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NCE > Group > Flashcards

Group Flashcards

1
Q

Dyadic Relationships

A

Prior 1960 most counseling took place in a dyadic relationship (unit of 2 functioning as a pair, counselor and the counselee)

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2
Q

Group

A

has a member which can be defined, some degree of unity and interaction, and a shared purpose.

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3
Q

Jacob Moreno

A

Father of psychodrama.

Coined the term Group Therapy in 1931

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4
Q

ASGP

AGPA

A

In the 1940s the two organizations for group therapy were created. 1. the American Society for Group Psychotherapy 2. the American Group Psychotherapy Association

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5
Q

Adler

A

his work has been classified as a preface to the group

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6
Q

3 classification of Groups:

A

Primary
Secondary
Tertiary

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7
Q

Primary Groups

A
  • preventing and attempt to ward off problems
  • Stress a healthy lifestyle or coping strategies which can reduce the occurrence of a given difficulty
  • Example: group which teaches birth control to prevent teen pregnancy
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8
Q

Secondary Groups

A

A problem or disturbance is present but not usually severe, works to reduce the severity and length of a problem includes aspects of prevention
Example: grief or shyness

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9
Q

Tertiary

A

Deals with more individual difficulties that are more serious and longlasting

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10
Q

Geral Caplan

A
  • a pioneer in the crisis intervention movement

- father of mental health consultation

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11
Q

Immediacy

A

relates to the counselor’s ability to convey what is happening between the counselor and the client

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12
Q

Group Norms

A

govern acceptable behaviors and rules

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13
Q

A shortage of individual therapist during WWII

A

group therapy flourished in the U.S due to shortage of individual therapist during WWII. Many individuals were plagued with problems, impossible for each person to be treated individually

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14
Q

Group process

A

the manner in which discussions and transactions occur

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15
Q

Group content

A

material discussed in a group setting

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16
Q

Group cohesiveness

A
  • refers to the forces which bind group members together
    high cohesiveness leads to high group productivity and commitment
  • when a group displays little or no cohesiveness the group will be viewed as “fragmented”
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17
Q

George Gazda: 4 types of groups

A
  1. Psychoeducational: preventive and provide instructions about a potential problem
  2. Counseling: focuses primarily on conscious concerns - work through interpersonal problems, explore behavioral changes
  3. Psychotherapy: focus on individual concerns, deal with remediation and more serious pathology, longer duration
  4. Task groups: accomplishing a specific goal. complete in efficient, effective manner
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18
Q

Structured Exercises

A

Most experts would agree that structured exercises are less effective than unstructured exercises

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19
Q

Structured

A

can create a situation where group stages are passed over, can cause the group to lean on the leader for support

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20
Q

Risky Shift Phenomenon

A

be less conservative than the average group member’s decision, prior to the group discussion, dispels the popular notion that groups are very conservative

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21
Q

T-groups

A

“Training” focuses on human relation process between personnel in a business setting

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22
Q

Behavioral Groups

A

highly structured

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23
Q

Trust

A

Most important trait for group members is the ability to trust

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24
Q

Open groups

A
  • the number of people is more stable
  • do not have a predetermined number of session and end date
  • disadvantage - new members who begin after the first meeting miss information and experiences
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25
Q

Closed groups

A
  • allows no new members after the group begins
  • promotes cohesiveness since the membership is more stable
  • promote trust among members
  • disadvantage - you will be left with no group members if everyone quits
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26
Q

Marathon groups (stoller/bach)

A
  • lasts a minimum of 24 hours and may be conducted over a weekend or several days under the notion that after an extended period of time, defenses and facades will drop.
  • more authentic, engage in true self-disclosure
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27
Q

Universality

A

not the only ones in the world with a given problem also referred to as mutuality

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28
Q

3 Basic leadership styles

A

x. Authoritarian: leader gives orders to the group, takes control, discussion through leader
y. Democratic: is the most desirable leadership style, facilitates member interactions
z. Laissez-Faire: leader has a hands off policy and participated very little, assumes little to no responsibility

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29
Q

Co-leadership Advantages

A
  1. the group can go on even if one leader is absent
  2. two leaders can focus on the group dynamics better than one
  3. leaders can process their feelings between sessions
  4. reduces burnout and helps ensure safety
  5. helpful when one leader is experiencing countertransference
  6. co-leaders work best when each leader has a similar philosophy and work style
  7. it is best for co-leaders to physically sit on opposite sides of the group rather than next to each other
  8. male and female co-leader is a distinct advantage
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30
Q

Speculative leaders

A

leaders that focus primarily on the here and now

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31
Q

Countertransference

A

helper has issues that are interfering with the treatment process

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32
Q

Effective counseling groups

A
  • adults 5/6 to 8 members

- 3-4 children

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33
Q

Length of group

A

1.5 to 2 hrs

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34
Q

Group dynamics

A
  • study of group operations

- they are always changing

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35
Q

Inform consent

A

occurs when the counselor provides potential group members with information regarding the group including the purpose, risks, and the leader’s qualifications, preferably during screening sessions prior to the first group meeting to allow the client to make informed decisions about whether or not the group is appropriate for him or her.

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36
Q

Confidentiality

A

ACA ethics stipulates that leaders should inform participants that they cannot guarantee confidentiality

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37
Q

Mandatory treatment

A

when a client is required by law to attend counseling or treatment

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38
Q

Reluctant client

A

when a client is referred for treatment and is unenthusiastic about their intervention

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39
Q

Participation

A

group leaders must inform participation is voluntary and they may exit the group at any time

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40
Q

Lack of goal setting

A

common weakness in a group is a lack of goal setting often goals are defined but too vague

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41
Q

Group cohesiveness

A
  • “we-ness” is known as group unity

- when group cohesiveness is strong, it can also be negative as it can stunt creativity and it can abet conformity

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42
Q

Cohesion

A
  • feelings of belongingness and inclusion. Important determinant of group effectiveness, attendance, and self-disclosure
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43
Q

Group Roles:

A
  1. energizer
  2. scapegoat
  3. gatekeeper
  4. interrogator (peeping tom)
  5. follower
  6. harmonizer
  7. storyteller
    isolate (silent one)
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44
Q

Energizer

A

stimulated enthusiasm

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45
Q

Scapegoat

A

person everybody blames, group members gang up on a single member

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46
Q

Gatekeeper

A

tries to make certain everyone is doing their task and is participating, often does not work on his/her personal issues, attempt to establish norms

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47
Q

Interrogator (peeping tom)

A

insists on asking other members inappropriate questions

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48
Q

Follower

A

goes along with the rest of the group, tend to be nonassertive

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49
Q

Harmonizer

A

person in a group who tries to make sure that everything is going smoothly

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50
Q

Storyteller

A

monopolizes group time telling endless, often irrelevant tales

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51
Q

Isolate (silent one)

A

ignore by other members and generally feels afraid to reach out or does reach out and is genuinely rejected

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52
Q

Task role

A
  • an information giver or classifier

- helps the group to carry out a task

53
Q

Maintenance role

A
  • follower or encourager

- helps maintain or strengthen group process

54
Q

Self-serving role

A
  • it’s seen as negative because this role seeks to meet his or her individual needs at the expense of the group (selfish- for myself)
55
Q

Healthy group

A
  • in a healthy group, members are flexible and can change roles
56
Q

Faction

A

describes a clique or a group of people within a group

57
Q

Role conflict

A
  • a situation in which there is a discrepancy between the way a member is expected to behave and the way he or she actually behave
  • should be dealt with directly or beginning stage of task educational
  • Observed in transition stage psychotherapy and counseling
58
Q

Conflict of interest

A
  • occurs when a group member maximizes his or her needs and interests at the expenses of someone else
59
Q

Group stages

A
  1. initial stage
  2. transitional stage
  3. working stage
  4. termination stage
60
Q

Initial stage

A

orientation and exploration, preaffiliation, forming, anxiety, comfort work toward inclusion

61
Q

Transition stage

A
  • power and control, storming - testing for self-disclosure, attrition, attempt pairs
  • group leaders handle conflict in this stage as well as modeling responsible, assertive confrontation with open and truthful expression
62
Q

Working stage

A
  • norming stage, cohesion, stage, negotiation, intimacy, frame of reference
  • accomplish personal and group goals
63
Q

Termination stage

A
  • separation stage, closure stage, adjourning

- leaders help members plan for the future; eval of total experience

64
Q

Yalom

O-C-C-T

A

suggested the following 4 group strategies:

  1. Orientation
  2. Conflict
  3. Cohesion
  4. Termination
65
Q

Leader goals

A

provide caring attitude, provide mean attrubution, model appropriate self disclosure, provide limits, rules and structures

66
Q

Charting a pictorial sociogram

A

a diagram to better understand the dynamic between subgroups and members

67
Q

Blocking

A

when a leader uses an intervention to stop a negative or counterproductive behavior that could hurt another member of the group (cutting off)

68
Q

Summarization

A

a group leader who asks each group member to recapitulate what he/she has learned during a given session

69
Q

Linking

A

illuminates areas of mutual concern and enhances group interaction

70
Q

Clarification

A

used by group leaders when the important point in a client’s message must be ferreted out in order to lessen confusion

71
Q

Horizontal interventions

A

strategies that approach the group as a whole; interpersonal method

72
Q

Vertical interventions

A

work with individuals within the group, intrapersonal method (individual)

73
Q

Interpersonal leaders

A

favor here and now interventions

* an effective counselor should rely on both types of interventions

74
Q

Intrapersonal

A

more likely to work on the past

* an effective counselor should rely on both types of interventions

75
Q

Group leaders

A

experts predict that in the future group leaders will be more like life skills trainer

76
Q

Group Intervention

A

intended to prevent, correct, or enhance behavior

77
Q

Group therapy

A

It’s not appropriate when the client is in crisis, needs interpretation of psychological tests, needs confidentiality for protection, or has a phobia of public speaking

78
Q

Group therapy disadvantages

A
  • a group can lose control and members could experience emotional harm
  • a client may need individual therapy before benefitting from group work
  • the client may not be able to trust others enough to reveal key material
  • clients receive less time working with the counselor
  • lack of schedule flexibility
  • lack of trust related to confidentiality can sway clients to opt for individual treatment
79
Q

Group therapy advantages

A
  • members learn to give help in addition to receive it
  • sessions generally cost less than individual sessions
  • allows for in vivo interpersonal work with a sense of belonging
  • allows counselors to help a greater number of people
  • promotes universality
  • effective support system
  • members get multiple feedback
  • members can model successful communication and coping skills
  • the group setting is somewhat analogous to the communication and interaction of everyday life
80
Q

Yalom - 11 reasons that group work so well

A
  1. Altruism: giving help to others gives members a sense of well-being, innate goodness
  2. Universality: not the only one in the world with a particular problem
  3. Instillation of hope: members expect the group to work
  4. Catharsis: talking about your difficulties is beneficial
  5. Group cohesiveness: sense of we-ness, belonging and inclusion
  6. Imitative behavior: Bandura’s social learning theory suggests we learn by watching others, members copy or model the leader and other members
  7. Family reenactment: the group helps abet family of origin issues and feelings and the group allows you to work through them
  8. Imparting information: advice or psychological insights
  9. Interpersonal learning: members receive feedback regarding how their behavior affects other
  10. Socialization techniques: feedback and instruction are helpful
  11. Existential factors: discovering that life can be meaningful even if it seemingly unjust and unfair at times
81
Q
  1. Altruism:
A

giving help to others gives members a sense of well-being, innate goodness

82
Q
  1. Universality:
A

not the only one in the world with a particular problem

83
Q
  1. Instillation of hope:
A

members expect the group to work

84
Q
  1. Catharsis:
A

talking about your difficulties is beneficial

85
Q
  1. Group cohesiveness:
A

sense of we-ness, belonging and inclusion

86
Q
  1. Imitative behavior:
A

Bandura’s social learning theory suggests we learn by watching others, members copy or model the leader and other members

87
Q
  1. Family reenactment:
A

the group helps abet family of origin issues and feelings and the group allows you to work through them

88
Q
  1. Imparting information:
A

advice or psychological insights

89
Q
  1. Interpersonal learning:
A

members receive feedback regarding how their behavior affects other

90
Q
  1. Socialization techniques:
A

feedback and instruction are helpful

91
Q
  1. Existential factors:
A

discovering that life can be meaningful even if it seemingly unjust and unfair at times

92
Q

Jung

A
  • theorist that has been classified as a preface to the group movement
93
Q

Group therapy

A
  • it’s implied when the people is more severe and more individual work is needed for a long duration
94
Q

Group counseling

A
  • has less structure than guidance groups

- it focuses on conscious concerns

95
Q

Assertive training

A
  • behavioral

- highly structured

96
Q

Process

A
  • focuses on the manner in which the communication transpires
97
Q

Content

A
  • focuses on client’s material/emotions
98
Q

Effective Leaders

A
  • have discovered that modeling appropriate behaviors improves group participation
99
Q

Ideal number of adults participating in a group

A
  • about 8
100
Q

Ideal number of adolescents participating in a group

A
  • 5-6
101
Q

Ideal number of children participating in a group

A
  • 3 - 4
102
Q

how many hrs per session do experts agreed on

A
  • 2

- for children less and meet more frequent

103
Q

Ground rules

A
  • standards of expected behavior = norms
104
Q

group operations

A
  • group dynamics = group is always changing
105
Q

weakness in group

A
  • lack of goal settings
106
Q

Structured group

A
  • group exercises

- beneficial at the beginning bc it allows to build communication

107
Q

Task roles

A
  • helps the group to carry out a task
108
Q

Maintenance roles

A
  • helps to maintain or even strengthen the group
109
Q

Self-serving roles

A
  • negative

- meet his or her own individual needs

110
Q

role conflict

A
  • discre[ancy between the way a member is expected to behave and the way he or her actually behaves
111
Q

1st Stage

A
  • initial stage

- orientation, exploration, forming

112
Q

2nd Stage

A
  • transitional stage
  • power and control
  • storming
113
Q

3rs Stage

A
  • working stage

- norming, cohesion, negotiation, intimacy and frame

114
Q

4th Stage

A
  • adjourning stage

- separation, termination, closure

115
Q

Irvin Yalom

A
  1. orientation
  2. conflict
  3. cohesion
  4. termination
116
Q

Tuckman and Jensen

A
  1. forming
  2. storming
  3. norming
  4. performing
  5. adjourning
117
Q

during the 1st stage

A
  • members avoid behaviors

- members are suspicious

118
Q

during the 2nd stage

A
  • power control
119
Q

Moreno and Jennings

A
  • created the sociogram to graphically display group members
120
Q

Horizontal/interpersonal intervention

A
  • approach the group as a whole

- focuses in the here and now

121
Q

Intrapersonal/vertical

A
  • most likely focus on the past

- and focuses on the individual

122
Q

Journals in the field

A
  • researcher/practitioners split exists in group work
123
Q

in the future group leaders

A
  • will become life-skills trainers
124
Q

Yalom

A
  • existential therapy
125
Q

Limitations

A
  • leaders lose control
  • members experience emotional harm
  • trusting
  • pressured
126
Q

Advantages

A
  • sense of belonging
  • promotes universality
  • mutual feedback
  • communication and coping skills
127
Q

Conyne

A
  • suggested that groups are intended to prevent, correct, or enhance behavior
  • “group work grid” = includes 4 intervention levels: individual, interpersonal, organization, and community population (IIOC)
128
Q

When counseling children under 10 years of age

A
  • involve parents and ask them for input to reduce resistance and improve coordination

NCE (8 decks)

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