Groups: Process & Practice 7th ed.

Groups: Process & Practice 7th ed.
by Marianne Schneider Corey & Gerald Corey Wadsworth A division of Thomson Learning, Inc.

Introduction to Group Work
The Corey’s Perspective on Groups Groups are not a second-rate approach to helping people change Groups are the treatment of choice Groups offer a natural laboratory where people can experiment with new ways of being There is power in a group – participants can experience their interpersonal difficulties being played out in the group Groups: Process & Practice - Chapter 1 (1)

Group Process Versus Group Techniques
Group process – all the elements that are basic to the unfolding of a group from beginning to end Examples: group norms, generating trust, how conflict emerges in a group, patterns of resistance, intermember feedback Group techniques – leader interventions aimed at facilitating movement within a group Examples: conducting initial interviews, asking a member to role-play a conflict, challenging a member’s belief system, suggesting homework Groups: Process & Practice - Chapter 1 (2)

The Theory Behind the Practice
An integrative conceptual framework involves the thinking, feeling, and behaving dimensions Creating an integrative approach is a challenge Technical eclecticism – based on utilizing techniques from a variety of theoretical models Theoretical integration – a conceptual creation beyond mere blending of techniques Groups: Process & Practice - Chapter 1 (3)

Various Types of Groups
Task groups – aims to foster accomplishing identified work goals Psychoeducational group – aims to educate well-functioning group members who want to acquire information and skills in an area of living Group counseling – aims at preventive and educational purposes — utilizes methods of interactive feedback within a here-and-now time framework Group psychotherapy – aims at remediation of in-depth psychological problems — often focuses on past influences of present difficulties Groups: Process & Practice - Chapter 1 (4)

A Multicultural Perspective on Group Work
Effective group work involves considering culture of participants Practitioners cannot afford to ignore diversity in group work Group workers must have awareness, knowledge, and skills to effectively deal with diverse membership Cultural similarities and differences need to be addressed in a group Groups: Process & Practice - Chapter 1 (5)

The Group Counselor: Person and Professional
Some personal characteristics of effective group leaders Courage Goodwill and caring Becoming aware of your own culture Stamina Presence Openness Personal power Willingness to seek new experiences Groups: Process & Practice - Chapter 2 (1)

Group-Leadership Skills
Essential to acquire and refine skills applied to group work Group leadership skills cannot be separated from the leader’s personality It is an art to learn how to use group skills Ways to learn leadership skills – supervised experience, practice, feedback, and experience in a group as a member Groups: Process & Practice - Chapter 2 (2)

A Few Group Leadership Skills
Clarifying Linking Suggesting Interpreting Facilitating Modeling Blocking Summarizing Terminating Groups: Process & Practice - Chapter 2 (3)

Becoming a Diversity-Sensitive Group Counselor
Diversity competence – involves a deep understanding of one’s own culture Culturally competent group workers need to: Be aware of their biases, stereotypes, and prejudices Know something about the members of the group Be able to apply skills and interventions that are congruent with the worldviews of the members Ethical practice entails diversity competence Groups: Process & Practice - Chapter 2 (4)

Guidelines for Competence: Diversity Issues in Groups
Group workers need to: Consider the impact of adverse environmental factors in assessing problems of group members Be aware of how their values and beliefs influence their facilitation of a group Respect the roles of family and community hierarchies within a member’s culture Respect members’ religious and spiritual beliefs and values Acknowledge that ethnicity and culture influence behavior Groups: Process & Practice - Chapter 2 (5)

Best Practice Guidelines of ASGW (1998)
Professional competence in group work is not a final product, but a continuous process for the duration of one’s career Some suggestions for increasing your level of competence as a group leader: Keep current through continuing education and participation in personal and professional development activities Be open to seeking personal counseling if you recognize problems that could impair your ability to facilitate a group Be willing to seek consultation and supervision as needed Groups: Process & Practice - Chapter 3 (1)

Professional Training Standards for Group Workers
ASGW (2000) has recommendations for what constitutes competence as a group facilitator – Knowledge competencies: course work is essential Skills competencies: specific group facilitation skills are required for effectively intervening Core specialization in group work: task facilitation groups; psychoeducational groups; counseling groups; psychotherapy groups Groups: Process & Practice - Chapter 3 (2)

Ethical and Legal Issues in Group Counseling
Informed consent Provide members with adequate information that will allow them to decide if they want to join a group Some information to give prospective members: The nature of the group The goals of the group The general structure of the sessions What is expected of them if they join What they can expect from you as a leader Groups: Process & Practice - Chapter 3 (3)

Involuntary Group Membership
Many groups are composed of involuntary members The challenge is to demonstrate the value of a group for members Basic information about the group is essential Avoid assuming that involuntary members will not want to change Groups: Process & Practice - Chapter 3 (4)

Psychological Risks of Group Participation
Although there are benefits to participating in a group, there are also potential risks that group leaders need to monitor — Members may be pressured to disclose and violate privacy Confidentiality may be broken Scapegoating may occur Confrontation may be done in an uncaring manner Group leaders may not have the competencies to deal with some difficulties that arise in a group Groups: Process & Practice - Chapter 3 (5)

Confidentiality Confidentiality is the foundation of a working group
Leaders need to define the parameters of confidentiality including its limitations in a group setting Members need to be taught what confidentiality involves Leaders talk to members about the consequences of breaching confidentiality Leaders remind members at various points in a group of the importance of maintaining confidentiality Groups: Process & Practice - Chapter 3 (6)

Guidelines for Using Techniques Ethically
Your techniques should have a rationale Introduce techniques in a sensitive and timely manner Don’t stick to a technique if it is not working effectively Give members a choice – invite them to experiment with some behavior Use techniques that are appropriate to the member’s cultural values Techniques are best developed in response to what is happening in the here-and-now Groups: Process & Practice - Chapter 3 (7)

The Role of Group Leader Values
Essential that you are aware of your values and how they influence what you think, say, and do in groups Groups are not a forum for you to impose your values on members Purpose of a group: to assist members in examining options that are most congruent with their values Group members have the task of clarifying their own values and goals, making informed choices, and assuming responsibility for what they do Groups: Process & Practice - Chapter 3 (8)

Some Legal Safeguards for Group Practitioners
Take time and care in screening candidates for a group; and for preparing them on how to actively participate Demystify the group process Strive to develop collaborative relationships with the members Consult with colleagues or supervisors whenever there is a potential ethical or legal concern Incorporate ethical standards in the practice of group work Groups: Process & Practice - Chapter 3 (9)

Forming a Group Five areas for a practical proposal for a group
Rationale – What is the rationale for your group? Objectives – Are your objectives specific and attainable? Practical considerations – Have you considered all the relevant practical issues in forming your group? Procedures – What kinds of techniques and interventions will you employ to attain the stated objectives? Evaluation – How will you evaluate the process and outcomes of the group? Groups: Process & Practice - Chapter 4 (1)

Questions for Screening of Potential Members
The type of group determines the kind of members that are suitable or unsuitable The key questions are Should this person be included in this group at this time with this leader? Other questions -What methods of screening will you use? How can you decide who may benefit from a group? And who might not fit in a group? How might you deal with a candidate who is not accepted to your group? Groups: Process & Practice - Chapter 4 (2)

Practical Considerations in Forming a Group
Group composition Group size Open versus closed group Length of the group Frequency and duration of meetings Place for group sessions Groups: Process & Practice - Chapter 4 (3)

Some Advantages of a Group
Group setting offers support for new behavior and encourages experimentation The group is a microcosm of the real world – allows us to see how we relate to others Group setting provides an optimal arena for members to discover how they are perceived and experienced by others Groups help members see that they are not alone in their concerns Groups: Process & Practice - Chapter 4 (4)

A Few Misconceptions About Groups
Groups are suited for everyone The main goal of a group is for everyone to achieve closeness Groups tell people how they should be Group pressure forces members to lose their sense of identity Groups are artificial and unreal Groups: Process & Practice - Chapter 4 (5)

Initial Stage of a Group
Characteristics of initial stage Participants test the atmosphere and get acquainted Risk taking is relatively low – exploration is tentative Members are concerned with whether they are included or excluded A central issue is trust versus mistrust There are periods of silence and awkwardness Members are deciding how much they will disclose and how safe the group is Groups: Process & Practice - Chapter 5 (1)

Common Fears Experienced by Group Members
Anxiety over being accepted or rejected Concern about the judgment of others Afraid of appearing stupid Concerns about not fitting into the group Not knowing what is expected Concern over communicating feelings and thoughts effectively Groups: Process & Practice - Chapter 5 (2)

Advantages of Developing a Here-And-Now Focus
Dealing with the here-and-now energizes the group Members are best known by disclosing here-and-now experiencing Being in the here-and-now serves as a springboard for exploring everyday life concerns Groups: Process & Practice - Chapter 5 (3)

Leader Attitudes and Behaviors That Generate Trust
Careful attending and genuine listening Empathy Genuineness and self-disclosure Respect Caring confrontation Groups: Process & Practice - Chapter 5 (4)

Establishing Goals Main task – helping members formulate clear and specific goals Absence of goals – considerable floundering and aimless sessions Collaborative process in identifying goals Goals – lead to contracts and homework assignments Groups: Process & Practice - Chapter 5 (5)

Group Norms Norms and procedures enable a group to attain its goals
Examples of group norms – Expectation of promptness and regular attendance Norm of sharing oneself in personal ways Expectation of giving meaningful feedback Members encouraged to offer both support and challenge to others Members functioning within the here-and-now context of the group Groups: Process & Practice - Chapter 5 (6)

Member Guidelines to Benefit from a Group
Express persistent reactions Come prepared to group sessions Decide for yourself what and how much to disclose Be an active participant Be open to feedback and consider what you hear Experiment with new behavior in group Groups: Process & Practice - Chapter 5 (7)

Group Leader Issues at the Initial Stage
Division of responsibility – How to achieve a balance of sharing responsibility with members? Degree of structuring – Creating a structure that will enable members to make maximum use of group process Opening group sessions – How to best open a group and help members gain a focus? Closing group sessions – How to best bring a session to closure without closing down further work later on? Groups: Process & Practice - Chapter 5 (8)

Transition Stage of a Group
Characteristics of the transition stage Transitional phase is marked by feelings of anxiety and defenses Members are: testing the leader and other members to determine how safe the environment is struggling between wanting to play it safe and wanting to risk getting involved observing the leader to determine if he or she is trustworthy learning how to express themselves so that others will listen Groups: Process & Practice - Chapter 6 (1)

Barometer of Trust in a Group
Some signs of a low level of trust Members are: Hesitant in expressing what they are thinking and feeling Unwilling to initiate personally meaningful work Denying that they have any problems or concerns Hiding behind global statements and intellectualizations Not willing to deal with conflict in the group Groups: Process & Practice - Chapter 6 (2)

Thoughts on Dealing with Resistance Therapeutically
Don’t label all hesitations as a sign of resistance Respect resistance – Realize that member resistance may be serving a function Invite members to explore the meaning of what appears to be resistance Describe behavior of members – avoid making too many interpretations Approach resistance with interest, understanding, and compassion Groups: Process & Practice - Chapter 6 (3)

Common Fears Emerging at the Transition Stage
Fear of making a fool of oneself Fear of emptiness Fear of losing control Fear of being too emotional Fear of self-disclosure Fear of taking too much of the group’s time Fear of being judged Groups: Process & Practice - Chapter 6 (4)

Some Guidelines for Effective Confrontation
If you confront, know why you are confronting Confront if you care about the other In confronting another – talk more about yourself than the other person Avoid dogmatic statements and judgments about the other Give others the space to reflect on what you say to them Groups: Process & Practice - Chapter 6 (5)

Group Leader Interventions in Dealing with Difficult Behaviors of Group Members
Avoid responding with sarcasm State your observations and hunches in a tentative way Demonstrate sensitivity to a member’s culture Avoid taking member’s behavior in an overly personal way Encourage members to explore a resistance – don’t demand they give up a particular “resistive” behavior Groups: Process & Practice - Chapter 6 (6)

Examples of Problematic Styles of Behaving in a Group
Silence Monopolistic behavior Storytelling Giving advice Questioning Dependency Intellectualizing Groups: Process & Practice - Chapter 6 (7)

Leader Functions During the Transition Stage
Show members the value of recognizing and dealing fully with conflict situations Help members to recognize their own patterns of defensiveness Teach members to respect resistance and to work constructively with the many forms it takes Provide a model for members by dealing directly and tactfully with any challenge Encourage members to express reactions that pertain to here-and-now happenings in the sessions Groups: Process & Practice - Chapter 6 (8)

Working Stage of a Group
Key points of the working stage There are no arbitrary dividing lines between each stage of group Group development ebbs and flows – does not stay static Work can occur at every stage – not just the working stage Not all groups reach a working stage Not all members are functioning at the same level in a working stage Groups: Process & Practice - Chapter 7 (1)

Group Norms and Behavior at the Working Stage
At the working stage of a group there is further development and solidification of group norms established earlier Some group behaviors at the working stage Both support and challenge to take risks in group Leader uses a variety of therapeutic interventions Members interact with each other in more direct ways Healing capacity develops within the group Increased group cohesion fosters action-oriented behaviors Groups: Process & Practice - Chapter 7 (2)

Characteristics of a Productive Group
There is a focus on the here and now Goals of members are clear and specific Cohesion is high – a sense of emotional bonding in the group Conflict in the group is recognized and explored Members are willing to make themselves known Trust is increased and there is a sense of safety Groups: Process & Practice - Chapter 7 (3)

Characteristics of a Nonworking Group
Mistrust is manifested by an undercurrent of unexpressed feelings Participants focus more on others than themselves Participants hold back – disclosure is minimal Members may feel distant from one another Conflicts are ignored or avoided Communication is unclear and indirect Groups: Process & Practice - Chapter 7 (4)

Choices to be Made During the Working Stage
Disclosure versus anonymity Honesty versus superficiality Spontaneity versus control Acceptance versus rejection Cohesion versus fragmentation Groups: Process & Practice - Chapter 7 (5)

The Value of Homework in Groups
Group: not an end in itself Group is: A place to learn new behaviors A place to acquire a range of skills in living Training ground for everyday life Homework – a means for maximizing what is learned in group Members can devise their own homework assignments Ideally, homework is designed collaboratively between members and leader Groups: Process & Practice - Chapter 7 (6)

Therapeutic Factors Operating in Groups
Self-Disclosure Confrontation Feedback Cohesion and Universality Hope Willingness to Risk and Trust Caring and Acceptance Power Catharsis The Cognitive Component Commitment to Change Freedom to Experiment Humor Groups: Process & Practice - Chapter 7 (7)

Guidelines for Member Self-Disclosure
Disclosure – related to the purposes of the group Persistent reactions – useful to express persistent thoughts and feelings Members decide what and how much to disclose Safe climate – disclosure increases in a safe group Level of disclosure – stage of group may determine what is appropriate Groups: Process & Practice - Chapter 7 (8)

Guidelines for Giving Feedback
Give feedback with honesty and with sensitivity Concise feedback given in a clear and straightforward way is useful In giving feedback, let others know how their behavior affects you Avoid giving global feedback Avoid being judgmental in giving feedback Groups: Process & Practice - Chapter 7 (9)

Catharsis in Groups Catharsis – the expression of pent-up emotions
Catharsis can be healing and can lead to increased cohesion Catharsis is not appropriate for all types of groups After a catharsis – It is useful to integrate cognitive and behavioral work Insights are common It is crucial to put insights into action Groups: Process & Practice - Chapter 7 (10)

Ending a Group Tasks of the final stage of a group:
Dealing with feelings of separation Dealing with unfinished business Reviewing the group experience Practice for behavioral change Giving and receiving feedback Ways of carrying learning further The use of a contract and homework Groups: Process & Practice - Chapter 8 (1)

Leader Functions During Ending Phase of Group
Assist members in dealing with any feelings they might have about termination Reinforce changes that members have made during the group Work with members to develop specific contracts and homework assignments Provide opportunities for members to give one another constructive feedback Reemphasize the importance of maintaining confidentiality after the group is over Groups: Process & Practice - Chapter 8 (2)

Leader Functions After Termination of a Group
Offer private consultations if any member should need this service Provide for a follow-up group session or follow-up individual interviews Identify referral sources for members who may need further assistance Evaluate the strengths and weaknesses of the group Groups: Process & Practice - Chapter 8 (3)

Giving and Receiving Feedback at the Ending Stage
The sentence completion method can enhance the quality of feedback and can result in focused feedback Examples: My greatest fear for you is ... My hope for you is... I hope that you will seriously consider... I see you blocking your strengths by... Some things I hope you will think about doing for yourself are... Some ways I hope you’d be different with others are... Groups: Process & Practice - Chapter 8 (4)

Applying What is Learned in Group to Everyday Life
Members can be reminded of ways to translate what was learned in group and assisted in developing action plans geared to change Some points: A group is a means to an end Change is bound to be slow and subtle Focus more on changing yourself than on changing others Decide what you will do with what you learned about yourself Groups: Process & Practice - Chapter 8 (5)

Groups for Children Developing a proposal: Groups for children
In planning groups for children: Describe your goals and purposes clearly Develop a clearly stated rationale for your proposed group State your aims, the procedures to be used, the evaluation procedures you will use, and the reasons a group approach has particular merit Groups: Process & Practice - Chapter 9 (1)

Guidelines for Group Work with Children and Adolescents
Be aware of your state’s laws regarding children Consider securing parental or guardian written permission Communicate your expectations to those in your group Emphasize confidentiality Maintain neutrality Use appropriate exercises and techniques Listen and remain open Prepare for termination Groups: Process & Practice - Chapter 9 (2)

Key Points – Groups for Children
In designing a group in both schools and agencies, get the support of administrators Communicate with children about the importance of keeping confidences in language they can grasp Ethical practice demands that you have the training required to facilitate a group with children Not all children are ready for group participation Having some structure is particularly important in groups with children Give thought to helpful methods of evaluating the outcomes of your groups Groups: Process & Practice - Chapter 9 (3)

Groups for Adolescents
Organizing an adolescent group Conduct a needs assessment Develop a written proposal Market your group Get informed consent from parents or guardians Conduct pregroup interviews Select members for the group Design a plan for each of the group sessions Arrange for a follow-up group session after termination Groups: Process & Practice - Chapter 10 (1)

Hints – Working with Reluctant Adolescent Group Members
Explain the rationale of the group in jargon-free language Allow members to express reactions to being sent to group Go with resistance – Don’t go against resistance Avoid getting defensive Be clear and firm with your boundaries Groups: Process & Practice - Chapter 10 (2)

Sample Group Proposal – Multiple Family Group Therapy
Philosophy of group and overall goals Overview of group Group format – weekly sessions Practical considerations Contraindications to participation in group Outcomes of group Groups: Process & Practice - Chapter 10 (3)

Key Points – Groups for Adolescents
Understand and respect resistance Role-playing techniques can often be creatively used in adolescent groups Find ways to involve parents in group work with adolescents A few kinds of adolescent groups include: groups for students on drug rehabilitation, groups for unwed teenage fathers, teen delinquency prevention groups, and sex offender treatment groups Co-leadership models are especially useful in facilitating an adolescent group Groups: Process & Practice - Chapter 10 (4)

Key Points – Groups for Adults
Theme-oriented groups with a psychoeducational focus are popular Short-term and structured groups fit the needs of many adult populations Account for diversity in your groups Group work with women is increasing Most men’s groups have a psychoeducational and interpersonal focus Groups dealing with domestic violence are gaining prominence Groups: Process & Practice - Chapter 11 (1)

Examples of Groups for Adults
Groups for college students Groups for weight control HIV/AIDS support group Women’s group Men’s group Domestic violence group Support group for survivors of incest Groups: Process & Practice - Chapter 11 (2)

Sample Proposal for a Group with Adults
In designing a specific group, consider these components Description of the type of your group Rationale of your group Goals of your group Marketing methods Screening and selection members Structure of group – description of sessions Methods for assessing outcomes Groups: Process & Practice - Chapter 11 (3)

Key Points – Groups for the Elderly
You may encounter obstacles in your attempts to organize and conduct groups for the elderly Groups offer unique advantages for the elderly who have a great need to be listened to and understood Groups can help elderly people integrate current life changes into an overall developmental perspective Elderly people need a clear explanation of the group’s purposes – and why they can benefit from it Revealing personal matters may be extremely difficult for some elderly people because of their cultural conditioning Groups: Process & Practice - Chapter 12 (1)

Themes in Working with Elderly Populations
Themes that are prevalent with the elderly include: Loss and the struggle to find meaning in life Loneliness and social isolation Poverty Feelings of rejection Dependency Feelings of uselessness, hopelessness, and despair Fears of death and dying Grief over others’ deaths Sadness over physical and mental deterioration Regrets over past events Groups: Process & Practice - Chapter 12 (2)

Examples of Groups for the Elderly
Some groups that are commonly offered include those with an emphasis on Reminiscing Physical fitness Body awareness Grief work Occupational therapy Reality orientation Music and art therapy Combined dance and movement Preretirement and postretirement issues Remotivation Organic brain syndrome Health-related issues Groups: Process & Practice - Chapter 12 (3)

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