Hannah Lowe M Ed LPC Signature Health hloweshincorg Tidbits to start Course Introduction Outline Qualities of a Group Yaloms Therapeutic Factors Models of Group Counseling TaskWork ID: 927013
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Slide1
Models and Dynamics of Group Therapy
Hannah Lowe, M. Ed., LPC
Signature Health
hlowe@shinc.org
Slide2Tid-bits to start
Slide3Course Introduction
Slide4Outline
Qualities of a Group
Yalom’s Therapeutic FactorsModels of Group Counseling Task/WorkPsychoeducationalCounselingPsychotherapyMixedGroup DynamicsTrustSupport vs. confrontation
Defensiveness and reluctant behaviorControl Transference and countertransferenceProblem behaviors
Slide5Qualities of a Group
(Page &
Jencius
, 2009)
Slide6Qualities of a Group
Yalom’s Therapeutic Factors
(Yalom, 1970, 1995)
Slide7Qualities of a Group
Yalom’s Therapeutic Factors (cont.)
(Yalom, 1970, 1995)
Slide8Models of Group Counseling
Task/work
Counseling
Psychoeducational
Psychotherapy
Slide9Task/ Work Groups
Slide10Task/ Work Groups Run Best When…
the purpose of the group is clear to all participants,
process and content issues are balanced,
the systems of the group as a whole, leader, member, and subsets of members are recognized and acknowledged,
time is taken for culture building and learning about each other,
the ethic of collaboration, cooperation, and mutual respect is developed and nurtured,
(Hulse-Killacky, Killacky, & Donigian, 2001)
Slide11Task/ Work Groups Run Best When…
conflict is addressed,
feedback is exchanged,
leaders pay attention to the here-and-now,
members are active resources,
members learn to be effective and influential participants,
leaders exhibit a range of skills for helping members address task and human relations issues,
members and leaders take time to reflect on what is happening.
(Hulse-
Killacky
,
Killacky
, &
Donigian
, 2001)
Slide12Task/ Work Groups (Tasking)
Focus is on DOING
Group goal is specific
Emphasis placed on
accomplishing the task.
Often product-oriented
Commonly labeled as “task-force”, “work group”, “ad hoc committee.”
Slide13Psychoeducational Groups
Originally developed for use in educational settings, specifically public schools
“educational groups”“guidance groups”“Emphasizes using education methods to acquire information and develop related meaning and skills” (Brown, 1997, p. 1).
Can be preventive, growth oriented, or remedial in their purpose and focus
Slide14Psychoeducational Groups (Cont.)
Used in a wide variety of settings outside of schools:
HospitalsMental health agenciesCorrectional institutionsSocial service agenciesSpiritual settingsUniversities
Slide15Psychoeducational Groups (Cont.)
Psychoeducational groups include
“discussion groupsguided group interactionsrecovery groupssupport groupsorientation groupseducational groupsstudent-centered learning groups”
(Rivera et al., 2004, p. 391)
Slide16Psychoeducational Group (Cont.)
Elements of designing and planning for a successful psychoeducational group:
stating the purposeestablishing goalssetting objectives
selecting contentdesigning experiential activitiesEvaluating (Furr, 2000)
Slide17Psychoeducational Groups (Cont.)
Stress growth through knowledge
(ASGW, 1991, 2000)Emphasize transmitting, discussing, and integrating factual knowledge (Rivera et al., 2004)Content includes but is not limited to personal, social, vocational, and educational information.
Slide18Counseling Groups
Preventative, growth oriented, and remedial
“Generally considered to be a treatment mode that is equal in effectiveness to individual counseling” (Stockton, Morran, & Krieger, 2004, p. 65) May be referred to as interpersonal problem-solving groups.
Slide19Counseling Groups (Cont.)
Counseling groups emphasize improvement of interpersonal relationships and the intrapersonal growth of members.
Although goals are personal, the group as a whole may also share them.Often, topics covered are developmental or situational.
Slide20Psychotherapy Groups
Address “personal and interpersonal problems of living . . . among people who may be experiencing severe and/or chronic maladjustment”
(ASGW, 2000, p. 331)Are remedial in nature and emphasize helping people with serious psychological problems of long duration by confronting them with “their unconscious conflicts so that they may be resolved” (Lev-Wiesel, 2003, p. 240)
Slide21Psychotherapy Groups (Cont.)
Found most often in mental health facilities, such as clinics and hospitals
Emphasize therapy by the group rather than therapy in the group (Grossmark, 2007)May be open-ended (admitting new members at any time) or closed-ended (not admitting new members after the first session).
A primary aim is to reconstruct or rectify the personalities or intrapersonal function of members of the group (Brammer et al., 1993; Gazda et al., 2001)
Slide22Psychotherapy Group Leaders
Are mental health experts with specialized training and expertise in dealing with people with emotional problems
Often operate from a theoretical position.
Slide23Mixed Groups
Mixed groups encompass multiple ways of working with group members and may change their emphasis at different times in the development of the group.
Self-help and support groups, as an example, are often psychoeducational, psychotherapeutic, and task driven. Leadership may be by a professional helper or support group member.
Slide24Models of Groups
Type
Task/Work
CounselingPsychoeducationPsychotherapy
PurposeDoingGrowing LearningTransforming Outcome
Tasking RelatingAcquiringContacting
Slide25Group Dynamics
Slide26Trust
Slide27Facilitating Trust
Slide28Caring Confrontation
Opportunity to invite members to examine some discrepancy between what they are saying and doing or what they are saying and their body language
Checking in (Interpretation of confrontation)
Slide29Confrontation Example
Claire is very willing to speak on everything and constantly brings herself in on others’ work.
An ineffective confrontation by a group leader is this: “I want you to be quiet and let others in here talk.” An effective leader confrontation is this: “Claire, I appreciate your willingness to participate and talk about yourself. However, I’m concerned that I have heard very little from several others in the group, and I want to hear from them too.”
Slide30Defensiveness and Reluctance
Connected to Trust
Bringing material into conscious awareness isn’t safeTrust the wisdom of reluctance
Slide31Silence
Many reasons for nonparticipator behavior
Showing respect and waiting to be called on by the leader
Believing that they have nothing to add or worthwhile to say
Believing they shouldn’t talk about themselves
Uncertainty about how the group process works (protocol for sharing)
A protection against oppression
Fear of rejection
Lack of trust
Slide32Problem Behaviors
Slide33Working with Difficult Behaviors
Leaders will describe the observed
behavior
and the impact this behavior has on the group.
Keep the behaviors clear as behaviors & not personalized
Avoid sarcasm
Educate the members about how the group works
Encourage members to explore their defensiveness
Avoid labeling, instead describe
Avoid stereotyping
Find ways to explore conflicts rather than avoid
Be congruent about feelings and discuss therapeutically
Slide34Example
In your chat, please type in any type of dynamic or factor your observing.
Slide35Example
In your chat, please type in any type of dynamic or factor your observing.
Slide36Example
In your chat, please type in any type of dynamic or factor your observing.
Slide37Example
In your chat, please type in any type of dynamic or factor your observing.
Slide38Extra Resources
Group Process playlist
https://www.youtube.com/playlist?list=PL0sx7dVJFLEA7fqufsBcQxVmEeVUQSgosGroup Counseling Demonstrations Playlisthttps://www.youtube.com/playlist?list=PLVos6g_wPuQf_MIkUx_xmZGT4jenaG13n
Slide39References
Corey, M.S., Corey, G., and Corey, C. (2018).
Groups: Process and Practice 10th edition, Cengage.Page, B. J., & Jencius, M. J. (2009). Groups: Planning and leadership skills. Houghton Mifflin Company. Yalom, I. D. (1970). The theory and practice of group psychotherapy. Basic Books.Yalom, I. D. (1995). The theory and practice of group psychotherapy (4th ed.).
Basic Books.
Slide40MDG20D
Course Code