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Group Final
Final study guide
| Question | Answer |
|---|---|
| Early Ch. 10 Self-exploration | -talking about oneself or interacting with someone, intention to understand more about oneself psychologically -challenges avoidance and redirect from storytelling, set group norm of self-exploration through positive feedback to avoid needing to redirect |
| Access | degree of depth that one achieves in doing self-exploration, shallow vs deep. -cognitively and emotionally |
| Problem Ownership | -Avoiding self-exploration because don't want to take responsibility for prob. Normal with conflicts. -Explain the value of both people taking ownership and learning from a conflict- everyone focus on their own part. May be a grain of truth, process. |
| Helping others | Facilitating or offering comfort or advice, done by leader or other members. Important to look at both giver and receiver and process why it's happening-underlying motives |
| Self-Exploration: Problematic Behavior | Important to show prob behaviors in group. Some people are oblivious to probs while others know them and try to hid. -Important to explain need to show problems, suppressing doesn't allow process and won't learning a new way. -Encourage experimenting |
| Levels of Communication (3) | 1. Content Level: Explicit meaning of words-content 2. Emotional level 3. Relational level |
| Emotional Level | Emotional Level: emotions expressed- sometimes response is unconscious and person won't know why they responded. Our job to teach them to tune in and pay attention to that |
| Relational Level | What the statement says implicitly about the relationship between the people involved- closeness, power, boundaries, etc. |
| Awareness | experiencing and labeling what the person is feeling at the moment it is happening (emotions, thoughts, images, body sensations, motivations, actions)- knowing what's going on with us and being able to label it/put a name on it/understand it/express it |
| Why is awareness helpful? | Awareness in the moment is much more powerful and emotional than trying to remember later. Also, if not paying attention, will miss little things, increasing the information we have and our understanding. Allows greater access to what's inside of us. |
| Awareness develops gradually. How to promote it? | -ask about it: what are you feeling? -suggest possibilities based on observations (I notied tears in your eyes...) -suggest how you may feel in similar situation -bodily sensations -focus on emotional reactions, just just intellectual analysis |
| Awareness: Asking questions vs. making interpretations | -better to ask questions, people are stubborn, need to come to their own conclusions, can better include all aspects of their life & arrive at conclusion. -gives them power and responsibility -if no insight, might be useful to offer interpretation |
| How to offer an interpretation | Make sure it is just outside of their consciousness, if it's too far, they can't access it/see it. |
| Insight | Cognitive component of self-exploration -understanding the current group interaction -insight into how this pattern plays out in their life -insight into it's childhood origins |
| Building insight | -Moment to moment awareness of experience usually brings about insight spontaneously -Can also ask questions to stimulate it- "when has this issue come up before in group?" "Is this a pattern that shows up frequently in your life?" |
| Early Ch. 11- Interactive work Levels of dynamics (3) | 1. Intrapsychic- individual, emotion, defenses, everything unique to the individual 2. Interpersonal- interactions between people, not inside individuals 3. Group as a whole |
| Choosing to address particular level | Always focus on the "Group as a whole" first, that must be in place before others will work (norms, rules, safety, etc) |
| When to Allow Outside Issues | -relieve emotional pressure to increase presence- something must get past first. -Knowing one another on a deeper level-helps us understand & get to know them. -issue relates to smthg in group -if sharing with group is work for person, experimenting |
| Short Term Groups | -Must develop cohesiveness quickly -focus more on outside issues rather than interpersonal between members -less interactive components, less time -use sharing and support, psychoeducational work, or homework (try this at home and report back) |
| Initiating Interactive Work Encourage clients to: (4) | -express reactions in the moment -bring up work that relates to previous meetings or longer term issues, especially feelings or concerns toward another member. -reach out to become closer to another member, get the ball rolling -ask for feedback |
| Ways of relating (4) | 1. Facilitation 2. Empathy and Identification 3. Perception 4. Feeling response |
| Facilitation | one member tries to help another by offering interpretation. |
| Empathy and Identification | Strive for empathy, not symtomotpathy -identify with their feelings and tune in to ouwn feels to offer them. Some people empathize but as a defense mechanism don't explore their own feelings |
| Perception | -Talking about one's view or understanding of the other person (I think..) |
| Feeling Response | expressing emotional reaction to another persons (I feel...) |
| Ways to Encourage Interactive Work | 1. ask for it explicitly: point it out when you see it, slow things down. 2. Set up interactive work in consultations: sometimes that's a safer environment 3. Encourage people to explore their blocks 4. Point out emotional reactions during group |
| Moving from Outside to Interactive Work (when member is telling a story) | -ask member if he has that issue with other member in group -Awareness contract: we notice, can we point it out -Pick person in group to connect with -Ask how it feels to share w/group -needs/wants from group in sharing issue-group dynamics after this |
| Chapter 12- Presence and Content Presence | -Being vital, embodied, and in touch with oneself and experiences -Being in the momen |
| Contact | -Quality of the engagement of a person with their environment; true interaction; the directness of reality in the moment -true contact= genuinely engaged; more contact= more therapeutic power -degree of contact we have various between people |
| Directness | -Facilitates interactive work because the person's true feelings are apparent; the recipient gets the full impact; and work is clear. |
| Directness (continued) | -Unqualified statements rather than questions- statement behind your question? Don't interpret -"I" statements-helps others hear it -Emotional reactions rather than judgments "my feels were hurt" vs "you're an asshole" -Stay focused and on topic |
| Congruence | -Look for incongruence- a mismatch between a person's feelings, expressions, and the statement content. -Incongruence often indicates hidden feelings (inappropriate humor, giggling, smiling, etc) - feels off, why did you do that? trying to cover up? |
| Gender Conditioning | -Family often transmits cultural issues -Boys and girls are socialized according to gender lines: causes psych probs -some roles based on biological diff. but most are exaggerated by socialization -Many clients continue to struggle w/gender & meanings |
| Socialization of Women | -value emotions, connection, relationship -may feel inadequate in intellectual dis. -may believe their worth depends on relating and caring for others, they cannot care for themselves (never had opp.) -taught compliance and people pleasing, passivity |
| Socialization of Men | -value competence, intellect, avoid feelings -independence and autonomy, shame if dependent -trained to value aggression, power, defend against vulnerability -value themselves for success in world, measured by power, money, competence, status |
| working with conditioning | -make connection between person's difficulties & gender conditioning -helps avoid shame and facilitates connection w/ other people w/ similar issues -support, empathy,& identification can be valuable -"this is all you've been taught to be, can be more" |
| Working with conditions (continued) | may need to experiment with healthy behavior previously devalued for gender (women=anger, assertive, self-reliance; men= feeling emotions, vulnerability, etc) -each group member must define for themselves what it means to man/woman, not defined for them. |
Created by:
klthomas0123
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