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Mental Health
Therapeutic Groups
| Question | Answer |
|---|---|
| A specialized treatment intervention in which a trained leader establishes a group for the purpose of treating patients with psychiatric disorders. | Group Psychotherapy |
| Advantages of group psychotherapy are: | More patients can be treated, cost effective, less isolating, peer feedback, different problem solving approaches taught, members learn about functional roles in groups. |
| Disadvantages of group psychotherapy are: | Patient privacy may be violated if content not kept confidential, some patients are unable to share intimate thoughts in a group, patient may feel they are not receiving enough attention. |
| Those patients that could not benefit from group psychotherapy are: | Acutely psychotic or manic patients and those who are cognitively impaired. |
| What are the four developmental stages of groups? | Initial phase, working phase, mature phase, adn termination. |
| In this phase, the leaders role is to set up an atmosphere of respect, confidentiality and trust. | Initial Phase |
| In this phase, the leaders role is to encourage members to cooperate with each other ant to handle conflict. | Working Phase |
| In this phase, the leader's role is to keep the group focused on therapeutic goals of individual members. | Mature Phase |
| In this phase, the leader's task is to acknowledge the contributions of each member and the experience as a whole. | Termination Phase |
| There are only two formal group roles in each group, they are: | The leader and the members. |
| Some informal roles of group are: | Task, maintenance, and individual roles. |
| These roles in a group function to keep the group together, helping the members to compromise. | Maintenance Roles |
| These roles serve to keep the group focused on its main purpose. | Task Roles |
| Individual roles can interfere with the group's functioning because | They are not related to the group goals. |
| This style of group leadership exerts control over the group and does not encourage much interaction among members. | Autocratic Leadership |
| This style of group leadership supports extensive group interaction in the process of problem solving. | Democratic Leadership |
| This style of group leadership allows the group members to behave in any way that they choose and does not attempt to control the direction of the group. | Laissez-faire Leadership |
| A group leader leading acommunity meeting with a fixed. time-limited agenda may tend to be more | Autocratic |
| Making a statement or questioning to check the meaning of an interaction. | Clarification |
| Questioning a member in a challenging but supportive way. | Confrontation |
| Identifying feelings or behavior more clearly. | Reflection |
| Simply repeating a member's consent. | Repetition or paraphrase. |
| Commenting at the end of the session to note issues discussed and incomplete topics. | Summarization |
| Giving feedback to encourage a member to continue communication. | Support |
| Tries to connect various ideas and suggestions. | Coordinator |
| Gives examples and follows up meaning of ideas. | Elaborator |
| Encourages the group to make decision or take action. | Energizer |
| Measures the group'swork against a standard. | Evaluator |
| Shares facts or own experience as an authority figure. | Information Giver |
| Tries to clarify the group's values. | Information Seeker |
| Offers new ideas or a new outlook on an isssue. | Initiator-Contributor |
| Shares opinions, especially to influence group values. | Opinion Giver |
| Notes the progress of the group toward goals. | Orienter |
| Supports group activity by distributing papers, arranging seating, etc. | Procedural Technician |
| Keeps notes and acts as the group memory. | Recorder |
| In a conflict, yields to preserve group harmony. | Compromiser |
| Praises and seeks input from others. | Encourager |
| Agrees with the flow of the group. | Follower |
| Monitors the participation of all members to keep communication open. | Gatekeeper |
| Keeps records of different aspects of group process and reports to the group. | Group Observer |
| Tries to mediate conflicts between members. | Harmonizer |
| Verbalizes standards to the group. | Standard Setter |
| Criticizes and attacks others' ideas and feelings. | Aggressor |
| Disagrees with group issues; oppositional | Blocker |
| Tries to control other members of the group with flattery or interruptions. | Dominator |
| Asks for sympathy of group excessively. | Help Seeker |
| Acts disinterested in group process. | Playboy |
| Seeks attention by boasting and discussing achievements. | Recognition Seeker |
| Verbalizes feelings or observations unrelated to group. | Self-confessor |
| Advocates for a special group, usually with own prejudice or bias. | Special Interest Pleader |
| the realization that one is not alone in one's situation. | Universality |
| Aspects of the group experience that clients and therapists have identified as facilitating therapeutic change. | Therapeutic Factors |
| Each patient's response to a group is highly individualized, based on | Past experiences and level of participation. |
| Theapeutic factors in groups are: | Instillation of hope, universality, inparting of information, altruism, corrective recapitulation of family group , development of socializing techniques, imitative behavior, interpersonal learning, group cohesiveness, catharsis, existential resolution. |
| When the group leader shares optimism about group treatment, and members share their improvements. | Instillation of Hope |
| Participants receive formal teaching by the leader or advice from peers. | Imparting of Information |
| Members feel a reward from giving support to others. | Altruism |
| Members repeat patterns of behavior in the group that they learned in their families; with feedback from the leader and peers, they learn about their own behavior. | Corrective Recapitulation of the Primary Family Group |
| Members learn new social skills based on feedback from others. | Development of Socializing Techniques |
| Members may copy behavior from the leader or peers and can adopt healthier habits. | Imitative Behavior |
| Membes gain insight into themselves based on the feedback from others. this is a complex process that occurs later in the group after trust is established. | Interpersonal Learning |
| this powerful factor arises in a mature group when each member feels connected to the other members, the leader, and the group as a whole; members can accept positive feedback and constructive criticism. | Group Cohesiveness |
| Intense feelings, as judged by the member, are shared. | Catharsis |
| Members learn to accept painful aspects of life that affect everyone. | Existential Resolution |
| RN's lead _______groups and ________ _______ groups. | Psychoeducational |
| APRN's may independently perform | Group Psychotherapy |
| Groups set up to teach about a specific somatic or psychological subject. | Psychoeducational Groups |
| The group for which the nurse most commonly assumes responsibility in all settings is the | Medication Education Group |
| These groups are designed to teach clients about their medications, answer their questions, and prepare them for self-management. | Medication Education Group |
| What is discussed in sexuality groups? | HIV/AIDS, modes of transmission and treatment of sexually transmitted diseases, education on condom use and other forms of safer sex practices, the effects of medication on sexuality. |
| These groups focus on psychiatric illness and substance use. The goal is to engage clients in treatment and to decrease their use of substance in a step-by-step process. | Dual-Diagnosis Groups |
| This group is usually found in the outpatient setting, and is composed of family members and clients and continues for up to 2 years. The focus is on education about the mental illness and strategies for the family to cope with longterm disability. | Multifamily Group |
| These groups are designed for clients with a common problem such as anger or psychosis. The focus is on sharing positive and negative experiences so that the members learn coping skills from each other. | Symptom Management Groups |
| These groups are often time limited and teach membes about various relaxation techniques, including deep breathing, exercise, music, and spirituality. | Stress Management Groups |
| These group aim to help increase patients' self-esteem, decrease social isolation, encourage appropriate social behaviors, and educate clients in basic living skills. | Therapeutic Milieu Groups |
| Example of ______________ groups are recreational groups, physical activity groups, creative arts groups, and storyelling groups. | Therapeutic Milieu |
| These are meetings that usually include all clients and the treatment team, who meet frequently to discuss common goals. | Community Meetings |
| The functions of this type of meeting include orienting new members to the unit, encouraging clients to engage in treatment, and evaluating the treatment program. | Community Meetings |
| These groups focus on basic hygiene issues such as bathing and grooming. | Self Care Groups |
| These groups are based on the premise that people who have experienced a particular problem are able to help others who have the same problem. | Self-help Groups |
| The compulsive speech of a person who monopolizes the group is an attempt to deal with | Anxiety |
| In the group setting, silences does not mean that the member is | uninvolved |
| The most common group responsibility which nurses assume in all settings is the | Medication education group. |
| The phase of group therapy in which the group deals with feelings associated with separation and loss is | termination |
| When A supports and encourages B to put his or her interests before those of A, the group phenomenon at work is | Altruism |
| A client has recently been treated for prostate cancer. The nurse suggests that talking with others who have had similar problems might be helpful. The type of group most useful to the client would be | A support group. |
| Self-help and support groups do not exist to address | Minor problems. |
| At what point in the life of a group lasting 12 sessions should confidentiality be explained and discussed? | At the first sesssion. |
| At what phase of group development would the nurse hear the following interchange? Client 1: "I do not feel comfortable here." Client 2: "I wonder what we are supposed to talk about." Client 3: "Let's ask the leader to explain things again." | Orientation |
| M tells the group "I have so many problems in my life that it is hard to know where to begin." The leader suggests "Choose the problem that is troubling you most at this time and tell us about it." The leader is promoting | focusing |
| The nurse leader of a cognitive therapy group for persons with dysthymia would use the technique of | clarification |
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