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Groups NCE
| Question | Answer |
|---|---|
| group | • a cluster of people in a recognizable unit |
| group | • a membership which can be defined with some degree of unity and interaction for a shared purpose |
| ASGW | • Association for Specialists in Group Work • a division of ACA |
| group therapy | • flourished in the U.S. due to a shortage of individual therapists during World War II (the personnel shortage made it impossible for everyone to be treated by individual therapy) |
| group therapy | • group therapy tends to be of longer duration than “group counseling” |
| Moreno | the Father of Psychodrama in psychodrama, the client expresses spontaneous feelings via role-playing coined the term “group therapy” |
| Adler | • introduced counseling to groups at child guidance facilities |
| Gazda | • coined definition of “group counseling” • life-skills model of group work |
| 3 types groups: guidance – a primary group in that it’s mainly preventative (e.g. educational); counseling – a secondary group with less structure than a guidance group;psychotherapy – a tertiary group that requires the leader have the most training | The three types of groups |
| Coyne | • “group work grid” four intervention levels: individual, interpersonal, organization, and community population group intervention is intended to prevent, correct, or enhance behavior |
| group norms | govern acceptable behavior and group rules • refers to “expected behaviors” • norms are both explicit and implicit (e.g. not verbalized) |
| • rules tell group members how to behave and how not to behave in a given situation | group norms |
| • “ground rules” become the standard of behavior (norm) | group norms |
| • rules should be discussed early in the group process | group norms |
| • norms may be written or unwritten | group norms |
| • refers to material discussed in a group setting | group content |
| • what the group is discussing | group content |
| • refers to the manner in which discussion and transactions occur | group process |
| • analyzing the communication, interactions, and transactions | group process |
| • the way the discussion takes place | group process |
| • the manner in which communication transpires | group process |
| • refers to forces that tend to bind group members together | group cohesiveness |
| • “cohesiveness” is associated with Lewin’s “field theory” | group cohesiveness |
| • cohesiveness is seen as a binding force among group members | group cohesiveness |
| • Lewin referred to the binding force as “positive valence” | group cohesiveness |
| • leads to high group productivity and commitment | group cohesiveness |
| • can be negative when it stunts creativity and forces conformity | group cohesiveness |
| • a group decision will be less conservative (more risky) than the average group member’s decision, prior to the group discussion | risky shift phenomenon |
| • the most important trait for group members – leads to group cohesiveness | trust |
| • primary group – preventative and attempt to ward off problems by stressing healthy life-style or coping strategies which can reduce the occurrence of a particular difficulty | classification of groups |
| • secondary group – a difficulty or disturbance is present but usually not severe | classification of groups |
| • tertiary group – likely to deal with severe pathology and focus more on the individual than primary or secondary groups | classification of groups |
| • stands for “training group” | t group |
| • also known as “laboratory-training group” or “sensitivity group” | t group |
| • focus on human relations processes between personnel in a business setting | t group |
| • composed of people who are attempting to cope with a given issue (e.g. alcoholism, weight control) | self-help group |
| • members have a common goal or problem and learn from each other | self-help group |
| • uses the approach that after an extended period of time defenses and facades will drop and the person can become honest, genuine, and real | marathon group |
| • generally conducted over a weekend or over several days | marathon group |
| • allows for new members to join after the group begins | open group |
| • the membership is generally more stable as new members can be added when others drop out | open group |
| • a disadvantage is that a member who joins after the first meeting misses information and/or experiences | open group |
| • allows no members after the group begins | closed group |
| • a disadvantage is that members may drop out and they cannot be replaced | closed group |
| • promote cohesiveness | closed group |
| • an excellent modal for intensive therapy | closed group |
| homogeneous | • the group composition where the members are very similar or alike |
| heterogeneous | • a group where the members are not alike |
| universality | in a group setting it is important to know that a member is not the only person who has a given problem |
| leadership styles | three styles of group leadership: 1) autocratic (authoritarian) – the leader directs the group members which makes this style unpopular |
| styles of group leadership | 2) democratic – generally the most desirable but not the most productive; 3)laissez-faire – group members can do as they please without leader interference or direction |
| • best for quick decision-making | authoritarian |
| • may generate resentment among group members | authoritarian |
| • leader as an “expert” | authoritarian |
| • interpret, give advice, and generally direct the group’s movement | authoritarian |
| • demand obedience and expect conformity | authoritarian |
| • tend to have a psychoanalytic orientation or a teaching background | authoritarian |
| • a popular style with members | democratic |
| • serve as facilitators of the group process and not directors of it | democratic |
| • doesn’t always generate the most production | democratic |
| • more group centered or nondirective | democratic |
| • humanistic and phenomenologically oriented | democratic |
| • a disadvantage is the group may be slow to establish and achieve goals | democratic |
| • members are left with the responsibility for leading and directing | laissez faire |
| • leader in name only | laissez faire |
| • if goals are in place, often yields the best results | laissez faire |
| • if no clear purpose and goals are established, these groups often do not accomplish anything | laissez faire |
| • when a group has more than one leader | coleadership |
| • length for adult group work is typically 1 ½ to 2 hours | group specifics |
| • ideal group size is 8 adults | group specifics |
| • adolescent groups are usually 5 to 6 members | group specifics |
| • 3 to 4 children is the recommended group size | group specifics |
| • “dynamic” means always changing | group dynamics |
| • refers to the study of the interrelationships of group members | group dynamics |
| • connotes a group which focuses on a given theme | structured group |
| • example: a group for veterans in the Gulf War | structured group |
| • a group always has some amount of structure | group structure |
| • some groups have more structure than others (e.g. primary or educational groups have more structure than secondary or counseling groups) | group structure |
| • recommended for all groups | screening |
| • to determine who is appropriate and who will not be appropriate for a specific group | screening |
| • identify personality patterns which may not lend itself to group work | screening |
| • individuals who are hostile, aggressive, actively suicidal, homicidal, paranoid, self-centered, or psychotic are not appropriate for counseling groups (these individuals may be appropriate for tertiary group work) | screening |
| • individual screening is preferred over group screening as it encourages counselor/client interaction in a group situation | screening |
| • a two-way process | screening |
| • group members assume roles within the group | group member roles |
| • roles include: | group member roles |
| o energizer – stimulates enthusiasm in the group | group member roles |
| o scapegoat – the person everyone blames | group member roles |
| o gatekeeper – tries to make sure everyone is doing his or her task and is | group member roles |
| o participating; unconsciously wants to lead the group; often does not work on his or her own personal issues | group member roles |
| o interrogator – asks a never-ending string of questions | group member roles |
| o follower – goes along with the rest of the group | group member roles |
| o harmonizer (conciliator) – the person who tries to make certain that everything is going smoothly | group member roles |
| o story teller – monopolizes group time telling often irrelevant tales | group member roles |
| 1) task roles – simply helps the group carry out a task; 2) maintenance roles – helps “maintain” or even strengthen group processes; | group role classifications 3) self-serving roles– is seen as negative as the person meets his or her own needs at the expense of the group task and maintenance roles are seen as positive leader activities fall into task actions & maintenance actions |
| • task action leadership is a one-way communication (e.g. the leader tells the group members about a task to accomplish) | group role classifications |
| • maintenance action leadership (relationship behavior) is the result of two-way communication (e.g. the leader provides emotional support for members) | group role classifications |
| • a situation in which there is a discrepancy between the way a member is expected and the way he or she actually behaves | role conflict |
| group development | initial stage – orientation and exploration, forming, preaffiliation; |
| 2) transition stage – conflict, power and control, storming; 3) working stage – cohesion, norming, negotiation; 4) separation stage – termination, adjourning | group development 2-4 |
| • characterized by approach-avoidance behavior | initial stage |
| • group members generally feel most reserved and suspicious of others | initial stage |
| • involves issues of separation and termination | final stage |
| • ideally, members have reached their goals and have no further unfinished business | final stage |
| • geared toward breaking away or saying goodbye | final stage |
| • known as control stage or transition stage or storming stage | second stage |
| • fights between members can occur | second stage |
| • rebellion against the leader occurs | second stage |
| • a hierarchy among members develops | second stage |
| takes place before the group begins and continues throughout the life of the group | group planning |
| • four group stages: 1) orientation; 2) conflict; 3) cohesion; 4) termination | Yalom |
| • postulated the following as curative: altruism, imitative behavior, catharsis, and imparting information | Yalom |
| • five group stages: 1) forming; 2) storming; 3) norming; 4) performing; 5) adjourning | Tuckman & Jensen |
| • the act of bringing together a number of important thoughts, insights, feelings, or transitions | summarizing |
| • occurs when a leader uses an intervention to stop (block) a negative or counterproductive behavior which could hurt another group member or the group as a whole | blocking |
| • members gang up on a single group member | scapegoating |
| • brings out the gist of a message and illuminates what was really said to reduce confusion | clarifying |
| • an attempt to bring together common patterns or themes within the group | linking |
| • facing clients with inconsistencies between affect, cognition, and behaviors | confronting |
| • accurately conveying the essence of what a person has communicated so the person can see it | reflecting |
| • involves absorbing the content, noting gestures and subtle changes in voice expression, and sensing underlying messages | active listening |
| • the ability to appraise certain behavior problems and choose the appropriate intervention | diagnosing |
| • providing direction, offering some structure, and taking action when it is necessary to keep the group focused on a task | initiating |
| • reviewing the ongoing process and dynamics of a group | evaluating |
| • horizontal approach – “interpersonal” method since it focuses on interactions; the leader works with the group as a whole | leadership strategies |
| • vertical approach – “intrapersonal” method focuses on counseling an individual group member; the leader works with individuals within the group | leadership strategies |
| • group work is more difficult than individual therapy | current issues in group work |
| • group leaders in the future will act more like life-skills trainers | current issues in group work |
| • research does not support the notion that group work is more effective than individual therapy | current issues in group work |
| • group leaders’ personality traits, qualities and characteristics have little impact on the effectiveness of group work | current issues in group work |
| • group leaders can lose control and member could be emotionally harmed | limitations of group work |
| • a client may need individual therapy before benefiting from group work | limitations of group work |
| • a client may not be capable of trusting others enough to reveal key information feeling others may find it unacceptable | limitations of group work |
| • the group could become a substitute experience for the real world | limitations of group work |
| • the group counselor may not be as effective with a whole group as with one person in individual treatment | limitations of group work |
| • some clients may feel pressure to replace their personal norms with those of the group | limitations of group work |
| • a group member may lose faith in the counseling process without ever experiencing individual sessions | limitations of group work |
| • group work allows for “in vivo” interpersonal work | advantages of group work |
| • it is cost effective and allows a trained counselor to help a greater number of people | advantages of group work |
| • it promotes universality | advantages of group work |
| • it can be an effective support system for some clients | advantages of group work |
| • members get multiple feedback | advantages of group work |
| • members can model successful communication and coping skills | advantages of group work |
| • best to have an “outside” observer present during group sessions to rate the level of behavioral change | advantages of group work |
| • “member-specific measures” assess change (or lack of it) in an individual group member | advantages of group work |
| • “group-specific measures” are intended to measure the degree of change (or lack of it) in all persons participating in the group | advantages of group work |
| • “global measures” are used to assess traits and factors not specifically addressed in the group (e.g. administering standardized tests to the group members) | advantages of group work |
Created by:
kleidenheimer