Copyright ©2005 Brooks/Cole, a division of Thomson Learning, Inc. Reading the News Chapter 2.
© 2007 Thomson Brooks/Cole, a division of Thomson Learning Group Work 1.
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Transcript of © 2007 Thomson Brooks/Cole, a division of Thomson Learning Group Work 1.
© 2007 Thomson Brooks/Cole, a division of Thomson Learning
Group Work
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© 2007 Thomson Brooks/Cole, a division of Thomson Learning
Can be viewed from systemic and cybernetics perspective
Dynamic interaction of its members Communication patterns Power dynamics Hierarchies Homeostasis
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© 2007 Thomson Brooks/Cole, a division of Thomson Learning
Groups have become much more popular
But, why choose a group over individual counseling? See advantages and disadvantages, Table 7.1,
p. 227
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© 2007 Thomson Brooks/Cole, a division of Thomson Learning
Prior to 1900: Functional and pragmatic groups (e.g., daily living skills)
▪ Often moralistic in nature Jane Addams and Mary Richmond--community groups to
make systemic change
Turn of century: Vocational and moral guidance in schools Dr. Henry Pratt: Physician--groups with tuberculosis
patients ▪ Started with a lecture▪ Then had patients tell personal stories about their
illness
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© 2007 Thomson Brooks/Cole, a division of Thomson Learning
Around 1900: Psychoanalytic principles explained groups behavior
▪ Primal urges, instincts, parental influences▪ Herb instincts▪ Mob instincts▪ Recapitulation of family issues
1914: Moreno started “psychodrama” and coined the phrase “group psychotherapy”
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© 2007 Thomson Brooks/Cole, a division of Thomson Learning
1920s and 1930s:▪ Adler’s influence: birth order and social
connectedness▪ First non psychoanalytically oriented groups▪ More group guidance in the schools
Emergence of Modern-Day Groups 1947, Kurt Lewin and others: NTL 1940s: Rogers worked with returning GIs from
WWII– led to first encounter groups
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© 2007 Thomson Brooks/Cole, a division of Thomson Learning
1960s: Groups reflect freedom and love Esalen, Michael Murphy, and encounter Groups emerge
Encounter Group Leaders: Rogers, Maslow, Perls, Schutz
Read quote, bottom of p. 230 Soon, other groups arise: marathon groups,
confrontational groups, gestalt groups. APA publishes “Guidelines for Psychologists Conducting
Growth Groups” (1973) 1960s and 1970s: books on group counseling flourish 1973: ASGW
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© 2007 Thomson Brooks/Cole, a division of Thomson Learning
Groups become alternative to individual counseling Decline of more “outrageous” groups Common-theme, task groups, and time-limited (brief
groups) become popular Rise in self-help groups ASGW:
Best Practice Guidelines Professional Standards for the Training of Group Workers
CACREP requires group work Almost all programs now include group work
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© 2007 Thomson Brooks/Cole, a division of Thomson Learning
Five Categories of Groups: 1. Self-help groups 2. Task groups 3. Psychoeducational groups 4. Counseling groups 5. Psychotherapy groups
Group dynamics and group process occur in all groups Group dynamics: internal dynamics Group process: how group unravels over time
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© 2007 Thomson Brooks/Cole, a division of Thomson Learning
Around for more than 50 years Particularly popular for last 30 years Purpose: education, affirmation, and enhancement of
strengths No paid leader, usually Sometimes, no leader Leader is not trained in group process, usually Leader does help “organize” group Nominal fee Focus on specific issues, usually (AA, eating disorders) See Box 7.1, p. 233
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© 2007 Thomson Brooks/Cole, a division of Thomson Learning
Focus on conscious behaviors and group dynamics
National Training Laboratory (NTL) first group to do this
Task group specialists usually enter a system and help to analyze and diagnose problems
Task group leaders help facilitate changes in system
Often focuses on differences among people in a system and how to help people get a long
See Box 7.2, p. 234
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© 2007 Thomson Brooks/Cole, a division of Thomson Learning
Formerly: “Guidance Groups” Focus: Disseminate mental health education to
promote personal group and empowerment Found in many settings Designated, well-trained group leader
Focuses on preventive education Often begins with didactic presentation and then
leaders to discussion that may included limited self-disclosure
See Box 7.3, p. 235
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© 2007 Thomson Brooks/Cole, a division of Thomson Learning
Usually, focused on prevention and wellness, self-enhancement, increased insight, self-actualization
Focus more on conscious than unconscious Usually, not dealing with severe pathology Often, focuses on issues related tonormal human
development Usually, 4-12 members Well trained leader See Box 7.3, p. 235
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© 2007 Thomson Brooks/Cole, a division of Thomson Learning
Focus on deep-seated, long-term issues Focus on remediation of severe pathology and
personality reconstruction Well-trained leader Usually 4-12 members Usually, meets for a minimum of 8 sessions Usually, meet at least once a week for 1-3 hours Leader facilitates deep expression of feelings and
helps clients work on change See Box 7.4
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© 2007 Thomson Brooks/Cole, a division of Thomson Learning
See Figure 7.1, p. 237
Comparison of Psychoeducational, Counseling, and Therapy Groups
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© 2007 Thomson Brooks/Cole, a division of Thomson Learning
Theory in reference to group work allows one to1.Can show efficacy2.Have a comprehensive approach3.Help us understand client4.Help us decide on techniques5.Help us predict course of treatment6.Is researchable—we can see its efficacy
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© 2007 Thomson Brooks/Cole, a division of Thomson Learning
Most theories can be applied to group work. Use their basic tenets along with a systems framework
Theories that have been successfully applied include: Psychoanalytic Cognitive-Behavioral Person-Centered Solution Focused Other
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Getting Members Group Composition Closed or Open Group Size Of Group Duration Of Meetings Frequency Of Meetings Securing Appropriate Space Group Leadership Style
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© 2007 Thomson Brooks/Cole, a division of Thomson Learning
Pregroup Stage (Forming a Group) Pregroup meeting? Interview with potential member? Identifying expectations Challenge myths Screen out (or in) members
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© 2007 Thomson Brooks/Cole, a division of Thomson Learning
Initial Stage (Forming) Members anxious, apprehensive, and want to get
started Focus on others, not self There and then conversation, not “here and now” Resistance exhibited Leader task: define ground rules and build trust Structure, empathy, and positive regard important Leaders: genuine and only slightly self-disclosing Leaders: watch for scapegoating
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© 2007 Thomson Brooks/Cole, a division of Thomson Learning
Transition Stage (Storming than Norming) Beginning to feel comfortable with technical issues and
ground rules– but still some anxiety initially Members positioning themselves in groups May project onto leader and have transference to leader As stage continues, attacking and scapegoating may
occur Leader must deal with attacks and scapegoating Slowly, trust builds and resistance diminishes Ownership of feelings occurs Here and now focus begins Identification of problems and goals happens Systemically: Goal is to build a highly functioning system
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© 2007 Thomson Brooks/Cole, a division of Thomson Learning
Work Stage (Performing) Trust occurs, conflict lessens, cohesion occurs Can give and hear feedback Work on identified behavioral change Gain in self-esteem from positive feedback and
sense of accomplishment Use of advanced counseling skills by leader Systemically: A system has been developed–
but make sure the system continues to encourage change and forward movement
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© 2007 Thomson Brooks/Cole, a division of Thomson Learning
Closure (Adjourning) Increased sense of accomplishment Saying good-bye Share what has been learned Express feelings about one another Summarize with use of empathy Consider who might want follow-up in
counseling Evaluation of group?
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© 2007 Thomson Brooks/Cole, a division of Thomson Learning
Principles for Diversity-Competent Group Workers (ASGW)
Social Justice in Group Work: Can help “privileged” clients see their privilege
Prejudice and the Group as Microcosm of Society Groups can mimic what happens in society
Cultural Differences between a Group Member and the Group Leader If group leader of different culture than members,
members may project feelings about leader’s culture onto the leader
Offers leader opportunity to have client’s understand their biases
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© 2007 Thomson Brooks/Cole, a division of Thomson Learning
Ethical Issues Ethical code of ACA and Best Practices
Statement of ASGW Informed Consent and Confidentiality (see p.
249)▪ Can you ensure confidentiality?
Professional Associations: A number exist. ASGW is division of ACA
Group vs. Individual Counseling (see top of p. 251) Legal Issues
Confidentiality and the Third Party Rule
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© 2007 Thomson Brooks/Cole, a division of Thomson Learning
Allowing Groups to Unfold Naturally “Push a group to open up to quickly, and it will
push back” Thus, your ability at facilitating growth in a group
is the key mark to allowing the group process to occur
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