Midterm Study Stack
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| What is parataxic distortion and how is it different from transference? | show 🗑
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| show | Comparing our evaluatinos with others. Helpful with group b/c many people, many perspectives. Helps a person identify the distortions they are making.
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| show | Exposure under more favorable circumstances to emotional situations that one could not handle in the past
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| What are the key components of Corrective Emotional Experience? | show 🗑
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| show | 1. Group must be seen as safe and supportive in order to freely express
2. There must be sufficient engagement and honest feedback to permit reality testing
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| show | Members live in the here-and-now. Immediate events in group take precedence over any outside or past events.
-Must experience each other with as much spontaneity and honesty as possible.
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| What is the purpose of the self-reflective loop? | show 🗑
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| Define social microcosm and identify how it is important to therapeutic work | show 🗑
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| show | Rules= explicitly laid out by leader, not to be broken (payment, attendance, confidentiality, etc.)
-Norms= preferred/prohibited general behavior guidelines, can be explicit or implicit, conscious or unconscious (personal attacks, expressing)
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| show | -similar level of functioning/ego strength
-similar willingness to take responsibility for their work
-not too many difficult clients per group
-no previous outside relationship
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| How does the length of group (short vs long-term) affect goal setting? | show 🗑
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| show | -Unable or unwilling to examine their behaviors, self-disclose, and give and receive feedback.
-brain-damaged, paranoid, addiction, sociopathic
-currently in crisis
-low motivation
-inability to tolerate confrontation
-can't regularly attend
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| show | Motivation for change
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| What are the 5 predictors of success according to Yalom? | show 🗑
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| show | -Works extensively on their issues or problems in group
-Harmful: prevents others from working on their own issues and will then feel they are the only one with problems
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| show | Caring and nurturing toward members who are in pain
Pros: promotes safety and vulnerability in the group
Cons: Moving too quickly to offer gratification before exploration
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| show | -Ostracized by the other group members
-Serves a defensive function; target of aggression and judgment
-explore cause of alienation, focus on group/help them identify with scapegoat explain role, ask the group what they are getting out of this
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| Social Leader (potential pros and cons) | show 🗑
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| show | Often initiates the conflict stage of group development
-functional if others explore their aggression
-non-therapeutic if they are the only one doing the confronting
-Truth teller? will always say what they see in group even when not appropriate
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| show | Feels emotions deeply
-could cause others to do the same OR NOT
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| show | Tends to challenge or break the group norms
-can expand rigid norms or cause consistent conflict and scapegoating
Called the "task leader" in social psych, includes group leader and member-therapist
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| Risk-taker, Norm-setter, and attractive member | show 🗑
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| show | Explore: how do they benefit from this role? Why do they want to avoid doing the opposite? Why do other group members avoid taking this role? How does it benefit from assigning someone to a non-therapeutic role (scapegoat)?
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| show | The therapeutic relationship with other members, the therapist, and the group as a whole.
-try harder to influence
-+ receptive to " "
-+ willing to listen & accept
-+ security & relief
-+ participation
-+ self-disclosure
-protect group norms
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| What is the difference between self-esteem and public esteem. How do discrepancies between the two play out in group? | show 🗑
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| show | 1. Instillation of Hope
2. Universality
3. Imparting Information
4. Altruism
5. Corrective Recapitulation of Family Unit
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| Therapeutic factors 6-11 | show 🗑
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| Instillation of Hope | show 🗑
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| show | -Pts become isolated as they suffer and feel that they are unique and have unacceptable probs that others can't tolerate, relate to, or accept
-Disconfirming this: freedom from stigma, shame, and self-blame
-Identification of common human conditions
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| show | -Information can be didactic instruction, advice, suggestions, or direct guidance from therapist or other members
-Advice is least effective form of direct suggestion
-Alternative suggestion about how to achieve goal was most effective
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| show | -The act of giving is as important and powerful as receiving in a group
-realizing one has something to offer and is needed and useful and we must care for those we wish to receive care from
-meaning comes from stepping outside of self
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| show | -Within the group, members repeat the experience they have had with a primary family unit
-Key is to relive these conflicts CORRECTLY
-roles become more flexible, investigation of relationship occurs, trying out new behaviors
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| Development of Socializing Techniques | show 🗑
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| Imitative Behavior | show 🗑
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| show | "The cocktail party"
-Orientation, search for structure/goals, dependent on leader/concern for boundaries
-IN vs. OUT: sizing each other up and look for roles
-confusion, restricted communication
-Search for similarities
-Giving/seeking advice
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| The Second Stage | show 🗑
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| show | "Honeymoon Phase"
-Development of cohesiveness
-NEAR vs. FAR: anxiety about not being liked, not close enough to others, or too close
-Increased safety
-Attendance improves
-Struggles no longer with each other, with own issues and resistances
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| show | -Technical expert role: explicit instruction and subtle reinforcing techniques (exercises to increase engagement, nod or smile, shift posture)
-Model setting participant: teaching by example (interpersonal honesty and spontaneity w/responsible restraint)
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| Identify the therapeutic norms Yalom identifies and understand why they are important | show 🗑
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| How are therapeutic norms different from regular social norms? | show 🗑
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| show | -respond positively to it
-show interest in it
-explicitly encourage it
-express appreciation for it
-challenge a patient who undermines it
-model it (through caring and protectiveness, minimal self-disclosure)
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| show | -Intervene when: person is being attacked when vulnerable/ganged up on, person can't handle it. When unsure, ask them.
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| Identify and describe the 2 steps necessary for successful group work in the here-and-now | show 🗑
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| show | Content: consists of explicit words spoken
Process: focus on metacommunication, the HOW and WHY
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| show | -Group members don't allow each other to take this role
-Members are often too involved in interaction to separate selves from it
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| show | -WHY THAT statement at THAT time to THAT person?
-Triggers
-Non-verbal data (who sits where, who sits by the door, who looks at who while speaking, how quickly do people enter, who leaves coats on, etc...)
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| show | -"How are each of you experiencing the meeting so far?"
-"You look like you are having some reaction to this."
-work in small groups, have clients look/speak directly to each other, use conditionals (if...)teach to avoid global questions (am I boring?)
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| What are some reasons we don't generally do process commentary in everyday life? | show 🗑
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| What are some ways we can recognize process? (list of 7 things) | show 🗑
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| show | 1. Here is what your behavior looks like.
2. Here is how your behavior makes others feel.
3. Here is how your behavior influences the opinions others have of you.
4.Here is how your behavior influences the opinion you have of yourself.
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| show | Functioning of the group always takes precedence over narrower interpersonal issues
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| show | Attitudes toward the therapist that are "transferred" from earlier attitudes toward important figures in the client's life.
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| What are some unrealistic roles clients might cast you in? | show 🗑
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| show | 1.True transference or displacement from prior object
2.Conflicted attitudes toward authority (dependency, distrust, rebellion, etc..) that become personified in therapist
3.Tendency to imbue therapist with superhuman features as shield against anxiety
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| Identify and be able to explain the 2 major approaches to resolving transference? | show 🗑
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| show | Defining characteristic of interpersonal model, it facilitates greater openness between group members, promotes group autonomy and cohesiveness
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| show | 1.Take it seriously, listen to it, and respond. Respect the client and let their feedback matter.
2.Obtain consensual validation. If reality, confirm it.
3.Check your internal experience, does feedback fit/click?
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| show | -Understand why/purpose of question and self-disclosure.
-What is the process behind the content?
-Is there therapeutic intent?
-Is countertransference influencing you?
-What is the anticipated impact?
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| What is the danger of countertransference when it comes to therapist self-disclosure? | show 🗑
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| show | The success of therapy depends on each individual's encountering and then mastering basic life problems in the here-and-now of the group.
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| The Monopolist (describe and how to intervene) | show 🗑
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| The Silent Client (describe and how to intervene) | show 🗑
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| The Boring Client (describe and how to intervene) | show 🗑
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| The Help-Rejecting Complainer (describe and how to intervene) | show 🗑
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| show | Early in group, gets in the way, scares people.
-Sometimes appropriate for therapist to take action, sometimes better to allow group to come to decisions for action.
-Group safety first!
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| show | -Emotionally blocked, isolated, distant
-Seek therapy because "something's missing"
-Other members may "sledgehammer"
-Differentiate among members, grasp the tiniest feeling of anything and describe in detail
-Interpret body language, tie to emotion
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| Borderline Client (describe and how to intervene) | show 🗑
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| Narcissistic Client (describe and how to intervene) | show 🗑
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| show | Schizoid: I think it would be difficult to build rapport, lack of feedback, difficult to connect. It would be frustrating!
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| What are some of the values of defenses? | show 🗑
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| show | -Defense: internal psychodynamics; any behavior or internal process that attempts to avoid experiencing or activating a core issue
-Resistance: person's response to therapy; any behavior that doesn't cooperate with the therapy process or therapist
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| What are the 3 components of a healthy alliance? | show 🗑
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| How can you work to rebuild a disrupted alliance? | show 🗑
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| When receiving negative feedback or even an attack, what is the msot important thing(s) for therapist to do first? | show 🗑
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| show | Acknowledge the mistake
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| What is countertransference? What are the two types? | show 🗑
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| show | 1.Use awareness of own reaction to learn more about client's behavior patterns and how they affect others
2.Work through own reaction so in better position to help client
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| What is the first step in dealing with transference/countertransference? | show 🗑
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| show | The underlying pain of the client, what drives their behavior
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| show | A function that needs to be performed for that group. Can help or harm the group
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| The Member-Therapist | show 🗑
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| Which group role would be the most difficult for you to work with and why? | show 🗑
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