1

Content

I. An Overview of the Group Counseling

II.Group Leadership in Group Counseling

III. Ethical & Professional Issues in Group Practice

IV. My Integrative Model

Presented by Sharada on March 1, 2014Presented by Sharada on March 1, 2014

for ACC for ACC –– Level 2 Training ProgramLevel 2 Training Program

2

I. An Overwiew of Group WorkGlossary for the Group Work in Counseling

Insight: Insight: a cognitive & emotional awareness of the connection of past experience to present problems.

Projection: Projection: an ego defence mechanism that involves attributing our own unacceptable thoughts, feelings, behaviors, and motives to others.

Transference: Transference: unconscious reflection of the old experiences & earlier acquired distortions to the group leader (or the group members) in the present relationship.

Countertransference: Countertransference: The group leader’s unresolvd conflicts that are projected onto the client, resulting in a distorted perception of the client’s behavior.

Chatharsis: Chatharsis: The expression of stored-up feelings that are released by verbal & physical acting out of an emotion-laden situation.

Contract: Contract: specific and measurable statements of the objectives group participants intend to attain: contracts place the responsibility on members for clearly defining waht, how, and when theythey want to change.

Transaction: Transaction: an exchange of strokes between two or more people; the basic unit of human communication. Transactions may be complementary, crossed, or ulterior.

Strokes: Strokes: a form of recognition. Strokes may be positive or negative, conditional or unconditional, physical or psychological.

Group cohesionGroup cohesion: is the attraction that members have for their group and for the other members. Members of a cohesive group are more accepting of one another, more supportive, more inclined to form meaningful relationships in the group.

Genuineness 0r congruence:Genuineness 0r congruence: the state of authenticity that result from a deep exploration of self & a willingness to accept the truths of this exploration, which requires a high level of self-awareness, self-acceptance, and self-trust.

Unconditional positive regard: Unconditional positive regard: an attitude of acceptance and caring for group members.

Empathy:Empathy: “the capacity to see the world of another by assuming the internal frame of reference of that person”.

3

I. An Overwiew of Group Work1. The Use of Groups in Counseling

�helping people make fundamental changes in their ways of thinkingthinking, feelingfeeling, and behavingbehaving

� GMs are assisted in developing their existing developing their existing

skillsskills in dealing with interpersonal problemsinterpersonal problems.

� provides empathyempathy and supportsupport necessary to create the atmosphere of trustthe atmosphere of trust that leads to sharing and exploring these concerns.

�� therapeutictherapeutic or educationaleducational purposes or for a a combinationcombination of the two

��preventivepreventive, educatingeducating as well as remedialremedial aims.

�a beneficialbeneficial and costcost--effective approacheffective approach to treatment

��specific specific goalsgoals : educational, career, social, or personal.

�emphasizes interpersonal communicationinterpersonal communication of conscious thoughts, feelings, and behavior within a herea here--andand--now time framenow time frame.

�often problem orientedproblem oriented and the GMs largely determine their content and aims.

�tends to be growth orientedgrowth oriented in that the emphasis is on discovering internal resources of strength.

�frequently more effective than the individualmore effective than the individualapproach because individuals

�gain insights; �practice new skills in & outside the group; �benefit from the feedback; �benefit from insights of the GMs & the GL; �offer many opportunities for modeling; �learn how to cope with problems by observing others with similar concerns

4

I. An Overwiew of Group Work2. The Types of Groups

GOALSGOALS GROUP POPULATIONGROUP POPULATION

1.1. Counseling Group Counseling Group (Growth(Growth--Oriented Oriented

Group) Group)

▪ growth ▪ development ▪ enhancement ▪ prevention

To meet the needs of specific populations such as ▪ Children ▪ Adolescents ▪ College students ▪ Older people

2. Group Psychotherapy 2. Group Psychotherapy (Remedial Treatment (Remedial Treatment

Group)Group)

issues such as ▪ remediation ▪ treatment ▪ personality reconstruction

The people suffering from ▪ severe emotional problems ▪ deep personal conflicts ▪ effects of trauma ▪ psychotic states

3.Psychoeducational 3.Psychoeducational

GGroup roup (Educational & Therapeutic (Educational & Therapeutic

Group)Group)

serve a number of purposes: ▪ imparting information ▪ sharing common experiences ▪ teaching people how to solve problems ▪ offering support ▪ helping people how to create their own support systems outside of the group setting

well suited to populations of all ages ▪ ideal for all sorts of Support Groups▪ Group for school children of divorce ▪ A domestic Violence Group ▪ A successful Aging Group

4. Task Facilitation 4. Task Facilitation

Group Group (Goal Accomplishment (Goal Accomplishment

Group)Group)

designed to assist: ▪ task forces ▪ committees ▪ planning groups ▪ team building ▪ program development consultation ▪ groups to correct or develop their functioning

commonly used ▪to get down to business in companies ▪in school settings ▪in community interventions for diverse racial & ethnic groups

5

I. An Overwiew of Group Work3. Stages in the Development of a Group

Stage 1:Formation of the Group

Stage 2:Orientation & Exploration

Stage 3:Transition Stage

Stage 4:Working Stage

Stage 5:Final Stage

Stage 6:Postgroup Issues

Characteristics

▪ PregroupStage ▪ planning & preparation

▪ Inital Stage ▪ orientation & determinig the structure of the group

▪Dealing with resistance

▪ Cohesion & Productivity ▪ learn to deal with conflict & confrontation

▪ Consolidation & Termination ▪ time for summarizing, pulling together loose ends

▪Evaluation & Follow Up

Group

Member(GM)

Functions & Possible Problems

▪ think what you want/expect ▪ identify personal themes

▪ learn the basics of group process, ▪ involve in the creation of group norms

▪ Learn how to expressthemselves & work through with conflict, confrontation

▪Give other GMs feedback & be open to receiving it ▪ Practise new skills and behaviors & bring the results to the sessions

▪ Complete unfinished issues ▪ identify ways of reinforcing themselves to apply what they learnt

▪ evaluate the impact of the group experiences

Group Leader(GL) Functions

▪make a decision on practical details

▪ developtrusting climate ▪ teach the basics of group process, interpersonal skills

▪ teach/assist in recognizing & dealing with resistance & conflicts

▪ Look for common themes among GMs' work that provide for some universalityto produce change ▪intervene in such a way as to help GMs make desired changes

▪Assist GMs in determining how they will apply specific skills in various situations in daily life

Asses the outcome of the group work

6

I. An Overwiew of Group Work4. Characteristics of an Effective Working Group

1. There is a herea here--andand--nownow focus.

2.Members identify their goals and goals and

concernsconcerns, and they take resrespponsibilonsibiliitytyfor them.

3.Members are willing to work & willing to work &

practicepractice outside the group to achieve

behavioral changes.behavioral changes.

4.Most of the members feel included feel included in the group.

5.The group has almost become an an

orchestraorchestra in that individuals listen listen to one another & do do productive workwork

togethertogether.

6.Members continually assesscontinually assess their level of satisfactionsatisfaction with the group & take

active steps to changeactive steps to change matters if they see that sessions need changing.

7

I. An Overview of Group Work5. Therapeutice Factors of a Group

1. Trust and Acceptance▪manifested in participantsparticipants’’ attitudes of acceptanceattitudes of acceptance & in their willingness to take riskstheir willingness to take risks by sharing meaningful here-and-now reactions

2. Empathy▪means caring & reveals itself geniune geniune & & active active involvementinvolvement with the other GMs.▪ expressed by compassion compassion && supportsupport,, tenderness tenderness even even confrontationconfrontation.

3. Intimacy▪ The goal The goal is how one can accept intimacyaccept intimacy in life without fear & to understandunderstand how one has avoided intimacy avoided intimacy outside of the group.

4. Hope: crucial for continuity & therapeutic factorscrucial for continuity & therapeutic factors

▪ therapeutic in itself because it gives members the

incentive to commitincentive to commit themselves to the work that for change change requires.

5. Freedom to Experiement▪ with group support, GMs can practise more functional ways of being and behaving.

6. Catharsis “expression of pentexpression of pent--up feelingsup feelings”

▪ releases energyreleases energy that has been tied up in witholding certain threatening feelings.

7. Cognitive Restructuring▪ includes explainingexplaining, clarifyingclarifying, interpretinginterpreting, providing the providing the

cognitive frameworkcognitive framework needed for change, formulating ideasformulating ideas, and

making new decisionsmaking new decisions..

8. Commitment to Change▪ Participants need to formulate a plan of actiona plan of action, commit commit themselves to

it, and use the tools offered by the group processuse the tools offered by the group process to explore ways of carrying it out.

9. Self-disclosure :Main vehicle of group interactionMain vehicle of group interaction

▪ the meansthe means by which open communicationopen communication can occur in a group.If it is limited to safe topics or exposing secrets, the group cannot move beyond a superficial level. In its absence, stagnation results.▪ Barriers:Barriers: fear of intimacy that accompanies self-revelation, avoidance of responsibility and change, feelings of guilt and shame, feer of rejection, & taboos.

10. Confrontation: Basic ingredient of working stageBasic ingredient of working stage

▪ therapeutic therapeutic when it is appropriate, well timed, direct, honest, sensitive,

respectful

11. Benefiting from Feedback▪ A climate of safety within the group allows for an honest an honest

exchange of feedbackexchange of feedback and to establish normsestablish norms to exchange feedbacks.

8

II. Group Leadership in Group Counseling1. Role & Responsibilities of the Group Leader

�� initiate initiate & promote interactionpromote interaction by the way they structure the group and model model behaviors.

�� OrientOrient members to the group process,

teachingteaching them how to get the most from their group & helping them become awarebecome awareof the group dynamics.

� Must be capable of sensitive & active sensitive & active

listeninglistening: verbal & nonverbal communication can help GMs to move toward a deeper level of selfself--explorationexploration &

selfself--understandingunderstanding.

� Responsible for creating a safecreating a safe &

supportive climatesupportive climate conducive to exploring personally significant issues.

� Have tasks of setting limitssetting limits, establishing establishing

group rulesgroup rules, informing informing members of their rights & responsibilities, & protecting protecting members.

9

II. Group Leadership in Group Counseling2. Group Leader as Person

1.1. Has Has extensive theoretical theoretical & practical knowledge knowledge of group dynamics,

2.2. Be skilled Be skilled in diagnostic & technical in diagnostic & technical

proceduresprocedures,

3.3. Be effectiveBe effective in stimulating growthgrowth &

changechange in the GMs of the group,

4.4. BringBring to every group his personal personal

qualitiesqualities, values, and life experiences and assumptions and biases.

5.5. Live growthLive growth--oriented oriented life himself,

6.6. Become an influencial forceBecome an influencial force in a group when they are able to model effective behavior rather than merely describe it,

7.7. Have a commitment to a neverHave a commitment to a never--

ending journeyending journey toward becoming a more effective human being.

10

II. Group Leadership in Group Counseling3. Group Leader’s Personality & Character

Presence: Presence: beingmoved by the joy & pain that others experience

Personal power: Personal power: involves self-confidence & an awareness of one’s influence on others.

Courage: Courage: showing courage by�taking risks in the group, �admitting mistakes, being vulnerable, �being willing to challenge members in respectful ways, �acting on intuitions & beliefs, �discussing his thoughts & feelings about group process, and

�being willing to share his power with GMs.

Willingness to confront oneself: Willingness to confront oneself: being aware ofbeing aware of�One’s needs & motivations, �Conflicts & problems, �Defences & weak points, �Areas of unfinished business, �The potencial of influences of all these on the group process

Sincerety & Authenticity: Sincerety & Authenticity: being direct, giving feedback sincerely & respectfully

Sense of identity:Sense of identity: knowing what you are capable of becoming, what you want from life, & how you are going to get what you want.

Belief in the Group Process & Enthusiasm: Belief in the Group Process & Enthusiasm: believing in the value of the group process, showing that you enjoy your work & like being with your group.

Inventiveness & Creativity: Inventiveness & Creativity: being open to new experiences & to worldviews that differ from your own.

11

II. Group Leadership in Group Counseling4. Group Leader Skills - 1

SKILLSKILL DESCRIPTIONDESCRIPTION AIMS & DESIRED OUTCOMESAIMS & DESIRED OUTCOMES

Active ListeningActive ListeningAttending to verbal & nonverbal aspects of communication without judging or evaluating

To encourage trust and client self-disclosure and exploration

RestatingRestatingParaphrasing what a participant has said to clarify its meaning

To determine if the leader has understood correctly the client'sstatement; to provide support and clarification.

ClarifyingClarifyingGrasping the essense of the message at both the feeling and thinking levels; simplifying client's statements by focusing on the core of the message.

To help client's sort out conflicting and confused feelings and thoughts; to arrive at a meaningful understanding of what is being communicated

Giving FeedbackGiving FeedbackExpression of concrete and honest reactions based on observation of members' behaviors

To offer an external view of how the person appears to others; to increase the client's awareness

QuestioningQuestioningAsking open-ended questions that lead to self-exploration of the "what" and "how" of behavior

To elicit further discussions; to get information; to stimulate thinking; to increase clarity and focus; to provide for further self-exploration

InterpretingInterpretingOffering possible explanations for certain thoughts, feelings, and behaviors

To encourage deeper self-exploration; to promote full use of potentials; to bring about awareness of self-contradictions.

ConfrontingConfronting

Challenging members to look at discrepancies between their words and actions or their bodily and verbal messages; pointing to conflicting information or messages

To encourage honest self-investigation; to promote full use of potentials; to bring about awareness of self-contradictions

Reflecting Reflecting

FeelingsFeelingsCommunicating understanding of the content of feelings

To let members know that they are being heard and understoodbeyond the level of words

Setting GoalsSetting GoalsPlanning specific goals for the group process and helping participants define concrete and meaningful goals

To give direction to the group activities; to help members select and clarify their goals

Disclosing Disclosing

OneselfOneselfRevealing one's reactions to here-and-now events in the group

To facilitate deeper levels of group interaction; to create trust; to model ways of revealing oneself to others

EmpathizingEmpathizingIdentifying with clients by assuming their frames of references

To foster trust in the therapeutic relationship; to communicate understanding; to encourage deeper levels of self-exploration

12

II. Group Leadership in Group Counseling4. The Group Leader Skills - 2

SKILLSKILL DESCRIPTIONDESCRIPTION AIMS & DESIRED OUTCOMESAIMS & DESIRED OUTCOMES

InitiatingInitiatingPromoting participation and introducing new directions in the group

To prevent needless group floundering ; to increase the pace of the group process

EvaluatingEvaluatingAppraising the ongoing group process and the individual and group dynamics

To promote better self-awareness and understanding of group movement and direction

FacilitatingFacilitating

Opening up clear and direct communication within the group; helping members assume increasing responsibility for the group's direction

To promote effective communication among members; to help members reach their own goals in the group

ModelingModelingDemonstrating desired behavior through actions

To provide examples of desirable behavior; to inspire members to fully develop their potential

SupportingSupporting Providing encouragemnt and reinforcement

To create an atmosphere that encourages members to continue desired behaviors; to provide help when clients are facing difficult struggles; to create trust

SuggestingSuggestingOffering advice and information, direction, and ideas for new behavior

To help members develop alternative courses of thinking and action

ProtectingProtectingSafeguarding members from unnecessary psychological risks in the group

To warn members of possible risks in group participation; to reduce their risks

LinkingLinkingConnecting the work that members do to common themes in the group

To promote member-to-member interactions; to encourage the development of cohesion

BlockingBlockingIntervening to stop counterproductive group behavior

To protect members ; to enhance the flow of group process

TerminatingTerminatingPreparing the group to close a session or end its existence

To help members assimilate, integrate, and apply -in-group learning to everyday life

Summarizing Summarizing Pulling together the important elements of an interaction or session.

To avoid fragmantation and give direction to a session; to provide for continuity and meaning

13

III. Ethical & Professional Issues in Group Practise5. The Rights & Obligations of the Group Participants

A Basic Right: Informed Consent:A Basic Right: Informed Consent: “a process that begins with presenting basic information about group treatmentpresenting basic information about group treatment to potential GMs to enable them to make better decisionsbetter decisions about whether or not to enter enter and how to participateparticipate in a group.”(Fallon, 2006)

1.1. GMs GMs have a right to receive basic informationto receive basic information before before joining the group & to expect certain informationto expect certain information during during the course of the group (an ongoing processan ongoing process).

▪ If informed consent is discussed in the initial sessionthe initial session, the GMs are likely to be far more cooperativecooperative & activeactive.

2. The freedom to leave a group:2. The freedom to leave a group: If a group is counterproductivecounterproductive for an inidividual that person has a right to leave the group.

3. Freedom from coercion & undue pressure:3. Freedom from coercion & undue pressure: GMs can reasonably expectexpect to be respectedrespected & not to be subjectednot to be subjected to coercion & undue group pressure.

▪ Group pressureGroup pressure in group work: to speak up in sessions, to make personal disclosures, to take certain risks, to share one’s reaction to the here-and-now events within the group, & to be honest with the group.

4.4. The right to Confidentailty: The right to Confidentailty: is essential conditionessential condition for an

effective group work.

▪ACA Code of Ethics(2005): “ln group work, counselors clearly explain the importance and parameters of confidentiality for the specific group being entered.” (B.4.a.)

▪GMs have a right to know that absolute confidentialitya right to know that absolute confidentiality in groups is difficultdifficult & at times even unrealisticunrealistic. (Lasky&Riva,2006)

▪ Exceptions to confidentialy: Exceptions to confidentialy:

▪ GLs have ethical responsibilityethical responsibility of informing GMs of

the limits of confidentiality within the group setting.

▪GL is legally required to report� clients who treat to harm himself, other GMs

or others� Child abuse or neglect, insect� Child molestation� Elder abuse� Dependant-adult abuse

14

III. Ethical & Professional Issues in Group Practise2. The Issue of Psychological Risks in Groups

The ACA Code of Ethics (2005) specifies that "In a group setting, counsellors take reasonable precautions to protect clients from physical, emotional, or psychological trauma."

A few problemsA few problems GL can warn GMs about and work toward minimizing:

1. GMs should be made aware of the possibilitymade aware of the possibility that participating in a group may disrupt their livesdisrupt their lives.

2. Occasionally an individual memberan individual member may be singled out as the scapegoat of the groupthe scapegoat of the group. Other GMs may "gang up" on this person, blaming him or her for problems of the group.

3. ConfrontationConfrontation can be misusedmisused, especially when it is employed to destructively attack another.

Safeguard measures of a GLSafeguard measures of a GL against unnecessary risk:

1.Knowledge:1.Knowledge: Intrucive interventions, overly confrontive leader tactics, & pushing members beyond their limits often produce negative outcomes.

2. Modeling:2. Modeling: the type of confrontation that focuses on specific behaviors & can avoid making judgements about GMs.

3. Teaching:3. Teaching: how to talk about themselves & the reactions they are having to a certain behavior pattern of a given member.

4. Using Cont4. Using Contrract:act: GL specifies his/her responsibilities and GMs specify their commitments by stating what they are willing to explore & do in the group.

5. Competence:5. Competence: The ability of GL to recognize the boundaries recognize the boundaries of his/herof his/her competence & to restrictto restrictthemselves to working onlyto working only with those groupsgroups for which their training & experience have properly prepared them.

6. Supervision:6. Supervision: Undergo with the supervised practise & coursesupervised practise & course work to cope with inevitable psychological risks.

15

III. Ethical & Professional Issues in Group Practise3. Ethical Issues in Group Counseling

(A) The Ethics of GL's Actions

�� SensitivitySensitivity toto the needsthe needs of the GMs &

to the impact of the GL's values and techniquesto the impact of the GL's values and techniques on GMs.

��An awareness ofAn awareness of community standardscommunity standards of practise, the the

policies of the agencypolicies of the agency where GL works, and the state laws that govern group counseling.

��The ethics codesThe ethics codes caution against against attempting to blendblendsocial or personal relationship relationship with professional ones &

stressstress the importance of maintaining appropriate

boundariesboundaries.

(B)Socializing Among Group Members

Does socializing among GMs hinders or facilitates the group process? Hinders,Hinders, IF GMs ARE▪ forming cliques, ▪gossiping about other GMs, ▪banding together, ▪talking about matters that are best explored in the group sessions; ▪Hidden agendas develop through various subgroups within the group.

▪to prevent inappropriate & counterproductive socialization among GMs, bring bring this issue up for discussion.up for discussion.▪GMGMss can be taught that what they don't saycan be taught that what they don't say in the group itself might very well prevent their group from attaining any level of cohesion or achieving its goal.

(C) Impact of the GL's Values on the Group

� In all controversial issuesall controversial issues related to the group process, the leader's valuesthe leader's values play a central rolea central role.

�� ValueValue--laden issuesladen issues are often brought to a group -religion, spirituality, abortion, divorce, gender roles in relationships, family struggles, to name just a few.

�� The awareness of how his values influence The awareness of how his values influence

his leadership stylehis leadership style and interventionsinterventions he makes in a group is itself a central ethical issuea central ethical issue.

Safeguard measures of the GL against a value Safeguard measures of the GL against a value

conflict:conflict:� Be clear about your values, � Remain objective when working with values that are

different from your own,� Seek consultation or supervision,� Increase awareness of how GL's personal reactions

to GMs may inhibit the group process,� Monitor his/her countertransference,� Recognize the danger of stereotyping individuals on

the basis of race, etnicity, gender, age, or sexual identity.

16

IV. My Integrative Model1. Conceptualization of the Various Theoretical Perspectives

As a Group Leader, What is my role: facilitator, therapist, teacher, catalyst, coach, consultant, counselor, generator of solutions, problem solver, guide, fellow explorer,

technician, director, tour guide, mentor, or evaluator?

Structure:Structure:Extremely Nondirective:▪a less directive stance ▪an open structure: letting the GMs determine the course

▪GMs to assume much of the responsibility for the direction the group takes.

Structure:Structure:Medium Degree of Structure: ▪ active, facilitative & supportive

▪expect GMs to participate in the creation of experiments that will heighten their awareness.

Structure:Structure:High Degree of Structure: ▪ active & directive role ▪use structured exercises to open the group session ▪employ techniques to focus on specific themes or problem areas

Division of Responsibility:Division of Responsibility:The GMs are Responsible▪a facilitator by a trusting climate wherein GMs can safely explore personal issues & search for the necessary resources within themselves.Belief:The GMs know what is best for them.

Division of Responsibility:Division of Responsibility:The GMs are Responsible ▪an active facilitator in interventions that provide the group with structure. ▪ GL is responsible for being aware of their own experience throughout the group process & for suggesting appropriate experiments to intensify group work. Belief: GMs can use the strength & resources already available to them to construct solutions to their concerns.

Division of Responsibility:Division of Responsibility:A considerable Share of Responsibity ▪an expert ▪active in interventions to keep the group moving in productive ways. ▪a teacher in charge of the reeducation of group members. Belief(1): Group's Outcome is dependant on GL’s expertise & skills. Belief(2): Therapy is an educative process.

Theoretical Approaches:Theoretical Approaches:1)Psychoanalytic Approach 2)Person-Centered Approach (present-centered) (*)

3)Existential Approach

Theoretical Approaches:Theoretical Approaches:4)Gestalt (present-centered)(*)

5) Adlerian Approach 6)Psychodrama(present-centered)(*)

Theoretical Approaches:Theoretical Approaches:7)Cognitive Behavior Therapy8)Rational Emotive Behavior Therapy 9)Transactional Analysis (TA) 10)Solution-Focused Brief Therapy (present-centered)

11)Reality Therapy

17

IV. My Integrative Model 2. Cognitive Behavior Therapy(CBT) - 1

Framework:▪brief ▪active ▪directive ▪presentpresent--centered centered

▪ short-term ▪ psychoeducational model of therapy▪ action-focused

Basic Assumptions:▪ “All problematic cognitions, behaviors, and emotions have been learned & can be modified by new learning. The behaviors clients express are considered to be problem rather than merely symptoms of the problem.

▪ The GL doesn't focus on the GM's past, or unconscious material.

▪ The focus is on changing disfunctional thoughts and actions.

Group Leader's Role & Functions▪ Functions as an expert in modifying clients' thinking and behavior.

▪ Tends to be directive and often functions as a teacher.

▪ Imparts information and teaches coping skills and methods of modifying behavior so that GMs can practise outside group sessions.

Degree of Structuring & Division of Responsibilities▪ GL is responsible for active teaching and for having the group proceed according to a predetermined and structured agenda.

▪ GMs are expected to be active, to evaluate their thinking, to apply what they learn to everyday life situations, and to practise new behaviors outside the group.

Contributions & Strengths▪ precise in specifying goals, target behaviors and therapy procedures, which are defined in mesurable terms. ▪ credited for conducting research to determine the efficacy of its techniques.

▪ broadly used with beneficial applications for a diverse range of the clients.

▪ allows for evaluation of intervention methods.

Limitations of the Approach▪When groups are too highly structured, individual clients may be prevented from meeting their personal goals.

▪

When CBT is too rigidly applied, the GL may lose sight of the GM in the group by focusing exclusively on techniques or on solving specific problems.

▪Most CBT therapists look at the situation & the responsemore than eliminating symptoms of problem behavior.

18

IV. My Integrative Model 2. Cognitive Behavior Therapy(CBT) - 2

General targets of Intervention:▪ interpersonal skills ▪ problem solving skills ▪ cognitive coping skills ▪ self-management skills

Group Techniques▪ are based on behavioral and learning principles. ▪ are aimed at behavioral changes and cognitive restructuring.

Client's population:

The clients with pyschological disorders such as ▪ depression, ▪ social anxiety, ▪ panic & phobia, ▪ eating&drinking disorders, ▪ bipolar disorder, ▪ substance abuse, ▪ personality disorders and ▪ schizophrenia.

Groups:(1)Social Skills Training(SST) Groupsdeals with behavioral techniques that are aimed at teaching members how to interact effectively with others.

(2) Cognitive Therapy Groups utilizes a group

dynamic format to changemaladaptive & disfunctional beliefs, interpretations, behaviors, & attitudes.

(3) Stress Management Groups is useful for teaching

Ms how to detect sources of stress & learn methods of coping adequately with stress.

(4) Mindfulness & Acceptance-based CBT:Mindfulness-based (MBCT) is comprehensive integration of the principles& skills of mindfullness applied to the treatment of depression. Acceptance & Commitment Therapy (ACT) is based on encouraging clients to accept, rather than attempt to control or change, unpleasant sensations.

19

IV. My Integrative Model

3. The Existential Approach to Groups - 1

Framework: ▪ experiential ▪ humanistic▪ phenomenological ▪ existentially oriented

Basic Assumptions:▪People become what they choose to become; although there are factors that restrict choices, self-determination is ultimately the basis of their uniqueness as individuals.

▪ GL focuses on choice and freedom, the potential within humans to find their own way, and the search for identity.

Group Leader's Role & FunctionsThe central role: ▪ to be fully present and available to individuals in the group and to grasp their subjective being-in -the world. ▪ to create a person-to-person relationship for a therapeutic alliance, by disclosing him-or herself, and by confronting members in a caring way. The ultimate goal : ▪ to enable GMs to be free and become responsible for the direction of their own lives.

Degree of Structuring & Division of Responsibilities▪ GL may structure the group along the lines of certain existential themes such as freedom, responsibility, anxiety, and guilt. ▪ GL shares here-and-now feelings with the group. ▪ GMs are seen as having the capacity to find a meaningful direction, of being able to help one another, and of moving toward constructive outcomes.

Contributions & Strengths▪ useful in a wide range of groups to help for empowerment of individulas. ▪ humanizes psychotherapy because of its existential perspective which has brought the person back into a central place. ▪ The notion that "techniques follow understanding". It lessens the danger of misusing techniques. ▪ its focus on spirituality and meaning in life which enhances the group process.▪ Basic concepts can form the foundation of a short-term, structured group. intepersonal perspective is well

Limitations of the Approach

▪Many existential concepts are quite abstract, complex and difficult to apply in practise.

▪ As van Deurzen identified the following limits: ▪ it is not relevant for people who are not interested in examining their basic assumptions and exploring the foundations of their human existance.

▪ Clients who want relief from specific symptoms or seek problem solving methods will not find much valuein this orientation.

▪ For clients looking for a counselor who will function as a substitute parent or direct them, this approch will have little to offer.

20

IV. My Integrative Model 3. The Existential Approach to Groups - 2

General targets of Intervention:▪ self-awareness ▪ self-exploration & determination for meaningful ties with others

▪ empowerment ▪ self-search for meaning in life for present & future

Group Techniques▪No specific set of methods is prescribed, since this approach stresses understanding first and techniques second. ▪ GL can borrow techniques from other therapies to better understand the world of clients and to deepen the level of therapeutic work, as long as the focus is on a subjective understanding of a member's world. ▪ Van Deurzen(2010) suggests several interventions: 1.Silence : a breathing space b/w dialogue 2.Questions : open-ended on the client's words 3.Interpretations: a way to enhance meaning by connecting individual statements and experiences

Client's population:▪ victims of rape, battering, crime, and various other forms of abuse.▪ people who are on the edge of existence: ▪ dying ▪ working through a developmental or situational crisis ▪ no longer feel they belong in their surroundings ▪ starting a new phase of life.

Groups:▪ Developmental or Situational Crisis-oriented Group

Group Work in Schools:▪ School-aged students from elementary to high school level ▪ Crisis-oriented Group to express shock, grief, anger & fear ▪Grief & Loss Group to cope with the death of a parent ▪ to devise programs to prevent violence.

21

IV. IV. My Integrative Model

4. The Person-Centered Approach to Groups - 1

Framework: ▪ experiential ▪ humanistic ▪ phenomenological ▪ existentially oriented

Basic Assumptions:

▪ Based on a deep sense of trust in the group's ability to develop its own potential by moving in a constructive direction.

▪Therapeutic conditions for growth: genuiness, unconditional positive regard & empathic understanding of the Ms' subjective world.

Group Leader's Role & Functions▪ Facilitates the group as opposed to directing it.

▪ Deals with barriers to communication.

▪ Establishes a climate of trust, in which accepting and healing can occur.▪ Assists the group in functioning effectively.

▪ Central task is to be genuine in the sessions and demonstrate caring, respect, and understanding.

▪Has the primary role of helping members follow their inner direction.

Degree of Structuring & Division of Responsibilities▪ GL provides very little structuring or direction and allows members to determine how time is spent in group.

▪ GMs are seen as having the capacity to find a meaningfuldirection, of being able to help one another, and of moving toward constructive outcomes.

Contributions & Strengths▪ An excellent foundation for the initial stages of any type of group.

▪ A main strength: the emphasis on truly listening to & deeply understanding the client's world from their internal framework of reference: a prerequisite to any group appraoch.

▪Many of its core values & principles can be incorporated into other approaches to group work.

▪ A major stength:A major stength: the central importance placed on the group counselor as a person & the assumption is that the client is the major change agent in a group work.

Limitations of the Approach▪ Provides little structure for it is assumed that L does not employ directive strategies and introduce techniques & exercises as a way of helping the group do its work (Boy).

▪Non-directiveness does not necessarily translate to "freedom", it may be barrier to move toward productive work for Ms (Cain).

▪ Techniques can be used to enhance & to highlight the existing material in the group rather than to get thing moving.

22

IV. My Integrative Model4. The Person-Centered Approach to Groups - 2

General targets of Intervention:

▪ self-understanding & constructive change

▪ improved self-concepts▪ self-realization or authonomy▪ self-regulation, self-determination & inner freedom

Group Techniques

▪ The stresss is on the facilator's attitudes and skills,

and structured or planned techniques are generally not used.

▪ In place of techniques, attitudes include active listening, reflection of feelings, clarification, support, empathy, and "being there" for the client.

Client's population:▪ therapy clients,▪ counselors,▪ staff members of entire school systems,▪ administrators,▪medical students,▪ groups in conflict,▪drug users and their helpers▪people representing different cultures and languages▪job training groups

Groups:▪ Personal development Groups▪ Organizational Development & Leadership Groups▪ Age Group against isolation

Group Work in Schools:▪ School-aged students from elementary to high school level

▪ Career decision, educational plans,▪ Identity problems▪ Intimate relationships▪ Feelings of isolation on an impersonal campus▪ Self-understanding & self acceptance

23

IV. My Integrative Model5. The Framework

1. is a perspective based on concepts & a perspective based on concepts &

techniquestechniques from various theoretical various theoretical

approachesapproaches.

2. will be developed through through my own my own

practice practice by working with the by working with the groupgroupss in the long-run.

3. will be designed to address three factorsthree factorsof thinkingthinking, feelingfeeling, and doingdoing.

4. will blendblend the unique contributions of the

different theoretical approachesdifferent theoretical approaches so that all three dimensionsthree dimensions are given attention at at

each phase of a groupeach phase of a group.

5. will be a consistent conceptual frameworka consistent conceptual frameworkfor personal & professional developmentpersonal & professional developmentand educational educational purposes.

6. will employ humanistic humanistic && existentiallyexistentially

oriented oriented theories combined with presentpresent--

centeredcentered && integrativeintegrative (holistic)

approachesapproaches.

7. will introduce techniquestechniques are used to to

facilitate the group processfacilitate the group process & to fto foster the oster the

clientclient’’s selfs self--exploration and selfexploration and self--

understandingunderstanding, not artificially create action in a group.

24

Reference Books:-Theory and Practice of Group Counseling, Gerald Corey, International Edition, Brooks/Cole, Cengage Learning, ISBN-13:978-0-8400-3389-5.

-Student Manual for Theory and Practice of Group Counselling, Gerald Corey, Eight Edition, Brooks/Cole, Cengage Learning, ISBN-13:978-0-8400-3464-9.

-The Theory and Practice of Group Psychotherapy, Irwin D. Yalom with Molyn Leszcz, Fifth Edition, Basic Books, ISBN-13:978-0-465-092284-0.