Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc. Chapter 13 Using Counseling Theories in Groups ©2016. Cengage Learning. All rights reserved.

Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc. 2 Ways Theories Are Used in Groups 1. When working with individuals 2. Taught to entire group, then members use the theories during the group meetings and in their daily living ©2016. Cengage Learning. All rights reserved.

Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc. 3 Rational Emotive Behavior Therapy Thoughts cause feelings. A-B-C Model A=activating event (situation) A=activating event (situation) B=beliefs (thoughts or self-talk) B=beliefs (thoughts or self-talk) C=consequences (feelings/emotions) C=consequences (feelings/emotions) “B” ties “C” to “A” ©2016. Cengage Learning. All rights reserved.

Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc. 4 Using REBT in Groups Identify faulty or irrational thoughts at “B”. Challenge or Dispute these thoughts or beliefs. Establish more rational or accurate thoughts that lead to less intense negative emotions. Teach the process to members. ©2016. Cengage Learning. All rights reserved.

Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc. 5 Teaching REBT to Members Use A-B-C Model Ask “where do feelings come from?” Use examples –School grades—students getting same grade but have different feelings ©2016. Cengage Learning. All rights reserved.

Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc. 6 Aides in Teaching Use whiteboard to make it visual Use list of irrational sentences of adults Use list of irrational sentences of kids ©2016. Cengage Learning. All rights reserved.

Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc. 7 Using REBT in Groups Clarifying the event, person or situation (A) Clarifying feelings and/or behavior (C) Clarifying negative self-talk (B) Changing the feelings by changing the self-talk ©2016. Cengage Learning. All rights reserved.

Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc. 8 Using REBT in Groups Leader can focus on one member’s problem –Leader and member’s use the theory to help member change his or her self-talk Leader can focus on all members and use REBT –Example: “When you get angry, what is it that you tell yourself?” ©2016. Cengage Learning. All rights reserved.

Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc. 9 Reality Therapy Human beings are responsible for making choices about their behavior. Five basic needs: survival love and belonging power (achievement) freedom (to make life decisions) fun ©2016. Cengage Learning. All rights reserved.

Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc. 10 Basic Components of Behavior ActingThinkingFeeling ©2016. Cengage Learning. All rights reserved.

Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc. 11 Emphasis on Doing Often members find it easier to act or do something different than to change thoughts or feelings; therefore, focus is on doing ©2016. Cengage Learning. All rights reserved.

Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc. 12 WDEP-Components of Change Want---what do you really want? Doing---what are you doing to get you what you want? Evaluation---is your behavior working? Planning---let’s develop a “doable” plan to get you what you want ©2016. Cengage Learning. All rights reserved.

Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc. 13 Using WDEP Use it with one member and other members help that member using the WDEP model Use it with all members at the same time –Example: “Each of you think of something that you really want...” ©2016. Cengage Learning. All rights reserved.

Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc. 14 Value of Using Reality Therapy Members will remember the WDEP model and can apply it in many situations Members can help other members work through the WDEP model Members connect how their basic needs play a major role in their lives ©2016. Cengage Learning. All rights reserved.

Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc. 15 Adlerian Therapy ALL BEHAVIOR IS PURPOSEFUL. Everyone has “private logic.” –Mistaken goals –Guiding fictions Birth order has a major influence on personality development. Perceived feelings of inferiority lead children to strive toward perfection and to compete with siblings and others. ©2016. Cengage Learning. All rights reserved.

Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc. 16 Goals of Adlerian Therapy Help members identify childhood experiences that formulated mistaken goals and guiding fictions. Help members discover how they continue to act out roles played in the family. Help members develop new behaviors more congruent with happy adult living. ©2016. Cengage Learning. All rights reserved.

Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc. 17 Adlerian Group Activities Have members discuss in detail the influence of their birth order Have members discuss how they found their place in their families and how that plays out now Have members share early recollections and how they may influence behavior now ©2016. Cengage Learning. All rights reserved.

Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc. 18 Transactional Analysis Everyone has three ego states: ParentAdultChild ©2016. Cengage Learning. All rights reserved.

Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc. 19 Using TA in Groups Egograms help identify dominant ego states. __________________________________ CP CP NP NP Adult Free Not OK CP CP NP NP Adult Free Not OK Other Self Other Self Child Child Other Self Other Self Child Child ©2016. Cengage Learning. All rights reserved.

Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc. 20 Drawing TA PAC circles show communication patterns. P A A C P A C ©2016. Cengage Learning. All rights reserved.

Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc. 21 TA Activities Have members draw and then discuss their egograms Have members draw out various transactions they have with significant others in their lives Have members discuss their different ego states, especially their Child and Parent ©2016. Cengage Learning. All rights reserved.

Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc. 22 More TA Activities Role play situations showing how different ego states would handle a situation Use a small child’s chair and have members talk about when they “get into that chair.” Have members stand on a chair representing their Parent ego state and talk about when they get into that position. ©2016. Cengage Learning. All rights reserved.

Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc. 23 Using Gestalt Therapy Focuses on the present Members need to finish their unfinished business Goals include moving toward independence, maturity, and self- actualization ©2016. Cengage Learning. All rights reserved.

Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc. 24 Empty ChairTechniques oWork with one individual oHave member talk to the person in the empty chair o“Presentizing” the past oWork with group—put chair in the middle of the group oRole Reversal-playing other significant person or part Note: Empty chair work can cause members to have strong emotional reactions ©2016. Cengage Learning. All rights reserved.

Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc. 25 Solution-Focused Therapy Solution-focused group counseling focuses on solutions rather than problems It is an approach that emphasizes the members’ strengths ©2016. Cengage Learning. All rights reserved.

Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc. 26 Principles of Solution-Focused Therapy group discussions focus on what works, rather than on what’s “broken” change problems in a way that opens possibilities focus on exceptions to the problem comment on member’s strength and coping ©2016. Cengage Learning. All rights reserved.

Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc. 27 Principles continued avoid tendency to focus on insight into the problem focus on positive coping behavior view members as people with complaints about their lives and not people with overwhelming problems assist members in finding “simpler” solutions encourage group members to ease into solutions gradually ©2016. Cengage Learning. All rights reserved.

Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc. 28 Solution-Focused Questions Miracle question Miracle question –If a miracle happened in the night and you woke up and your problem was gone, how would you know it? Exception questions Exception questions –What is different about times when you manage your problem? ©2016. Cengage Learning. All rights reserved.

Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc. 29 More Questions Scaling questions –On a 1-10 scale, how would you rate your desire to change? Coping questions Coping questions –What are you doing to keep things from getting worse? ©2016. Cengage Learning. All rights reserved.

Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc. 30 Transtheoretical Model Prochaska and Norcross ( 2010) write in their theories book that they sought a model that utilized all the theories and one that could account for how people change. ©2016. Cengage Learning. All rights reserved.

Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc. 31 Stages of Change Precontemplation (denial) –There’s no problem Contemplation –There’s a problem and I’m thinking about changing Preparation –I’m planning on changing and getting ready to change ©2016. Cengage Learning. All rights reserved.

Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc. 32 Stages of Change continued Action –I am committed to changing and am changing Maintenance –I am maintaining the changes NOTE:A skilled group leader is always thinking about the stage of change of any member who is working on some issue in the group. ©2016. Cengage Learning. All rights reserved.