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Group Counseling
Midterm / Final Exam Study Cards
| Question | Answer |
|---|---|
| Instillation of Hope (Yalom Factors) | Is when group members observe that others with similar problems have improved and come to the understanding that they too will improve with the groups help. |
| Universality (Yalom Factors) | Occurs when group members realize that other groups members have had similar problems and/or thoughts. |
| Imparting of information (or guidance) (Yalom Factors) | Is the passing of beneficial information about the problem and/or the solution on to group members by either the group leader or other members of the group. |
| Altruism (Yalom Factors) | Is the idea that members benefit from helping one another. |
| The corrective recapitulation of the primary family experience (or family reenactment) (Yalom Factors) | Refers to the way in which being part of a group enables group members to free themselves from old family roles and test new behaviors in the safety of the group setting. |
| Self Understanding (Yalom Factors) | Refers to members discovering and accepting previously unknown or unacceptable parts of themselves |
| Imitative Behavior (or identification) (Yalom Factors) | Is the concept that group members may model themselves after other group members or group leader. More pointedly, they are adopting strategies or personality traits that have been effective for others. |
| Interpersonal Learning input (Yalom Factors) | Is members learning how they come across to others and what others think of them. |
| Interpersonal learning output (Yalom Factors) | Is members feeling more trustful of groups and learning how to relate to the other members. |
| Group Cohesiveness(or cohesion) (Yalom Factors) | Is the sense of belonging to the group and being understood and accepted. |
| Catharsis (Yalom Factors) | Is the expression of feelings both positive and negative. |
| Existential Factors (Yalom Factors) | Refers to those aspects of group therapy related to themes of existential therapy: death, freedom, isolation, and life purpose. The most prominent of these themes is that members learn to take responsibility for the wya they live their lives. |
| Kinds of Groups | Education groups Discussion groups Task groups Growth groups Counseling and therapy groups Support groups Self-help groups Virtual groups |
| Describe ethical issues regarding leading groups. | ASGW’s Best Practice Guidelines: “Group counselors do not attempt any technique unless thoroughly trained in it’s use under supervision by a counselor familiar with the intervention.” |
| It is unethical to lead a group without: | ✭Preparation and qualifications ✭Knowledge ✭Do not use the group for your own personal growth ✭Do not jeopardize the therapeutic relationship ✭Confidentiality ✭Informing members about the group ✭Ethical use of exercises |
| List reasons for leading groups. | “Groups are efficient, and groups offer more resources and view points.” (p.3) Other Reasons Include the benefits that clients experience. Such as: ✭Feelings of commonality ✭The experience of belonging ✭The chance to practice new behaviors ✭The opportunity for feedback ✭The opportunity for vicarious learning by listening and observing others ✭The approximation to real-life encounters ✭The pressure to uphold commitments |
| The Beginning Stage (Stages of Session) | The time used for introductions and for discussion of such topics as the purpose of the group content. In this stage, members are checking out other members and their own level of comfort with sharing in the group. |
| The Working Stage (Stages of Session) | This stage is the group stage when the focus o the purpose in this stage, the members learn new material, thoroughly discuss various topics, complete tasks, or engage in personal sharing and therapeutic work. |
| The Closing Stage (Stages of Session) | This stage is devoted to terminating or wrapping up the group. During this period members share what they have learned, how they have changed, and how they plan to use what they have learned beyond the group setting. |
| Articulate the difference between process and content in groups. | Process- includes the stages of group, group dynamics, and therapeutic forces Content- refers to the purpose, topics, or task of the group. |
| Evaluation of group success and how to produce data for success 3 types of evaluation | Group workers include evaluation between sessions and at the conclusion of the group. Three kinds of evaluation: 1) evaluation of the changes that occur in members’ lives, 2) self-evaluation by the group leader, 3) evaluation by the members |
| Pre-group planning | How many times (# of sessions) will the group meet? When will the group meet? Who should the members be? 4. How will the members be screened? |
| Screening Methods | 1. The Personal interview 2. Written Screening 3. Screening by referral sources 4. Screening by comprehensive group program 5. Screening after the group has begun |
| Articulate four common mistakes that are made during planning | 1. Not planning 2. Planning to much 3. Irrelevant or meaning less content 4. Not allowing enough time for the group to have any significant meaning |
| List a variety of ways to begin the first session. | 1. Start with a brief statement about the group; then conduct an introduction exercise 2. Start with a long opening statement about the group and its purpose; then conduct an intro. exercise 3. Start with a long opening statement; then get right into the content of the group 4. Start with a brief statement about the group; then have the members form dyads etc… |
| Articulate the importance of the opening few minutes of any session | How the leader opens the session has a bearing on the tone of the group and the comfort level of the members. This is when members form their impressions of the leader and assess whether they think the group is going to be interesting or helpful to them. |
| Explain the need to cut off members during the first session | It is important during the first session to not let any one member dominate or attack other members. If the leader does not redirect those members, others will feel intimidated or upset because they did not have a chance to contribute. |
| Articulate the value of the skill of linking in group leading. | Linking is the process of connecting members’ issues or concerns to facilitate bonding. This is a valuable skill especially in the beginning stage of group, because the leader wants the members to feel connected to each other and to the group. |
| List three ways leaders use their eyes effectively. | 1. Scanning for nonverbal cues 2. Getting members to look at other members 3. Drawing out members 4. Cutting off members |
| Explain the importance of establishing the focus | The leader needs to be aware of the depth of the discussion and he/she needs to be aware of when to deepen the focus, hold the focus or shift the focus. |
| Distinguish between holding and shifting the focus | Holding the focus means the leader is sticking with what is currently happening while shifting the focus is when the leader decides that it is time for a change in which they then decide to shift the direction of the discussion. |
| Describe ways to shift the focus | From topic to a person From topic to another topic From topic to an activity From person to another person From person to a topic From person to an activity From an activity to a topic From an activity to a person |
| Evaluation of group success and how to produce data for success | ASGW’s best practice guidelines, “Group workers include evaluation (both formal and informal) between sessions and at the conclusion of the group.” Measuring outcomes allows for the leader to adjust aspects of both content and process to better reach the intent of the group experience. Three kinds of evaluation: 1) evaluation of the changes that occur in members’ lives 2) self-evaluation by the group leader 3) evaluation by the members |
| List three different ways co-leaders work together. | ✭A co-leader can provide additional ideas for planning and can provide support, especially when working with intense therapy groups, or with difficult members. ✭Co-leaders often bring different points of view and varied life experiences to the group, offering members alternative sources of opinions and information. ✭Differences in the interpersonal style of each co-leader can create variations in the flow or tone of the group that make it more interesting. |
| 3 Co-Leading Models: | 1. The Alternate Leading Model - Co-leaders alternate taking the primary leader role. 2. The Shared Leading Model - Co-leaders share the leadership, with neither designated as the leader during a specific time period. 3. The Apprentice Model - One leader is much more experienced than the other; the group is mostly led by the more experienced leader. |
| Articulate ways to hold the focus | 1. Redirecting members by using cutting-off skills Stopping a member from talking when a member is either rambling, storytelling, or avoiding going deeper or when a member is saying something inappropriate. 2. Addressing the group directly “Lets stay with Sandy” “Can we put a hold on that thought until Karen finishes with her list” “Lets finish this topic before we start a new one” 3. Conduct a group exercise or use a prop “I would like you to list the different fears that you are experiencing” |
| Articulate the value of the skill of cutting off | Allows the leader to make sure that the content of the group fits with the purpose. These skills are necessary for a leader to be able to hold, shift, and deepen the focus. This skill may be valuable and necessary when a group member is taking the group discussion in an unhealthy or unproductive direction. If a member is speaking about a topic that could be seen as hurtful or offensive to other members of the group, it is time to cut that member off, for the protection of the group as a whole. |
| Identify strategies to interrupt members who are off target or are making hurtful or harmful comments | 1. Ask a focusing question. 2. Ask clarifying questions. 3. Have the member do some focused activity. 4. Have the person make a comment to each member. 5. Have the members give the person feedback. ✭When a member is beginning to say something harmful or hurtful, the leader needs to immediately block or cutoff that member. |
| Discuss the value of the skill of drawing out | One of the main reasons for drawing out is to get greater involvement from the group members. Drawing out elicits group members comments. One of the benefits of being a part of a group discussion is being able to hear other peoples ideas. Drawing out can help bring out more ideas and perspectives from other members. Drawing out can also help members who have difficulty sharing in groups and it can reduce the stress and tension in a group if it is used early on in the group such as in the first session. |
| Describe a variety of techniques for drawing out members | 1. Ask the member(s) directly if they would like to comment or if they have any reactions to what is taking place. 2. Use of dyads for drawing out members “Who would like to comment on what is being discussed?” “Please comment on any thoughts or feelings you might be having” 3. Use of rounds for drawing out members 4. Use of written exercises for drawing out members 5. Use of eyes to draw out 6. Use of movement to draw out. |
| Three kinds of rounds: | 1. Designated Number Round 2. The word or Phrase round 3. The comment round |
| Designated word or phrase round | The leader asks members to use one, two, or three possible choices when responding to a question or issue. Examples include the “yes or no” round or the “very helpful”, “helpful”, “not helpful” round. Designated Number Round EX: On a 1-10 scale, with 10 being very comfortable, how comfortable are you being in the group? |
| Designated Number Round | On a 1-10 scale, with 10 being very comfortable, how comfortable are you being in the group? |
| 3. The comment round | Is used when the leader wants members to say more than just a few words, leaders elicit comments when they think members will benefit from hearing each other’s comments. Let’s do a brief round of progress reports-how has the week been? what have you tried? |
| Uses of dyads in groups | ✭Developing comfort ✭Warming up members and building energy ✭Processing information and group exercises ✭Finishing a topic ✭Pairing certain members together ✭Providing leader-member interaction ✭Varying or changing the format ✭Providing time for the leader to think |
| Articulate how counseling theories are used in small group: Reality therapy | Is also a psycho educational model that focuses on the here and now, with much responsibility placed on the member to determine their needs and to develop a plan to meet those needs. |
| Articulate how counseling theories are used in small group: Gestalt | Provides strategies for deepening the focus in counseling and therapy groups (Such as the empty chair technique). |
| Articulate how counseling theories are used in small group: Adlerian | Is excellent for helping members gain a broad perspective on how family dynamics may have influenced their current behavior. |
| Articulate how counseling theories are used in small group: REBT | Can be used as members work toward disputing the irrational beliefs that support mistaken goals and guiding fictions. |
| Articulate how counseling theories are used in small group: Solution Focused | Is an excellent approach that focuses on possibilities and solutions. |
| Articulate how counseling theories are used in small group: The trans-theoretical model and motivational interviewing | Emphasizes the stages of change. |
| Explain the value of using counseling theories in therapy groups | Using theories in therapy groups helps members to understand their thoughts, feelings, and behaviors. When leading a group, it is helpful to have a theoretical understanding of the pain the group members are experiencing & how to apply theories in the group to be an agent of change for the group members. Ex: In SUD counseling, we may want to use the Cognitive process from CBT to help our group members understand how negative situations can lead to negative thoughts, emotions, and behaviors. |
| Task/Work Groups | Foster efficient and effective accomplishment of group tasks among people who are gathered to accomplish group task goals. Psychoeducational Groups: Originally developed for use in educational settings, specifically public schools. Can be preventative, growth oriented or remedial in their purpose and focus. Growth through knowledge. |
| Counseling Groups | Preventative, growth oriented and remedial situations. Generally considered to be a treatment mode that is equal in effectiveness to individual. May be referred to as interpersonal problem solving groups. |
| Psychotherapy Groups | Address personal and interpersonal problems of living…among people who may be experiencing severe and/or chronic maladjustment. These groups are remedial in nature and emphasize helping people with serious psychological problems of long duration by confronting them with their unconscious conflicts so that they may be resolved. |
| Mixed Groups | Encompass multiple ways of working with group members and may change their emphasis at different times in the development of the group. Sel-help and support groups, as an example, are often psychoeducational, psychotherapeutic, and task driven. Leadership may be by a professional helper or support group member. |
| Individual Counseling Skills & Groups What are they? | Genuineness & Congruence, Unconditional Positive Regard, Accurate Empathic Understanding, Nonverbal Skills, Attending Skills, Questioning, Reflecting, Confrontation, Focusing, Feedback, Self-Disclosure |
| Individual Counseling Skills & Groups: What is Genuineness? | The state of being authentic or truthful |
| Individual Counseling Skills & Groups: What is Unconditional Positive Regard? | Valuing the client as a person and respecting each aspect of the client’s experience as being part of the client. |
| Individual Counseling Skills & Groups: What is Accurate Empathic Understanding? | The ability to deeply sense a clients worldview as if it were your own. |
| Individual Counseling Skills & Groups: What is Nonverbal Skills? | The set of skills involved with interpreting the meaning behind clients’ nonverbal behaviors, such as body position, body orientation, facial expressions, gestures, and eye contact, and making sure that your own nonverbal behaviors are congruent with what you intend to communicate to your clients. |
| Individual Counseling Skills & Groups: What is Attending Skills? | Paying close attention to what your client is conveying during your communication–both verbal and nonverbal–expressing your open and nonjudgemental interest in the client. |
| Individual Counseling Skills & Groups: What is Questioning? | A way of eliciting information from clients regarding their thoughts, actions, or feelings by asking open or closed questions. |
| Individual Counseling Skills & Groups: What is Reflecting? | A way of responding that demonstrates that the client has been heard and understood while helping the client to think more deeply about the issues he/she has brought up. Three types of reflection include: Reflection of content, Reflection of Feeling, Reflection of Meaning. |
| Individual Counseling Skills & Groups: What is Confrontation? | The skill of effectively challenging a clients conflicting or incongruent personal thoughts, feelings, and behaviors(content) or attitudes. |
| Individual Counseling Skills & Groups: What is Focusing? | The skill of selectively attending to what a client is conveying verbally or nonverbally and directing the conversation so as to maintain its focus on the selected topic or issue. |
| Individual Counseling Skills & Groups: What is Feedback? | The provision of factual information to a client about the clients behavior with the goal of helping the client understand how he os she is viewed by others. |
| Individual Counseling Skills & Groups: What is Self-Disclosure? | The act of sharing one’s personal history, thoughts, or feelings with the client. |
| Things to consider when establishing Norms | Time, Listening, Decision Making, Confrontation, Participation, Expectations. |
| Forming Stage | Members determine their place in the group, go through a testing or orientation process, and are more independent. |
| Storming Stage | The group has members who react negatively to the demands of whatever tasks need to be accomplished, conflicts rise, and there is a high level of emotion. |
| Norming Stage | In-group feelings and cohesiveness develop. Members accept the rules of behavior and discover new ways to work together. |
| Performing Stage | The group is very functional in dealing with tasks and responsibilities. They have worked through issues of membership and roles, and focus their efforts to achieve their goals. |
| Adjourning Stage | Groups bring finality to the process. Know activities that are appropriate for each stage of group |
| Individual Counseling Skills & Groups: What is Congruence? | The state in which there is no conflict between the counselor’s feelings and actions |
Created by:
markstillion
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