Group Process Weeks 1-3

Absolute Knowing

Knowledge is right or wrong, exists in absolute form, and is the instructor's purview.

Transitional Knowing

Knowledge is mostly certain but can be uncertain in some areas; acquired by obtaining information.

Independent Knowing

Knowledge is largely uncertain, comes from thinking for oneself, and is explored with peers.

Contextual Knowing

Knowledge is uncertain but judged as substantiated by synthesizing experts, evidence, and experience.

Integrated Learning

Connecting disparate information, drawing on wide knowledge, and linking learning between contexts.

Group Program

The combination of assessment, protocol, and sessions providing intervention to a specific population.

Group Session

A 30-to-90-minute session designed to reach specific goals within an overall program.

Group Protocol

An intervention plan for a group program.

Group Structure

The organization and procedures of a group, such as what is done first and next.

Group Context

The historical and environmental background in which a group exists.

Group Climate

Physical, interpersonal, or external forces that impact the experience of group members.

Group Composition

The makeup of the group (e.g., open vs. closed, voluntary vs. involuntary).

Group Norms

Implicit seating arrangements and patterns of interaction that become normative expectations.

Group Cohesiveness

The intensity of feeling toward fellow group members and membership in the group.

Group Maturity

When group members are able to balance their own needs with group needs.

Group Format

How groups are presented and how they meet the various needs of members.

Cole's Seven Steps

Introduction, Activity, Sharing, Processing, Generalizing, Application, and Summary/Wrap up.

Functional Group Model

Group model designed to include purposeful activity and meaningful occupation in group intervention.

Developmental Approach (Groups)

Focuses on points of growth, crisis, or conflicts resolved based on developmental levels.

Humanistic Approach (Groups)

Focuses on growth, self-development, and healing through belonging and shared experience.

Psychodynamic Approach (Groups)

Focuses on ego development, insight, symbolic meaning of activity, and interpersonal issues.

Behavioral-Cognitive Approach (Groups)

Focuses on learning, practice, cognitive restructuring, behavioral goals, and reinforcement.

Sensory Motor Approaches (Groups)

Focuses on motor, sensory, perceptual, or cognitive changes using sensation and practice.

Allen's Cognitive Disabilities (Groups)

Focuses on measuring and monitoring problem-solving ability and safety during performance tasks.

Leader Centered vs. Group Centered Interaction

The contrast between communication directed through the leader versus interaction among members.

Tuckman's Stages of Group Development

Forming, Storming, Norming, Performing, and Adjourning.

Active Listening

Reflecting back what was heard and how it was understood while suspending judgment.

Therapeutic Feedback

Stating or nonverbally demonstrating one's reaction to another person, ideally using nonthreatening 'I' statements.

Concrete Language

Using clear words to identify actions and solutions without relying on sarcasm, irony, or innuendo.

Challenging (Confrontation)

An invitation to engage in self-examination by exploring the consequences of one's behavior.

Meaning Attribution

The leader articulates observed behaviors to explicitly clarify, explain, or interpret their meaning.

Reality Testing

Sharing and reviewing one's understanding of a situation to check for distortions or faulty beliefs.

Bridging

A form of reality testing where the leader asks members if they share the speaker's experience.

Self-Disclosure (Leader)

Revealing present feelings or relevant past information to appear real and effective without violating boundaries.

Professional Boundaries

A framework protecting clients and therapists from attempting to meet inappropriate emotional or psychological needs.

Modeling Behavior

Leaders demonstrating the behaviors they hope members will learn and encouraging imitation.

Universal Design for Learning (UDL) Guidelines

Engagement (how learners engage), Representation (sensorial/cultural approaches), and Action/Expression (how they act on learning).

IRM Therapeutic Modes

Advocating, Collaborating, Empathizing/Compassion, Encouraging, Instructing, and Problem solving.

IRM Steps for Interpersonal Reasoning

Anticipate, Identify and cope, Determine if mode shift is required, Choose response mode, and Gather feedback.