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Mental Health
Group Therapy
| Question | Answer |
|---|---|
| T/F group ineraction is often the most efective type of therapy | True |
| Group interaction is a safe place for a pt to practise ___ behaviors | new |
| A group function that teaches social norms and usually is part of a person's life for a long time | socialization |
| A Group function where members provide support for each other in times of need | support |
| A group function where members work together to achieve goals that cannot be met by individuals | task completion |
| A group function for mutual pleasure | camaraderie |
| A group function where learning meathods for successful resolution of problems by hearing how others solved their problems | informaitonal |
| A group function where teaching members how to act in society | normative |
| A group function where providing support for individual members who are trying to change conditions that an individual would have difficulty changing | empowerment |
| A group function that provides a group for establishing rules in a larger community or organization | governance |
| groups tend to be representative of how the pt interacts with their ___, ___, and ___ | family, coworkers and friends |
| Groups contain two aspects; the process and content, process is ___ things are done and content is ____is done or discussed | process is how things are done and content is what is done or discussed |
| Three leadership styles | democratic, autocratic, laissez-faire |
| leadership style where everyone has some input in the direction of the group | democratic |
| leadership style where one leader, more directed, seen less often in therapy groups | autocratic |
| leadership style which is more common with groups of high functioning groups of people | lassez-faire |
| taks, education, psychotherapy, family, support and self-help are examples of | types of groups |
| What type of group usually plans an outing to lunch, teach a pt to work with others, to accomplish specific outcome or task | task |
| What type of group often done by nurses to convey knowledge and information | educational / teaching |
| What type of group usually led by a social worker and psychologist or master's prepared nurse | psychotherapy |
| What type of group focused on group relations and interactions amoung the members | supportive / therapeutic |
| What type of group focused on dealing with emotional problems and led by mental health professionslas with an advanced degree | group therapy |
| What type of group is focused on assisting members to continue dealing with emotional concerns dealing with a specific issue, such as alcoholism | self-help groups |
| The energizer or coordinator are examples of productive or non-productive roles | productive roles |
| growth inhiiting or monopolizer are examples of productive or non-productive roles | non-productive roles |
| A task role that suggests, proposes new ideas | initiator-contributor |
| A task role that asks for clarification | information seeker |
| A task role that offers facts or generalizations or experiences | information giver |
| A task role that states beliefs | openion giver |
| A task role that develops meanings of ideas and rationales | elaborator |
| A task role that clarifies relationships amoung ideas | coordinator |
| A task role that defines position of the group regarding group goals | orienteer |
| A task role that evaluates group against some standard | evaluator-critic |
| A task role that tries to stimulate group to action | energizer |
| A task group that does things for group, such as distributing papers | procedural technition |
| A task role that writes suggestions, keeps minutes | recorder |
| A maintenance role that praises, agrees with others | encourager |
| A maintenance role that mediates differences between group members | harmonizer |
| A maintenance role that helps with conflict | compromiser |
| A maintenance role that keeps communication channels open | gate-keeper |
| A maintenance role that expresses standards for the group to achieve | standard setter |
| A maintenance role that keeps records of the group's progress | group observer |
| A maintenance role that goes along with the movement of the group | follower |
| An individual role that deflates the status of others, expresses disapproval, attacks | agressor |
| An individual role that is negative and resistant, disagrees and opposes | blocker |
| An individual role that boasts about self, acts in unusual ways to gain attention | recognition-seeker |
| An individual role that expresses personal feelings that are not related to the group | self-confessor |
| An individual role that shows lack of involvement in the group's progress | playboy |
| An individual role that dominates the group, asserts authority, interrupts others | dominator |
| An individual role that expresses personal confusion and insecurity beyond reason | help-seeker |
| An individual role that presents own personal prejudices or biases | special interest pleader |
| T/F cohesiveness is the foundation for trust and sharing in groups | True |
| A curative factor in which faith that the tx mode can and will be efective | instillation of hope |
| A curative factor in which the demonstration that we are not alone in our misery or our problems | universality |
| A curative factor in which learning instruction about mental helath, mental illness, psychodynamics or whatever else might be the focal problem of the group | imparting of information |
| A curative factor in which opportunity to rise out of oneself and help somebody else, the feeling of usefulness | altruism |
| A curative factor where experiencing transference relationships growing out of primary family experiences providing the opportunity to relearn and clarify distortions | corrective recapitulation of primary family group |
| A curative factor where social learning or development of interpersonal skills | development of socializing techniques |
| A curative factor taking on the manner of group members who function more adequately | imitative behavior |
| A curative factor of opportunity for expression of strong affect | Catharsis |
| A curative factor of recognition of the basic featres of existence through sharing with others | existential factors |
| A curative factor of receiving and giving suggestions for strategies for handing problems | direct advice |
| A curative factor receiving fedback from others and experimenting with new ways of relating | interpersonal learning |
| The three stages of group progress | orientation, working and termination |
| Establishing rules, leader structures, members introduced, compete in pecking order, and cohesiveness are included in what stage of group progress? | orientation |
| decision making, problem solving, confronting disagreements, cooperating and members turning to eachother are examples of what stage of group progress? | working |
| reviewing goals, reminiscing about the group, and dealing with feelings of loss are examples of what stage of group progress? | termination |
| T/F Groups are always open in nature | False - groups are open or closed in nature |
| T/F Groups usually keep the same members | False - groups are ongoing sessions and new members join in at different times |
Created by:
cgwayland
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