Models and Dynamics of Group Therapy - PowerPoint Presentation

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Models and Dynamics of Group Therapy

Hannah Lowe, M. Ed., LPC

Signature Health

hlowe@shinc.org

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Tid-bits to start

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Course Introduction

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Outline

Qualities of a Group

Yalom’s Therapeutic FactorsModels of Group Counseling Task/WorkPsychoeducationalCounselingPsychotherapyMixedGroup DynamicsTrustSupport vs. confrontation

Defensiveness and reluctant behaviorControl Transference and countertransferenceProblem behaviors

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Qualities of a Group

(Page &

Jencius

, 2009)

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Qualities of a Group

Yalom’s Therapeutic Factors

(Yalom, 1970, 1995)

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Qualities of a Group

Yalom’s Therapeutic Factors (cont.)

(Yalom, 1970, 1995)

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Models of Group Counseling

Task/work

Counseling

Psychoeducational

Psychotherapy

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Task/ Work Groups

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Task/ 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)

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Task/ 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)

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Task/ 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.”

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Psychoeducational 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

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Psychoeducational Groups (Cont.)

Used in a wide variety of settings outside of schools:

HospitalsMental health agenciesCorrectional institutionsSocial service agenciesSpiritual settingsUniversities

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Psychoeducational Groups (Cont.)

Psychoeducational groups include

“discussion groupsguided group interactionsrecovery groupssupport groupsorientation groupseducational groupsstudent-centered learning groups”

(Rivera et al., 2004, p. 391)

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Psychoeducational Group (Cont.)

Elements of designing and planning for a successful psychoeducational group:

stating the purposeestablishing goalssetting objectives

selecting contentdesigning experiential activitiesEvaluating (Furr, 2000)

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Psychoeducational 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.

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Counseling 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.

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Counseling 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.

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Psychotherapy 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)

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Psychotherapy 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)

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Psychotherapy Group Leaders

Are mental health experts with specialized training and expertise in dealing with people with emotional problems

Often operate from a theoretical position.

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Mixed 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.

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Models of Groups

Type

Task/Work

CounselingPsychoeducationPsychotherapy

PurposeDoingGrowing LearningTransforming Outcome

Tasking RelatingAcquiringContacting

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Group Dynamics

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Trust

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Facilitating Trust

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Caring 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)

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Confrontation 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.”

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Defensiveness and Reluctance

Connected to Trust

Bringing material into conscious awareness isn’t safeTrust the wisdom of reluctance

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Silence

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

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Problem Behaviors

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Working 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

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Example

In your chat, please type in any type of dynamic or factor your observing.

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Example

In your chat, please type in any type of dynamic or factor your observing.

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Example

In your chat, please type in any type of dynamic or factor your observing.

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Example

In your chat, please type in any type of dynamic or factor your observing.

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Extra Resources

Group Process playlist

https://www.youtube.com/playlist?list=PL0sx7dVJFLEA7fqufsBcQxVmEeVUQSgosGroup Counseling Demonstrations Playlisthttps://www.youtube.com/playlist?list=PLVos6g_wPuQf_MIkUx_xmZGT4jenaG13n

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References

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.

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MDG20D

Course Code