Exam 1 Ch. 1-5 Flashcards
4 group leadership functions and what they look like in a group.
C Me Execute Emotion
C (Caring)-
Inviting members to seek feedback as well as support, praise, and encouragement
Leaders express warmth, acceptance, genuineness, and a real concern for other human beings in the group
Me (Meaning Making)-
Conceptualizing what is going on in group
Group leader provides interpretations of meaning making that is going on within the group
Execute (Execute Function)-
Group leader focuses on the administrative tasks of running group
Setting up group
Choosing members
Limit Setting
Managing Time
Stopping/Blocking
Inviting/ Eliciting
Emotion (Emotional Stimulation)-
The leader emphasizes and facilitates the acknowledgement and sharing of emotion
The leader models emotional self disco sure while utilizing actions necessary to encourage members to disclose emotions.
6 group therapeutic factors and their value to the group process.
Learning Group Is A Serious Conquest (LGIASC)
L (Learning through interpersonal action)-
Attempting to relate constructively and adaptively within the group, either through initiation or responding to other group members.
Often this occurs when initiating new behavior with other members in the group
G (Guidance)-
The leader or a group member will give information or directly give advice to another group member
I (Insight)-
Learning about yourself through feedback and personal reflection.
This includes learning how you come across to others, learning about the nature of a problem as it manifests itself relationally with group members, and when you behave the way you do and how you got there.
A (acceptance and Cohesiveness)-
Acceptance is a personal feeling of belonging, warmth, friendliness, and comfort, feeling valued by other members
Cohesion on the other hand indicates a group perception of togetherness. Cohesiveness is a precondition for other therapeutic factors. Acceptance is unlikely without group cohesion.
S (Self-Disclosure)-
The act of revealing personal information about yourself to the group. This may take the form of giving feedback about your experience of others in the group
Your reaction to others feedback of you
C (Catharsis)-
Emotionally releasing feelings that you are having as you experience them in a group. This communicates trust and develops emotional intimacy among group members as well as bringing personal relief
5 group types and their function.
1- Self Help Groups
Function: Their purpose is the education, affirmation, and enhancement of existing strengths of the group members
Members tend to be open. Meaning group composition is constantly changing
Usually no leader or lay leader
Basis tends to be particular philosophy geared towards the issues at hand
Typically used in Addiction Recovery
Self Disclosure is limited
2- Task Groups
Function: Aim to foster accomplishing identified work goals
May or may not have a professionally trained leader
Problems addressed through group dynamic principles may include poor communication, low motivation, sexual harassment, and cultural barriers
Business and industry utilize this to address difficulties in completing work
Might consist of task forces, committees, planning groups, etc.
Self Disclosure is variable
3- Psychoeducational Groups
Function: Aim to educate well-functioning group members who want to acquire information and skills in an area of living
Group dynamics are utilized to assist in learning and highlight concepts
Found in schools and the community, and are facilitated by a trained professional
Ex: communication skills, parenting, conflict resolution
Self disclosure is variable, but usually less than in counseling and psychotherapy groups
4-Counseling Groups
Function: Aim at preventive and educational purposes, utilizes methods of interactive feedback within a here-and-now time framework
Facilitators must be professionally trained
Membership should be closed and duration longer than other groups
Focus on interpersonal growth
5- Psychotherapy Groups
Function: Aim at remediation of in-depth psychological problem, often focuses on past influences of present difficulties
Facilitates must be professionally trained
Should be run by a trained professional who is familiar with group leadership skills and the treatment of mental disorders
Membership should be closed and duration is longer than other groups
Focus is on personality reconstruction
The focus is on conscious and unconscious motivation.
Therapy groups may meet for years.
Identify types of roles and norms (obstructing, helping).
Norms:
Describe consistent patterns of behaviors by all group members (unwritten code of behavioral rules)
Roles:
Describe consistent patterns of behaviors performed by individual group members
Facilitative:
Encourage helping norms in the group
Ex: A member who encourages the expression of genuine negative emotions
Hindering:
Self-serving to accomplish personal agenda but not the group agenda
Ex: A member who suppresses the expression of negative emotions by asking everyone to please be nicer to one another
Avoiding:
Serves to keep group members from meaningful interactions
Ex: Changes the subject, bring things from outside
Obstructing Norms:
Behaviors that are inconsistent with group goals
Criticizing, denying feelings, talking about things outside of group
Helping Norms:
Behavior that are consistent with group goals
Sharing, exploring emotions, giving feedback, interacting in the here and now.
Advantages and Disadvantages of co-leadership.
Advantages-
Decreases the chance of burnout
Less overwhelming to respond to the needs of the group
Group members can benefit from two perspectives and strengths
Co-leader can help process members’ reactions to other leader
Disadvantages-
Interacting only with the co-leader
Having a goal in group but not communicating that to co-leader
Dominating/asserting power over the co-leader
Remaining quiet and letting co-leader do most of the work
Co-leaders rarely meet with each other
A related issue is competition and rivalry
Co-leaders who are involved in an intimate relationship with each other.
Identify group counseling skills (example: linking, reflecting, etc.)
Active listening-
Absorbing the content, noting gestures and subtle changes in voice or expression, and sensing underlying messages
Reflecting-
Ability to convey the essence of what a person has communicated so the person can see it
Clarifying-
Involves focusing on key underlying issues and sorting out confusing and conflicting feelings.
Summarizing-
involves identifying key elements and common themes and providing a picture of the directional trends of a group session.
Facilitating-
The group leader can facilitate the group process by…
Assisting members to openly express their fears and expectations
Actively working to create a climate of safety and acceptance in which people can trust one another and therefore engage in productive interchanges
Providing encouragement and support as members explore highly personal material or as they try new behavior
Involving as many members as possible in the group interaction by inviting and sometimes even challenging members to participate
Working toward lessening the dependency on the leader by encouraging members to speak directly to one another
Encouraging open expression of conflict and controversy
Helping members overcome barriers to direct communication
Empathizing-
An empathetic group leader can sense the subjective world of the client. This skill requires the leader to have the characteristics of caring and openness already mentioned.
Linking-
Finding ways of relating what one person is doing or saying to the concerns of another person
Suggesting-
consists of offering information or possibilities for action that can be used by members in making independent decisions.
Questioning-
One way of reducing the intensity of members experiencing intense feelings. Appropriately timed “what” and “how” questions serve to intensify experiencing the emotional material to the cerebral level.
Interpreting-
Offering possible explanations for certain behaviors or symptoms. If interpretations are plausible and well timed, they can result in a member moving beyond an impasse
Confronting-
Specifically identify the behavior to be examines, and avoid labeling the person
Share how he or she feels about the person’s behavior
Supporting-
Is appropriate when people are…
Facing a crisis
Facing frightening experiences
Attempt constructive changes and yet feel uncertain about these changes.
Struggling to overcome old patterns that are limiting.
Common mistake is offering support before a participant has had an opportunity to fully experience a conflict or some painful feelings
Blocking-
Establishes group norms and is an important intervention, particularly during the groups initial groups. If a member of members are bombarding another member with questions and pushing the member to be more personal, the leaders should comment on the process and ask the questioning members to examine the intent and consequence of their style of engagement, as well as help the member being questions to express his reservations about disclosing
Ex:
Bombarding others with questions
Indirect communication
Storytelling
Breaking Confidence
Assessing-
is a set of skills that includes the ability to appraise certain behavior problems and to choose the appropriate intervention.
Modeling-
Facilitator leads by example, displaying the ideal group norms.
Ex:
Productive feedback
Appropriate disclosure
Listening skills
Suggesting-
Leaders can offer suggestions aimed at helping members develop an alternative course of thinking or action
Ex
Giving information
Asking members to consider a specific homework assignment
Asking members to create their own experiments
Initiating-
Leader takes an active role in providing direction to members, offers some structure, and takes action when it is needed/
Evaluating-
Evaluating the ongoing process and dynamics of a group.
Terminating-
Ability to tell when a group session should end, when an individual is ready to leave a group, and when a group has completed its work, and they need to learn how to handle each of these types of termination.
How to manage confidentiality in a group and threats to confidentiality.
Privileged Communication-
is a legal concept that generally bars the disclosure of confidential communications in a legal proceeding.
Professionals cannot break the confidence of clients unless-
Their judgment, their clients are likely to do serious harm to themselves, others, and/or property
Abuse of Children/Elderly
Ordered by a court to provide information
They are supervisees in a supervisory relationship
Client give specific written permission
Manage-
Tell members to be careful not to mention others who were in the group or to talk about what others said and did.
Members are likely to breach confidentiality when they talk about how they acquired insights or how they interacted in a group
Limitations to confidentiality should be outlined in the informed consent process, and in mandatory groups counselors should inform members of any reporting procedures required of them.
Mention to members any documentation or record-keeping procedures that they may be required to keep that affect confidentiality.
Ethical and legal resources for group leaders (ASGW, etc.)
Supervisors, colleagues, co-leaders, etc.?
Difference between an ethical and legal issue and how they apply in a group setting.
Ethical Issues-
Pertain to the standards that govern the conduct of professional members. These standards can found in the ethics codes of the various professional organizations
Legal Issues-
Define the minimum standards society will tolerate, which are enforced by the rule of law at the local, state, or federal level.
Import considerations when setting up a group (example: screening members).
Take time and care in screening candidates for a group; and for preparing them to participate actively
Demystify the group process
Strive to develop collaborative relationships with members
Consult with colleagues or supervisors whenever there is a potential ethical or legal concern
Incorporate ethical standards in the practice of group work
Theories of group and what constitutes a good theory.
Psychodynamic Approaches:
Stress insight in therapy (psychoanalytic and Adlerian therapy)
Experiential and relationship-oriented approaches:
Stress feelings and subjective experiencing (existential, person-centered, Gestalt therapy, and psychodrama)
Cognitive Behavioral Approaches:
Stress the role of thinking and doing and tend to be action-oriented (behavior therapy, cognitive therapy, rational emotive behavior therapy, and reality therapy)
Postmodern Approaches:
Stress understanding the subjective world of the client and tap existing resources for change within the individual (solution-focused brief therapy, narrative therapy, motivational interviewing, and feminist therapy)
Forming and screening a group (including informed consent). ASPG section A7
-Group Workers screen prospective group members if appropriate to the type of group being offered
-Group Workers facilitate informed consent. Group Workers provide in oral and written form to prospective members all appropriate information and expectations for group functioning
-Group Workers obtain the appropriate consent forms for work with minors and other dependent group members.
-Group Workers define confidentiality and its limits
Oral Model (SENDER)
O (observe)-
Observe the behaviors and events that cause you to have a personal reaction, identify certain behaviors
R (report)-
Report what you saw–the behaviors, report what you heard–the words that initiate your reaction
A (Assumptions)-
Share your assumptions and interpretations about what you saw and heard and the intentions of the receiver
L (level)-
Share the feelings you experience
Oral Model (RECEIVER)
-LISTEN carefully to the feedback
-PARAPHRASE what you heard the feedback sender say and reach an agreement with the sender that you have heard the feedback accurately
-ASK others in your group about their perceptions of the behavior being addressed
-DECIDE if you want to “try on” a different behavior
What makes a culturally competent group leader?
