beginning of a new group and at intervals as the group evolves and goals are met.
It is essentail to establish both group goals and individual goals. |
|
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Term
| Broad goals common to many different types of groups: |
|
Definition
- Become aware of one's interpersonal style
- Increase awareness of what prevents intimacy
- Learn how to trust oneself and others
- Become aware of how one's culture affects personal decisions
- Increase self-awareness and thereby increase the possibilities for choice and action
- Challenge and explore certain early decisions that may no longer be functional (e.g. decions from childhood)
- Recognize that others have similar problems/feelings
- ETC. (pg. 147)
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Term
| Goals for an Incest Group |
|
Definition
- Assist people in talking about their incest
- Discover their feelings of anger, hurt, shame, guilt
- Work through unfinished business with the perpetrator
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Term
| Goals for a People with Disabilities Group |
|
Definition
- Express any anger, grief, and resentment they may have about their disability
- Learn to deal with the reduced privacy caused by their disability
- Learn to work within the limitations imposed by the handicap
- Establish a support system
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Term
| Goals for a Substance Abuse Group |
|
Definition
- Help the abuser confront difficult issues and learn to cope with life stresses more effectively
- Provide a supportive network
- Learn more appropriate social skills
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|
Term
| Goals for a Group for Older People |
|
Definition
- Review life experiences
- Express feelings over losses
- Improve members' self-image
- Continue finding meaning in life
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Term
| Goals for a Group for Acting-Out Children |
|
Definition
- Accept feelings and at the same time learn ways of constructively expressing them and dealing with them
- Develop skills in making friends
- Channel impulses into constructive behavior
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|
Term
| Participants are typically only able to state their goals for group in broad terms; what does this mean for the leader(s)? |
|
Definition
| It is the leaders' job to help members translate vague ideas into clearn and workable personal goals. |
|
|
Term
| Defining goals should be done how? |
|
Definition
| In a collaborative, ongoing fashion. |
|
|
Term
|
Definition
| Activities such as establishing norms and group cohesion, learning to work cooperatively, establishing ways of solving problems, and learning to express conflict openly. |
|
|
Term
|
Definition
| The shared beliefs about expected behaviors aimed at making groups function effectively. |
|
|
Term
|
Definition
| Unspoken norms shared within a group. |
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|
Term
| Which is less likely to have adverse influence on a group: implicit norms or explicit norms? |
|
Definition
| Explicit norms: Norms are less likely to have an adverse influence if they are made explicit. |
|
|
Term
|
Definition
| A sense of togetherness, or community, within a group. |
|
|
Term
| The three key constructs that capture the essence of the therapeutic relationship in group treatment: |
|
Definition
- Group Climate
- Cohesion
- Alliances
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|
Term
| What can you do to encourage members to give up some of their defensiveness? |
|
Definition
| React to them with directness, honesty, and respect. |
|
|
Term
| What is the most important thing we emphasize to members in regards to establishing trust? |
|
Definition
| It is their responsibility to continually make the room safe by addressing their concerns regarding how their disclosures will be treated because it is their responsibility to keep group in a confidential nature. |
|
|
Term
| Though self-disclosure is an important tool in the group process, what must we, and group members, remember? |
|
Definition
| It is up to each participant to decide what aspect of his or her life to reveal. |
|
|
Term
| What happens if members are told too much? |
|
Definition
Too much emphasis on teaching the group process can have a negative influence.
All the spontaneous learning can be taken out of the group experience if members are told too much of what to expect and haven't been allowed to learn for themselves.
It is possible to foster a dependency on the structure and direction provided by the leader. |
|
|
Term
| How can members use journals as an adjunct to group sessions? |
|
Definition
- Each day record certain feelings, situations, behaviors, and ideas for course of actions.
- Review certain periods of time in their lives and write about it.
- Free-flow writing without censoring to help get a focus on feelings.
- Explore with the group how they might've handled a situation differently
- Prep for encountering others in daily life.
- Spontaneously enter in their journals their reactions to themselves in the group, especially in the first few meetings, and to review these thoughts as the group is coming to an end.
- Etc.
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|
|
Term
| How can group leaders model active participation and collaboration? |
|
Definition
| By their involvement with members in creating an agenda, designing homework, and teaching skills and new behaviors. |
|
|
Term
| What do you have to balance at the initial stage of a group as a leader? |
|
Definition
| Structure. Too little structure results in members' becoming unduly anxious; too much can inhibit spontaneity. |
|
|
Term
| Initial Stage Characterisitcs |
|
Definition
- Participants test the atmosphere and get acquainted
- Members learn what is expected, how the group functions, and how to participate in a group.
- Risk-taking is relatively low, and exploration is tentative.
- Group cohesion and trust are gradually established if members are willing to express what they are thinking and feeling.
- Members are concerned with whether they are included or excluded, and they are beginning to define their place in the group.
- Negative reactions might surface as members test to determine whether all feelings are acceptable.
- Trust vs. Mistrust is a central issue
- Periods of silence and awkwardness may occur; members may look for direction and wonder what the group is about.
- Members are deciding whom the can trust, how much they'll disclose, how safe it is, whom they dis/like, and how much to get involved.
- Members are learning the basic attitudes of respect, empathy, acceptance, caring and responding.
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|
Term
| What can you do to avoid seeing the members' attitudes during the transitional stage as uncooperative? |
|
Definition
| Shift your attidue to acknowledge that certain behaviors may be the result of members' fear, confusion, and cautiousness. |
|
|
Term
| When does some of the most productive work in the life of the group take place? |
|
Definition
| During the transitional stage |
|
|
Term
| What are the characteristics of the transition stage? |
|
Definition
- Anxiety: Members are concerned about what they will think of themselves if they increase their self awareness and about others' acceptance or rejection of them.
- Est. Trust: Members test the leader and other members to determine how safe the environment is.
- Defensiveness and Reluctant Behavior: Members struggle between wanting to play it safe and wanting to risk getting involved.
- Control/Power: members experience conflict with others in the group.
- Members observe coleaders to determine if they are trustworthy.
- Members learn how to express themselves so others will listen.
|
|
|
Term
| What are members concerned about when they're experiencing anxiety during the transitional stage? |
|
Definition
Anxiety during the transitional stage is essentially: the fear of exposing one's pain, of sounding trite, of being overcome by intense emotions, of being misunderstood, of being rejected, and of not knowing what is expected.
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|
|
Term
| What are some clear signs that trust is lacking in your group? |
|
Definition
- Members will not initiate work
- Members frequently show up late, leave early, or miss sessions.
- Members are very hesitant to express themselves
- Members keep their reactions to themselves/express them in indirect ways.
- Members take refuge in story telling.
- Members are excessively quiet.
- Members put more energy into helping others or giving others advice than into sharing their own personal concerns.
- Members may demand group leaders take charge
- etc. pg. 182
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|
Term
| What is our central task at the transitional stage as leaders? |
|
Definition
| To continually encourage members to say aloud what they are thinking and feeling pertaining to what is happening. |
|
|
Term
| Resistance is a normal process and can do what to the process of group? |
|
Definition
| Resistance is a normal process and is the very material that can lead to productive exploration in the group. |
|
|
Term
| What is the leader doing by avoiding the use of the term "resistance"? |
|
Definition
| The therapist avoids the assumption that the client is behaving inappropriately. |
|
|
Term
| What happens when group members keep their fears to themselves? |
|
Definition
| All sorts of avoidances occur. |
|
|
Term
| Leaders cannot promise members that their willingness to take risks in a group will end positively, but what can they tell members? |
|
Definition
| A therapeutic group is one of the best places for members to have new experiences in relating to others- which can result in healing old wounds and fears from past or present relationships. |
|
|
Term
| Why do members often fear self-disclosure? |
|
Definition
| They think that they will be pressured to open up before they are ready to do so. |
|
|
Term
| What are common fears experienced by members? |
|
Definition
- The fear of Self-Disclosure
- The fear of being exposed and vulnerable
- The fear of rejection
- The fear of being misunderstood or judged
- The fear of being challenged or singled out
- The fear of losing control
- "If people will see me out of group, what will they think of me?"
- The fear of being talked about outside of group
- Fear of becoming dependent on group/others to solve problems
- "Once I open up I won't be able to close up again."
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|
|
Term
| Cohesion within a group typically increases after what happens? (in regards to conflict) |
|
Definition
| After conflict is recognized and expressed in a healthy way. |
|
|
Term
|
Definition
- Tearing others down
- Hitting others with negative feedback and then retreating
- Being hostile with the aim of hurting others
- Telling others what is basically wrong with them
- Assaulting others' integrity.
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|
|
Term
| Caring confrontation is designed to: _____ or to _______. |
|
Definition
Help members make an honest assessment of themselves or
to speak more about their own reactions. |
|
|
Term
| In working with culturally diverse clients, it is important to remember what in regards to conflict? |
|
Definition
| Being 'indirect' may be a cultural value for some group members. |
|
|
Term
| How does cohesiveness effect a leader and the effectiveness of the group? |
|
Definition
| The quality of the confrontations that occur in a group is a measure of how effective. The more cohesive a group, the more challenging and daring the members and leaders can be. |
|
|
Term
| Although leaders may be challenged throughout a group, when are they more often confronted? |
|
Definition
| Leaders are more often confronted both personally and professionally during the transition stage. |
|
|
Term
| What is one of the most powerful ways to intervene when you are experiencing strong feelings over what you perceive as defensiveness to a member or situation? |
|
Definition
| Deal with your own feelings and possible defensive reactions. When you share what you are feeling and thinking about what is on in the group-without criticizing or blaming the members for deficiencies- you are letting the members experience an honest and contructive interaction with you which builds trust. |
|
|
Term
| What are some potential reasons for nonparticipating behavior? |
|
Definition
- Showing respect and waiting to be called on by the leader.
- Feeling that one does not have anything worthwhile to say
- Feeling that one should not talk about oneself- 'seen not heard'
- Uncertainty about how the group process works; e.g., the fear of not knowing what's appropriate & when to make comments
- Fear of certain members in the group or of the authority of the group leader
- Protection against oppression from the leader or other members
- Fear of being rejected
- Lack of trust in the group
- Fears about confidentiality
|
|
|
Term
| What is the opposite of silence on the participation continuum? |
|
Definition
|
|
Term
| What does ethical practice say about rambling? |
|
Definition
| Ethical practice dictates that group leaders acquire intervention skills necessary to block rambling. |
|
|
Term
| What is the difference between storytelling and disclosure? |
|
Definition
Storytelling: Merely talking about oneself or about others in endless detail.
Disclosure: Talking about what a person is thinking and feeling now. |
|
|
Term
| When is questioning bad in groups? |
|
Definition
| When questioning as a behavior resembles interrogation. |
|
|
Term
| What are some reasons leaders may collude with members to form a dependent alliance? |
|
Definition
- The leader may need to economic rewards from the members' attendance
- The group may be filling the leader's unmet needs for social life.
- Some leaders have a need to be parental in the sense of directing others' lives
- Leaders may rely on their groups as the sole source of feeling appreciated and reconized.
- Leaders may attempt to work through their own unresolved conflicts by using the group.
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|
|
Term
| What rules are there in a group in regards to touching? |
|
Definition
| There is no one size fits all rule about touching. Touching is a complicated topic, but it does not need to be forbidden. It is therefore useful to talk with members about the pros and cons of touch and of the ways in which it can support or interrupt a member's process. |
|
|
Term
| Why is hostility difficult to deal with? |
|
Definition
| Because it is often indirect. It can take the form of caustic remarks, jokes, sarcasm, and other passive-aggressive tactics. Members can express their resentment by missing sessions, coming late, acting obviously detatched, leaving group, being overly polite, or rolling their eyes to express boredom or annoyance. |
|
|
Term
| When group members discuss emotionally laden topics in a very detached way, what are they doing? |
|
Definition
| They can be said to be intellecutalizing. |
|
|
Term
| What are members doing when they align themselves with the leader(s) of the group? |
|
Definition
| These members protect themselves from vulnerability by developing an interpersonal style of taking on the tol of assistant leaders, asking questions, probing for information, attempting to give advice, and paying attention to the dynamics of individuals and the group. |
|
|
Term
|
Definition
| The feelings clients project onto the counselor |
|
|
Term
|
Definition
| The feelings aroused in the counselor by clients, feelings that, may have more to do with unresolved conflict from other past or present relationships than with any feature of the therapeutic relationship. |
|
|
Term
| Members of a group may project onto who? |
|
Definition
| A group context has the potential for multiple transferences. Members may project not only onto the leaders but also onto other members in the group. |
|
|
Term
| What are the important elements of working through transference problems? |
|
Definition
- The feelings be recognized and expressed
- The feelings then be dealt with therapeutically
|
|
|
Term
| Although meaningful work and learning occur at every stage, what is typical in the working stage? |
|
Definition
| Deeper exploration and increased level of group cohesion |
|
|
Term
| What are interventions aimed at in the initial stage? |
|
Definition
| Providing encouragement- we facilitate a deeper exploration of members' concerns. |
|
|
Term
| What are interventions aimed at in the intervention stage? |
|
Definition
Members beginning to express reactions and perceptions that they have been aware of but have kept to themselves.
Leaders are also gathering data that can be useful for exploration later in the group. |
|
|
Term
| What moves a group into the working stage? |
|
Definition
| The members' commitment to work through an impasse and particularly their own end of it. |
|
|
Term
|
Definition
| A primary characteristic of a well-functioning group, actually fosters action-oriented behaviors such as self-disclosure, giving and receiving feedback, discussion of here-and-now interactions, constructive confrontation, and translating insight into action. |
|
|
Term
| What is the difference between a working group and a nonworking group? |
|
Definition
- Working: Trust between members, other members, and leaders; Goals are clear/specific; members feel included; Communication is open; Focus on the here-and-now; People feel free to bring themselves into the work of others; Willingness to risk disclosing threatening material; Cohesion is high; Members identify with one another; Conflict among members/leader is recognized, discussed, and most often resolved; Members accept responsibility; Feedback is given freely; Members feel hopeful;
- Nonworking: Mistrust is evident by an undercurrent of unexpressed hostility; Goals are fuzzy; Many members feel excluded; People focus on others, not themselves; Members lean on the leaders for all direction; Participants hold back- disclosure is minimal; Fragmentation exists; Conflicts/negative reactions ignored; Members blame others for their difficulties; Feedback given is rejected defensively; Members feel despairing, helpless, trapped, and victimized.
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|
|
Term
| What shapes a group's identity? |
|
Definition
| The way its members resolve critical issues. |
|
|
Term
| How can spontaneity be fostered indirectly? |
|
Definition
| By making clients feel that it is alright to say and do many of the things they have been preventing themselves from saying or doing. |
|
|
Term
| Where does cohesion come from? |
|
Definition
Members chooshing to make themselves known to others, by sharing their pain, by allowing caring to develop, by initiating meaningful work, by giving honest feedback to others. From working with meaningful, painful reality as well as from intimately sharing humorous and joyous moments.
If a group choses to remain comfortable or stick with superficial interactions, there will be little togetherness. |
|
|
Term
| Why is homework especially useful at the working stage of group? |
|
Definition
| Because it challenges members to practice actual skills they are learning in the group; it often helps members translate their insights into action plans aimed at change. |
|
|
Term
| Determining What and When self-disclosure is both appropriate and facilitative: |
|
Definition
- Disclosure should be related to the purpose and goals of the group.
- If members have persistent reactions to certain people in the group, members should be encouraged to bring them out into the open, especially when these reactions are inhibiting participation
- Members must determine what and how much they want others to know about them- also, what they are willing to risk.
- Reasonable risks can be expected to accompany self-disclosure. If groups are limited by overly safe disclosures, the interactions become fairly meaningless.
- The stage of group development has some bearing on the appropriate-ness of self-disclosure. Certain disclosures may be too deep for an initial session but quite appropriate during the working stage.
|
|
|
Term
|
Definition
Has been associated with increased motivation for change, greater insight into how one's behavior affects others, increased willingness to take risks, and group members evaluating their group experience more positively. |
|
|
Term
|
Definition
- Positive feedback is accepted more readily than corrective feedback and should be emphasized during the early stage of group.
- Positive feedback can be useful as a way to reinforce appropriate behaviors at any stage of group.
- Positive and corrective feedback should be balanced during the middle and later stages
- Corrective feedback is more credible, useful, and increasingly more accepted by members during the working and ending stages of the group, but it may also be useful during the transition stage to help the group identify blocks that impede progress.
- Leaders need to introduce the notion of corrective feedback to members, assist members in establishing appropriate norms that encourage the giving and receiving of corrective feedback and support and reinforce corrective feedback exchange.
- Leaders do well to model effective delivery of feedback and to encourage members to engage in thoughtful feedback exchange.
|
|
|
Term
| A lack of confrontation results in what? |
|
Definition
|
|
Term
| How does cohesion operate as a therapeutic factor? |
|
Definition
| By enhancing group support and acceptance and later playing a crucial role in interpersonal learning. |
|
|
Term
|
Definition
| The belief that change is possible. |
|
|
Term
| How is caring demonstrated? |
|
Definition
| By listening and by involvement. |
|
|
Term
|
Definition
| Tenderness, compassion, support,even confrontation; staying present with someone who has received feedback that was difficult to hear. |
|
|
Term
|
Definition
| The tremendous physical and emotional release when people finally do express their stored-up pain and other un-expressed feelings. |
|
|
Term
| Members who experience catharsis often have difficulty integrating what they learn from these experiences; therefore, what is important to do as a leader when somone experiences catharsis? |
|
Definition
| After catharsis has occured, it is extremely important to work through the feelings that emerged to gain some understanding of the meaning of the experience, and to formulate new decisions based on this understanding. |
|
|
Term
|
Definition
| Group with the same members for all sessions |
|
|
Term
| In a closed group, what is your task in the final stage? |
|
Definition
| To help members review their individual work and the evolving patterns from the first to the final session. |
|
|
Term
| In an open group, what should be done in the final stage? |
|
Definition
| Termination should be mutually agreed upon by the member and the leader, and sufficient time to work through the process of loss and of separation and individuation should be scheduled. |
|
|
Term
| What stage is it appropriate to give homework in? |
|
Definition
| All stages, including the final stage. |
|
|
Term
| What is the advantage to writing about their experience in a group as members? |
|
Definition
| By writting about their perceptions of the group experience, they are able to evaluate again how effective the group has been for them. |
|
|
Term
| Final Stage Characteristics |
|
Definition
- Some sadness and/or anxiety over the reality of separation.
- Members are likely to pull back and participate in less intense ways in anticpation of the ending of the group.
- Members deciding what course of action they are likely to take.
- May be some fears of separation. Fears about carry over skills
- Members may express their hopes, fears, and concerns
- Members involved in evaluation of the group experience
- There may be some talk about follow-up meetings or some plan for accountability so that members will be encouraged to carry out their plans for change.
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