1. Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc. 0 by Gerald Corey Eighth Edition ©2012 Brooks/Cole Publishing a Division of Cengage Learning

2. Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc. 1 Group Leadership

3. Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc.  The most important instrument you have is YOU  Your living example, of who you are and how you struggle to live up to your potential, is the best way to model for members  Strive to live a growth-oriented life  Live the way you encourage group members to live 2 Theory and Practice of Group Counseling—Chapter 2 (1)

4. Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc.  Personality and character  Presence  Personal power  Courage  Willingness to confront oneself  Sincerity and authenticity  Sense of identity  Belief in the group process and enthusiasm  Inventiveness and creativity 3 Theory and Practice of Group Counseling– Chapter 2 (2)

5. Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc.  Initial anxiety  Realistic versus unrealistic anxiety  Self-disclosure  How much or how little to disclose  Appropriate and facilitative self-disclosure  Challenges of dealing with a system  Retaining one’s dignity and integrity in a system aimed at cost-cutting  Being one’s own advocate 4 Theory and Practice of Group Counseling—Chapter 2 (3)

6. Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc.  Active listening  Restating  Clarifying  Summarizing  Questioning  Interpreting  Confronting  Reflecting Feelings  Supporting  Empathizing  Facilitating 5 Theory and Practice of Group Counseling—Chapter 2 (4)

7. Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc.  Initiating  Setting goals  Evaluating  Giving feedback  Suggesting  Protecting  Disclosing oneself  Modeling  Linking  Blocking  Terminating 6 Theory and Practice of Group Counseling—Chapter 2 (5)

8. Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc.  Ask members to briefly check in and comment on what they want to explore  Be attentive to unresolved issues from prior sessions  Ask members to report their progress or difficulties during the week 7 Theory and Practice of Group Counseling—Chapter 2 (6)

9. Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc.  With members, create an agenda for each session  Consider using structured exercises to open sessions 8 Theory and Practice of Group Counseling—Chapter 2 (7)

10. Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc.  Allow time for closure  Encourage members to evaluate their own progress  Close a session without closing the issues raised during the session  Make summary comments 9 Theory and Practice of Group Counseling—Chapter 2 (8)

11. Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc.  Teach members how to integrate what they have learned for themselves  Encourage members to offer feedback to each other  Discuss homework assignments 10 Theory and Practice of Group Counseling—Chapter 2 (9)

12. Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc.  The following three areas of the multicultural counseling competencies must be addressed:  Beliefs and attitudes  Knowledge  Skills and intervention strategies 11 Theory and Practice of Group Counseling—Chapter 2 (10)

13. Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc.  Become aware of your biases and values  Try to understand the world from the member’s vantage point  Gain a knowledge of the dynamics of oppression, racism, discrimination, and stereotyping  Study the traditions and values of the members of your group 12 Theory and Practice of Group Counseling—Chapter 2 (11)

14. Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc.  Learn general knowledge, but avoid stereotyping  Be open to learning from your members  Recognize that diversity can enhance the group process 13 Theory and Practice of Group Counseling—Chapter 2 (12)

15. Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc. 14  One determinant is whether you lead short- or long- term groups  Develop a style that fits your personality and expresses your uniqueness  Your theoretical stance should be closely related to your values, beliefs, and personal characteristics Theory and Practice of Group Counseling—Chapter 2 (13)

16. Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc. 15  Become familiar with the diverse range of theories of group counseling and consider the contributions and limitations of each approach  Consider incorporating alternative perspectives into your approach to group leading Theory and Practice of Group Counseling—Chapter 2 (14)

17. Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc. 16  Research can help group workers to identify specific factors that contribute to successful outcomes  Accountability is currently being stressed in all settings; thus, familiarity with research and evaluation practices is essential Theory and Practice of Group Counseling—Chapter 2 (15)

18. Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc. 17  Collaboration between practitioners and researchers can benefit both parties and the field of group work  A community-based research paradigm has been proposed  A shift from process research to a focus on outcome studies has occurred Theory and Practice of Group Counseling—Chapter 2 (16)

19. Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc. 18  The current trend:  Promoting specific interventions for specific problems based on empirically supported treatments  EBP should incorporate three pillars:  Best available evidence  Clinician expertise  Client characteristics Theory and Practice of Group Counseling—Chapter 2 (17)

20. Copyright © 2012 Brooks/Cole, a division of Cengage Learning, Inc. 19  Critique of EBP:  It is mechanistic and does not consider the relational dimensions of the therapeutic process  Human change is complex; EBP may not adequately capture complexity  Third-party payers could use research findings as cost- containment measures rather than to improve the quality of services delivered Theory and Practice of Group Counseling—Chapter 2 (18)