E5 Groups in Schools

Psychoeducational E5 Groupsfor Use in Schools

Wes Wingett and AI Milliren

Abstract ;

The authors discuss the development and application of an E5 Group, a psycho-educational group process suitable for use in an educational setting. E5 Croups focuson the empowerment of adolescents and adults in a structured and experiential grjaupto identify assets and strengths of each participant. Central to the process of the E5Croup is the focus on equality, education, encouragement, and empathy as key com-ponents of empowerment. Current application in educational settings is presented.

An E5 Group is a structured psychoeducational group experience usingIndividual Psychology as its theoretical base. E5 Groups are designed foruse with older children, adolescents, and adults with the primary purposebeing to empower self and others. Through the identification and appropri-ate use of personal assets, strengths, contributions, and connections', groupmembers are assisted in enhancing their useful personal power and capabili-ties. Personal empowerment to meet the challenges of living occurs in thegroup atmosphere characterized by equality, empathy, encouragement andeducation.

In the context of the E5 Groups, we define "empowerment" as theprocess of increasing personal and interpersonal potential to create theopportunity for individuals to improve their life situations. "Equality" isdefined as different people's having the same status and being treated inthe same way within the psychoeducational group setting, particularly inthe areas of respect and dignity. "Empathy" is defined as demonstrating anunderstanding of the thoughts, feelings, and behaviors of another individualor individuals as seen through their eyes. "Encouragement" is defined assupporting through both conversation and writing the positive intentions,attitudes, values, and strengths of other individuals. "Education" is definedas the acquiring, practicing, and applying of knowledge and skills that willresult in increased personal responsibility and social responsiveness]

The Journal of Individual Psychology, Vol. 64, No. 4, Winter 2008O2008by the University of Texas Press, P.O. Box 7819, Austin, TX 78713-7819

Editorial office located in the College of Education at Georgia State University.

E5 Groups 495

Psychoeducational Groups and Individual Psychology

The Association for Specialists in Croup Work (1992) defined guidance/psychoeducational groups as

educational groups that teach group participants knowledge and skills for cop-ing adaptively with potential and/or immediate environmental challenges,developmental transitions, and life crises, (p. 12)

In addition, Corey and Corey (2006) state that "psychoeducational.groupsfocus on developing members' cognitive, affective, and behavioral skillsthrough a structured set of procedures within and across group meetings"(p. 11).

Psychoeducational groups in Individual Psychology find their origin inAlfred Adler's work in the child guidance centers in Vienna following theFirst World War. According to Hoffman (1994), in 1919 and 1920 Adlerestablished several informal child guidance "clinics" in Vienna. In an openforum setting, Alfred Adler consulted with parents, teachers, and students toassist them in being more effective in their relationships with one another asthey learned to function in a new participatory democracy. While in Vienna,Adler trained many people in his theory and teaching and counseling strate-gies, including Rudolf Dreikurs, who immigrated to the United States andcontinued energetically and enthusiastically to demonstrate and promotethe work of Alfred Adler.

In Chicago, in the late 1930s, Dreikurs began "an unpretentious moth-er's discussion group" that was to be the first of many psychoeducationalexperiences available for parents (Terner & Pew, 1978, p. xiv). Whether inthe study groups designed to study one of the books on parenting written byDreikurs or through attending a parent education center using open-forumfamily counseling strategies developed by Alfred Adler, opportunities wereavailable for psychoeducational experiences for parents, teachers, and chil-dren. Since these early years, many successful parent education programshave been developed. Among these Adlerian-based contributions are Sys-tematic Training for Effective Parenting developed by Don Dinkmeyer Sr. andGary McKay; Cooperative Discipline developed by Linda Albert; PositiveDiscipline developed by Jane Nelsen; and Active Parenting developed byMichael Popkin.

All of the four programs mentioned above have been made available ina psychoeducational setting for parents and teachers where they could en-hance their parenting and pedagogical skills. Dinkmeyer and Carlson (2001 )recommend the use of the "C" group (or problem-solving psychoeducationalgroup) as a means for effectively working with teachers. "The group is bothdidactic (teaching new skills) and experiential (sharing feelings). The content

496 Wes Wingett and Al Milliren

comes from sharing concerns and the process involves analysis of thei pur-pose of behavior, identification of assets, and contracts for change" (p. 107).Numerous other individuals trained in the Individual Psychology of AlfredAdler have contributed to the development of strategies to help parents.teachers, and children to enhance and improve their relationships. |

A review of the literature on the application of the Individual Psychologyof Alfred Adler to psychoeducational and psychotherapy groups indicatesthat this approach has been used as the theoretical basis in numerous set-tings for a variety of purposes. Theoretical articles focusing on a rationale forgroup counseling and a review of the Adierian contributions to the practiceof group counseling were reviewed (Sonstegard, 1998; Corey, 1999). Psy-choeducational and psychotherapy groups based on Adierian psychologywere implemented in the treatment of adolescents diagnosed with conductdisorders (Croake, 1986), with adolescent substance abusers focusing on aguided discussion of early recollections (Mansager et al., 1995), with stu-dents to explore life style (Tam, 1985), with adolescent sexual offenders inan outpatient setting (Newbauer & Blanks, 2001 ), on a university campus foradult children of alcoholics (Delaney, Phillips, & Chandler, 1989), ata psy-chiatric day treatment center for adults focusing on language skills (Maniacci,1988) and in nursing homes focusing on encouragement (Meunier, 1989).Models for working with adults in an Adierian based psychoeducation'al orpsychotherapeutic group setting were described for working with couiples(Croake, 1987), stopping smoking for corporate employees (Laser, 1990),and consulting with teachers (Jacques, 1983). It would appear that there isconsiderable precedent that psychoeducational groups provide an excellentdelivery system for Adierian concepts. I

Individual Psychology Theoretical Components in E5 Groups

E5 Groups are based on some of the major premises of Individual Psy-chology as discussed in Ansbacher and Ansbacher (1956), Dewey (1978),and Sonstegard & Bitter (2004). The following specific beliefs servedlas afoundation for the development of E5 Groups: !

1. People are socially embedded. They are social beings who want tobelong, find their places in the world, and develop senses of mean-ing and significance. I

2. People are self determining and creative. They have the capacity tochange their responses to others and to situations. i

3. People's behavior serves a purpose. They are constantly movingtoward a self-defined and self-determined goal in life. ¡

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4. People assign meaning to themselves, others, and situations. Basedon these assigned meanings and resulting emotions, they chosetheir behaviors.

5. Each individual is a whole person functioning in a current socialcontext respecting the social context of the past and the future.

6. People need to be able to move from a sense of "can't do" to asense of "can and will do." This movement from a "felt minus"to a "perceived plus" can best be accomplished through a senseof social equality coupled with empathy, encouragement, andeducation.

7. People have the right to understand themselves and others in arealistic fashion by focusing on assets, strengths, resources, andcreative abilities.

8. Individuals choose to use their assets, strengths, resources, andcreative abilities. These may be underused, overused, or used in ahelpful way to meet the challenges of living.

9. Alfred Adler (Ansbacher & Ansbacher, 1956) has indicated thatthere are five pathways to understanding self and others. Thesefive pathways include early memories, family constellation andatmosphere, childhood challenges, day and night dreams, andchildhood changes.

10. We have identified a sixth pathway to understanding self and oth-ers called "story—a slice of life." This is any specific life incidentto which the individual attaches meaning.

11. Social interest is the successful adaptation to the challenges of liv-ing resulting in a self-perception of contribution, cooperation, andconnection. The level of social interest demonstrated by an indi-vidual can serve as an indicator of mental health.

Development of E5 Groups

Psychoeducational groups based on Adierian principles and practiceshave been delivered in a variety of settings for both adolescents and adults.However, a review of the literature revealed that a strength-based and struc-tured psychoeducational group program for adolescents and adults was notavailable. We believe that adolescents and adults can solve the challenges ofliving and create solutions to problems more effectively and efficiently if theyhave an accurate understanding of themselves and their assets, strengths,and resources and know how to use them to improve the quality of their livesand thus, the lives of others. From this context, we developed the E5 Groupstructure and process.


Alfred Adler (as cited in Ansbacher & Ansbacher, 1956) stated that '•

the most trustworthy approaches to the exploration of personality are given Ina comprehensive understanding of (1 ) the earliest childhood memories, (2) theposition of the child in the birth order, (3) childhood disorders, (4) day andnight dreams, and (5) the nature of the exogenous factor, (pp. 327-328)

Shifron and Bettner (2003) advocated |

the use of early memories to show teenagers their strengths and creative abili-ties. This is an efficient way for school counselors, teachers, and teenagers tocollaborate to identify and uncover hidden abilities and talents, (p. 334) I

E5 groups were developed by combining Adler's most trustworthy ap-proaches with a strategy to identify assets and strengths in a group.

Organization of E5 Groups

The number of participants in an E5 Group may vary from five to sevenadolescents, adults, or combination of adolescents and adults. The numberof sessions equals the number of participants plus one. For example, if thereare five participants there will be six meetings of the E5 Group. In a groupof five participants, the first will be an introductory session with one partic-ipant's sharing information from any two of the six categories listed in thescript below. The intermediate sessions, that is, sessions two through five,will involved one participant's sharing his or her categorical information ateach session and a time to review some activities of the past week. The finalsession is an opportunity to express affirmations and appreciations and reachclosure within the E5 Group.

Each participant in the E5 Group, including the leader, has a copy of thescript for the session. The responsibility of the group leader is to follow thescript during the E5 Group session and to provide any supplies that may beneeded, such asa tablet and a flip chart. Group participants follow the script,identify assets and strengths ofthe member in focus, and help the person infocus to discuss the current use of his or her assets and strengths.

Purpose and Guidelines for E5 Groups 1

The purpose of the E5 Group is to empower others and self through theidentification and helpful use of personal assets, strengths, contributions,and connections. Personal empowerment to meet the challenges of livingwill be maximized in an atmosphere characterized by equality, empathy,encouragement, and education. '

E5 Groups 499

The guidelines for the E5 Group are based on the principles of respect,routine, rules, rights, and responsibilities. Respect for others and self providesequality in interactions through balancing kindness and firmness. Routineprovides consistency and predictability thus enhancing creativity. Rules pro-vide guidelines for expected conduct and communication and confidentiality.Rights insure listening with empathy and speaking without interruption. Re-sponsibility to self, others, and the environment provides for communicating,contributing, and cooperating for the good of all participants.

Structure and Process of E5 Groups

At each meeting, one participant shares information about himself orherself from any two of the six categories: early memories, family constel-lation, childhood challenges, day dreams and night dreams, childhoodchanges, and story—a slice of life. As the volunteer participant shares his orher information, the other study group members identify and record as manyassets, strengths, contributions, connections, and resources as they hear ex-pressed by the speaker. Upon completion of the information, the listeningparticipants share with the sharing participant the list of assets, strengths,contributions, connections, and resources that they heard expressed.

The volunteer then selects five to seven of the attributes that seem to bethe most reflective of his or her perceptions. The facilitator then processeswith the individual how he or she uses these attributes and how he or shemight be able to apply those attributes to a current life challenge. In manyinstances, the E5 Group process appears to be deceptively simple. The out-come, however, is extremely powerful. Although often initially reluctant toshare their information, group participants report that the dynamic of hear-ing their strengths read and seeing them written on the flip charts creates atremendous sense of empowerment. Eor many, it is a first time that anyonehas shared with them how they are perceived in a positive light.

Applicability in a School Setting

Since the initial development of E5 Groups they have been imple-mented in a variety of school settings—from 5th grade through graduateschool. E5 Groups are primarily generic in their focus. Each member mayhave specific concerns or issues that they work on but the sole empha-sis is simply on identifying strengths and empowering each participant touse those strengths in problem solving. Occasionally, and often with theyounger students, the E5 Groups have had a focus such as self-esteem.


friends, relationships, careers, transitions, and bullying. We are in agreementwith Corey and Corey (2006) in that "we favor active intervention and struc-turing for adolescent groups, particularly, during the initial stage" (p. 335).

With only a few exceptions, membership in the groups has been het-erogeneous. "In general, heterogeneous groups tend to work better in mostsettings. Life is filled with diversity, and meeting that same diversity in groupsmakes the experience more real and hence more useful" (Sonstegard & Bitter,2004, p. 111). Abrief sampling of E5 Groups conducted to date includes (a) agroup of five fifth grade girls from one of the Chicago area schools met for6 weeks in an E5 Group focused on friendship; (b) several E5 Groups witha focus on relationships and bullying have been conducted with students inmiddle school, grades 6 through 9; (c) an E5 Group of special needs studentsin high school was implemented during a summer school program v\̂ ith ageneric focus; (d) various E5 Groups with a focus on self-esteem have beenconducted with "at-risk" students in a variety of alternative education settings;(e) incarcerated youth and young adults participated in generic E5 Groups atthree different detention centers; (f) an E5 Group of a more general naturewas conducted in an agency setting with a group of adolescents who hadreported that they had been abused; (g) a group of adults in a G ED programparticipated in an E5 Group that was used as a preliminary experience in acareer exploration class; (h) five middle school teachers participated in ^hatwas initially to be an E5 Group with a general focus but became within aweek focused on the stress and frustration of teaching using one's strengths asa means of coping; and (i) E5 Groups have also been employed in three coun-selor education programs as the initial experience in being a group mehaberas well as leading a group. In these last instances, the E5 model seemed toprovide excellent examples of group process and dynamics. !

At this time, research on the outcomes of E5 Groups is just beginning.We hope that within the next few years a number of studies will be initiatedand completed with results that support the anecdotal comments receivedfrom E5 Group participants as well as our general observations: I

1. Group members increase in their ability to identify the assets,strengths, resources, and creativity of other individuals and them-selves. Over the course of the group experience, participants in E5Groups might only be able to identify ten to twelve strengths ofthe person in focus. By the end of the experience, at least twenty(or more) strengths are identified. Group members actually becomemore focused on the positive and report that they also improve inthat capacity with friends and family members. i

2. Group members actually learn to contribute to others by verbal-izing the assets, strengths, resources, and creative abilities of other

E5 Groups 501

individuals. There is a tremendous feeling of empowerment andself-worth as one hears the list of strengths read to them. The spillout of that effect is the impact that sharing one's positive view of theperson is also empowering.

3. Group members experience an environment of social equalitybased on empathie listening and positive feedback. Because groupmembers encourage others and are encouraged by others, they de-velop a skill that can be incorporated in all areas of life such as workor school, friends, and family. As a result, E5 Group participationhelps to provide members with an increased sense of connectionwith other people.

With E5 Groups in their infancy, it is difficult to validate the effectivenessof this model or to predict the various uses to which this model might beput. Not only have E5 Groups worked successfully in schools, we have seenapplications in community agencies and hospitals with members of all ages.Our experiences have led us to agree with the statement that "storytellingstrengthens a sense of connectedness, fosters self-reflection, and empowersparticipants" (Pranis, 2005, p. 40).

References

Adler, A. (1927). The drive for success in America. International journalfor Individual Psychology. 5, 226.

Adler, A. (1939). 5oc/a/ interest: A challenge to mankind. New York:G. P. Putnam's Sons.

Ansbacher, H. L. & Ansbacher, R. R. (Eds.). (1956). The Individual Psy-chology of Alfred Adler. New York: Basic Books.

Association for Specialists in Group Work. (1992). Professional standardsfor training of group counselors. Alexandria, VA: Association for Specialistsin Group Work.

Betz, R. L., Wilbur, M. P., & Roberts-Wilbur, J. (1981 a). A structural blue-print for group modalities. Personnel and Guidance journal, 60, 31-37.

Betz, R. L., Wilbur, M. P., & Roberts-Wilbur, J. (1981 b). A structural blue-print for group modalities. In H. W. Boles (Ed.), Interdisciplinary readings inleadership (4th ed.). Lexington, MA: Ginn Publishing Company.

Corey, G. (1999). Adierian contributions to the practice of group coun-seling: A personal perspective. The journal of Individual Psychology, 55(1),4-14.

Corey, M. S., & Corey, G. (2006). Croups process and practice (7th ed.).Belmont, CA. Thomson Brooks/Cole.


Croake, J. W. (1986). Treating conduct disorder in adolescents. Individ-ual Psychology: The Journal of Adierian Theory, Research & Practice, 42(2),270-273. I

Croake, J. W. (1987). Working with couples in groups. IndividualPsychology: The Journal of Adierian Theory, Research and Practice, 43{2),206-209.

Delaney, E. S., Phillips, P., & Chandler, C. K. (1989). Leading an Adieriangroup for adult children of alcoholics. Individual Psychology: The Journal ofAdierian Theory, Research and Practice, 45(4), 490-499.

Dewey, E. (1978). Basic applications of Adierian psychology for self-understanding and human relationships. Coral Springs, FL: CMTI Press.;

Dinkmeyer. D., Jr., & Carlson, J. (2001). Consultation: Creating school-based interventions (2nd ed.). Philadelphia: Brunner-Routledge.

Hoffman, E. (1994). The drive for self: Alfred Adler and the founding ofIndividual Psychology. Reading, MA: Addison Wesley.

Jacques, R. W. (1983). A model for using teacher study groups in Icon-suiting. Individual Psychology: The Journal of Adierian Theory, Research &Practice, 39{2) ^89-^94. \

Laser, E. D. (1990). A group approach to smoking cessation. Individual Psy-chology: The Journal of Adierian Theory, Research & Practice, 46(4) 466-^72.

Maniacci, M. P. (1988). Language skills groups: A psychoeducationalgroup treatment approach. Individual Psychology: The Journal of AdierianTheory, Research and Practice, 44(2), 129-137.

Mansager, E., Barnes, M., Boyce, B., Brewster, J. D., Letora, H. J[, 111,Marais, F., Santos, J., & Thompson, D. (1995). Interactive discussion of earlyrecollections: A group technique with adolescent substance abusers. Indi-vidual Psychology: The Journal of Adierian Theory, Research and Practice,57(4), 414-421.

Meunier, G. F. (1989). Encouragement groups with nursing home el-derly. Individual Psychology: The Journal of Adierian Theory, Research andPractice, 45(4), 459-464.

Newbauer, J. F., & Blanks, J. W. (2001). Group work with adolescentsexual offenders. The Journal of Individual Psychology, 57(1), 37-50.

Pranis, K. (2005). The little book of circle processes. Intercourse, PA:Good Books.

Shifron, R., & Bettner, B. L. (2003). Using early memories to empha-size the strengths of teenagers. The Journal of Individual Psychology, 59(3),334-344.

Sonstegard, M. A. (1998). A rationale for group counseling. The Journalof Individual Psychology 54(2), 164-175.

Sonstegard, M. A., & Bitter, J. R. (2004). Adierian group counseling andtherapy step by step. New York: Brunner-Routledge. i

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Tam, I. (1985). Life style analysis group. Individual Psychology: journalof Adierian Theory, Research & Practice, 47(4), 552-559.

Terner, J., & Pew, W. L. (1978). The courage to be imperfect. New York:Hawthorn Books.

Wingett, W., & Milliren, A. (2007). A manual for the conduct of E5groups. Unpublished manuscript.

Wingett, W., & Milliren, A. (2008). S.O.S.2: Sharing our stories. Seekingour strengths: Unpublished manuscript.

Appendix

Guide for Session One

In this section, we present an excerpt from the manual we created to conductthe program (Wingett & Milliren, 2007).

Welcome and Introductions

Welcome to the E5 Group. Please tell us your first name and your reason orreasons for being here.

1. Purpose. The purpose of this group is to empower self and others byidentifying strengths, abilities, and creativity through the practice ofequality, empathy, encouragement, and education.

2. Guidelines. The guidelines for the E5 Group are based on the prin-ciples of respect, routine, rules, rights, and responsibilities. Respect forothers and self ensures equality in interactions through balancing kind-ness and firmness. Routine provides consistency and predictability thusenhancing creativity. Rules provide guidelines for expected conduct andcommunication and confidentiality. Rights include listening with empa-thy and speaking without interruption. Responsibility to self, others, andthe environment provides for communicating, contributing, and cooper-ating for the good of all participants.

3. Process. At each meeting of this group, one participant will shareinformation about himself or herself from any two of the followingcategories:A) Early memories—a specific memory of an event from your life that

occurred before age 10;B) Family constellation—information about you and your family and

how you found your place in the family;G) Ghildhood challenges—any medical, behavioral, neighborhood, or

school problems that you experienced growing up;


D) Day dreams or night dreams—both awake and asleep images; |E) Chi ldhood changes—any shifts in your family, home, or school that

may have had an impact on you; or IE) Story—a slice of l i fe—an event or situation that you recall fronji any

t ime in your life.4. Volunteering. W h o w i l l volunteer to share?5. Instructions to the Other Participants. As you listen to

share his or her early memory, family constellation information, ch i ld -hood challenges, day dreams and night dreams, chi ldhood changes', andstory—a slice of life, please identify and record as many strengths, con-tributions, and connections as you hear expressing.

6. Instructions to the Volunteer What information have you chosen toshare? (Note to the group leader: Depending on the two categories se-lected, please read the appropriate sections below.)

Early memories: When you are sharing an early memory, think as farback as you can. What specific event or moment do you remember orrecall? In the memory, what or w h o m did you see? What or w h o m didyou hear? What or who was moving? What smells do you recall? Whattastes do you recall?

Eamily constellation: When you are sharing information about your fam-ily constellation, please answer the fo l lowing questions: When you weregrowing up, who were the members of your family? When you ¡weregrowing up who lived wi th you? Do you consider yourself to be ari o ld -est, second, middle, youngest, or only child? What was that like beingthe chi ld in your family? Of all your family members, who was themost like you? How was he or she like you?

Chi ldhood Challenges: When you share about ch i ldhood challenges.consider any medical , behavioral, or school problems that you experi-enced as a chi ld . What or who was helpful in addressing the challenge?What d id you decide about the challenge?

Day Dreams and Night Dreams: When you share a day dream or nightdream, recall all the sights, sounds, movements, tastes, and smells thatwere part of your dream. !

Chi ldhood Changes: What changes occurred in your family, home,school, or neighborhood when you were growing up? How were youaffected by these changes? What decisions do you recall making as aresult of these changes?

Story—A Slice of Life: Please tell a specific story from your life. Stateyour age at the t ime of the story and describe all of the people involved,the setting where the story evolved, and images evoked. Include all thedetails that stand out in your mind as you recall the situation. '.

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7. Listening and Listing by Group Members. As you share your informa-tion with us, we will each be writing a list of the strengths, contributions,and connections that we hear.

8. Upon Completion of the Sharing of Information. Now thathas completed sharing his or her information, what are some of thestrengths, contributions, and connections that you heard? Who willcompile the written list for ? We need someone to write thelist on newsprint and someone else to make a list on a tablet.

9. Sharing the List with the Volunteer To the person who recorded the listof strengths on the newsprint: Please read the list of strengths, contribu-tions, and connections to . Pause. What was it like for youwhen you shared the list with ? Pause.

10. Processing the Strengths, Assets, Contributions, and Connections. Tothe volunteer: How was it for you when we identified some of your as-sets, strengths, contributions, and connections? Pause. Look over the list.What you would modify or add? Pause. Of the items on the list, whichones seem to be most relevant? Of those, please select 5 to 7 that seemto stand out to you. Pause. How do things go for you when you useyour strengths, assets, and connections in a way that is useful to yourselfand others? Pausé. What happens when you underuse your strengths,assets, and connections? Pause. What happens when you overuse yourstrengths, assets, and connections? Pause. Is there a place in your liferight now where you might use your strengths to lead you in a new di-rection? Or help you meet a situation that has been a challenge for you?Pause. How would that be for you? Pause. How might you be overusingyour strengths? How might you be underusing your strengths? Pause.What might work better for you? Pause. How might you mai<e some ad-justments during the coming week to improve things for you? Pause.

11. Closing. To the rest of the group: During the next week, observe thestrengths, contributions, and connections of the people with whom youcome in contact.

12. Go Around. What was helpful or useful about having been a part of thisgroup today/tonight? Who will start?

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E5 Groups in Schools