groups: process & practice 7 th ed
DESCRIPTION
Groups: Process & Practice 7 th ed. by Marianne Schneider Corey & Gerald Corey Wadsworth A division of Thomson Learning, Inc. Introduction to Group Work. The Corey’s Perspective on Groups Groups are not a second-rate approach to helping people change Groups are the treatment of choice - PowerPoint PPT PresentationTRANSCRIPT
© 2002 W
adsworth, a division of Thom
son Learning, Inc.
Groups: Process & Practice 7th ed.
by Marianne Schneider Corey & Gerald Corey
WadsworthA division of
Thomson Learning, Inc.
Transparency 2©
2002 Wadsw
orth, a division of Thomson Learning, Inc.
Introduction to Group Work
The Corey’s Perspective on GroupsGroups are not a second-rate approach to helping
people changeGroups are the treatment of choiceGroups offer a natural laboratory where people can
experiment with new ways of being There is power in a group – participants can
experience their interpersonal difficulties being played out in the group
Groups: Process & Practice - Chapter 1 (1)
Transparency 3©
2002 Wadsw
orth, a division of Thomson Learning, Inc.
Group Process Versus Group Techniques
Group process – all the elements that are basic to the unfolding of a group from beginning to endExamples: group norms, generating trust, how conflict
emerges in a group, patterns of resistance, intermember feedback
Group techniques – leader interventions aimed at facilitating movement within a groupExamples: conducting initial interviews, asking a
member to role-play a conflict, challenging a member’s belief system, suggesting homework
Groups: Process & Practice - Chapter 1 (2)
Transparency 4©
2002 Wadsw
orth, a division of Thomson Learning, Inc.
The Theory Behind the Practice
An integrative conceptual framework involves the thinking, feeling, and behaving dimensions
Creating an integrative approach is a challenge Technical eclecticism – based on utilizing techniques
from a variety of theoretical models Theoretical integration – a conceptual creation
beyond mere blending of techniques
Groups: Process & Practice - Chapter 1 (3)
Transparency 5©
2002 Wadsw
orth, a division of Thomson Learning, Inc.
Various Types of Groups Task groups – aims to foster accomplishing identified work
goals Psychoeducational group – aims to educate well-
functioning group members who want to acquire information and skills in an area of living
Group counseling – aims at preventive and educational purposes — utilizes methods of interactive feedback within a here-and-now time framework
Group psychotherapy – aims at remediation of in-depth psychological problems — often focuses on past influences of present difficulties
Groups: Process & Practice - Chapter 1 (4)
Transparency 6©
2002 Wadsw
orth, a division of Thomson Learning, Inc.
A Multicultural Perspective on Group Work
Effective group work involves considering culture of participants
Practitioners cannot afford to ignore diversity in group work
Group workers must have awareness, knowledge, and skills to effectively deal with diverse membership
Cultural similarities and differences need to be addressed in a group
Groups: Process & Practice - Chapter 1 (5)
Transparency 7©
2002 Wadsw
orth, a division of Thomson Learning, Inc.
The Group Counselor: Person and Professional
Some personal characteristics of effective group leadersCourageGoodwill and caringBecoming aware of
your own cultureStamina
Groups: Process & Practice - Chapter 2 (1)
PresenceOpenness Personal powerWillingness to seek
new experiences
Transparency 8©
2002 Wadsw
orth, a division of Thomson Learning, Inc.
Group-Leadership Skills
Essential to acquire and refine skills applied to group work
Group leadership skills cannot be separated from the leader’s personality
It is an art to learn how to use group skills Ways to learn leadership skills – supervised
experience, practice, feedback, and experience in a group as a member
Groups: Process & Practice - Chapter 2 (2)
Transparency 9©
2002 Wadsw
orth, a division of Thomson Learning, Inc.
A Few Group Leadership Skills
Clarifying Linking Suggesting Interpreting Facilitating
Groups: Process & Practice - Chapter 2 (3)
Modeling Blocking Summarizing Terminating
Transparency 10©
2002 Wadsw
orth, a division of Thomson Learning, Inc.
Becoming a Diversity-Sensitive Group Counselor
Diversity competence – involves a deep understanding of one’s own culture
Culturally competent group workers need to:Be aware of their biases, stereotypes, and prejudicesKnow something about the members of the groupBe able to apply skills and interventions that are
congruent with the worldviews of the members Ethical practice entails diversity competence
Groups: Process & Practice - Chapter 2 (4)
Transparency 11©
2002 Wadsw
orth, a division of Thomson Learning, Inc.
Guidelines for Competence: Diversity Issues in Groups
Group workers need to:Consider the impact of adverse environmental factors
in assessing problems of group membersBe aware of how their values and beliefs influence their
facilitation of a groupRespect the roles of family and community hierarchies
within a member’s cultureRespect members’ religious and spiritual beliefs
and valuesAcknowledge that ethnicity and culture
influence behaviorGroups: Process & Practice - Chapter 2 (5)
Transparency 12©
2002 Wadsw
orth, a division of Thomson Learning, Inc.
Best Practice Guidelines of ASGW (1998)
Professional competence in group work is not a final product, but a continuous process for the duration of one’s career
Some suggestions for increasing your level of competence as a group leader: Keep current through continuing education and participation
in personal and professional development activities Be open to seeking personal counseling if you recognize
problems that could impair your ability to facilitate a group Be willing to seek consultation and supervision
as needed
Groups: Process & Practice - Chapter 3 (1)
Transparency 13©
2002 Wadsw
orth, a division of Thomson Learning, Inc.
Professional Training Standards for Group Workers
ASGW (2000) has recommendations for what constitutes competence as a group facilitator –Knowledge competencies: course work is essentialSkills competencies: specific group facilitation skills
are required for effectively interveningCore specialization in group work: task facilitation
groups; psychoeducational groups; counseling groups; psychotherapy groups
Groups: Process & Practice - Chapter 3 (2)
Transparency 14©
2002 Wadsw
orth, a division of Thomson Learning, Inc.
Ethical and Legal Issues in Group Counseling
Informed consentProvide members with adequate information that will
allow them to decide if they want to join a groupSome information to give prospective members:
The nature of the group The goals of the group The general structure of the sessions What is expected of them if they join What they can expect from you as a leader
Groups: Process & Practice - Chapter 3 (3)
Transparency 15©
2002 Wadsw
orth, a division of Thomson Learning, Inc.
Involuntary Group Membership
Many groups are composed of involuntary members The challenge is to demonstrate the value of a group
for members Basic information about the group is essential Avoid assuming that involuntary members will not
want to change
Groups: Process & Practice - Chapter 3 (4)
Transparency 16©
2002 Wadsw
orth, a division of Thomson Learning, Inc.
Psychological Risks of Group Participation
Although there are benefits to participating in a group, there are also potential risks that group leaders need to monitor —Members may be pressured to disclose and
violate privacyConfidentiality may be brokenScapegoating may occurConfrontation may be done in an uncaring mannerGroup leaders may not have the competencies to deal
with some difficulties that arise in a groupGroups: Process & Practice - Chapter 3 (5)
Transparency 17©
2002 Wadsw
orth, a division of Thomson Learning, Inc.
Confidentiality
Confidentiality is the foundation of a working group Leaders need to define the parameters of confidentiality
including its limitations in a group setting Members need to be taught what confidentiality involves Leaders talk to members about the consequences of
breaching confidentiality Leaders remind members at various points in a group
of the importance of maintaining confidentiality
Groups: Process & Practice - Chapter 3 (6)
Transparency 18©
2002 Wadsw
orth, a division of Thomson Learning, Inc.
Guidelines for Using Techniques Ethically
Your techniques should have a rationale Introduce techniques in a sensitive and
timely manner Don’t stick to a technique if it is not working
effectively Give members a choice – invite them to experiment
with some behavior Use techniques that are appropriate to the member’s
cultural values Techniques are best developed in response to what
is happening in the here-and-nowGroups: Process & Practice - Chapter 3 (7)
Transparency 19©
2002 Wadsw
orth, a division of Thomson Learning, Inc.
The Role of Group Leader Values
Essential that you are aware of your values and how they influence what you think, say, and do in groups
Groups are not a forum for you to impose your values on members
Purpose of a group: to assist members in examining options that are most congruent with their values
Group members have the task of clarifying their own values and goals, making informed choices, and assuming responsibility for what they do
Groups: Process & Practice - Chapter 3 (8)
Transparency 20©
2002 Wadsw
orth, a division of Thomson Learning, Inc.
Some Legal Safeguards for Group Practitioners
Take time and care in screening candidates for a group; and for preparing them on how to actively participate
Demystify the group process Strive to develop collaborative relationships with
the members Consult with colleagues or supervisors whenever
there is a potential ethical or legal concern Incorporate ethical standards in the practice of
group workGroups: Process & Practice - Chapter 3 (9)
Transparency 21©
2002 Wadsw
orth, a division of Thomson Learning, Inc.
Forming a Group Five areas for a practical proposal for a group
Rationale – What is the rationale for your group?Objectives – Are your objectives specific and
attainable?Practical considerations – Have you considered all the
relevant practical issues in forming your group?Procedures – What kinds of techniques and
interventions will you employ to attain the stated objectives?
Evaluation – How will you evaluate the process and outcomes of the group?
Groups: Process & Practice - Chapter 4 (1)
Transparency 22©
2002 Wadsw
orth, a division of Thomson Learning, Inc.
Questions for Screening of Potential Members
The type of group determines the kind of members that are suitable or unsuitable
The key questions are Should this person be included in this group at this time
with this leader?Other questions -What methods of screening will you use? How can you decide who may benefit from a group? And who might not fit in a group?
How might you deal with a candidate who is not accepted to your group?
Groups: Process & Practice - Chapter 4 (2)
Transparency 23©
2002 Wadsw
orth, a division of Thomson Learning, Inc.
Practical Considerations in Forming a Group
Group composition Group size Open versus closed group Length of the group Frequency and duration of meetings Place for group sessions
Groups: Process & Practice - Chapter 4 (3)
Transparency 24©
2002 Wadsw
orth, a division of Thomson Learning, Inc.
Some Advantages of a Group
Group setting offers support for new behavior and encourages experimentation
The group is a microcosm of the real world – allows us to see how we relate to others
Group setting provides an optimal arena for members to discover how they are perceived and experienced by others
Groups help members see that they are not alone in their concerns
Groups: Process & Practice - Chapter 4 (4)
Transparency 25©
2002 Wadsw
orth, a division of Thomson Learning, Inc.
A Few Misconceptions About Groups
Groups are suited for everyone The main goal of a group is for everyone to
achieve closeness Groups tell people how they should be Group pressure forces members to lose their sense
of identity Groups are artificial and unreal
Groups: Process & Practice - Chapter 4 (5)
Transparency 26©
2002 Wadsw
orth, a division of Thomson Learning, Inc.
Initial Stage of a Group
Characteristics of initial stageParticipants test the atmosphere and get acquaintedRisk taking is relatively low – exploration is tentativeMembers are concerned with whether they are included
or excluded A central issue is trust versus mistrust There are periods of silence and awkwardnessMembers are deciding how much they will disclose
and how safe the group is
Groups: Process & Practice - Chapter 5 (1)
Transparency 27©
2002 Wadsw
orth, a division of Thomson Learning, Inc.
Common Fears Experienced by Group Members
Anxiety over being accepted or rejected Concern about the judgment of others Afraid of appearing stupid Concerns about not fitting into the group Not knowing what is expected Concern over communicating feelings and thoughts
effectively
Groups: Process & Practice - Chapter 5 (2)
Transparency 28©
2002 Wadsw
orth, a division of Thomson Learning, Inc.
Advantages of Developing a Here-And-Now Focus
Dealing with the here-and-now energizes the group Members are best known by disclosing here-and-now
experiencing Being in the here-and-now serves as a springboard
for exploring everyday life concerns
Groups: Process & Practice - Chapter 5 (3)
Transparency 29©
2002 Wadsw
orth, a division of Thomson Learning, Inc.
Leader Attitudes and Behaviors That Generate Trust
Careful attending and genuine listening Empathy Genuineness and self-disclosure Respect Caring confrontation
Groups: Process & Practice - Chapter 5 (4)
Transparency 30©
2002 Wadsw
orth, a division of Thomson Learning, Inc.
Establishing Goals
Main task – helping members formulate clear and specific goals
Absence of goals – considerable floundering and aimless sessions
Collaborative process in identifying goals Goals – lead to contracts and homework
assignments
Groups: Process & Practice - Chapter 5 (5)
Transparency 31©
2002 Wadsw
orth, a division of Thomson Learning, Inc.
Group Norms
Norms and procedures enable a group to attain its goals Examples of group norms –
Expectation of promptness and regular attendanceNorm of sharing oneself in personal waysExpectation of giving meaningful feedbackMembers encouraged to offer both support and challenge
to othersMembers functioning within the here-and-now context
of the group
Groups: Process & Practice - Chapter 5 (6)
Transparency 32©
2002 Wadsw
orth, a division of Thomson Learning, Inc.
Member Guidelines to Benefit from a Group
Express persistent reactions Come prepared to group sessions Decide for yourself what and how much to disclose Be an active participant Be open to feedback and consider what you hear Experiment with new behavior in group
Groups: Process & Practice - Chapter 5 (7)
Transparency 33©
2002 Wadsw
orth, a division of Thomson Learning, Inc.
Group Leader Issues at the Initial Stage
Division of responsibility – How to achieve a balance of sharing responsibility with members?
Degree of structuring – Creating a structure that will enable members to make maximum use of group process
Opening group sessions – How to best open a group and help members gain a focus?
Closing group sessions – How to best bring a session to closure without closing down further work later on?
Groups: Process & Practice - Chapter 5 (8)
Transparency 34©
2002 Wadsw
orth, a division of Thomson Learning, Inc.
Groups: Process & Practice - Chapter 6 (1)
Transition Stage of a Group Characteristics of the transition stage
Transitional phase is marked by feelings of anxiety and defenses
Members are: testing the leader and other members to determine how
safe the environment is struggling between wanting to play it safe and wanting to
risk getting involved observing the leader to determine if he or she
is trustworthy learning how to express themselves so that others
will listen
Transparency 35©
2002 Wadsw
orth, a division of Thomson Learning, Inc.
Barometer of Trust in a Group
Some signs of a low level of trust Members are:
Hesitant in expressing what they are thinking and feeling
Unwilling to initiate personally meaningful workDenying that they have any problems or concernsHiding behind global statements and
intellectualizationsNot willing to deal with conflict in the group
Groups: Process & Practice - Chapter 6 (2)
Transparency 36©
2002 Wadsw
orth, a division of Thomson Learning, Inc.
Thoughts on Dealing with Resistance Therapeutically
Don’t label all hesitations as a sign of resistance Respect resistance – Realize that member resistance
may be serving a function Invite members to explore the meaning of what
appears to be resistance Describe behavior of members – avoid making too
many interpretations Approach resistance with interest, understanding,
and compassionGroups: Process & Practice - Chapter 6 (3)
Transparency 37©
2002 Wadsw
orth, a division of Thomson Learning, Inc.
Common Fears Emerging at the Transition Stage
Fear of making a fool of oneself Fear of emptiness Fear of losing control Fear of being too emotional Fear of self-disclosure Fear of taking too much of the group’s time Fear of being judged
Groups: Process & Practice - Chapter 6 (4)
Transparency 38©
2002 Wadsw
orth, a division of Thomson Learning, Inc.
Some Guidelines for Effective Confrontation
If you confront, know why you are confronting Confront if you care about the other In confronting another – talk more about yourself
than the other person Avoid dogmatic statements and judgments about
the other Give others the space to reflect on what you
say to them
Groups: Process & Practice - Chapter 6 (5)
Transparency 39©
2002 Wadsw
orth, a division of Thomson Learning, Inc.
Group Leader Interventions in Dealing with Difficult Behaviors of Group Members
Avoid responding with sarcasm State your observations and hunches in a
tentative way Demonstrate sensitivity to a member’s culture Avoid taking member’s behavior in an overly
personal way Encourage members to explore a resistance – don’t
demand they give up a particular “resistive” behavior
Groups: Process & Practice - Chapter 6 (6)
Transparency 40©
2002 Wadsw
orth, a division of Thomson Learning, Inc.
Examples of Problematic Styles of Behaving in a Group
Silence Monopolistic behavior Storytelling Giving advice Questioning Dependency Intellectualizing
Groups: Process & Practice - Chapter 6 (7)
Transparency 41©
2002 Wadsw
orth, a division of Thomson Learning, Inc.
Leader Functions During the Transition Stage
Show members the value of recognizing and dealing fully with conflict situations
Help members to recognize their own patterns of defensiveness
Teach members to respect resistance and to work constructively with the many forms it takes
Provide a model for members by dealing directly and tactfully with any challenge
Encourage members to express reactions that pertain to here-and-now happenings in the sessions
Groups: Process & Practice - Chapter 6 (8)
Transparency 42©
2002 Wadsw
orth, a division of Thomson Learning, Inc.
Working Stage of a Group
Key points of the working stage There are no arbitrary dividing lines between each stage
of groupGroup development ebbs and flows – does not stay staticWork can occur at every stage – not just the working stageNot all groups reach a working stageNot all members are functioning at the same level in a
working stage
Groups: Process & Practice - Chapter 7 (1)
Transparency 43©
2002 Wadsw
orth, a division of Thomson Learning, Inc.
Group Norms and Behavior at the Working Stage
At the working stage of a group there is further development and solidification of group norms established earlier
Some group behaviors at the working stageBoth support and challenge to take risks in group Leader uses a variety of therapeutic interventionsMembers interact with each other in more direct waysHealing capacity develops within the group Increased group cohesion fosters action-oriented
behaviorsGroups: Process & Practice - Chapter 7 (2)
Transparency 44©
2002 Wadsw
orth, a division of Thomson Learning, Inc.
Characteristics of a Productive Group
There is a focus on the here and now Goals of members are clear and specific Cohesion is high – a sense of emotional bonding
in the group Conflict in the group is recognized and explored Members are willing to make themselves known Trust is increased and there is a sense of safety
Groups: Process & Practice - Chapter 7 (3)
Transparency 45©
2002 Wadsw
orth, a division of Thomson Learning, Inc.
Characteristics of a Nonworking Group
Mistrust is manifested by an undercurrent of unexpressed feelings
Participants focus more on others than themselves Participants hold back – disclosure is minimal Members may feel distant from one another Conflicts are ignored or avoided Communication is unclear and indirect
Groups: Process & Practice - Chapter 7 (4)
Transparency 46©
2002 Wadsw
orth, a division of Thomson Learning, Inc.
Choices to be Made During the Working Stage
Disclosure versus anonymity Honesty versus superficiality Spontaneity versus control Acceptance versus rejection Cohesion versus fragmentation
Groups: Process & Practice - Chapter 7 (5)
Transparency 47©
2002 Wadsw
orth, a division of Thomson Learning, Inc.
The Value of Homework in Groups Group: not an end in itself Group is:
A place to learn new behaviorsA place to acquire a range of skills in living Training ground for everyday life
Homework – a means for maximizing what is learned in group
Members can devise their own homework assignments Ideally, homework is designed collaboratively between
members and leader
Groups: Process & Practice - Chapter 7 (6)
Transparency 48©
2002 Wadsw
orth, a division of Thomson Learning, Inc.
Therapeutic Factors Operating in Groups
Self-Disclosure Confrontation Feedback Cohesion and Universality Hope Willingness to Risk and
Trust
Groups: Process & Practice - Chapter 7 (7)
Caring and Acceptance Power Catharsis The Cognitive Component Commitment to Change Freedom to Experiment Humor
Transparency 49©
2002 Wadsw
orth, a division of Thomson Learning, Inc.
Guidelines for Member Self-Disclosure
Disclosure – related to the purposes of the group Persistent reactions – useful to express persistent
thoughts and feelings Members decide what and how much to disclose Safe climate – disclosure increases in a safe group Level of disclosure – stage of group may determine
what is appropriate
Groups: Process & Practice - Chapter 7 (8)
Transparency 50©
2002 Wadsw
orth, a division of Thomson Learning, Inc.
Guidelines for Giving Feedback
Give feedback with honesty and with sensitivity Concise feedback given in a clear and
straightforward way is useful In giving feedback, let others know how their
behavior affects you Avoid giving global feedback Avoid being judgmental in giving feedback
Groups: Process & Practice - Chapter 7 (9)
Transparency 51©
2002 Wadsw
orth, a division of Thomson Learning, Inc.
Catharsis in Groups
Catharsis – the expression of pent-up emotions Catharsis can be healing and can lead to increased
cohesion Catharsis is not appropriate for all types of groups After a catharsis –
It is useful to integrate cognitive and behavioral work Insights are common It is crucial to put insights into action
Groups: Process & Practice - Chapter 7 (10)
Transparency 52©
2002 Wadsw
orth, a division of Thomson Learning, Inc.
Ending a Group
Tasks of the final stage of a group:Dealing with feelings of separationDealing with unfinished businessReviewing the group experiencePractice for behavioral changeGiving and receiving feedbackWays of carrying learning further The use of a contract and homework
Groups: Process & Practice - Chapter 8 (1)
Transparency 53©
2002 Wadsw
orth, a division of Thomson Learning, Inc.
Leader Functions During Ending Phase of Group
Assist members in dealing with any feelings they might have about termination
Reinforce changes that members have made during the group
Work with members to develop specific contracts and homework assignments
Provide opportunities for members to give one another constructive feedback
Reemphasize the importance of maintaining confidentiality after the group is over
Groups: Process & Practice - Chapter 8 (2)
Transparency 54©
2002 Wadsw
orth, a division of Thomson Learning, Inc.
Leader Functions After Termination of a Group
Offer private consultations if any member should need this service
Provide for a follow-up group session or follow-up individual interviews
Identify referral sources for members who may need further assistance
Evaluate the strengths and weaknesses of the group
Groups: Process & Practice - Chapter 8 (3)
Transparency 55©
2002 Wadsw
orth, a division of Thomson Learning, Inc.
Giving and Receiving Feedback at the Ending Stage
The sentence completion method can enhance the quality of feedback and can result in focused feedback
Examples:My greatest fear for you is ...My hope for you is... I hope that you will seriously consider... I see you blocking your strengths by...Some things I hope you will think about doing for
yourself are...Some ways I hope you’d be different with others are...
Groups: Process & Practice - Chapter 8 (4)
Transparency 56©
2002 Wadsw
orth, a division of Thomson Learning, Inc.
Applying What is Learned in Group to Everyday Life
Members can be reminded of ways to translate what was learned in group and assisted in developing action plans geared to change
Some points:A group is a means to an endChange is bound to be slow and subtle Focus more on changing yourself than on
changing othersDecide what you will do with what you learned
about yourself
Groups: Process & Practice - Chapter 8 (5)
Transparency 57©
2002 Wadsw
orth, a division of Thomson Learning, Inc.
Groups for Children
Developing a proposal: Groups for children In planning groups for children:
Describe your goals and purposes clearly Develop a clearly stated rationale for your
proposed group State your aims, the procedures to be used, the
evaluation procedures you will use, and the reasons a group approach has particular merit
Groups: Process & Practice - Chapter 9 (1)
Transparency 58©
2002 Wadsw
orth, a division of Thomson Learning, Inc.
Guidelines for Group Work with Children and Adolescents
Be aware of your state’s laws regarding children Consider securing parental or guardian
written permission Communicate your expectations to those in your group Emphasize confidentiality Maintain neutrality Use appropriate exercises and techniques Listen and remain open Prepare for terminationGroups: Process & Practice - Chapter 9 (2)
Transparency 59©
2002 Wadsw
orth, a division of Thomson Learning, Inc.
Key Points – Groups for Children In designing a group in both schools and agencies, get
the support of administrators Communicate with children about the importance of
keeping confidences in language they can grasp Ethical practice demands that you have the training
required to facilitate a group with children Not all children are ready for group participation Having some structure is particularly important in groups
with children Give thought to helpful methods of evaluating the
outcomes of your groupsGroups: Process & Practice - Chapter 9 (3)
Transparency 60©
2002 Wadsw
orth, a division of Thomson Learning, Inc.
Groups for Adolescents
Organizing an adolescent groupConduct a needs assessmentDevelop a written proposalMarket your groupGet informed consent from parents or guardiansConduct pregroup interviewsSelect members for the groupDesign a plan for each of the group sessionsArrange for a follow-up group session after termination
Groups: Process & Practice - Chapter 10 (1)
Transparency 61©
2002 Wadsw
orth, a division of Thomson Learning, Inc.
Hints – Working with Reluctant Adolescent Group Members
Explain the rationale of the group in jargon-free language
Allow members to express reactions to being sent to group
Go with resistance – Don’t go against resistance Avoid getting defensive Be clear and firm with your boundaries
Groups: Process & Practice - Chapter 10 (2)
Transparency 62©
2002 Wadsw
orth, a division of Thomson Learning, Inc.
Sample Group Proposal – Multiple Family Group Therapy
Philosophy of group and overall goals Overview of group Group format – weekly sessions Practical considerations Contraindications to participation in group Outcomes of group
Groups: Process & Practice - Chapter 10 (3)
Transparency 63©
2002 Wadsw
orth, a division of Thomson Learning, Inc.
Key Points – Groups for Adolescents
Understand and respect resistance Role-playing techniques can often be creatively used in
adolescent groups Find ways to involve parents in group work with adolescents A few kinds of adolescent groups include: groups for
students on drug rehabilitation, groups for unwed teenage fathers, teen delinquency prevention groups, and sex offender treatment groups
Co-leadership models are especially useful in facilitating an adolescent group
Groups: Process & Practice - Chapter 10 (4)
Transparency 64©
2002 Wadsw
orth, a division of Thomson Learning, Inc.
Key Points – Groups for Adults Theme-oriented groups with a psychoeducational
focus are popular Short-term and structured groups fit the needs of
many adult populations Account for diversity in your groups Group work with women is increasing Most men’s groups have a psychoeducational and
interpersonal focus Groups dealing with domestic violence are
gaining prominenceGroups: Process & Practice - Chapter 11 (1)
Transparency 65©
2002 Wadsw
orth, a division of Thomson Learning, Inc.
Examples of Groups for Adults
Groups for college students Groups for weight control HIV/AIDS support group Women’s group Men’s group Domestic violence group Support group for survivors of incest
Groups: Process & Practice - Chapter 11 (2)
Transparency 66©
2002 Wadsw
orth, a division of Thomson Learning, Inc.
Sample Proposal for a Group with Adults
In designing a specific group, consider these componentsDescription of the type of your groupRationale of your groupGoals of your groupMarketing methodsScreening and selection membersStructure of group – description of sessionsMethods for assessing outcomes
Groups: Process & Practice - Chapter 11 (3)
Transparency 67©
2002 Wadsw
orth, a division of Thomson Learning, Inc.
Key Points – Groups for the Elderly You may encounter obstacles in your attempts to organize
and conduct groups for the elderly Groups offer unique advantages for the elderly who have
a great need to be listened to and understood Groups can help elderly people integrate current life
changes into an overall developmental perspective Elderly people need a clear explanation of the group’s
purposes – and why they can benefit from it Revealing personal matters may be extremely difficult for
some elderly people because of their cultural conditioning
Groups: Process & Practice - Chapter 12 (1)
Transparency 68©
2002 Wadsw
orth, a division of Thomson Learning, Inc.
Themes in Working with Elderly Populations
Themes that are prevalent with the elderly include: Loss and the struggle to find meaning in life Loneliness and social isolationPoverty Feelings of rejection Dependency Feelings of uselessness, hopelessness, and despair Fears of death and dyingGrief over others’ deathsSadness over physical and mental deterioration Regrets over past events
Groups: Process & Practice - Chapter 12 (2)
Transparency 69©
2002 Wadsw
orth, a division of Thomson Learning, Inc.
Examples of Groups for the Elderly
Some groups that are commonly offered include those with an emphasis on Reminiscing Physical fitness Body awareness Grief work Occupational therapy Reality orientation Music and art therapy
Groups: Process & Practice - Chapter 12 (3)
Combined dance and movement
Preretirement and postretirement issues
Remotivation Organic brain syndrome Health-related issues