Groups: Process & Practice 7 th ed

© 2002 W

adsworth, a division of Thom

son Learning, Inc.

Groups: Process & Practice 7th ed.

by Marianne Schneider Corey & Gerald Corey

WadsworthA division of

Thomson Learning, Inc.

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orth, a division of Thomson Learning, Inc.

Introduction to Group Work

The Corey’s Perspective on GroupsGroups are not a second-rate approach to helping

people changeGroups are the treatment of choiceGroups offer a natural laboratory where people can

experiment with new ways of being There is power in a group – participants can

experience their interpersonal difficulties being played out in the group

Groups: Process & Practice - Chapter 1 (1)

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Group Process Versus Group Techniques

Group process – all the elements that are basic to the unfolding of a group from beginning to endExamples: group norms, generating trust, how conflict

emerges in a group, patterns of resistance, intermember feedback

Group techniques – leader interventions aimed at facilitating movement within a groupExamples: conducting initial interviews, asking a

member to role-play a conflict, challenging a member’s belief system, suggesting homework


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The Theory Behind the Practice

An integrative conceptual framework involves the thinking, feeling, and behaving dimensions

Creating an integrative approach is a challenge Technical eclecticism – based on utilizing techniques

from a variety of theoretical models Theoretical integration – a conceptual creation

beyond mere blending of techniques


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Various Types of Groups Task groups – aims to foster accomplishing identified work

goals Psychoeducational group – aims to educate well-

functioning group members who want to acquire information and skills in an area of living

Group counseling – aims at preventive and educational purposes — utilizes methods of interactive feedback within a here-and-now time framework

Group psychotherapy – aims at remediation of in-depth psychological problems — often focuses on past influences of present difficulties


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A Multicultural Perspective on Group Work

Effective group work involves considering culture of participants

Practitioners cannot afford to ignore diversity in group work

Group workers must have awareness, knowledge, and skills to effectively deal with diverse membership

Cultural similarities and differences need to be addressed in a group


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The Group Counselor: Person and Professional

Some personal characteristics of effective group leadersCourageGoodwill and caringBecoming aware of

your own cultureStamina


PresenceOpenness Personal powerWillingness to seek

new experiences

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Group-Leadership Skills

Essential to acquire and refine skills applied to group work

Group leadership skills cannot be separated from the leader’s personality

It is an art to learn how to use group skills Ways to learn leadership skills – supervised

experience, practice, feedback, and experience in a group as a member


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A Few Group Leadership Skills

Clarifying Linking Suggesting Interpreting Facilitating


Modeling Blocking Summarizing Terminating

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Becoming a Diversity-Sensitive Group Counselor

Diversity competence – involves a deep understanding of one’s own culture

Culturally competent group workers need to:Be aware of their biases, stereotypes, and prejudicesKnow something about the members of the groupBe able to apply skills and interventions that are

congruent with the worldviews of the members Ethical practice entails diversity competence


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Guidelines for Competence: Diversity Issues in Groups

Group workers need to:Consider the impact of adverse environmental factors

in assessing problems of group membersBe aware of how their values and beliefs influence their

facilitation of a groupRespect the roles of family and community hierarchies

within a member’s cultureRespect members’ religious and spiritual beliefs

and valuesAcknowledge that ethnicity and culture

influence behaviorGroups: Process & Practice - Chapter 2 (5)

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Best Practice Guidelines of ASGW (1998)

Professional competence in group work is not a final product, but a continuous process for the duration of one’s career

Some suggestions for increasing your level of competence as a group leader: Keep current through continuing education and participation

in personal and professional development activities Be open to seeking personal counseling if you recognize

problems that could impair your ability to facilitate a group Be willing to seek consultation and supervision

as needed


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Professional Training Standards for Group Workers

ASGW (2000) has recommendations for what constitutes competence as a group facilitator –Knowledge competencies: course work is essentialSkills competencies: specific group facilitation skills

are required for effectively interveningCore specialization in group work: task facilitation

groups; psychoeducational groups; counseling groups; psychotherapy groups


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Ethical and Legal Issues in Group Counseling

Informed consentProvide members with adequate information that will

allow them to decide if they want to join a groupSome information to give prospective members:

The nature of the group The goals of the group The general structure of the sessions What is expected of them if they join What they can expect from you as a leader


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Involuntary Group Membership

Many groups are composed of involuntary members The challenge is to demonstrate the value of a group

for members Basic information about the group is essential Avoid assuming that involuntary members will not

want to change


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Psychological Risks of Group Participation

Although there are benefits to participating in a group, there are also potential risks that group leaders need to monitor —Members may be pressured to disclose and

violate privacyConfidentiality may be brokenScapegoating may occurConfrontation may be done in an uncaring mannerGroup leaders may not have the competencies to deal

with some difficulties that arise in a groupGroups: Process & Practice - Chapter 3 (5)

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Confidentiality

Confidentiality is the foundation of a working group Leaders need to define the parameters of confidentiality

including its limitations in a group setting Members need to be taught what confidentiality involves Leaders talk to members about the consequences of

breaching confidentiality Leaders remind members at various points in a group

of the importance of maintaining confidentiality


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Guidelines for Using Techniques Ethically

Your techniques should have a rationale Introduce techniques in a sensitive and

timely manner Don’t stick to a technique if it is not working

effectively Give members a choice – invite them to experiment

with some behavior Use techniques that are appropriate to the member’s

cultural values Techniques are best developed in response to what

is happening in the here-and-nowGroups: Process & Practice - Chapter 3 (7)

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The Role of Group Leader Values

Essential that you are aware of your values and how they influence what you think, say, and do in groups

Groups are not a forum for you to impose your values on members

Purpose of a group: to assist members in examining options that are most congruent with their values

Group members have the task of clarifying their own values and goals, making informed choices, and assuming responsibility for what they do


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Some Legal Safeguards for Group Practitioners

Take time and care in screening candidates for a group; and for preparing them on how to actively participate

Demystify the group process Strive to develop collaborative relationships with

the members Consult with colleagues or supervisors whenever

there is a potential ethical or legal concern Incorporate ethical standards in the practice of

group workGroups: Process & Practice - Chapter 3 (9)

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Forming a Group Five areas for a practical proposal for a group

Rationale – What is the rationale for your group?Objectives – Are your objectives specific and

attainable?Practical considerations – Have you considered all the

relevant practical issues in forming your group?Procedures – What kinds of techniques and

interventions will you employ to attain the stated objectives?

Evaluation – How will you evaluate the process and outcomes of the group?


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Questions for Screening of Potential Members

The type of group determines the kind of members that are suitable or unsuitable

The key questions are Should this person be included in this group at this time

with this leader?Other questions -What methods of screening will you use? How can you decide who may benefit from a group? And who might not fit in a group?

How might you deal with a candidate who is not accepted to your group?


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Practical Considerations in Forming a Group

Group composition Group size Open versus closed group Length of the group Frequency and duration of meetings Place for group sessions


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Some Advantages of a Group

Group setting offers support for new behavior and encourages experimentation

The group is a microcosm of the real world – allows us to see how we relate to others

Group setting provides an optimal arena for members to discover how they are perceived and experienced by others

Groups help members see that they are not alone in their concerns


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A Few Misconceptions About Groups

Groups are suited for everyone The main goal of a group is for everyone to

achieve closeness Groups tell people how they should be Group pressure forces members to lose their sense

of identity Groups are artificial and unreal


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Initial Stage of a Group

Characteristics of initial stageParticipants test the atmosphere and get acquaintedRisk taking is relatively low – exploration is tentativeMembers are concerned with whether they are included

or excluded A central issue is trust versus mistrust There are periods of silence and awkwardnessMembers are deciding how much they will disclose

and how safe the group is


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Common Fears Experienced by Group Members

Anxiety over being accepted or rejected Concern about the judgment of others Afraid of appearing stupid Concerns about not fitting into the group Not knowing what is expected Concern over communicating feelings and thoughts

effectively


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Advantages of Developing a Here-And-Now Focus

Dealing with the here-and-now energizes the group Members are best known by disclosing here-and-now

experiencing Being in the here-and-now serves as a springboard

for exploring everyday life concerns


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Leader Attitudes and Behaviors That Generate Trust

Careful attending and genuine listening Empathy Genuineness and self-disclosure Respect Caring confrontation


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Establishing Goals

Main task – helping members formulate clear and specific goals

Absence of goals – considerable floundering and aimless sessions

Collaborative process in identifying goals Goals – lead to contracts and homework

assignments


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Group Norms

Norms and procedures enable a group to attain its goals Examples of group norms –

Expectation of promptness and regular attendanceNorm of sharing oneself in personal waysExpectation of giving meaningful feedbackMembers encouraged to offer both support and challenge

to othersMembers functioning within the here-and-now context

of the group


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Member Guidelines to Benefit from a Group

Express persistent reactions Come prepared to group sessions Decide for yourself what and how much to disclose Be an active participant Be open to feedback and consider what you hear Experiment with new behavior in group


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Group Leader Issues at the Initial Stage

Division of responsibility – How to achieve a balance of sharing responsibility with members?

Degree of structuring – Creating a structure that will enable members to make maximum use of group process

Opening group sessions – How to best open a group and help members gain a focus?

Closing group sessions – How to best bring a session to closure without closing down further work later on?


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Transition Stage of a Group Characteristics of the transition stage

Transitional phase is marked by feelings of anxiety and defenses

Members are: testing the leader and other members to determine how

safe the environment is struggling between wanting to play it safe and wanting to

risk getting involved observing the leader to determine if he or she

is trustworthy learning how to express themselves so that others

will listen

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Barometer of Trust in a Group

Some signs of a low level of trust Members are:

Hesitant in expressing what they are thinking and feeling

Unwilling to initiate personally meaningful workDenying that they have any problems or concernsHiding behind global statements and

intellectualizationsNot willing to deal with conflict in the group


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Thoughts on Dealing with Resistance Therapeutically

Don’t label all hesitations as a sign of resistance Respect resistance – Realize that member resistance

may be serving a function Invite members to explore the meaning of what

appears to be resistance Describe behavior of members – avoid making too

many interpretations Approach resistance with interest, understanding,

and compassionGroups: Process & Practice - Chapter 6 (3)

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Common Fears Emerging at the Transition Stage

Fear of making a fool of oneself Fear of emptiness Fear of losing control Fear of being too emotional Fear of self-disclosure Fear of taking too much of the group’s time Fear of being judged


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Some Guidelines for Effective Confrontation

If you confront, know why you are confronting Confront if you care about the other In confronting another – talk more about yourself

than the other person Avoid dogmatic statements and judgments about

the other Give others the space to reflect on what you

say to them


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Group Leader Interventions in Dealing with Difficult Behaviors of Group Members

Avoid responding with sarcasm State your observations and hunches in a

tentative way Demonstrate sensitivity to a member’s culture Avoid taking member’s behavior in an overly

personal way Encourage members to explore a resistance – don’t

demand they give up a particular “resistive” behavior


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Examples of Problematic Styles of Behaving in a Group

Silence Monopolistic behavior Storytelling Giving advice Questioning Dependency Intellectualizing


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Leader Functions During the Transition Stage

Show members the value of recognizing and dealing fully with conflict situations

Help members to recognize their own patterns of defensiveness

Teach members to respect resistance and to work constructively with the many forms it takes

Provide a model for members by dealing directly and tactfully with any challenge

Encourage members to express reactions that pertain to here-and-now happenings in the sessions


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Working Stage of a Group

Key points of the working stage There are no arbitrary dividing lines between each stage

of groupGroup development ebbs and flows – does not stay staticWork can occur at every stage – not just the working stageNot all groups reach a working stageNot all members are functioning at the same level in a

working stage


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Group Norms and Behavior at the Working Stage

At the working stage of a group there is further development and solidification of group norms established earlier

Some group behaviors at the working stageBoth support and challenge to take risks in group Leader uses a variety of therapeutic interventionsMembers interact with each other in more direct waysHealing capacity develops within the group Increased group cohesion fosters action-oriented

behaviorsGroups: Process & Practice - Chapter 7 (2)

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Characteristics of a Productive Group

There is a focus on the here and now Goals of members are clear and specific Cohesion is high – a sense of emotional bonding

in the group Conflict in the group is recognized and explored Members are willing to make themselves known Trust is increased and there is a sense of safety


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Characteristics of a Nonworking Group

Mistrust is manifested by an undercurrent of unexpressed feelings

Participants focus more on others than themselves Participants hold back – disclosure is minimal Members may feel distant from one another Conflicts are ignored or avoided Communication is unclear and indirect


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Choices to be Made During the Working Stage

Disclosure versus anonymity Honesty versus superficiality Spontaneity versus control Acceptance versus rejection Cohesion versus fragmentation


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The Value of Homework in Groups Group: not an end in itself Group is:

A place to learn new behaviorsA place to acquire a range of skills in living Training ground for everyday life

Homework – a means for maximizing what is learned in group

Members can devise their own homework assignments Ideally, homework is designed collaboratively between

members and leader


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Therapeutic Factors Operating in Groups

Self-Disclosure Confrontation Feedback Cohesion and Universality Hope Willingness to Risk and

Trust


Caring and Acceptance Power Catharsis The Cognitive Component Commitment to Change Freedom to Experiment Humor

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Guidelines for Member Self-Disclosure

Disclosure – related to the purposes of the group Persistent reactions – useful to express persistent

thoughts and feelings Members decide what and how much to disclose Safe climate – disclosure increases in a safe group Level of disclosure – stage of group may determine

what is appropriate


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Guidelines for Giving Feedback

Give feedback with honesty and with sensitivity Concise feedback given in a clear and

straightforward way is useful In giving feedback, let others know how their

behavior affects you Avoid giving global feedback Avoid being judgmental in giving feedback


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Catharsis in Groups

Catharsis – the expression of pent-up emotions Catharsis can be healing and can lead to increased

cohesion Catharsis is not appropriate for all types of groups After a catharsis –

It is useful to integrate cognitive and behavioral work Insights are common It is crucial to put insights into action


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Ending a Group

Tasks of the final stage of a group:Dealing with feelings of separationDealing with unfinished businessReviewing the group experiencePractice for behavioral changeGiving and receiving feedbackWays of carrying learning further The use of a contract and homework


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Leader Functions During Ending Phase of Group

Assist members in dealing with any feelings they might have about termination

Reinforce changes that members have made during the group

Work with members to develop specific contracts and homework assignments

Provide opportunities for members to give one another constructive feedback

Reemphasize the importance of maintaining confidentiality after the group is over


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Leader Functions After Termination of a Group

Offer private consultations if any member should need this service

Provide for a follow-up group session or follow-up individual interviews

Identify referral sources for members who may need further assistance

Evaluate the strengths and weaknesses of the group


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Giving and Receiving Feedback at the Ending Stage

The sentence completion method can enhance the quality of feedback and can result in focused feedback

Examples:My greatest fear for you is ...My hope for you is... I hope that you will seriously consider... I see you blocking your strengths by...Some things I hope you will think about doing for

yourself are...Some ways I hope you’d be different with others are...


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Applying What is Learned in Group to Everyday Life

Members can be reminded of ways to translate what was learned in group and assisted in developing action plans geared to change

Some points:A group is a means to an endChange is bound to be slow and subtle Focus more on changing yourself than on

changing othersDecide what you will do with what you learned

about yourself


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Groups for Children

Developing a proposal: Groups for children In planning groups for children:

Describe your goals and purposes clearly Develop a clearly stated rationale for your

proposed group State your aims, the procedures to be used, the

evaluation procedures you will use, and the reasons a group approach has particular merit


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Guidelines for Group Work with Children and Adolescents

Be aware of your state’s laws regarding children Consider securing parental or guardian

written permission Communicate your expectations to those in your group Emphasize confidentiality Maintain neutrality Use appropriate exercises and techniques Listen and remain open Prepare for terminationGroups: Process & Practice - Chapter 9 (2)

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Key Points – Groups for Children In designing a group in both schools and agencies, get

the support of administrators Communicate with children about the importance of

keeping confidences in language they can grasp Ethical practice demands that you have the training

required to facilitate a group with children Not all children are ready for group participation Having some structure is particularly important in groups

with children Give thought to helpful methods of evaluating the

outcomes of your groupsGroups: Process & Practice - Chapter 9 (3)

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Groups for Adolescents

Organizing an adolescent groupConduct a needs assessmentDevelop a written proposalMarket your groupGet informed consent from parents or guardiansConduct pregroup interviewsSelect members for the groupDesign a plan for each of the group sessionsArrange for a follow-up group session after termination


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Hints – Working with Reluctant Adolescent Group Members

Explain the rationale of the group in jargon-free language

Allow members to express reactions to being sent to group

Go with resistance – Don’t go against resistance Avoid getting defensive Be clear and firm with your boundaries


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Sample Group Proposal – Multiple Family Group Therapy

Philosophy of group and overall goals Overview of group Group format – weekly sessions Practical considerations Contraindications to participation in group Outcomes of group


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Key Points – Groups for Adolescents

Understand and respect resistance Role-playing techniques can often be creatively used in

adolescent groups Find ways to involve parents in group work with adolescents A few kinds of adolescent groups include: groups for

students on drug rehabilitation, groups for unwed teenage fathers, teen delinquency prevention groups, and sex offender treatment groups

Co-leadership models are especially useful in facilitating an adolescent group


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Key Points – Groups for Adults Theme-oriented groups with a psychoeducational

focus are popular Short-term and structured groups fit the needs of

many adult populations Account for diversity in your groups Group work with women is increasing Most men’s groups have a psychoeducational and

interpersonal focus Groups dealing with domestic violence are

gaining prominenceGroups: Process & Practice - Chapter 11 (1)

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Examples of Groups for Adults

Groups for college students Groups for weight control HIV/AIDS support group Women’s group Men’s group Domestic violence group Support group for survivors of incest


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Sample Proposal for a Group with Adults

In designing a specific group, consider these componentsDescription of the type of your groupRationale of your groupGoals of your groupMarketing methodsScreening and selection membersStructure of group – description of sessionsMethods for assessing outcomes


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Key Points – Groups for the Elderly You may encounter obstacles in your attempts to organize

and conduct groups for the elderly Groups offer unique advantages for the elderly who have

a great need to be listened to and understood Groups can help elderly people integrate current life

changes into an overall developmental perspective Elderly people need a clear explanation of the group’s

purposes – and why they can benefit from it Revealing personal matters may be extremely difficult for

some elderly people because of their cultural conditioning


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Themes in Working with Elderly Populations

Themes that are prevalent with the elderly include: Loss and the struggle to find meaning in life Loneliness and social isolationPoverty Feelings of rejection Dependency Feelings of uselessness, hopelessness, and despair Fears of death and dyingGrief over others’ deathsSadness over physical and mental deterioration Regrets over past events


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Examples of Groups for the Elderly

Some groups that are commonly offered include those with an emphasis on Reminiscing Physical fitness Body awareness Grief work Occupational therapy Reality orientation Music and art therapy


Combined dance and movement

Preretirement and postretirement issues

Remotivation Organic brain syndrome Health-related issues

Documents

Groups: Process & Practice 7 th ed