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EDCO 711
chapter 1
| Question | Answer |
|---|---|
| Psycho-educational groups do what? | Psychoeducational groups offer an opportunity for group members to become informed about a particular concern, issue, or problem; to grow in self-understanding and in interpersonal relationships; and to become more effective in unders |
| DSM conditions include eating disorders, schizophrenia, bipolar disorder, social phobia , and depression (Michalak et al., 2016; Scope et al., 2017). Abuse and trauma include sexual abuse , military trauma, and domestic violence. | Psychological Psycho-educational Groups include.. |
| Examples of psycho-educational groups for medical conditions include cancer, inflammatory bowel disease , heart stroke, diabetes and, multiple sclerosis. | Medical Psycho-educational Groups |
| Central to the success of the group is | The leader’s self-understanding, expertise, and skills. In addition, group facilitation requires that the leader have the capability to be an observer and understand the individual group members and the group as a whole so as to effectively guide the gr |
| What are the advantages of psycho-educational groups | They have specific time boundaries and duration, a safe environment, dissemination of information, promotion of connectedness, alleviation of blame and/or stigma, correction of misinformation, learning strategies to better cope and manag |
| What are the time frames for psycho-educational groups? | Time boundaries range from a one-hour one-session group to groups with multiple sessions over a several month period. How-ever, these groups do have a specific beginning and ending date, and are usually considered as brief in comparison to psychot |
| Pyscho-educational groups offer what? | These groups can provide a safe environment where uncomfortable and distressing feelings can be expressed openly. Some group members may not want to express these with family for fear of causing them more distress, and some members can need c |
| What is an important part of Psycho-educational and other groups? | Dissemination of information is as important for psycho educational groups as it is for other groups, and the value of accurate and relevant information should not be underestimated. |
| What is the role of reduction of feelings of isolation and/or alienation? | They can be very important for the physical and psychological well-being of group members, and psychoeducational groups can help promote feelings of connectedness. |
| What are core conditions that a group needs and why? | Caring, concern, genuineness, and warmth are core conditions that promote feelings of acceptance, positive regard, and respect. These states can be very supportive to members who are experiencing trying times and situations. |
| Why is the alleviation of blame and/or stigma an important part of psycho-educational groups? | Members can blame themselves or others for what happened to them, and have considerable shame, anger, resentment, and other such distressing emotions because of personal failings, such as smoking, fate, the unfairness of the universe. |
| Correction and misinformation and groups | the group can be an excellent setting for correcting misinformation and ignorance about policies, procedures, medication, the antecedents for the condition, and so on, and for expected outcomes, processes, and other associated states |
| Coping Strategies | The group is a place where members can be taught and can learn coping strategies to better manage the condition or other states, increase the quality of mem-bers’ lives, and to feel less victimized because of the empowering nature of coping. |
| Difficult Topics | Some members may not have anywhere outside of the group where difficult topics can be openly discussed.Topics such as the terminal outlook for the condition or other states; anger at self and others; resentment, envy, and jealousy. |
| Disadvantages of psycho-educational groups | Disadvantages include time constraints, determining the root cause, leaders lack specific information, connec- tions and cohesion may not have time to develop, and the lack of screening for many groups. |
| What should psycho-educational group leaders know? | Psychoeducational group leaders must know the process and procedures for the group as well as the specific information relative to any particular group. |
| Are psychological groups good for connections and cohesion do not have time to develop or emerge. | No because there is not enough time to develop trust in groups. |
| Myths and Misunderstandings | Groups should be formed around a common problem, concern, or issue. (False) |
| Myths and Misunderstandings | There us a right way and a wrong way to facilitate groups |
| Myths and Misunderstandings | The group leader directs the group in what to do and what to discuss, and this is how the group's agenda is formed. |
| Myths and Misunderstandings | Only therapy/counseling groups are 'real' groups. |
| KASST Model | Knowledge, Art, Science, Skills, Techniques |
| Myths and Misunderstandings | There us a right way and a wrong way to facilitate groups |
| Myths and Misunderstandings | Knowing what to do and say at all times is the group leader's responsibility. |
| KASST Knowledge | The primary knowledge factors are group dynamics, stages of group development, group therapeutic factors, culture and diversity, ethics, instruction and learning principles, a body of information, and group and learning theories. |
| Myths and Misunderstandings | Group leaders should be so confident that they do not experience anxiety or uncertainty and are not confused. |
| Educational Psycho-ed Groups | Education, as a primary purpose, refers to learning new material via the cognitive mode, through lecture, discussion, and observation/participation. Dissemination of new material is the focus (leader-focused) |
| Educational/task groups exp. discussion groups, study groups, task forces, volunteer groups, civic organizations, and committees. | are formed around a common purpose, usually a task to be achieved.The emphasis is on increasing members’ knowledge about a particular topic or subject, and the group includes considerable discussion of opinions and ideas. |
| Educational/guidance groups career education groups and groups focused on alcohol education or learning about an illness, such as choosing a college major, or developing study skills. | focus on providing information to help participants cope with a crisis, developmental issues, or prevention of problems. Dissemination of information is important for these groups ( such as job search skills). |
| Cognitive emphasis groups | Their primary focus is teaching cognitive-related material and could be classified as educational groups. Some examples are study skills, career education, alcohol and drug education, and parent education groups. |
| Psycho-educational Skills Training Groups | Skills training groups have a strong experiential component. Participants are expected to practice the emphasized skills.The group leader is expected to model the desired skills and to structure experiences to help participants practice them. |
| Types of psycho-educational groups | A. Training/work groups B. Work-related psycho-educational groups C. Training/relations groups D. Training/social skills groups E. Training/teams |
| KASST | This book is organized around the Knowledge, Art, Science, Skills, and Techniques (KASST) model. |
| KASST ART | Refers to the leader and his/her relating attributes that are essential for developing a therapeutic relationship with group members. Included are the level and extent of personal development; the understanding of potential coun- tertransference issues; p |
| The art of group leadership relies on what | A leader’s understanding of and both resolved and unresolved issues, as it is the leader’s inner and essential self that provides the clues for effective interventions. |
| What is critical to the group process | The establishment of the therapeutic alliance is critical for the progress of the members, fostering trust and safety, encouraging expression of feelings, and using the resources of the group to assist group members. |
| What is not always to be avoided? | Counter transference is not to always be avoided as it is the objective counter-transference that can assist group leaders in understanding the needs of the group and members that may be unexpressed, or even not in their awareness. |
| What needs to be monitored? | Subjective counter transference, while unconscious, needs to be monitored so as to not become intrusive and misleading because of the leader’s unresolved issues. |
| What is the most effective characteristic and ability for group facilitation that a leader can possess? | Empathy is a characteristic of healthy adult narcissism and is the most effective characteristic and ability for group facilitation that a leader can possess, true empathy is a result of psychoogical development. |
| When does connected empathy occur? | Connected empathy occurs when the group leader can enter the world of the group member, sense what the member is feeling, but not lose the sense of being separate and distinct from that person. |
| The most effective group facilitation requires what? | The emotional presence of the group leader. It is through and with this emotional presence that the leader can stay tuned in to the group dynamics, understand the group’s process, and use this understanding to provide group process commentary. |
| Science: | Science factors provide the framework and structure for the group and are some of the most essential leader tasks. Science factors include planning, organizing, structuring, directing, and evaluation. |
| Skills: | Skills in this model refer to teaching, facilitating, modeling, conflict management and resolution, and anxiety management, and these skills can be learned. |
| What is a skill that is essential in helping group members and in fostering the success of the group? | An essential skill is managing Anxiety. The task is not to eliminate anxiety, it is to understand and contain it so that it does not negatively interfere with the work of the group, and so that the leader can be more effective. |
| Techniques: | Techniques are specific strategies used for teaching and facilitating groups. Activities that use expressive modalities such as writing, drawing, collage, and drama can expand group members’ active participation and learning. |
| Techniques for facilitating include the following. | Techniques for facilitating include: building a therapeutic alliance, establishing trust and safety, exploring intense emotions, conflict resolution, and managing problem behaviors. |
| Theories used in Psycho-educational Groups | Social learning theory (Bandura, 1977) is central for training, and for planning these groups as it is organized around learning involving content, observation, and the learner as an active participant |
| Two additional theories used in Psycho-educational Groups | Dialectical Behavioral Therapy (DBT) & Cognitive Behavioral Therapy (CBT) . DBT is a form of cognitive- behavioral therapy that emphasizes the interpersonal aspects for treatment. It focuses on identification of strengths, identifying thoughts..... |
| Other group theories that contributed to the concepts and presentation here for psycho-educational groups are. | These theories include Adlerian, Brief solution based Existential, Gestalt , Interpersonal, Tavistock, Psychodrama, Jungian, and Attachment . |
| The theories used in group therapy are? | Social learning theory Dialectical Behavioral Therapy (DBT) Cognitive Behavioral Therapy (CBT) Adlerian Brief solution based Existential, Gestalt , Interpersonal, Tavistock, Psychodrama, Jungian, and Attachment . |
| Domain 1—Group structuring | Set treatment expectations—rationale, goals, address fears and anxieties • Establish group procedures—participation, rules, confidentiality • Role preparation—member responsibilities |
| Domain 2—Verbal interactions | Verbal style and interaction—modeling, here and now interactions • Self-disclosure—relevant, appropriate • Feedback—positive, corrective, teach constructive confrontation |
| Domain 3—Creating and maintaining a therapeutic emotional climate (include) | The leader’s relating attributes,warmth, caring, concern, non defensiveness and so on. |
| Domain 3—Creating and maintaining a therapeutic emotional climate also includes? | Developing an accepting and encouraging group climate where feelings, thoughts, and ideas can be expressed and interpersonal learning occurs • The group leader is emotionally present |
| Domain 3—Creating and maintaining a therapeutic emotional climate lastly includes? | Prevention of problematic interactions, and effective interventions when these appear. |
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