Group Psychotherapy Chapter Summary

Moon decides that she will create a few example small group lesson plans to show the potential effectiveness of group counseling to her principal and school staff in order to potentially reinstate group counseling. In the meantime, she will ensure her student’s needs are being met and continue to promote her self-efficacy while providing a welcoming and supportive atmosphere for her to speak freely. This is especially important given the conservative nature of the community. By developing Irina’s confidence and autonomy, she prepares her for future encounters where she feels comfortable disclosing her identity and receiving support from other trusted people (perhaps even her parents). She will provide the student with various resources from the community and help her in any way possible through this time of transition. Upon receiving reinstatement of group counseling, if it were to occur, Mrs. Moon would diligently inform the parents of her participation in a group counseling while also expressing the need for confidentiality regarding the nature of the group counseling

Accordingly to Corey (2010), narrative and constructivist theories “place a great deal of emphases on understanding group members’ unique realities (p. 99).” In other words, the combinations of both theories allow the therapist to start where members are.

Published in 1962, Ken Kesey’s One Flew Over the Cuckoo’s Nest tells the story of Patrick McMurphy, a newly-admitted patient at a psychiatric hospital where individuals with various mental conditions are treated. Run primarily by Nurse Ratched, a demeaning autocrat who exhibits complete control over others, the patients are subjected to various forms of treatments and therapy with the intent of rehabilitation (Kesey 5). Most forms of treatment depicted in Kesey’s novel, such as group therapy, are an accurate representation of what typical psychiatric patients may encounter while under care at a mental facility. Yet others, particularly electroshock therapy and lobotomies, were quite controversial at the time of the novel’s publication. Such treatments were questioned for their effectiveness at improving patients’ condition – and while these procedures were still occasionally performed at the time, they often did not benefit the treated individual. Often painful and traumatic, these treatments physically degraded the patient’s mental status; and in extreme

Some of the common group problems that Yalom discuss are perceived goal incompatibility, high turnover, the lack of immediate comfort, and subgrouping and extragroup socialization (Yalom, 2005). According to Yalom (2005), perceived goal incompatibility is an early source of discouragement for clients when they first begin group therapy. Sometimes in group sessions, people have the same goals in mind; however, they may perceive the steps to achieve the goal differently. High turnover rate in a group is also another common problem. Throughout Yalom’s book, he discusses the importance of creating norms in efforts to make group members feel safe. It is important to develop an attendance policy. If members are present for group and turnover rates are at a minimum this may allow group members may experience cohesiveness and realize the value of the group. The lack of immediate comfort has been a common problem in groups because clients who enter group therapy are usually anxious to resolve their problems, and when working with a group there is limited time; therefore, the client may not feel the group therapy will be beneficial to them. Subgrouping and extragroup socialization

In conclusion this semesters group therapy, has been a great learning experience to understand the therapeutic elements of the group. In the previous semesters of practicum, it was mostly about the experience and developing self-awareness, but with this semester, I can lead group with greater understanding of it’s effectiveness and what to be careful of when conducting group. The 11 therapeutic factors as expressed by Yalom, was apparent over the course of the semester, with each therapeutic factor playing its

Basically, clients in groups will be able to gain insight into their resistances and defenses more dramatically in a group setting than in individual therapy. This applies the same goes for transference insight whereby in group process, members are instruct to say whatever comes to their mind even though it might seems irrelevant or illogical. Techniques are applied in the group session but it will be open to other members in a group. After the end of the session, client is not advisable to stay in contact with one another. The goal is to encourage clients to go further to achieve something that they have been aiming for (Kleinberg, 2011).

Part of the participation process is to understand the real reason behind members reluctance and allow them to have an open discussion about how they feel, about being mandated to attend. This will allow the group leader valuable information on how much support each member needs. Team members can then form an agreement on the prospective goals and processes involved in their treatment. This process allows the leader to create a therapeutic environment where the members can feel free to disclose their feeling about the therapy. Forming therapeutic inter-relationships between the group leader and members is vital in any working relationship whether voluntary or

The therapist and the client establish clear boundaries, mutual trust and respect. Sperry (2010) The chapter states “effective therapeutic alliance that is sensitive to the client’s needs, expectation, and explanatory model; that engenders trust and hope in the therapist and therapy process; and that engages the client in the treatment process”. Allows the therapist to focus on client treatment and assist the client with developing skills, acceptance of strengths, weakness, developing realistic goals and developing new skills and abilities. The therapist and client have a mutual understanding of the goals which will assist with establishing and developing treatment for client. Difference the article focus on cognitive behavior theory and the chapter gave a review of several different therapeutic alliance included dynamic, systemic and integrative. The different phases of changes, form contemplation, precontemplation, preparation, action and maintenance. Allow the therapist recognize if the client is ready to make the changes that are necessary to move forward with their treatment assist the therapist with developing effective treatment

In order to accomplish group competency, I will need to continue psychoeducation in counseling, attend conferences, and experience group counseling first hand. Keeping my education current and relevant will guide me to new understandings and the competency needed to be a therapeutic counselor. Attending conferences will lead me to further education and new findings. The art of practicing group counseling will allow me to learn from my experiences. All of these ways to accomplish competency will strengthen my appreciation for group counseling (Killacky & Hulse-Killacky, 2004).

In today’s session, group members were to identify which old friends are or aren’t supportive of their recovery, learn how to meet and develop new friends that are healthy and helpful for their recovery, and discuss ways to break off harmful relationships that are hindering their recovery.

Many theories of group counselling have borrowed ideas and approaches from psychoanalysis. The primary aim of the analytic process is reorganize the client’s personality and character structure. This aim is attained by making unconscious conflicts conscious and analysing them. Wolf (1963, 1975) developed group applications of fundamental psychoanalytic approaches such as working with transference, free association, dreams, and the historical factors of existing behaviour. The group leader relates understanding to the family-like relations that emerge among the members and between the members and the therapist. Because of the family-like atmosphere, the group provides opportunities to evoke associations to both family-of-origin and present life

Working in the mental health and substance abuse field for many years I have never had the pleasure of running any form of therapeutic groups so their will be many challenges I will face as I move forward in my clinical work. As a group leader I think motivating clients to participate might be hard. While I work with clients who have mental health diagnosis daily it on an individual basis however being in a group setting with clients who are all have a diagnosis and getting them to participate will be a challenge. A study on the challenges of group leaders working with families who have early psychosis onset found it hard to get families to participate and stay motivated in a psychoeducational group (Nilsen, et. al., 2015). However another

Jacobs, E. E. (2016). Group Counseling: Strategies and Skills, 8th Edition. [Bookshelf Online]. Retrieved from https://bookshelf.vitalsource.com/#/books/9781285227887/

Many older adults are in need of therapy. What is the difference between therapy groups for older adults and people of other ages? In reality, nothing a therapy group looks at a population specific needs or problems and try’s to resolve them. In addition to psychoeducational groups and task work groups there are also “counseling and psychotherapy group for older adults” (Gladding, pg. 305). We’ll discuss the differences and similarities between remotivation therapy groups and reminiscing groups.

Earlier studies found that students learning experiences were compromised by the field instructors own limited exposure to groups; this often due to the lack of focus on group work as a treatment option offered in agencies. Additionally, social work graduates ability to be effective group leaders may be compromised because of their lack of adequate preparation in the classroom and in fieldwork. The insignificant focus and attention showned by social work schools regarding group work also contribute to the students’ lack of interest in using group work as an intervention. As a result, this decreases the likely hood that students will use this intervention in their future professions (Knight,