1. © 2007 Thomson Brooks/Cole, a division of Thomson Learning Group Work 1

2. © 2007 Thomson Brooks/Cole, a division of Thomson Learning  Can be viewed from systemic and cybernetics perspective  Dynamic interaction of its members  Communication patterns  Power dynamics  Hierarchies  Homeostasis 2

3. © 2007 Thomson Brooks/Cole, a division of Thomson Learning  Groups have become much more popular  But, why choose a group over individual counseling?  See advantages and disadvantages, Table 7.1, p. 227 3

4. © 2007 Thomson Brooks/Cole, a division of Thomson Learning  Prior to 1900:  Functional and pragmatic groups (e.g., daily living skills) ▪ Often moralistic in nature  Jane Addams and Mary Richmond--community groups to make systemic change  Turn of century:  Vocational and moral guidance in schools  Dr. Henry Pratt: Physician--groups with tuberculosis patients ▪ Started with a lecture ▪ Then had patients tell personal stories about their illness 4

5. © 2007 Thomson Brooks/Cole, a division of Thomson Learning  Around 1900: Psychoanalytic principles explained groups behavior ▪ Primal urges, instincts, parental influences ▪ Herb instincts ▪ Mob instincts ▪ Recapitulation of family issues  1914: Moreno started “psychodrama” and coined the phrase “group psychotherapy” 5

6. © 2007 Thomson Brooks/Cole, a division of Thomson Learning  1 920s and 1930s: ▪ Adler’s influence: birth order and social connectedness ▪ First non psychoanalytically oriented groups ▪ More group guidance in the schools  Emergence of Modern-Day Groups  1947, Kurt Lewin and others: NTL  1940s: Rogers worked with returning GIs from WWII– led to first encounter groups 6

7. © 2007 Thomson Brooks/Cole, a division of Thomson Learning  1960s: Groups reflect freedom and love  Esalen, Michael Murphy, and encounter Groups emerge  Encounter Group Leaders: Rogers, Maslow, Perls, Schutz  Read quote, bottom of p. 230  Soon, other groups arise: marathon groups, confrontational groups, gestalt groups.  APA publishes “Guidelines for Psychologists Conducting Growth Groups” (1973)  1960s and 1970s: books on group counseling flourish  1973: ASGW 7

8. © 2007 Thomson Brooks/Cole, a division of Thomson Learning  Groups become alternative to individual counseling  Decline of more “outrageous” groups  Common-theme, task groups, and time-limited (brief groups) become popular  Rise in self-help groups  ASGW:  Best Practice Guidelines  Professional Standards for the Training of Group Workers  CACREP requires group work  Almost all programs now include group work 8

9. © 2007 Thomson Brooks/Cole, a division of Thomson Learning  Five Categories of Groups:  1. Self-help groups  2. Task groups  3. Psychoeducational groups  4. Counseling groups  5. Psychotherapy groups  Group dynamics and group process occur in all groups  Group dynamics: internal dynamics  Group process: how group unravels over time 9

10. © 2007 Thomson Brooks/Cole, a division of Thomson Learning  Around for more than 50 years  Particularly popular for last 30 years  Purpose: education, affirmation, and enhancement of strengths  No paid leader, usually  Sometimes, no leader  Leader is not trained in group process, usually  Leader does help “organize” group  Nominal fee  Focus on specific issues, usually (AA, eating disorders)  See Box 7.1, p. 233 10

11. © 2007 Thomson Brooks/Cole, a division of Thomson Learning  Focus on conscious behaviors and group dynamics  National Training Laboratory (NTL) first group to do this  Task group specialists usually enter a system and help to analyze and diagnose problems  Task group leaders help facilitate changes in system  Often focuses on differences among people in a system and how to help people get a long  See Box 7.2, p. 234 11

12. © 2007 Thomson Brooks/Cole, a division of Thomson Learning  Formerly: “Guidance Groups”  Focus: Disseminate mental health education to promote personal group and empowerment  Found in many settings  Designated, well-trained group leader  Focuses on preventive education  Often begins with didactic presentation and then leaders to discussion that may included limited self-disclosure  See Box 7.3, p. 235 12

13. © 2007 Thomson Brooks/Cole, a division of Thomson Learning  Usually, focused on prevention and wellness, self- enhancement, increased insight, self-actualization  Focus more on conscious than unconscious  Usually, not dealing with severe pathology  Often, focuses on issues related tonormal human development  Usually, 4-12 members  Well trained leader  See Box 7.3, p. 235 13

14. © 2007 Thomson Brooks/Cole, a division of Thomson Learning  Focus on deep-seated, long-term issues  Focus on remediation of severe pathology and personality reconstruction  Well-trained leader  Usually 4-12 members  Usually, meets for a minimum of 8 sessions  Usually, meet at least once a week for 1-3 hours  Leader facilitates deep expression of feelings and helps clients work on change  See Box 7.4 14

15. © 2007 Thomson Brooks/Cole, a division of Thomson Learning  See Figure 7.1, p. 237 Comparison of Psychoeducational, Counseling, and Therapy Groups 15

16. © 2007 Thomson Brooks/Cole, a division of Thomson Learning  Theory in reference to group work allows one to 1. Can show efficacy 2. Have a comprehensive approach 3. Help us understand client 4. Help us decide on techniques 5. Help us predict course of treatment 6. Is researchable—we can see its efficacy 16

17. © 2007 Thomson Brooks/Cole, a division of Thomson Learning  Most theories can be applied to group work. Use their basic tenets along with a systems framework  Theories that have been successfully applied include:  Psychoanalytic  Cognitive-Behavioral  Person-Centered  Solution Focused  Other 17

18. © 2007 Thomson Brooks/Cole, a division of Thomson Learning  Getting Members  Group Composition  Closed or Open Group  Size Of Group  Duration Of Meetings  Frequency Of Meetings  Securing Appropriate Space  Group Leadership Style 18

19. © 2007 Thomson Brooks/Cole, a division of Thomson Learning  Pregroup Stage (Forming a Group)  Pregroup meeting?  Interview with potential member?  Identifying expectations  Challenge myths  Screen out (or in) members 19

20. © 2007 Thomson Brooks/Cole, a division of Thomson Learning  Initial Stage (Forming)  Members anxious, apprehensive, and want to get started  Focus on others, not self  There and then conversation, not “here and now”  Resistance exhibited  Leader task: define ground rules and build trust  Structure, empathy, and positive regard important  Leaders: genuine and only slightly self-disclosing  Leaders: watch for scapegoating 20

21. © 2007 Thomson Brooks/Cole, a division of Thomson Learning  Transition Stage (Storming than Norming)  Beginning to feel comfortable with technical issues and ground rules– but still some anxiety initially  Members positioning themselves in groups  May project onto leader and have transference to leader  As stage continues, attacking and scapegoating may occur  Leader must deal with attacks and scapegoating  Slowly, trust builds and resistance diminishes  Ownership of feelings occurs  Here and now focus begins  Identification of problems and goals happens  Systemically: Goal is to build a highly functioning system 21

22. © 2007 Thomson Brooks/Cole, a division of Thomson Learning  Work Stage (Performing)  Trust occurs, conflict lessens, cohesion occurs  Can give and hear feedback  Work on identified behavioral change  Gain in self-esteem from positive feedback and sense of accomplishment  Use of advanced counseling skills by leader  Systemically: A system has been developed– but make sure the system continues to encourage change and forward movement 22

23. © 2007 Thomson Brooks/Cole, a division of Thomson Learning  Closure (Adjourning)  Increased sense of accomplishment  Saying good-bye  Share what has been learned  Express feelings about one another  Summarize with use of empathy  Consider who might want follow-up in counseling  Evaluation of group? 23

24. © 2007 Thomson Brooks/Cole, a division of Thomson Learning  Principles for Diversity-Competent Group Workers (ASGW)  Social Justice in Group Work:  Can help “privileged” clients see their privilege  Prejudice and the Group as Microcosm of Society  Groups can mimic what happens in society  Cultural Differences between a Group Member and the Group Leader  If group leader of different culture than members, members may project feelings about leader’s culture onto the leader  Offers leader opportunity to have client’s understand their biases 24

25. © 2007 Thomson Brooks/Cole, a division of Thomson Learning  Ethical Issues  Ethical code of ACA and Best Practices Statement of ASGW  Informed Consent and Confidentiality (see p. 249) ▪ Can you ensure confidentiality?  Professional Associations: A number exist. ASGW is division of ACA  Group vs. Individual Counseling (see top of p. 251)  Legal Issues  Confidentiality and the Third Party Rule 25

26. © 2007 Thomson Brooks/Cole, a division of Thomson Learning  Allowing Groups to Unfold Naturally  “Push a group to open up to quickly, and it will push back”  Thus, your ability at facilitating growth in a group is the key mark to allowing the group process to occur 26