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Mental Health > Chapter 10: Therapeutic group > Flashcards

Chapter 10: Therapeutic group Flashcards

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1
Q

Group

A

3 or more people with related goals

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2
Q

Group By Chance

A

Born into the group

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3
Q

Group By Choice

A

Voluntary affiliation

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4
Q

Group By Circumstance

A

The result of life-cycle events over which an individual may or may not have control

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5
Q

8 Group Functions

A 
Socialization
Support
Task Completion
Camaraderie
Informational
Normative
Empowerment
Governance
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6
Q

Socialization

A

The teaching of social norms occurs through groups.

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7
Q

Support

A

Fellow members are available in time of need

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8
Q

Task Completion

A

Groups can assist in endeavors that are beyond the capacity of a single individual

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9
Q

Camaraderie

A

Individuals receive joy and pleasure from interactions with significant others

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10
Q

Informational

A

Learning takes place when group members share their knowledge with the others in the group

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11
Q

Normative

A

Different groups enforce established norms in various ways.

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12
Q

Empowerment

A

Groups have power that individuals alone do not.

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13
Q

Governance

A

Large organizations often have leadership that is provided by groups rather than by a single individual

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14
Q

Task Groups

A

The function of this group is to solve problems, make decisions, and achieve a specific outcome.
Often a deadline is placed on completion of the task, and such importance is placed on a satisfactory outcome that conflict in the group may be smoothed over or ignored in order to focus on the priority at hand.

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15
Q

Teaching Groups

A

In these groups knowledge and information are conveyed to a number of individuals.
These groups usually have a set time frame or a set number of meetings. Members learn from each other as well as from the designated instructor. The objective is verbalization or demonstration by the learner of the material presented by the end of the designated period.

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16
Q

Supportive/Therapeutic Groups

A

These groups educate people to deal effectively with emotional stress in their lives.
Teaching participants effective ways of dealing with emotional stress arising from situational or developmental crises.

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17
Q

Group Therapy

A

Purposes: To intervene in mentally disordered behavior, thinking, and feeling
Advantages: Cost-effective; Members benefit by hearing others, they explore their styles of communication, they learn multiple problem-solving strategies, gain a reference group
Disadvantages: Lack of Privacy; Difficulty with self-exposure

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18
Q

Therapeutic groups

A

based less on theory. Focus is on group relations, interactions between group members, and the consideration of a selected issue.

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19
Q

Group Process

A

The way in which group members interact with each other.

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20
Q

Group Content

A

The topic or issue being discussed within the group

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21
Q

Self-Help Groups

A

Individuals share a common problem.
Serve to reduce further emotional distress.
Members provide mutual support.
Run by members, and leadership often rotates from member to member

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22
Q

Group Seating

A

No barriers between members, change seats each meeting

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23
Q

Group Size

A

7 or 10 members are preferred.

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24
Q

11 Curative Factors

A
  1. The Instillation of Hope.
  2. Universality.
  3. The Imparting of Information.
  4. Altruism.
  5. The Corrective Recapitulation of the Primary Family Group.
  6. The Development of Socializing Techniques.
  7. Imitative Behavior.
  8. Interpersonal Learning.
  9. Group Cohesiveness.
  10. Catharsis.
  11. Existential Factors.
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25
The Instillation of Hope.
Increasing hopefulness of group members
26
Universality.
Realization that others experience similar thoughts, feelings, and problems
27
The Imparting of Information.
Receiving didactic information and advice
28
Altruism.
Experience of sharing part of oneself to help another
29
The Corrective Recapitulation of the Primary Family Group.
Ability of members to alter learning experience previously obtained from primary family group in their families
30
The Development of Socializing Techniques.
Opportunity to increase awareness of social interactions and develop social skills
31
Imitative Behavior.
Opportunities to increase skills by imitating behaviors of others in group
32
Interpersonal Learning.
Ability to engage in wider range of interpersonal exchanges, thereby increasing each member's understanding of responsibility and complexity of interpersonal relationships and decreasing members' interpersonal distortions
33
Group Cohesiveness.
Attraction of members for the group and other members
34
Catharsis.
Opportunity to express feelings previously unexpressed
35
Existential Factors.
Ability of the group to help members deal with the meaning of their own existence
36
3 Phases of Group Development
Phase I: Initial or Orientation Phase Phase II: Middle or Working Phase Phase III: Final or Termination Phase
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Phase I: Initial or Orientation Phase
Group Activities: work together to establish rules and goals for the group Leader Expectations: promotes trust and ensures that rules do not interfere with fulfillment of the goals Member Behaviors: are superficial and overly polite. Trust has not yet been established.
38
Phase II: Middle or Working Phase
Group Activities: Productive work toward completion of the task is undertaken. Leader Expectations: role diminishes and becomes more one of facilitator. Member Behaviors: Trust has been established and cohesiveness exists. Conflict is managed by the group members themselves.
39
Phase III: Final or Termination Phase
Group Activities: A sense of loss, precipitating the grief process, may be experienced by group Leader Expectations: encourages the group members to discuss these feelings of loss and to reminisce about the accomplishments of the group. Member Behaviors: Feelings of abandonment may be experienced by some members. Grief for previous losses may be triggered.
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3 Leadership Styles
Autocratic Democratic Laissez-Faire
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Autocratic Leaders
Focus is on the leader, on whom the members are dependent for problem-solving, decision-making, and permission to perform. Production is high, but morale is low.
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Democratic Leaders
Focus is on members, who are encouraged to participate fully in problem-solving of group issues, including taking action to effect change. Production is somewhat lower than with autocratic leadership but morale is much higher.
43
Laissez-Faire Leaders
There is no focus in this type of leadership. Goals are undefined, and members do as they please. Productivity and morale are low.
44
Psychodrama
A specialized type of therapeutic group. Clients become “actors” in life-situation scenarios. The client plays the role of himself and is called the protagonist.
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3 Major Types Of Groups
Task groups Teaching groups Supportive/therapeutic groups
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Task and Maintenance Roles
These roles contribute to the success or effectiveness of the group.
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Personal Roles
These roles satisfy needs of the individual members, sometimes to the extent of interfering with the effectiveness of the group.
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M.K. is a psychiatric nurse who has been selected to lead a group for women who desire to lose weight. The criterion for membership is that they must be at least 20 lb. overweight. All have tried to lose weight on their own many times in the past without success. At their first meeting, M.K. provides suggestions as the members determine what their goals will be and how they plan to go about achieving those goals. They decided how often they wanted to meet, and what they planned to do at each meeting. Which type of group and style of leadership is described in this situation?
Supportive-therapeutic | Democratic
49
The nurse leader is explaining about group “curative factors” to members of the group. She tells the group that group situations are beneficial because members can see that they are not alone in their experiences. This is an example of which curative factor?
Universality
50
Sandra is the nurse leader of a supportive-therapeutic group for individuals with anxiety disorders. On the first day the group meets, Valerie speaks first and begins by sharing the intimate details of her incestuous relationship with her father. What type of member role is Valerie assuming in this group?
Seducer
51
Task Roles
``` Serving to complete the task of the group: Initiator-Contributor Information Seeker Information Giver Coordinator Orienter Recorder - Evaluator Elaborator Energizer ```
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Coordinator
Clarifies ideas and suggestions that have been made within the group; brings relationships together to pursue common goals
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Evaluator
Examines group plans and performance, measuring against group standards and goals
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Elaborator
Explains and expands upon group plans and ideas
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Energizer
Encourages and motivates group to perform at its maximum potential
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Initiator
Outlines the task at hand for the group and proposes methods for solution
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Orienter
Maintains direction within the group
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Maintenance Roles
``` Maintaining or enhancing group processes: Encourager Harmonizer Gatekeeper Group Observer Follower - Compromiser ```
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Compromiser
Relieves conflict within the group by assisting members to reach a compromise agreeable to all
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Encourager
Offers recognition and acceptance of others’ ideas and contributions
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Follower
Listens attentively to group interaction; is a passive participant
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Gatekeeper
Encourages acceptance of and participation by all members of the group
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Harmonizer
Minimizes tension within the group by intervening when disagreements produce conflict
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Individual Roles
``` Fulfilling personal or individual needs: Aggressor Blocker Recognition seeker Play Person Dominator - Help-seeker Monopolizer Mute or silent member Seducer ```
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Aggressor
Expresses negativism and hostility toward other members; may use sarcasm in effort to degrade the status of others
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Blocker
Resists group efforts; demonstrates rigid and sometimes irrational behaviors that impede group progress
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Dominator
Manipulates others to gain control; behaves in authoritarian manner
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Help-seeker
Uses the group to gain sympathy from others; seeks to increase self-confidence from group feedback; lacks concern for others or for the group as a whole
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Monopolizer
Maintains control of the group by dominating the conversation
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Mute or silent member
Does not participate verbally; remains silent for a variety of reasons—may feel uncomfortable with self-disclosure or may be seeking attention through silence
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Recognition seeker
Talks about personal accomplishments in an effort to gain attention for self
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Seducer
Shares intimate details about self with group; is the least reluctant of the group to do so; may frighten others in the group and inhibit group progress with excessive premature self-disclosure
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Group Structure
Underlying order: | describe boundaries, communication, decision-making processes, & authority relationships
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Session Length
20 to 40 minutes for lower-functioning groups | 60 to 120 minutes for higher-functioning groups
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Group Communication
Feedback is used to help members identify group dynamics and communication patterns
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Roles
Determined by behavior and responsibilities assumed by the members of the group
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Power
The ability to influence the group and other members
78
Norms
Standards of behavior in the group; influence communication and behavior; communicated overtly or covertly
79
Cohesion
The strength of the members' desire to work together toward common goals
80
Open-ended groups
members leave and others join at any time during the existence of the group
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Closed-ended groups
all members join at the time the group is organized and terminate membership at the end of a designated period of time.

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