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

© 2007 Thomson Brooks/Cole, a division of Thomson Learning

Group Work

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Can be viewed from systemic and cybernetics perspective

Dynamic interaction of its members Communication patterns Power dynamics Hierarchies Homeostasis

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Groups have become much more popular

But, why choose a group over individual counseling? See advantages and disadvantages, Table 7.1,

p. 227

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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

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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”

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1920s 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

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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

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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

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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

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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

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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

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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

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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

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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

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See Figure 7.1, p. 237

Comparison of Psychoeducational, Counseling, and Therapy Groups

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Theory in reference to group work allows one to1.Can show efficacy2.Have a comprehensive approach3.Help us understand client4.Help us decide on techniques5.Help us predict course of treatment6.Is researchable—we can see its efficacy

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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

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Getting Members Group Composition Closed or Open Group Size Of Group Duration Of Meetings Frequency Of Meetings Securing Appropriate Space Group Leadership Style

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Pregroup Stage (Forming a Group) Pregroup meeting? Interview with potential member? Identifying expectations Challenge myths Screen out (or in) members

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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

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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

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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

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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?

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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

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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

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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

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Documents

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