INTRODUCTION TO GROUP COUNSELLING Group counselling settings can be in schools, human services centres, colleges, and correctional facilities.

The following are the goals and purposes of groups counselling: To grow in self-acceptance and learn not to demand perfection. To learn how to trust oneself and others. To foster self-knowledge and the development of a unique self-identity. To lessen fears of intimacy, and learn to reach out to those one would like to be closer to. To move away from meeting other s e!pectations, and decide for oneself the standards by which to live. To increase self-awareness, and increase the possibilities for choosing and acting. To become aware of choices and to make choices wisely. To become more sensitive to the needs and feelings of others. To clarify values and decide whether, and how, to modify them. To find ways of understanding, and resolving, personal problems. Groups offer particular advantages for working with a variety of people, for groups can be designed to meet the needs of children, adolescents, young adults, middle-aged persons and the elderly. 1. Children "n the school setting, group counselling is often suggested for children who display behaviour problems, such as e!cessive fighting, chronic tiredness, violent outbursts, e!treme withdrawal, inability to get along with peers, and a neglect of appearance. "n small groups, children have the opportunity to e!press their feelings about a wide range of personal problems. #hildren frequently e!perience learning difficulties in school as a result of inner turmoil. $ome of these children suffer from an!iety over broken homes and disturbed family relationships. "f the group is structured properly, these children can receive psychological assistance at an early age, and will stand a better chance of dealing effectively with the tasks they face later in life. 2. Adolescents %or most people, adolescence is a difficult period. "t is characteri&ed by parado!es. 'dolescents strive for closeness, and yet fear intimacy and often avoid it. They rebel against control, and yet want direction and structure. (hile they push and test the limits imposed on them, they see limits as a sign of caring. They are not treated as mature adults, and yet are e!pected to act as though they had gained complete autonomy. They are typically self-centred and pre-occupied with their own worlds, and yet are e!pected to deal with social demands and e!pand their hori&ons. They are asked to face and accept reality and, at the same time, many avenues of escape are available in the form of drugs and alcohol. (ith adolescence come some of these conflicts: dependence)independence struggles, acceptance)re*ection conflicts, identity crises, the search for security, pressure to conform, and the need for approval. +ecause of the stresses of the adolescent period, these years can be lonely, and it is not unusual for an adolescent to feel that there is no-one who can help. Group counselling can be useful in dealing with these feelings of isolation, because it gives adolescents the means to e!press conflicting feelings, e!plore self-doubts, and reali&e that they share these concerns with their peers. ' group allows adolescents to question openly their values, and talk freely about their deepest concerns. "n the group, adolescents can learn to communicate with their peers, benefit from the modelling provided by the leader, and can safely e!periment with reality and test their limits. ' unique value of a group is that it offers adolescents a chance to be instrumental for one another s growth and change. +ecause of the opportunities for interaction in groups, the members can e!press their concerns and be genuinely heard, and they can help one another gain increased self-acceptance. 3. Adults 's people grow up, they face feelings of isolation, and may struggle with the problem of finding a meaning to life. $ome of these older persons may resign themselves to a useless life, for they see little in their future. ,ike adolescents, the elderly often feel unproductive, unneeded, and unwanted by society. 'nother problem is that many older people have uncritically accepted myths about ageing. Themes that are more common to the elderly than other age groups, include loneliness, social isolation, losses, poverty, feelings of re*ection, the struggle to find a meaning to life, dependency, and feelings of uselessness, hopelessness and despair. There are also fears of death and dying, grief over another s death, sadness over physical and mental deterioration, depression, and regrets over past events.

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-lder people have a need to be listened to, and understood. .espect is shown by accepting them. 'cceptance can be through listening to their messages, and by not patroni&ing them. These individuals need support and encouragement, and the chance to talk openly about what they feel, and about the topics which concern them. ' counselling group can do a lot to help the elderly challenge the myths they may have that limit their lives. "t can also help them to deal with the developmental tasks that they face. ,ike any other age-group, they must be able to face them in such a way that they retain their self respect. Groups can assist the elderly to break out of their isolation, and encourage them to find a new meaning in life. Advantages of group therapy /$hapiro, 0elt&, and +ernadett-$hapiro, 12234 1. Cost. .esearch has indicated that group psychotherapy has been as successful as each other form of counselling in comparable or shorter time periods. 2. Connectedness. Groups provide opportunities for sociali&ation, a sense of shared e!perience, and a corresponding reduction of feelings of isolation. 5any groups also lead to continuing care by way of post group support systems. 3. Reality testing. The group environment provides opportunities for learning and practicing new behaviours in a setting that closely resembles the real world. %eedback from other group members will be different from the reactions of an individual therapist, whose contract is to understand the client from the client6s perspective. 4. Vicarious learning. "n a group, people learn by observing others. 5. Mini i!ation of pathology. +ecause much help comes from others in the group besides the leader, members can see their problems as not pathological 6. Altruis . +eing able to offer assistance to others may lead to good feelings about self. 7. "#peri entation. Groups provide a setting to practice new behaviours and get feedback before trying things outside of the group. 8. $ilution of transference relationships. The 7spreading8 of transference allows for members to be more aware of such pro*ections. Myths a out group !ounse""#ng /#hilders and #ouch, 12324 that people often have 9ou 7gotta spill your guts Group counselling is second class Groups tear down psychological defences Groups are confrontative, hostile, and attacking 'll groups are 7touchy feely8 Groups are artificial and unreal Groups are environments for brainwashing :ow do you confront these myths; <se pre-group interviews to provide information and help members initially express their fears and apprehensions about groups #orey discusses the need for group leaders to be working towards self-actuali&ation and being growth oriented. :ow do you feel about this statement; =iscuss 7personal characteristics8 of group leaders Types of Groups 1. Counselling group Preventative and remedial goals >mphasis on conscious thoughts and feelings 5embers are usually 7normal8 ? people e!periencing developmental type problems and not e!tensive psychological problems >mphasis on developing members internal resources /e.g., problem solving skills, interpersonal skills, @ 4 5embers decide group goals :ow do you think counselling groups could be particularly helpful; /more normal setting with opportunity for interaction and feedback from others4 Group psychotherapy Group psychotherapy tends to deal with the conscious and unconscious as well as personality restructuring 5embers usually have more severe and deeply rooted problems Typically done by psychologists and social workers <sually relatively long /may take years4

2.

3. Guidance%psychoeducational groups >ducational in purpose ? suitable for everyone 0reventative focus and not remedial
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 Group si&e may range from small to large classrooms &. (. 'tructured groups This is a subgroup of guidance)psychoeducational groups Groups structured around a central themes %ocus on specific problem - e.g., often listings at A## for specific vocational groups addressing stress-management @ <sually relatively short in duration

'elf)help groups Typically focus on common problem /'', weight watchers, @ 4 -ften found in community settings /e.g., churches4 'lthough self help and support groups are termed interchangeably, support groups are often started by professionals "nteractions are not the means of change as in other groups ? rather the protective environment allows people to change often have social or political agendas

Therapeut#! $a!tors #n Group Counse""#ng ' group is not inherently therapeutic, and change does not happen automatically. "t occurs in a sufficiently safe atmosphere, created and sustained by the counsellor. The development of this safe atmosphere requires the rudiments of basic human trust, as well as an environment in which individuals can be vulnerable. :erein lies a clinical parado!. %or members to disclose their thoughts and feelings, take risks, and e!perience the therapeutic power of the group, there needs to be an atmosphere of trust. %or this trust to develop, members need to take genuine risks and share who they are and what is going on behind their eyes. To be therapeutic, a group must allow the client to e!perience: 1. Acceptance a sense of belonging and of being emotionally supported and accepted by the group 2. Altruis -a sense of being important in the lives of other group members by being helpful to them 3. Uni*ersali!ation -a reali&ation that the client is not unique and that other people share similar problems 4. Intellectuali!ation-the process of learning or acquiring knowledge 5. Reality testing-the evaluation of issues such as personal values, family values, hostility, frustration, and personal defences as events within the group unfold 6. +ransference)strong attachments to the therapist or other group members 7. Interaction-the opportunity to relate to other people within the group. 8. 'pectator therapy)gains made by observing other group members and, in part, by imitating their behaviour !. Ventilation-the release of feelings and the e!pression of ideas previously repressed. 1". To these factors add a miscellaneous category to e!perience suggesti,ility, su,li ation, a sharing of co on e#periences# and spontaneity. "rving 9alom /122B4, influenced by the work of :arry $tack $ullivan developed an empirically based %%&fa!tor #nventory of the therapeut#! 'e!han#s's or (!urat#ve fa!tors C operating in group psychotherapy. 9alom contends that these variables are both the 7actual mechanisms of change8 and the 7conditions for change8 The factors include: 1. Inst#""at#on of hope ? the sense of relief and optimism individuals e!perience as they observe fellow members improving and growing. "nstallation of hope gives assurance that counselling will work. :ope sustains the client through the early stage of group work To commit to a plan of action that goes beyond their comfort &one =o something life-giving rather than self-defeating. The special friends who listen and understand The therapist asks the client to disclose thoughts and feelings, to be open, to listen, to risk, and to try out new behaviours. "n group work, hope also comes from other group members. #ounselling groups that are at a mature stage in their development usually have members who demonstrate clinical progress and are able to reflect their successes. D. Un#versa"#ty ? the recognition that others share similar events, thoughts, reactions, and life e!periences and that one is not alone. Eia universality, what seems unique is often a similar or identical e!perience of other group members. <niversali&ation of e!perience <niversali&ation is the client s reali&ation that everyone is in the same boat and that he or she is not alone. <niversali&ation has the potential of enabling people to adopt a more detached view and to perceive themselves and their problems more ob*ectively.
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 <niversali&ation self-help groups ma!imi&ing the universality of e!periences to provide support. #lient perceives that other group members have similar problems and feelings. F. I'part#ng of #nfor'at#on ? the leader s didactic instruction on mental r health, mental illness, and general psychodynamics, as well as advice, suggestions, and direct guidance around problems of living. "mparting of information provides instruction about mental health, mental illness, and how to deal with life problems usually through group discussion. G. A"tru#s' ? the positive feelings e!perienced by individuals when they: provide support, reassurance, suggestions, and insights to other group members. 'ltruism involves sharing e!periences and thoughts with others, helping them by giving of one6s self, working for the common good. 5embers of a group feel better about themselves because of the assistance they provide to others. The members offer support, reassurance, suggestions, or comments to help other group members $hares similar problems with the purpose of helping other members. %eels a sense of being needed and helpful #an forget about himself or herself in favour of another member .ecogni&es he or she wants to do something for another group member. B. Corre!t#ve re!ap#tu"at#on of the pr#'ary fa'#"y group ? the learning that occurs as members relate to each other and the leader as they once did with their parents and siblings. #orrective recapitulation of the primary family involves reliving early familial conflicts correctly and resolving them. H. Deve"op'ent of so!#a"#)#ng te!hn#*ues ? the learning of basic social skills such as problem solving, being attuned to process, and being able to resolve conflicts. I. I'#tat#ve ehav#our ? modelling positive actions of other group members. "mitative behaviour is the process in which members observe the reality of other members with similar problems and apply the "nsights to their own lives. 3. Inter&persona" "earn#ng ? the gaining of self-knowledge that occurs as members interact with each other. "nterpersonal learning involves gaining insight and correlatively working through past e!periences. 2. Group !ohes#veness ? the attraction members have for the group and other members and the sense of acceptance and support they e!perience through interaction. Group cohesiveness is the proper therapeutic relationship between group members, group members and the group leader, and the group as a whole. 1J. Cathars#s ? the e!pression of deeply felt emotions coupled with acceptance from others. #atharsis involves e!periencing and e!pressing feelings. 11. E+#stent#a" fa!tors ? the individual s feeling of group support when struggling with the realities of e!istence-death, isolation, freedom, and the sense of meaninglessness. >!istential factors involves accepting responsibility for one6s life in basic isolation from others, recogni&ing one6s own mortality and the capriciousness of e!istence "ncorporated into 9alom s classification is the concept of the group as a social icrocos . <sing a here-and-now focus, the counsellor is in the advantageous position of being able to assess members inter- personal issues as they surface and to directly address the behaviours in the group. The concept6s elements include self-understanding, imitation, learning from interaction, reality testing, acceptance, selfdisclosure, and guidance, discussed belowK and instillation of hope, universali&ation of e!perience, and altruism are incorporated above 1. 'elf)understanding $elf-understanding is the heart of the therapeutic process. %irst, the member gains an understanding of his or her own personal dynamics through the discovery of previously unacknowledged feelings and traits. $econd, self-understanding through interpersonal learning, as the other group members share their impressions of the behaviours, feelings, and e!periences. #lients obtain insights on different levels. 't one level the member receives a more ob*ective perspective on how his or her interpersonal behaviour affects other people. 't a deeper level, she reaches a more comprehensive understanding of the nature of the particular problem, for e!ample, the client comes to understand the mechanisms that underlie her behaviour and the origins of that behaviour. 2. I itation 5ost clients lack of positive role models in their lives: people significant to the client s development may have been violent, undependable, weak, seductive, or absent.
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"n individual counselling, the counsellor becomes a role model for the client. Group counselling, e!pands the opportunities for a client to change through imitative learning vicarious learning or spectator therapy, observation of other group members or the counsellor allows the member to e!perience something of value. #lients constantly compare themselves. They compare feelings about immediate events in the group. They compare the things that make them sad, happy, angry, and guilty. They also compare the ways each member deals with and e!presses feelings 5odelling occurs in two separate stages: acquisition and performance. "n the first stage, the member observes the activity that registers in memory. "n the performance stage, if given adequate motivation, the member initiates activity. 5uch of the early learning in groups is imitative. +y engaging in honest, appropriate, and timely self-disclosure, group leaders can both participate in the group and fulfil the leadership function of modelling behaviour for other participants use. 3. -earning fro interaction ' member learns from interaction with other group members. This occurs when the client tries out new, potentially positive ways of: "nitiating behaviours with other group members .esponding to other group members There are three basic categories of member-to-member feedback. The first category is feedback from one or more members to a client to characteri&e his or her behaviour in the group. The second category is feedback from one or more members to a client to characteri&e his or her appearance at the moment. The third category is feedback from one or more members to describe their own personal reactions to an aspect of another member s behaviour. "t is also worthy of note that feedback from a counsellor will have a greater impact on a client and will be perceived differently from feedback provided by peers. &. Reality testing "n this same arena, clients re-enact the ways they behave outside the group. >ach member is placed in the position of having to negotiate situations, that is, to disclose thoughts and feelings, solve problems, take risks, and reach out to other people. %or e!ample, if a client reports that friends tell him he is a terrible listener, whether or not he is soon becomes evident as he interacts with other group members. "f he interrupts other members, talks too much, or misinterprets what is said, the counsellor can point this out or, better still, can encourage other members to provide feedback based on their perceptions. (. Acceptance The feeling of belonging and being accepted is widely regarded as one of the most important factors in therapy groups. "n effective groups, a member feels: ' sense of belonging, warmth, friendliness, and comfort in the groupK Ealued by other group membersK #ared for, supported, understood, and accepted by other group members. .. 'elf)disclosure $elf-disclosure is the sharing of personal material by a client with other members in a group. $elf-disclosure is something that happens in a social conte!t and involves risk taking. Lot all self-disclosing in group counselling is helpful 0rivacy and self-disclosure are not contradictory. The client does not have to Ctell allC or Cbare his or her soulC and thus be with- out defensive manoeuvres. /. Guidance Guidance, the imparting of information and the giving of direct advice, has long been a part of group therapy. The sharing of information is a key factor in self-help groups. The group becomes a forum for the e!change of information, and members are able to obtain a better understanding of the nature of their problem through the provision of specific information. The various therapeutic factors-hope, self-understanding, imitation, learning from interaction, universali&ation of e!perience, reality testing, acceptance, self- disclosure, altruism, and guidance-have been separated for analytical reasons. "n practice, they overlap, and it is difficult to discern where one begins and another ends. #ertain groups will
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highlight a particular factorK whereas, in other groups, the factor may be less important. %or e!ample, the use of guidance or didactic instruction found in education-oriented groups may not be observable at all in groups that accentuate insight. "t is important that counsellors be cogni&ant of the various factors and their effects upon group members. #ounsellors must also be aware of the potential that e!ists through full use of the factors. 'fter all, these factors do not happen by accident. The counsellor is responsible for creating a climate and a type of interaction that promote growth and that encourage self-understanding and change. The counsellor s knowledge of these therapeutic forces and ability to use them are critical to the group s success. The Transfer of Therapeut#! Learn#ng Therapeutic endeavours can be *ustified only to the e!tent that the group member s everyday behaviour and relationship with other individuals and larger systems undergo some positive change. 'ction by members, in and through the group, can be broadly separated into three interlocking and overlapping action categories. 1. Internal actions: "nternal actions have to do with influencing those processes that go on inside the person s head and include such activities as thinking, rehearsing behaviours, imagining, remembering, planning, and deciding. 2. Interpersonal actions0 "nterpersonal actions have to do with group members using new behaviours that can be observed by others. 3. Political actions: 0olitical or collective actions have to do with clients- individually or as a group-gaining leverage and achieving greater control over their environment The transfer of learning occurs through: 1. 1or al acti*ities are activities such as skill training, assertiveness training, role playing, and behavioural rehearsal in which troublesome situations for group members are recreated. 2. Infor al acti*ities are activities members do on their own. They are often unplanned, or they are by-products of the group, with limited guidance from the counsellor. Through interaction within the group, individuals develop problemsolving skills, support, and increased numbers of alternatives. They e!pand their hori&ons, gain a firmer, more authentic sense of self, take greater risks, and lead M an increasingly e!amined rather than une!amined life. 5embers frequently do things socially or accomplish tasks that may or may not be directly related to the group. Group Dyna'#!s The term group dynamics was first used by Nurt ,ewin /12G34 to describe what occurred in groups. Groups are made up of mi! of two components: a, Group !ontent /information4 , Group pro!ess /interactions and relationships among members4 $even group processes /'s outlined by =onigian and 5alnati, 122I4 1. Contagion ? member behaviour elicits group interaction. 2. Conflict ? all groups e!perience conflict. :ow leader deals with conflict makes a difference. 3. An#iety ? two ways of dealing with an!iety. .estrictive solution - e.g., changing sub*ect, attacking group member, intellectuali&ing, detaching from the group, ignoring group members. >nabling solutions ? open listening and discussion of an!iety. 'n!iety can mobili&e a group if handled openly and honestly. &. Consensual *alidation ? checking out one6s behaviours within the group. e.g., in a weightwatchers group, members might question each other about their interactions involving food to find out how unusual or common their behaviours are. (. 2ni*ersality ? knowledge that others within group have similar e!periences and feelings. <niversality must occur early in the group process. .. 1a ily re)enact ent ? %amily of origin issues are frequently re-enacted in the group. 5ay become to!ic if not dealt with. /e.g., you sound *ust like my father and " won6t listen to you4. /. Instillation of hope ? members need to be empowered to believe they have control and issues are resolvable.

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$tart with content change focus to process. #ontent and process must be balanced. 0rocess must be tied to group with content. e.g., e!periential e!ercises tied to group goals. #ontent must be made meaningful with process. e.g., lack of interaction leads to boredom and withdrawal. To help group dynamics develop in a positive way ? group leaders need to prepare. 1. Preplanning 5ust have clarity of purpose about what the group is to accomplish. >nvironment ? rooms should be quiet and comfortable. Time ? over D hours and clients lose interest ? under a half an hour and not much will be accomplished /e!pect 1B minutes to warm up4. $i&e ? over H to 3 members and cohesiveness is reduced ? large groups leads to subgroups and associated problems. :omogenous vs. heterogeneous groups ? depends on group purpose /working through specific issues vs. increasing interactions4. 2. Group structure #ircles enhance interactions. Theatre style useful for psychoeducational groups. 3. Group e#ercises 3 ay ,e used to0 Generate discussion %ocus on topic $hift focus 0romote e!periential learning "ncrease comfort level of participants &. Group interaction ? how members relate to each other Lonverbal behaviours ? must note and interpret nonverbals Eerbal behaviours ? leaders need to track verbals /who speaks and how often4 (. Monitoring group dyna ics leads to good therapeutic factors within group (orking with special populations: children Lonverbal vs. verbal communication: need to combine activity with talk 5ore structure needed with younger children .ecruiting children - provide students and teachers with 7information sheets8 0rescreening essential 0arental consent may be necessary The younger the children the shorter the session and the smaller the group Group guidance - DB to FJ children allows convenient subdividing 'ges should be within a year (ith adolescents - working with resistance becomes important Groups for adolescents may be 1 to D hours B to 1J members The shorter the group - the fewer the members
>lementary Group Top#!s =ecision 5aking #ommunication skills and peer helping $elf-concept $tudy skills #areer +ehaviour %amily =rugs $ingle parent and divorces =eath Truancy %ears $e! 1J.J H.3 1D.J 3.J H.J 11.H 3.G G.3 I.H B.D H.J H.G D.3 Ran. F I 1 B 2 D G 11 H 1J 2 3 1D 5iddle or Aunior :igh Ran. 1D.2 F DJ.3 1 2.H B 1G.B D 11.2 G I.2 H G.F 2 B.2 I D.F 1D B.J 3 F.F 1J D.J 1F F.J 11 :igh $chool 1G.1 12.I 2.D 1D.J DJ.G I.J B.H I.I 1.G J.I 1.G J.J J.I Ran. F D B G 1 I 3 H 2 1J 2 11 1J Page / of 18

$o%man# 1!87# p. 25!

Introduction to Group Counselling

Roles assu ed ,y e ,ers in group counselling %acilitator ? counsellor6s helper ? motive is often to keep focus off self >!pediter ? operate to keep group operating within group norms ? may generate hostility from others if too active :armoni&er ? group mediators ? often afraid group will get out of control Group observer ? provide feedback to the group by summari&ing content or process. .arely participate directly in the group because of the risk of e!posing their thoughts and feelings. Stages #n the Deve"op'ent of a Group #n Group Counse""#ng /Stages of the Group Pro!ess0 1. 0re-group issues: %ormation of the group D. $tage ": "nitial stage - orientation and e!ploration F. $tage "": Transition stage - dealing with resistance G. $tage """: (orking stage - cohesion and productivity B. $tage "E: %inal stage - consolidation and termination H. 0ost-group issues: %ollow - up and evaluation 1. Pre)group issues0 1or ation of the group "n forming a group, the place to start is by clarifying the rationale for it. "t is well worth devoting considerable time to planning, for if planning is done poorly, and if members are not carefully selected and prepared, groups can flounder. 5aking a complete proposal 'nnouncing a group and recruiting members. "f you are successful in having a proposal accepted, the ne!t step is to find a practical way of announcing it to prospective participants. :ow a group is announced influences the way it will be received by potential members, as well as the kinds of people who will *oin the group. 0ersonal contact with potential members is one of the best methods of recruiting members. The leader can, through personal contact, enthusiastically demonstrate that the group has potential value for someone. 'creening and selecting e ,ers $creening e!cludes those who lack personal maturity or will not contribute to the growth of the group The group leader conducts a pre-group interview with each prospective member for the purposes of screening and orientation. :e then selects group members whose needs and goals are compatible with the established goals of the group, who will not impede the group process, and whose well-being will not be *eopardi&ed by the group e!perience. $ome questions that can be productively e!plored in a half-hour interview with each candidate are these: (hy does this person want to *oin the group; :ow ready is the person to become actively involved in the process of self-e!amination that will be part of the group; =oes the candidate have a clear idea about the nature and purpose of the group; =oes he, or she, have a view of what is e!pected; 're there any indications that the person might be counter-productive to the development of cohesion in the group; 5ight this group be counter-productive to the person; (hat characteristics would not promote group growth /hostile, self-centred, mentally unstable, and fragile4; :omogeneity or heterogeneity; 'o e practical considerations in group for ation "n selecting members for a given group, there are some basic factors to keep in mind. a. 4o5 large should the group ,e6 The ideal si&e of a group depends on the age of the members, your e!perience as a leader, the type and purpose of a group, and whether you have a co-leader. %or instance, a group with elementary school children might be kept to four or five members, while a group of adolescents might have eight to ten. The group should be big enough to give ample opportunity for interaction, and small enough for everyone to feel involved in the group. ,. 4o5 often should a group eet7 and for ho5 long6 (ith children and adolescents, frequent short meetings may suit their attention span better. "f the group is taking place in a school setting, the meeting times can correspond to regularly scheduled class periods. %or a group of well functioning adults, a two-hour weekly session might be preferable. The frequency and duration of a meeting should suit your style of leadership and the type of people in the group. !, 1here shou"d the group 'eet2 0hysical arrangements and setting contribute to, or detract from, the climate of a group. 0rivacy and freedom from distractions are essential. Group leaders sometimes think that meeting outdoors is a good way to promote informality, but generally such a setting lacks privacy and is a source of distractions.

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d. 8ill e ,ership ,e *oluntary or in*oluntary6 'lthough it is ideal to have a group composed only of those who want to be part of the group, some groups consist of clients who are required to attend. 'ttending a group because one has been ordered to go by someone else greatly curtails the chances of success. The key to successful participation lies in carefully orienting members, and preparing them for being a part of the group, as well as in the leader s belief that the group process has something to offer to prospective members. e. 'hould the group ,e open or closed6 'n open group is one characteri&ed by changing membership, while a closed group adds no new members during the lifetime of the group. #losed groups have some distinct advantages, as trust can be developed and work accomplished. "f membership changes from week to week, as in some open groups, productive work as a group may be difficult to achieve. Conducting a pre)group session -nce the members have been screened, and the group formed, it is useful to conduct a preliminary or pre-group session with all the members selected. 'lways possibly do a pre-group session. The pre-group meeting can be an e!tension of the individual screening process, for it is an ideal way to present basic information, help members get to know one another, and help them decide whether to commit themselves to the group or not. =epending on the nature of the group, certain ground rules will have to be established early on. %or e!ample, the following ground rules could be presented to most types of groups at the preliminary session, in the form of a written contract that members can sign. 5embers are not to use drugs during the session, and are not to come to a session under the influence of drugs, or alcohol. 5embers are e!pected to come to the sessions on time, and be present at all the meetings, since absences affect the entire group. 5embers must avoid se!ual involvement with others in the group throughout its duration. 5embers may not smoke during the group sessions. 5embers must maintain the confidences of others in the group. 5embers are not to use physical violence in group sessions, nor are they to be physically or verbally abusive of others in the group. 5embers will be given a list of their rights and responsibilities, so that they know what is e!pected of them before they *oin the group. %or groups of children or adolescents, written consent must be given by parents or guardians. "f members decide to leave the group, they are e!pected to bring this up for discussion with the group before they go. 'brupt departures can be detrimental to the member leaving as well as to the others. 2. 'tage I0 Initial stage ) 9rientation and e#ploration Tasks at initial stage include: =ealing with apprehension: have people verbali&e an!iety - clarify and summari&e e!perience at end of session .eviewing members6 goals and contracts: group goals already stated - individual goals clarified $pecifying or reiterating group rules: what are some rules /norms4; $etting limits: norms related to specific behaviours and time limits 0romoting a positive interchange among members: leader must facilitate positive interchanges by dra5ing out e ,ers7 holding the focus on interesting topics7 shifting focus 5hen necessary7 cutting off negati*e or hostile interactions7 and ,eing enthusiastic. Characteristics of the initial stage =uring the early stages, the central process involves orientation and e!ploration. 't this time, members get acquainted, learn how the group functions, develop spoken and unspoken norms that govern in-group behaviour, discuss fears and hopes pertaining to the group, clarify their e!pectations, identify personal goals, and determine how safe this group is for them. (hether or not members actually verbali&e some of their thoughts and feelings, questions that are a part of their awareness early in the group s history include the following: (ill " be accepted or re*ected; #an " really say what " feel, or do " have to say what " think others e!pect; 'm " like the others in this group; (ill " really get anything from this group; (ill " be pressured to perform and meet the e!pectations of others; "f so, will " handle this pressure;
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(hat kind of risks will " take here; (ho can " trust; "s there anyone " do not trust; #an " reveal the sides of myself that " generally keep hidden; (hat if " discover aspects of myself that " do not like;

8ays of creating trust in the initial stage There is not a single technique, or set of techniques, that creates trust. 9ou can be your most important technique in fostering trust. The person that you are, the attitudes and the way you behave, may be the most crucial factors in building trust. Teach through e!ample. Trust and have faith in the members capacity to make significant changes in themselves. ,isten non-defensively and respectfully. +e genuine and willing to engage in appropriate disclosure. 'ccept others for who they are. 'void imposing your values on others -ne of the best ways of creating a trusting climate is for the counsellor to encourage members to e!press openly any feelings of mistrust, or absence of trust, they might have. "f work is to proceed, mistrust must first be recogni&ed, and then dealt with in the group. "f it is not, a hidden agenda develops, the lack of trust is e!pressed in indirect ways, and the group ceases to progress. 4elping e ,ers define goals 's a counsellor, one of your tasks at the initial stage is to help members establish their own goals. $ome members typically come to the group with unclear and abstract goals, e.g., O" *ust want to be able to communicate with others,6 or O" hope " can get in touch with my feelings.6 These vague ideas need to be translated into specific and concrete goals. Larrow down some statements, e.g., O" would like to learn to e!press my feelings.6 The counsellor might ask, O(hat are some particular feelings that you have the most difficulty in e!pressing; (ith whom do you e!perience problems in e!pressing feelings; (hat are the situations in which you find it most difficult to e!press a certain feeling; :ow would you like to be different;6 =eveloping contracts, both orally and in writing, can help members develop concrete goals that guide their participation in the group. This need not be done in one meeting, and it might well take several sessions to develop realistic contracts for all members. Ma;or e ,er functions and possi,le pro,le s $ome of the functions of the members are the following: Taking active steps to create a trusting climate in the group. ,earning to e!press one s feelings and thoughts, especially with regard to in-group reactions. +eing willing to e!press fears, hopes, e!pectations, reservations and personal concerns regarding the group. +eing willing to make oneself known to others in the group. +eing a part of the creation of group norms. >stablishing specific and personal goals that govern group participation. ,earning the basics of the group process, especially how to involve oneself in the interactions in the group. .ecogni&ing and e!pressing any negative reactions, and learning to pay attention to one s own resistance. These are problems that can arise with members: They might wait passively for Osomething to happen.6 They might keep feelings of mistrust or fears regarding the group to themselves, and thus entrench their own resistance. They might choose to keep themselves hidden and reveal only parts of themselves. There is the danger of slipping into a problem-solving and advice-giving stance with other members. They may be content to put up with superficial interactions. Ma;or functions of the counsellor The ma*or tasks of counsellor during the initial stage of a group are these: Teaching participants some general guidelines that increase their chances of having a productive group, and continuing to teach them ways of participating actively. =eveloping ground rules and norms, and helping members see how these are related to an effective group. 'ssisting members to e!press their fears and e!pectations, and working towards the development of trust. 5odelling basic conditions such as genuineness, respect, attentiveness, concern, acceptance, active-listening, support, and caring confrontation /or challenge4. +eing open with members, and being psychologically present for them. #larifying the division of responsibility.
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'ssisting members to establish concrete and meaningful goals. :elping members see how they might practise what they learned in the group, in and out of group situations. =ealing openly with members concerns and questions. 0roviding a structure that neither increases member dependence nor promotes e!cessive floundering 'ssisting members to share what they are thinking and feeling regarding what occurs within the group. :elping members learn basic interpersonal skills, such as listening and responding non-defensively. 'ssessing the needs of the group, and meeting them.

The counsellor needs to: 5odel %acilitate the development of positive norms Teach the basics of groups :elp members to verbali&e 'ssist members to verbali&e fears 3. 'tage II0 +ransition stage ) $ealing 5ith resistance Characteristics of the transition stage $ome groups remain stuck at the transition stage, because resistance is by-passed or conflict is ignored or passed over. 't this point in the evolution of a group, feelings of an!iety and resistance to this an!iety are common, and members often are: >!periencing an!iety over what they think of themselves if they open up, as well as concerned at other s acceptance or re*ection. Testing the counsellor and other members, to determine how safe the environment is. $truggling with wanting to play safe, or risk going beyond safety and becoming involved. >!periencing a struggle for control and power. #onflict among members, and between members and counsellors, is common. +eing challenged with learning how to work through conflict and confrontation. +eing reluctant to become fully involved in working on personal concerns, because they are not sure that others will care. Resistance .esistance and struggle for control key identifiers - necessary stage - allows members to find place in group and move past non-productive ways of relating. .esistance may take the form of: - "ntellectuali&ation /focus on cognitions4 - Puestioning - 'dvice giving - +and-aiding - =ependency - feeds into advice givers and band-aiders - present self as incapable but do not listen to feedback - 5onopoli&ing - Group collusion /to maintain status quo4 - Groupthink - too much group pressure to conform - #hallenging the group leader - your response will greatly influence the course of the group An#iety 'n!iety grows out of a fear of letting others see us on a level beyond the public image. 'n!iety also results from a fear of being *udged and misunderstood, from a need for more structure, and from a lack of clarity about goals, norms and e!pected behaviour in the group. 's participants come to trust the other members and the counsellor more, they become increasingly able to share, and this openness reduces their an!iety about letting others see them as they are. Co on fears associated 5ith resistance "f fears are kept inside, then all sorts of avoidance occur. 'lthough counsellors cannot pry, and force members to discuss fears that could inhibit their participation, counsellors can invite members sensitively to recogni&e these fears. %ears often include the fear of making a fool of oneself, the fear of re*ection, the fear of hanging, the fear that one will not like what is discovered, the fear of self-disclosure, the fear of being attacked and being left without defences, and the fear of becoming intimate with others. "t is important that the counsellor understands, and appreciates, the an!iety and resistance of members. .esistance must be respected, for it is to be e!pected that members have doubts, reservations, and fears. The central task of the counsellor at this time is to help the members recogni&e, and deal with, their resistance and defences against an!iety.

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-earning to recogni!e and deal 5ith conflict The transition stage is characteri&ed by conflict, and the e!pression of negative feelings. 5embers challenge other members and the counsellor. $ome statements that indicate inter-member conflicts are, O(hy do we focus so much on the negative in this group;6 O" don t belong here because my problems aren t as great as most of the others in here.6 O$ome people in here sound as if they are all together.6 O" feel threatened by $ally.6 #onflicts with counsellors are not uncommon at the transition stage, for a key task of members is to learn how to challenge the counsellor in a direct and constructive manner. This can be a sign that the members are moving towards greater independence. The way the counsellor handles this challenge is crucial to the future of a group. "f counsellors are e!cessively defensive, and refuse to accept criticism, they inhibit the members from confronting each other in a constructive manner, thus impairing the level of trust within the group. 't this stage of the group s development, the counsellor s ma*or function is to help members move from conflict to a level of relating openly to one another. $ome other tasks are: Teaching members the value of recogni&ing, and dealing with, conflictK Teaching them to respect, and work with, their resistanceK 0roviding a model for members by dealing directly with any challenges they receiveK and >ncouraging members to e!press their reactions to what is happening within the group. +ring resistance into open and effectively deal with it 5odel direct and honest interactions >ncourage members to e!press immediate feelings &. 'tage III0 8or=ing stage ) Cohesion and producti*ity =uring the initial stage, the group is characteri&ed by tentativeness, for the members are finding out what the group is about and their place in it. =uring the transition period, there is an e!pression of feelings regarding interactions within the group, as well as individual personal problems. The working stage is characteri&ed by the commitment of members to e!plore significant problems they bring to the sessions. -ne of the main characteristics of the working stage is that participants have learned how to involve themselves in group interaction, rather than wait to be invited to interact. "n a sense, there is a sharing of counsellor functions, for the members are able to assume greater responsibility for the work that is done in the group. ' central characteristic of the working stage is group cohesion, which results when members are willing to become transparent with one another. $ome indications of the level of cohesiveness /or Otogetherness64 in a group, are the e!tent of co-operation among group members, the degree of initiative shown by the participants, attendance rates, punctuality, the level of trust shown, and the degree of support, encouragement, and caring that members demonstrate in their interaction. :ow does group cohesion come about; Group cohesion and authentic positive feelings within a group occur after negative feelings are recogni&ed and e!pressed, for e!pressing negative feelings is one way of testing the freedom and trustworthiness of the group. 0articipants soon discover whether this group is a safe place to disagree openly, and whether they are still accepted in spite of their negative feelings. #ohesion occurs when participants open up and take risks by making themselves known. #ohesion, which is a process of bonding, and genuine trust, are things that the group earns by a commitment to be honest. 't this stage the members are able to see common problems, and are struck by the universality of the issues. %or e!ample, it becomes apparent that there are common human themes that members can relate to personally, regardless of age, social)cultural background, and line of work. 'lthough in the earlier stages members are likely to be aware of their differences, and at times feel separated, these differences recede into the background as the group achieves increased cohesion. 5embers comment more on how they are alike rather than how they differ. $ome factors that indicate that the group came together for a common purpose, and that its members are engaged in productive and meaningful work, are as follows: #ommunication within the group is open and involves an accurate e!pression of what is being e!perienced. #ounsellor functions do not rest solely with the counsellor, for now the members interact freely and directly, and they initiate the direction they want to go, rather than rely on the counsellor for direction There is a willingness to risk dealing with threatening material, and make oneself known in significant ways, and members bring personal topics to the group for discussion. (hen conflict is present, it is recogni&ed and dealt with directly and effectively, and hence hidden agendas and indirect e!pressions of hostility do not become prominent. %eedback is given freely, and is received in a non-defensive manner. #onfrontation occurs without members making *udgements on others. 5embers are willing to work and practise outside the group to achieve behavioural change.
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 0articipants are willing to risk new behaviour, for they feel supported in their attempts to change. 5embers are willing to offer both challenges and support to others, and they engage in self-confrontation. 0articipants continually assess their level of satisfaction with the group, and they take active steps to change matters if they see that the sessions need changing. 5embers feel hopeful that they can change if they are willing to take action, and they do not feel hopeless. $ome of the characteristics of the stage include: The productive stage of the group. %ocus on productivity. $elf-disclosure occurs /may use Aohari6s window4 #atharsis may occur %eedback is productive and frequent 0roductivity may be increased through: Rounds ? gives members equal airtime Role)playing ? 'llows members to try out new behaviours and identities 4o e5or= ? practicing new behaviours outside of the group 4u our ? can greatly enhance the working stage /what are benefits and limitations of humour4. 0roblems in the working stage Ra!#a" and gender #ssues ? stereotypes and pre*udices will get in the way of group progress Group !o""us#on ? a conscious or unconscious cooperation between group members to reinforce prevailing attitudes, values, behaviours, or norms /butler, 123I4. 0urpose is for self-protection. ,eads to groupth#n. ? cult thinking. To prevent collusion group should be diversified, open discussion promoted, and use a dev#"3s advo!ate pro!edure /have a member question group decision before implementing4. (. 'tage IV0 1inal stage ) Consolidation and ter ination =uring the final stage a number of characteristics can be e!pected, all of which are associated with the successful accomplishment of the difficult process of consolidation and termination. These include the possibility of sadness, and an!iety over the reality of separation, a tendency of members to pull back and participate in less intense ways in anticipation of the ending of the group, a concern over one s ability to be able to implement in daily life what one learned in the group, and decisions about what courses of action to take, and the development of action programmes. 'nd there may be talk of follow-up meetings or a plan for accountability, so that members are encouraged to carry out their plans to change. The final stages of group evolution are vital, for during this time members have an opportunity to clarify the meaning of their e!periences in the group, consolidate the gains they have made, and revise their decisions about what newlyacquired behaviour they want to transfer to everyday life. 's group members sense that their group is approaching its end, there is a danger that they will begin to distance themselves from the group e!perience, and fail to e!amine closely the ways in which their in-group learning might affect their out-of-group behaviour. -ther problems that occur at this time include the tendency for some members to avoid reviewing their e!perience, and failing to put it into some cognitive framework, thus limiting the generali&ation of what they have learned to their everyday e!istence. %urthermore, members might consider the group an end in itself rather than a laboratory for interpersonal learning. %or these reasons, counsellors must learn to help participants put into a meaningful perspective what has occurred in the group. $ome specific functions of counsellor, and some tasks that need to be accomplished during the final stage, are as follows: 5embers can be encouraged to face the inevitable ending of the group, and discuss fully their feelings of separation. 5embers can complete any unfinished business they have with other members or counsellors. 5embers can be taught how to leave the group, and how to carry with them what they have learned. 5embers can be assisted to make specific plans for change, and take concrete steps to put into effect in their daily lives, the lessons they have learned. #ounsellors can help members develop specific plans for follow-up work, evaluations can be made, and counsellors can help members create their own support systems after they leave a group. +er ination Termination occurs at the end of each session and the end of the group process. .egardless of whether termination is of a session or an entire group there are steps. a. 9rientation ? announcement and reminder of ending
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,. 'u

ari!ation ? material and processes that have occurred are reviewed. "deally members and leader participate. .ounds (ritten reactions /*ournals or logs4 .ating sheets c. $iscussion of goals ? focus on what the group will do after the end .. Post)group issues0 follo5 ) up and e*aluation %ollow-up about progress that group members have made is usually done F-H months after group. =uring follow-up, a counsellor may meet individually or with group or may use an evaluation questionnaire. There are techniques and strategies that can be used after the termination of a group, for the purpose of follow-up to assess outcomes. $ome of these are: a. 1ollo5)up inter*ie5s #ounsellors can try to arrange a private interview with each group member a few weeks, or months, after the group ends. $uch an interview can be beneficial to the member and to counsellors, as a way of evaluating the effectiveness of the group. ,. Contact 5ith other e ,ers 5embers can contact another member of the group periodically after termination by way of support. c. 1ollo5)up group session ' follow-up meeting can take place a couple of months after the end of the group, to assess the impact of the group on each member. $uch a session is a way of ma!imi&ing the chance that members will receive lasting benefit from the group e!perience. 5any people reported that simply knowing that they would get together as a group in the future, after the group s termination, was the motivation they needed to stick to their commitment to carry out their action programmes. Group Counse""#ng S.#""s for Counse""or $kills important for group counselling 1. 2. 3. 9pening and closing Loted by position in group meeting -ften a statement of fact #an direct or leave open-ended question (hen closing, not necessary to resolve all members issues (hen closing, want to summari&e group e!perience for session Attending Giving undivided attention to client/s4 5ust be aware of verbals and non-verbals $can and make acknowledgments while someone else is talking " pathi!ing >mpathi&ing is a response to a feeling. &ou are feeling ' or ( sense ' "n group: )here is a sadness in the group no% =on6t need to have e!perienced a feeling to empathi&e or even understand it - must have the desire to understand

&. Paraphrasing 0araphrasing is a response to e!perience, thought, and)or behaviour. &ou are saying ' or *hat ( hear you saying ' "n group: (t sounds li+e the t%o of you are ,- %ith each other (. Gi*ing feed,ac= %eedback is a response to an observed behaviour. ( notice that ' or you appear very tense %hen you say that "n group: ( see most people in the group nodding in agreement .. Clarifying >ncourages interaction in group as they e!pand on thoughts or feelings 'lso gives clearer picture of what is being communicated Talk more about what it feels like to be in this group

/. >uestioning #an be overused

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 #an challenge the group to act differently or focus. *hat does the group %ant to do %ith this issue# or .o% does the group feel a/out %hat .arold said0 8. ?oting the e7 connection7 discrepancy #onnects group and helps form cohesion. )here seems to /e a theme emerging that %e are all in this together# or ( see a connection /et%een ho% %illing people are to share and the level of trust among you# or last %ee+ %e decided that everything %ould /e confidential# /ut the issue %as /eing discussed during the /rea+. :. 'elf disclosing <se your reactions and feelings to model and motivate. *hen ( am in a ne% group situation# ( am often afraid of %hat others %ill thin+ a/out me. ( feel uncomforta/le %ith this group giving advice. 1<. 1acilitating 'ssist members in e!pressing fears and e!pectations 0rovide encouragement and support "nvolving as many members as possible >ncourage open e!pression of conflict and controversy 11. Protecting %4, -in=ing - stresses member to member vs. member to leader interactions 13. @loc=ing -ver questioning Gossiping $tory telling +reaking confidences "nvasion of privacy Group Counse""#ng #n a Mu"t#!u"tura" Conte+t Culture ? the set of attitudes, values, beliefs, and behaviours shared by a group of people, but different for each individual ? communicated from one generation to the ne!t /5atsumoto, 122H4. Cross)cultural counselling ? counselling relationship in which two or more participants are culturally different. This includes individuals of similar ethnic)race, but they belong to different cultural groups because of other variables such as se!, age, $>$, or se!ual orientation. =ifferent views on multicultural counselling: a. )ranscultural ? broad approach to viewing different cultures. 'ssumes basic similarities common to all groups ? understand differences but focus on commonalties. b. 1ocused perspective ? must become knowledgeable in group differences to work with different groups. Cultural encapsulation: this occurs when people depend entirely on their own values and assumptions and define reality through those cultural assumptions and stereotypes. 'ssumptions that lead to cultural encapsulation /0edersen, 123I, 12334 include: a. >veryone shares a single measure of what constitutes normal behaviour -- this belief tends to make us see differences between groups as pathological b. "ndividuals are the basic building blocks of society -- independence and autonomy may not be 7healthy8 in other groups c. 'bstract words and concepts can be used that everyone will understand in the same way -- e.g., 7decision-making8 viewed differently in different cultures and differences do not mean pathology d. (e assume that we are culturally aware and that we already know what all of our assumptions are -- must always try to gain self-awareness of beliefs and attitudes that may bias research General guidelines for group 5or= 5ith ulticultural populations 1. +ecome aware of different cultural norms and use that information to process group interactions /e.g., does silence mean resistance or respectfulness;4 D. $creen clients and prepare them for group e!perience /give e!pectations4 F. +e sensitive to cultural concerns Going beyond the counsellor s cultural conditioning and personal fears, the therapeutic question needs to be: (hat is in the best interest of the client; The difference is that in a group, more people can offer input and feedback to the client.
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Theoret#!a" Approa!hes to Group Counse""#ng #ounsellor6s philosophical assumptions are important ? they determine what variables the counsellor will see. Too often, however, the decision as to which approach or method is not based on the needs of the client or some carefully considered counselling plan as much as on the skill, knowledge, ability, or comfort level of the professional. 5ost practitioners describe themselves as eclectic /or integrative4. :owever, when forming an eclectic view, be careful not to mi! theories with underlying differences /e.g., psychoanalysis and behaviourism4. Therefore, be wary of subscribing to any one framework of 7universal truths8 ? be open to new ideas that fit within your personal belief system. #larity is inversely proportional to knowledge. ' well defined eclectic approach requires a systematic integration of theory and techniques. ' poorly defined eclectic approach is a hapha&ard collection of techniques with no underlying theoretical rationale. Te!hn#*ues Techniques are valuable, can enhance therapy, can provide insight, and can move a group. Techniques can also create an artificial atmosphere in the group ? think of using techniques to enhance the group process rather than to create a process. Techniques must be used correctly ? must determine 5hat technique to use, 5hich clients to use them on, and 5hen to use them. >!amine your motives for using or not using techniques: 're your techniques mostly affective, behavioural, or cognitive; 're your techniques from a particular theory or are they from different theories; =o you use techniques to get clients moving or to have them e!perience feelings or thoughts more fully; =o you not use some techniques because they are too scary for you /e.g., confrontation4; 're you creative and fle!ible in your use of techniques; /adapt to needs of clients4 $teps to using techniques: 1. .ationale ? must have clear rationale and purpose for using a technique. This may be e!plained to client or not /e.g., self-disclosure vs. role-playing e!ercise4 D. Technique F. >valuate ? may be done with or without the client /did myself disclosure enhance my relationship with the client; or :ow did you feel as you played the part of your mother;4 5ehav#oura" Therapy "nitial Group leader $creen members and role organi&e group >!plain how group works 'ctive, provide information 5odel appropriate behaviour and reinforce members for good skills and behaviours >mphasi&e action-taking Group members roles :elp formulate contract #learly identify problems to work on (orking 5ake counselling plan based on the initial assessment 5onitor target behaviours .einforce, model, coach, provide feedback %inal :elp members transfer skills to outside situations =evise ways to evaluate the effectiveness of the group and help members to self-evaluate

.eport progress 5odel for each other 5onitor progress >valuate progress Techniques #ontracts, checklists, role .einforcement, modelling, playing desensiti&ation, cognitive methods, and homework 2dapted from 3orey# 4tudent 5anual for )heory and Practice of 6roup 3ounselling

>valuate what they have learned in group $upport each other %eedback, role-playing, reinforcement self

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E+#stent#a" Group leader role "nitial #onfront members with the issue of dealing with freedom and responsibility :elp members see ways they are not fully living >!plore %ho and %hat they are #larify identity and make decisions concerning how they can achieve authenticity =efine personal goals Lo prescribed techniques ,eader s attitude and behaviour are crucial for the group6s results (orking #reating quality relationship +e present for group <nderstand members sub*ective world 5odel self-disclosure and authentic behaviour =ecide what struggles or e!istential concerns to share /e.g., changing roles, creating new identities, values conflicts, emptiness, ...4 %inal #hallenge members to go forth and be active "ntegrate and consolidate what has been learned in group

Group members roles

5embers must go into the world and act "f group is successful, members achieve authentic identity and become aware of choices that can lead to action

Techniques

>mphasis on constructive Techniques can be developed to confrontation and leader being challenge members to recogni&e present the choices they have and the decisions to make a new life 5ay borrow techniques from other therapies 2dapted from 3orey# 4tudent 5anual for )heory and Practice of 6roup 3ounselling RE5T

Group leader role

"nitial Teach basics of .>+T Teach how to dispute and substitute irrational beliefs

(orking #onfront members #hallenge underlying basic assumptions about reality

Group members roles

5ust be willing to work hard in and out of group <nderstand dysfunctional thinking

,earn to analy&e, dispute, and debate belief systems ,earn new rational beliefs

%inal Teach members self-control Give homework to practice skills outside of group >ncourage self-help methods for continuing change "ntegrate learning and make plans for the future #ontinue giving themselves cognitive, emotive, and behavioural assignments in daily life 'cquire more rational philosophy

Techniques

>ducational methods /books, lectures, suggestions, group feedback and support4

.apid fire and forceful techniques that emphasi&e cognitive factors 0ersuasion, homework, desensiti&ation, role-playing, modelling, behaviour rehearsal, group feedback and support, assertiveness training

#ontinued use of techniques from last stage practicing

2dapted from 3orey# 4tudent 5anual for )heory and Practice of 6roup 3ounselling Rea"#ty Therapy "nitial Group leader %oster involvement role interacting with all ,eader may question, others to comment, encourage interaction 5odelling is crucial >ncourage members to at what they are getting
Introduction to Group Counselling

by ask and

look from

(orking >ncourage members to evaluate their own behaviour 'sk whether their behaviour is meeting their needs .e*ect e!cuses and rationali&ations Teach how to apply control theory to life

%inal 'ssist in formulating realistic plans for change ,eader does not give up even if members fail to carry out plans insists on finding a short-range plan that will lead to success

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their behaviour

Group members roles

Techniques

#onfrontation, insistence on importance of evaluating behaviour and making decisions, avoidance of punishment $kilful questioning :umour, parado!, designing action plans 2dapted from 3orey# 4tudent 5anual for )heory and Practice of 6roup 3ounselling

#oncentrate on current behaviour and problem areas 5ake plans to solve problems >!plore their Cpicture albumC and whether what they are doing is getting them what they want =efine what they e!pect and want form the leader and other members >ncourage member to talk about any sub*ects of interest to them to establish involvement 'ttempt to find out what members want #ontracts

>valuate behaviour - what are they doing and what are they getting %ocus on choosing better behaviours to satisfy their needs

.ealistic plans for change are made and carried out 'ccept responsibility for what they do and to make commitments

#ontractsK behavioural strategies such as role playing, behaviour rehearsal, homework assignments .efine plans and have members commit to change when group is over

Ad"er#an Therapy "nitial Group leader >stablish collaborative role relationship :elp clients form goals 0rovide encouragement, support, tentative hypothesis of behaviour :elp members clarify problems :elp members use strengths Group $tate goals and may establish members contracts roles 'ssume responsibility for way they want to change (ork on trust issues

Techniques

+asic listening skills 'nalysis and assessment of lifestyle Puestioning, reflection, and clarification 2dapted from 3orey# 4tudent 5anual for )heory and Practice of 6roup 3ounselling

(orking "nterpreting early recollections and family patterns :elp members identify basic mistakes :elp members become aware of their unique lifestyle :elp members integrate what they have learned to make new plans +ecome aware of lifestyle 'naly&e family constellation .ecogni&e responsibility for own behaviour $upport and challenge each other >!plore mistaken attitudes and faulty motivations #onfrontation, interpretation, modelling, paraphrasing, encouragement

%inal #hallenge attitudes and encourage members to e!periment with new behaviours :elp members recogni&e mistaken beliefs -ffer encouragement to put insight into action

,earn problem solving and decision making skills >ncourage other members to make realistic goals 'ct as if they were the persons they want to be

>ncouraging members to act and to change #ontracts re-established .ole-playing to help members reorient their goals

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Introduction to Group Counselling Page 18 of 18