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Group Process and Pr
Groups final
| Question | Answer |
|---|---|
| 5 types of groups | Task groups, Psychoeducational, Counseling, Psychotherapy, Brief |
| Task, Psychoeducational, Counseling, Psychotherapy, Brief | Types of groups |
| Task group | Interpersonal relationships are important Works on group dynamics |
| Psychoeducational group | Common educational theme Start and end with rating self |
| Counseling group | Develop positive attitudes Transfer new skills to everyday life |
| Psychotherapy | Group members have mental or emotional problems Reconstructs major personality dimensions |
| Define culture | Personal beliefs and values that is shared by a group of people |
| 3 problems or issues facing beginning group leaders | Being overwhelmed Questioning their styles of interventions Burn out |
| 10 personal characteristics of an effective group leader | Courage, compassion, presence, goodwill, belief in the group process, openness, personal power, stamina, self-care, self-awareness, sense of humor, and commitment |
| Courage, compassion, presence, goodwill, belief in the group process, openness, personal power, stamina, self-care, self-awareness, sense of humor, and commitment | 10 personal characteristics of an effective group leader |
| 12 group leadership skills | Active listening, reflecting, clarifying, summarizing, empathizing, interpreting, questioning, confronting, supporting, initiating, evaluating, terminating |
| Active listening, reflecting, clarifying, summarizing, empathizing, interpreting, questioning, confronting, supporting, initiating, evaluating, terminating | 12 group leadership skills |
| 3 items that are on an informed consent form | Fees, rules, schedule, confidentiality, how long sessions are, what the group is about |
| Fees, rules, schedule, confidentiality, how long sessions are, what the group is about | 3 items on an informed consent |
| 3 types of experience to a training program that is essential to prospective group leaders | Supervisions, own psychotherapy and self exploration |
| 4 general categories that counseling theories are group in | Psychodynamic, experiential, cognitive therapy, and post modern |
| Psychodrama | role playing helps develop new behaviors |
| Solution-focused | making their own goals talking about problems and creating solutions |
| Psychoanalytic | unconscious motivation early childhood experiences making the unconscious, conscious |
| Behavior Therapy | Eliminate negative behaviors and replace with positive behaviors Assessment done to see current level of functioning to set goals |
| Psychodrama catagory | Experiential |
| Solution-focused catagory | Post-modern |
| Behavior therapy catagory | Cognitive behavioral approach |
| Psychoanalytic catagory | Psychodynamic |
| Practical considerations in forming a group | Group size, duration of group, place for group meetings, open vs closed, group composition, length of group |
| Implicit | Implied norms |
| Explicit | Standard norms |
| How to use confrontation appropriately | When trust is established, used in a sensitive, respectful way |
| Benefits of journal writing | Understanding their feelings better by writing them out, work on telling something they would be afraid of and working through it with group and getting feedback. |
| 3 signs trust is lacking | Showing up late Won't express themselves Quiet and closed off |
| 3 common fears | Being judged by others Self-disclosing Being rejected by other group memebers |
| Problem behaviors in groups | Silence and lack of participation, storytelling, questioning, giving advice, dependency, hostile behavior, socializing, members becoming assistant leaders |
| Transference occurs when.... | the client projects onto the counselor |
| Counter-transference occurs when..... | the counselor projects onto the client |
| 4 stages of groups | Initial, transition, working and final |
| Initial | Talking to become more comfortable being in group |
| Transition | Exploring deeper about the issue |
| Working | Use role playing to work through the issue |
| Final | Reflecting on what has been accomplished |
| Working vs Non-working | Trust vs mistrust, clear goals vs unclear goals, open to feedback vs closed to feedback, inclusion vs exclusion, disclosure vs non-disclosure, openness vs being guarded |
| What is catharsis | Expressing bottled up feelings |
| What is cognitive | Thoughts |
| Define cohesion | Bonding, relating with one another |
| What type of humor is never to be in group? | Sarcasm |
| 6 factors of termination | Fear of separation, practicing behavior change, giving and receiving feedback, receiving gifts, contract/homework, reflections on how they have grown |
| 1 important too to determine a groups success | Evaluation form |
| 3 examples of groups in a school setting | Peer-pressure group, anti bullying group, self-esteem building group |
| 3 benefits of groups in school | Build self-esteem, help with academics, anger mangement |
| 3 examples of child abuse | Sexual abuse, emotional abuse, physical abuse |
| 3 mandated reporters | Doctors, parents/guardians, school staff |
Created by:
CalmChaos
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