644 Midterm

Education group

educate on topic (SNAP nutrition group explains how to access and use benefits)

Task group

work based, focused on completing specific project or task (committees, focus groups)

Skills training group

teaches skills (parenting groups, study skills group)

Psychoeducation group

blend of education and counseling group, focuses on feelings, emotional awareness, and life transitions (sleep schedule, life after graduation)

Counseling group

focus on emotional content, but is less intense than therapy; primarily member to member (emotional regulation group, relationship building group)

(Psycho)therapy group

focuses on specific disorders and is run by a specialist (eating disorder groups, rehab addiction groups)

Support group

provide group support to people facing similar challenges (cancer support group, teen mom support group)

Self-help group

more casual and does not have an official leader (AA, NA)

Discussion group

gathering to discuss designated material (book club, bible study)

E-group

online; good for people in areas with limited groups, a lack of transportation, or who need flexible scheduling

Content functions

the task or purpose of the group

Process functions

interactions between members, between members and the leader and how members participate in the group

Differences between group and individual counseling

• Focus on group as a whole

• Observe interactions between members

• Identify similarities and differences between members

• Effective use of group dynamics

• Recognize impact of cultural and diversity factors

Group dynamics

movement and changes for members, their interactions and relationships, constructive forces, counterproductive forces, and understanding the group as a whole

Extrovert

outgoing, active, energetic; can be overwhelming or intrusive; may be power seeking, control needy, self-absorbed

introvert

cautious, wary, reserved; can be perceived as aloof and uninvolved; may be quiet and passive, independent, reflective

Counterproductive behaviors

not problem behaviors but can negatively impact the group; leaving early, not responding, rushing to sooth and reassure, overly polite

Verbal communication patterns

do members speak to each other or through the leader? Members being excluded or ignored? Is there a member who seems to be a target for negative feelings?

Universality

similarity among members

hope

inner encouragement and support

altruism

selfless concern for others without expectation of anything in return

interpersonal learning

members can learn from each other and experiment with new behavior in the group

catharsis

emotional venting. Tension and anxiety from suppressed and denied feelings are relieved

family of origin factors

dependency, power and control, need for affection

existential factors

meaning and purpose in life; may express emptiness, difficult relating, leader should block members from giving advice on how to feel less empty

Cultural influences

race, gender, age, religious beliefs, dress, history, language, music, food, holidays and festivals

Leader strategies

used to demonstrate sensitivity and competence, convey respect and positive regard, and reduce feelings of being different or alien

Leader strategies (list)

limiting information, check for clarity and understanding, open ended questions, simple words, ask for information, understand cultural taboos and sensitivities, find cultural or diversity mentor, pay attention to culturally derived customs (greetings, formalities, nonverbals)

Leader interventions

acknowledgement, confrontation, reflection, commitment

Forming

orientation phase; meeting for first time, polite, cautious, uncertain. Look to leader. Trust unclear

storming

transition phase; conflict, tension, power struggles

norming

cohesiveness phase; resolves conflict and accept differences. Trust develops and sharing of deeper emotions

performing

working phase; group functions as cohesive, supportive unit

adjourning

termination phase; group concludes, members evaluate progress, say goodbye, and process feelings of loss

Wheelan stage 1

inclusion, dependency, and expected behavior

Wheelan stage 2

counter dependency and conflict

Wheelan stage 3

cohesion and cooperation

• Phase 1 – trust and tasks assigned and assumed

• Phase 2 – work phase

Wheelan stage 4

fears and concerns about termination

• Phase 1 – disruption and conflict

• Phase 2 – acceptance

Dr. Brown stage 1

meaning and purpose

• Member concerns – safety, inclusion, personal gain, symptom relief

• Leader tasks – create atmosphere to feel safe, included, and reduce fears and anxiety; provide info (self, group, rules); collaborative goal setting; encourage members to discuss fears or apprehension

Dr. Brown stage 2

challenges, creativity, options

• Member concerns – discomfort, fear of conflict, feeling out leader

• Leader tasks – recognize attacks and challenges; manage personal anxiety and defensiveness; block attacks on members; reframe disagreements

Dr. Brown stage 3

unfolding, becoming, and interdependence

• Members – achieve personal goals

• Leader – intervene less; guide members through conflict

Dr. Brown stage 4

summarizing, evaluating, culminating

• Member behavior – some regress to stage 1; suppression of sadness; devaluing experiences and connections; resistance to ending group

• Leader tasks – be comfortable with all types of feedback; allow expression of discomfort but stick to initial goals; discourage group meetings after termination

Facilitation Strategies (Stages 1-4)

Stage 1 – intros and icebreakers, goal setting, schedule activities, rules and guidelines, task introduction

Stage 2 – bring attention to leader when there is conflict, do not ignore conflict, empathic responding and empathic failure repair

Stage 3 – praise, encourage, and let members alone; foster therapeutic emergence; goal check up

Stage 4 – introduce culmination; evaluation of group; focus on gains, progress, and development; discuss appreciation and the concept of not leaving with unfinished business; exercise for saying goodbye

age

important for children and adolescents; adults can have more variety

gender

mixed groups can give new perspectives but also can cause conflict; some will need to be separate

education level

important for gearing content; ideal for members to have similar education level

present conditions

illness; understand various effects conditions or illnesses can have on individuals (attention spans, attendance)

medication effects

could impact member attention, participation, and learning

past trauma

can influence reactions and participation; current conditions or illnesses can trigger old memories, projections, and transference

structural factors

membership criteria and selection, open or closed, duration, frequency, number/length of sessions, size of group, location concerns

planning groups for children

consent from parents/guardians; shorter sessions for shorter attention spans; limit ages; explanation of purpose (for admin, parents, children); interactive activities; limit info and practice application

SMART goal

Specific, Measurable, Achievable, Relevant, Time Bound

• (S) I will improve my Algebra grade from a B to an A (T) by the end of the semester. (M) I will track my scores and aim for 90% or higher on all quizzes.

• (A) Going from a D to an A is likely too hard, so make it more gradual. (R) Goals should be meaningful, “why does this goal matter?”

Objectives

Client will increase Algebra grade from a B to an A by the end of the semester.

• Obj1 Client will regularly attend tutoring once a week

• Obj2 Client will create study guides for quizzes and tests

• Obj3 Client will review missed test questions with professor during office hours

Ways of assessing a group

Assess materials, leadership, and environment by gathering data through surveys, semantic differential (mark a space ranging from cold to warm), rating scales, qualitative analysis

blocking

protects group members from attacks or from proceeding in the wrong direction

linking

bringing together underlying ideas, themes, concepts, etc

encouragement

especially important in the beginning due to anxiety and ambiguity; being overly supportive can foster dependency

Process commentary skills (5)

• Immediacy – here and now

• Concreteness – focus on observable actions and what is being said, not inferred

• Reflection – leads members to reflect on what they are feeling, doing, or saying

• Active listening and responding – highlight expressed and unexpressed feelings

• Linking – tying together feelings and behaviors between members

MTSS tiers

• Tier 1 – universal – schoolwide expectations, acknowledgement system, community meetings, daily mindfulness activities, classroom peace corners

• Tier 2 – targeted – check in/out, group counseling, mentoring programs, flexible seating, sensory tools, school jobs

• Tier 3 – individualized – individual counseling, individualized behavior plan, crisis intervention, consultation with stakeholders

Behavior management strategies in school groups

Proximity, group rules posted, consequences discussed at intro, side conversations, structure of seating

School group logistics

Space, time, outdoor access, materials, number of students, funding, summer planning

Group therapeutic factors (list)

universality, hope, altruism, interpersonal learning, guidance or imparting of information, catharsis, family of origin, imitation of behavior, existential factors, socializing techniques