Groups: Process & Practice 7 th ed.

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

2. 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)

3. 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)

4. 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)

5. 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)

6. 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)

7. 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 The Group Counselor: Person and Professional Groups: Process & Practice - Chapter 2 (1)

8. 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)

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

10. 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)

11. 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)

12. 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)

13. 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)

14. 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)

15. 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)

16. 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)

17. 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)

18. 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)

19. 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)

20. 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)

21. 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)

22. 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)

23. 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)

24. 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)

25. 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)

26. 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)

27. 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)

28. 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)

29. 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)

30. 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)

31. 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)

32. 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)

33. 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)

34. 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)

35. 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)

36. 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)

37. 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)

38. 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)

39. 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)

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

41. 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)

42. 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)

43. 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)

44. 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)

45. 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)

46. 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)

47. 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)

48. 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 Therapeutic Factors Operating in Groups Groups: Process & Practice - Chapter 7 (7)

49. 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)

50. 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)