Warrior Exam Flashcards
(21 cards)
What are Clemens’ 5 common group ground rules?
- Agree to disagree, or, controversy with civility
- Don’t take things so personally, or, own your intentions and impact
- challenge by choice. But think, what is influencing them to be challenged or not?
- Respect. Be sure to explore what this means to each person.
- No attacks, but be aware of what is an attack and what is a challenge.
What are Yalom’s list of therapeutic factors for group therapy?
- Instillation of Hope
- Universality
- Imparting Information
- Altruism
- The corrective recapitulation of the primary family group
- development of socializing techniques
- imitative behavior
- interpersonal learning
- group cohesiveness
- catharsis
- existential factors
What are Ormont’s three basic bridging techniques?
- open ended questions
- directed questining
- questioning a member about an interaction taking place between two others
What is the absent standard?
The unseen and unspoken power imbalance that exists in psychotherapeutic contexts. It is ‘absent’ by virtue of the fact that those who possess it are privileged in not having to acknowledge its presence.
What is emotional congealment according to Ormont?
Emotional congealment describes the way in which groups can take on the same emotionality, despite how they are truly feeling.
What are the five steps for working with emotional congealment?
- The group and/or therapist may begin to feel disappointed about the group. Identify this feeling within yourself and bring attention to it.
- Study individual members to see if you can begin identifying where irritation originated from.
- Investigate the cause
- See if you can un-congeal yourself from the rest of the group’s feelings.
- After identifying your feelings, work with the source of the emotional stagnance to help the group work towards honest emotionality.
What does Yalom suggest can help the therapist recognize process in groups?
- pay attention to both verbal and nonverbal data. (nonverbal data: where do people sit, who is on time or late, who is looking at who)
- Body language and postural shifts
- pay attention to how group members elicit reactions in other members
- what is not being said?
- how does the group act when certain members are not present?
- look for incongruencies between verbal and nonverbal behavior
Describe the patterns of the ‘monopolist,’ and describe a helpful intervention for working with this person.
do not have the skills to sit quietly with their thoughts, are attention-seeking, nosy, repeated disruptions. INTERVENTION: help them to be self-reflective.
Describe the patterns of the ‘silent patient,’ and describe a helpful intervention for working with this person.
Quiet, withdrawn, no interest in participating, seem shy, come off as disinterested. INTERVENTION: help them find the meaning of their silence. can connect w/ this person on their nonverbal behavior.
Describe the patterns of the ‘boring patient,’ and describe a helpful intervention for working with this person.
introverted, have “very little to say,” secluded, lack of ability to socially interact or a lack of life experiences to reflect and comment on.
INTERVENTION: help them identify their creative or childlike parts and help them express themselves freely.
Describe the patterns of the ‘help rejecting complainer,’ and describe a helpful intervention for working with this person.
“yes, but…,” bring up many issues, but reject solutions, their issues are “impossible to solve,” relish in their own misery. INTERVENTION: help them see their impact on the group, and grow empathy towards others
Weber and Gans: What are the 4 common challenges that can evoke countertransference and produce therapist shame.
- Collusion with Role Lock and Scapegoating: When the therapist cooperates with the group role lock and/or scapegoating, this can produce shame because the therapist can end up missing the members that are confined to roles or made out to be the problem.
- Failure to Contain Projective Identification: The failure to contain the projection on the therapist’s part can detract from the healing that is trying to happen.
- Negative Transference: if therapist gets caught off guard by negative transference/comments aimed at him/her, they can react in self-protective or retalitory responses.
- Idealization of therapist: this pressure along with the therapist’s own self-standards can lead to shame when they fail to live up to the expectations.
Yalom: Describe 8 procedures which help create a here-and-now focus
- Here and now thinking/presence
- Calling out the energy
- Bringing abstract to specific
- Signaling (when triggers occur)
- Deepen Interaction by asking direct questions that refer to their relationship with other members or have participants look at each other.
- Working in Smaller groups
- Differentiate one another
- Subterranean Lode: Yalom begins to ig up this information by asking the group if anyone would be willing to share what happened to them in the silence that occurred.
Ormonth: 4 ways to surface resistance in a group
- Find a pair of members, one who engages in a resistance and the other who in some respect has been victimized by the resistance and is super sensitive to it. We ask the victim to identify the resistance
- to have it described by someone who engages in the same resistance, or who used to engage in it and has gone past it.
- ask the group as an entity what they think is missing in an individual
- re-creating a situation that evokes the resistance so it will be easy to identify
Ormont: 3 ways to loosen the grip of resistance
- Prognostication: a. Encouraging the group to talk to a specific member about the likely outcome of their issues.
- Reveal the secret desire that lies behind the resistance: Understanding the deeper desire of particular individuals in the group. What are they really after?
- Help members see the secondary gain of resistance: What are the ill-gotten but hidden advantages of employing the resistances?
Ormont: 4 ways to identify transference
- Pervasiveness: a group member sees not just one group member in a particular way, but sees everyone too much that way
- Insistence: when someone clings to their belief despite what real facts may exist
- Excessiveness: an overreaction
- Displacement: misguided transference and occurs in all expressions of transference
Ormont: 3 Types of Group Members that Ormont suggests can be helpful in identifying transference
- The expert at reconstructing people’s pasts
- Someone who’s own childhood resembles that of the member under scrutiny
- Ask someone who is especially “allergic” to the behavior in question.
Burns and Ross: Name four strategies for facilitating a group using social justice principles
- Be intentional about diversity of group membership and avoid tokenism
- Assess each groups’ ability to process social justice issues
- Facilitate consciousness raising of issues of oppression IN THE MOMENT
- Use structured activities to talk about oppression and privilege
Yalom: List the typical sources of conflict in groups
- Projections of the client’s self-contempt
- Transference or Paratoxic Distortions
- Projective Identification: projecting some of one’s own internal suppressed attributes into another.
- Rivalry and Envy
- Therapist Transference
- “See what you’ve done to me”
Yalom: 6 possible interventions for working with conflict in groups
- Group Cohesiveness
- Group norms and establishing rules
- Empathy
- Switching from stage 1 to stage 2. (Step 1: experience the conflict. Step 2: reflect upon that experience)
- Receiving feedback
- Two conflicting members can give each other value
Ormont: 5 ways to confirm new behavior
- Modeling the new trait
- Observing even rudiments of the new trait in action and remarking on their presence.
- Using regressions creatively
- Helping the member to see his or her line of progress.
