Group Dynamics

week 2

Interpersonal learning (input)

learn how they are viewed by others

catharsis

emotional unburdening

group cohesiveness

engagement and connection of group members; occurs at the end stage of the group and correlates with higher rate of attendance, participation and mutual support

self understanding

insight, discovering and accepting

interpersonal learning ( output)

better expression of thoughts and feelings

existential factors

factors relating to human condition ( ex. life isn’t always fair)

universality

feeling that one is not alone; identify similarities between members creating sense of relief

instillation of hope

OT supports the group so hope continues over time

Altruism

helping others provide a greater sense of well being

family reenactment

opportunity to break from rigid family role scripts when clients have problematic family backgrounds

imparting information

educational information, provided to clients

imitative behaviors

modeling successful social behaviors

Schultz’s Stages of Development

inclusion, control, affection

Inclusion

• depend on leader for structure and answers

• avoiding feelings

• search for similarities

• concerns over belong, says only what is acceptable, verabilized mostly with leader

Control

challenging leader; test limits

competition

leader bends toward will of group

Affection

expressing feelings about each other and leader

consensual validation

hostility expressed constructively

delight in the company of others; want to help the others

identify with group

Methods for reaching group cohesive maturity

have a focus

pay attention to feelings

be an active participant

give feedback/be open to feedback

take responsibility for what you accomplish

identity group stages

Group Roles

some roles help group and some hinder

role the members takes on can be revealing in itself

Group task roles

help the group get its work done by contributing to goal achievement and organizing group activities

Group Building and Maintenance roles

keep group functioning together

Individual roles

use of group to serve ones individuals needs; these interfere with group function

Unequal participation

culturally underrepresented group members are more likely to drop out of therapy early

Unacknowledged power hierarchies in group can create frustration and resentment
Leader must set limits and encourage participation when necessary

Expression of strong emotions

ask for feedback from other group members

behaviors may be manipulative, argumentative and distracting

Silence and passivity

over time group members may become resentful of silence

encourage group to find things they have in common

Self deprecator

Help rejecting complainer

aloof and entitled

resistant group member

unwilling to engage in therapy

• psychosis can cause disruptive behaviors

Termination: ending groups therapeutically

can be stressful and may involve processing feelings about separation

Termination Process

Review group experience, goals and learning
• Review concerns about separation and loss
• Empathize and confront
• Finish unfinished business
• Give feedback on learned skills
• Help generalize learning

Evidence for therapeutic group intervention

group intervention is effective

long term is better than short term

cohesion is a important predictor of outcomes!

more similarities = better outcome

Core concepts of client-centered groups

freedom and responsibility

aloneness and relatedness

existential anxiety and searching for meaning

respect

genuineness

nonjudgemental acceptance

deep understanding

self actualization

occupational competence and motivation

spirituality: the experience of meaning

cultural humility

Selecting Group Members using Client Centered Model

client centered interview is important in deciding group membership

• helps develop therapeutic relationship

• identify strength

• identify problems

• discuss effects of context

• identify outcomes and collaborative action plans