Group Leadership Skills Interpersonal Process in Group Counseling and Therapy

by Chen, Mei-whei; Rybak, Christopher J.

• ISBN13: 9780534252670
• ISBN10: 0534252672
• Edition: 1st
• Format: Paperback
• Copyright: 2003-09-19
• Publisher: Brooks Cole

Summary

Trainees in group counseling and therapy often struggle to integrate an array of theories and concepts into practice, but to no avail. This group counseling book helps counselor/therapist trainees bring together the concepts of group work with the reality of working with complex group phenomena. It provides a productive, growth-promoting experience for learning group leadership. As readers learn and apply the material in Chen and Rybak' s book, they will build the repertoire of knowledge, skills and intervention techniques that they'll need as they embark on the restorative and rewarding--yet often complex and challenging--process of becoming a group practitioner. The book's five conceptual bases--interpersonal processes, experiential learning, the power of the here and now, process-focused leadership, and self as the instrument--set out the principles for successful leadership and meaningful client change. The practical methods discussed within this effective, coherent framework help readers learn how to bring about therapeutic change for group members within a brief time period. This time-sensitive feature of the framework is especially precious as "cost containment" becomes a health care thrust in our era. The book functions as a step-by-step guide, from basic to advanced skills, as a means to help group leaders acclimate the group through the group process.

Table of Contents

Preface	xviii
Part One INTRODUCTION AND OVERVIEW	1	(50)
Chapter 1 Theories and Assumptions	2	(28)
Theoretical Foundation	3	(9)
Sullivan's Interpersonal Theory	4	(2)
Object Relations Theory	6	(1)
Family Systems Theory	7	(2)
Experiential Therapy	9	(1)
Brief Therapy	10	(2)
Underlying Assumptions	12	(7)
Assumption 1: Most Problems Are Interpersonal in Nature	12	(1)
Assumption 2: Family Experiences Are the Primary Source of Interpersonal Process	13	(1)
Assumption 3: Group Reactivates People's Interpersonal Processes	14	(1)
Assumption 4: Here-and-Now Relationships within Group Can Bring about Change and Healing	15	(2)
Assumption 5: To Last, Interpersonal Learning Must Be Experiential	17	(1)
Assumption 6: Sustaining Change Can Happen within a Short Time	18	(1)
Tasks of the Process-Focused Group	19	(2)
Most Problems in Groups Are Process-Related	19	(1)
Tasks of a Process-Focused Group	20	(1)
Process-Focused Leadership: A Tall Order	20	(1)
Therapeutic Factors in Group	21	(7)
Instillation of Hope	21	(1)
Universality	22	(1)
Altruism	22	(1)
Corrective Recapitulation of the Primary Family Group	23	(1)
Development of Socializing Skills	24	(1)
Imitative Behavior	24	(1)
Interpersonal Learning	25	(1)
Group Cohesiveness	26	(1)
Catharsis	27	(1)
Imparting Information	27	(1)
Existential Factors	27	(1)
Self-Reflection	28	(2)
Chapter 2 On Becoming a Group Leader	30	(21)
Leadership Development	31	(6)
Development of Group Leadership	31	(1)
Qualities of an Effective Group Leader	32	(2)
Intuition and Discovery-Oriented Practice	34	(1)
Five Phases of Process-Focused Leadership Training	35	(2)
Total Concentration: The State of Flow	37	(1)
Coleadership Practice	37	(5)
Three Models of Coleadership	37	(1)
Advantages and Disadvantages	38	(1)
Four Principles of Coleadership Practice	38	(4)
Self as the Instrument	42	(4)
Self Differentiation	42	(1)
Pushing Beyond Current Capacity	43	(1)
Personal Reflective Journal	44	(1)
One-to-One Supervision	44	(1)
Group Supervision	45	(1)
Personal Growth and Group Experiences	46	(3)
Resolving One's Own Unresolved Issues	46	(2)
Trainees' Personal Group Experience	48	(1)
Making Group a Safe Setting for Personal Development	49	(1)
Self Reflection	49	(2)
Part Two BASIC LEADERSHIP SKILLS: GETTING THE GROUP TO WORK	51	(168)
Chapter 3 Creating a Group from Scratch. Program Planning and Member Preparation	52	(30)
Ethical and Professional Guidelines	53	(4)
Informed Consent	53	(1)
Professional Disclosure	53	(1)
Voluntary Participation	54	(1)
Freedom to Withdraw	54	(1)
Screening and Member Protection	55	(1)
Confidentiality within Groups	55	(1)
Diversity	56	(1)
Practicing within Competence	56	(1)
The Four Group Specializations	57	(3)
Task Groups	57	(1)
Psychoeducational Groups	58	(1)
Counseling Groups	58	(1)
Psychotherapy Groups	59	(1)
Program Planning: Needs Assessment, Proposal, and Recruitment	60	(5)
Needs Assessment	60	(1)
Developing a Proposal	61	(3)
Recruiting Members	64	(1)
Member Preparation (I): Pregroup Orientation	65	(8)
Orientation as Pretreatment Training	66	(1)
Making the First Contact Engaging	66	(1)
Clarifying Mutual Expectations	67	(1)
Connecting and Positive Reframing	68	(1)
Membership Match	69	(1)
Best Candidates	69	(1)
Diverse Clients	70	(1)
Concurrent Therapies	70	(1)
The Challenge of Confidentiality	71	(1)
Frequently Asked Questions	71	(2)
Member Preparation (II): Screening Interview	73	(4)
Greeting	74	(1)
Asking Clients about Presenting Problems	74	(1)
Translating Problems into Personal Goals	74	(1)
Interviewing Clients about Their Interpersonal Backgrounds	75	(1)
Summarizing Clients' Goals in Behavioral Terms	76	(1)
Giving Clients a Chance to Ask Questions	76	(1)
Closing the Interview	76	(1)
After the Interview	77	(1)
A Case in Point	77	(2)
Scenarios for Your Practice	79	(1)
Self Reflection	80	(2)
Chapter 4 Leading the First Session	82	(22)
Leadership and the Forming Stage	82	(3)
Five Stages of Group Development	82	(1)
The Forming Stage	83	(1)
Two Keys of Group Work: The Task and the Relationship	83	(1)
The Need to Be Included	84	(1)
Structured, Semistructured, and Nonstructured Groups	85	(1)
Structure of the First Session	85	(9)
Welcoming and Names	86	(1)
Breaking the Ice	86	(1)
Introducing Goals	87	(1)
Four Tasks of Goal Introduction	88	(4)
Summarizing Members' Common Themes	92	(1)
Discussing Emerging Group Ownership Issues	92	(1)
Wrapping Up	93	(1)
Reminders	93	(1)
Leadership Considerations for the First Session	94	(6)
Avoiding In-Depth Therapy in the First Session	94	(1)
Explaining Ground Rules as Situations Arise	95	(1)
Goals and Issues Must Go Hand-in-Hand	96	(1)
Time Management	96	(1)
Being Active and Directive	97	(1)
Promoting Group Interaction	97	(1)
Linking Similar Experiences	97	(1)
Watching How Members Are Responding	98	(1)
Being Sensitive to Multicultural Dimensions	98	(1)
Sitting the Group in a Circle	99	(1)
Reflections on the First Session	100	(1)
Reflection One: Louise	100	(1)
Reflection Two: Karen	100	(1)
Scenarios for Your Practice	101	(1)
Self Reflection	102	(2)
Chapter 5 Facilitating, Opening, and Closing, The Foundation of Group Skills	104	(32)
Leader as Observer-Participant	105	(1)
Leader as Observer	105	(1)
Leader as Participant	105	(1)
Group-Centered Leadership	106	(1)
The Skills of Facilitating Group Interaction	106	(12)
Simple Acknowledgment	107	(1)
Observing Group Reactions	107	(1)
Using Nonverbal Cues to Invite Sharing	108	(1)
Allowing Adequate Time to Respond	108	(1)
Getting All Group Members Involved	109	(1)
Blocking and Redirecting	109	(3)
Drawing Out Quiet Members	112	(1)
Looping Back and Refocusing	113	(1)
Summarizing Themes	113	(1)
When Group Members Cry	114	(1)
Member-Member Empathic Responses	115	(1)
Leader Modeling of Empathic Responses	115	(1)
Addressing Group Members Instead of Talking about Them	116	(1)
Handling Silence	116	(1)
Handling Advice-Soliciting	117	(1)
Skills of Opening a Group Session	118	(8)
Brief Relaxation Exercise	118	(1)
Check-In (The First Go-Around)	119	(1)
Handling Issues That Emerge during Check-In	120	(1)
Requesting Agenda Items (The Second Go-Around)	121	(1)
Practicing Interpersonal Skills	122	(3)
Toward a Higher Level of Self Differentiation	125	(1)
Skills of Closing a Group Session	126	(2)
Announcing the Closing of Session	126	(1)
Check-Out (The Third Go-Around)	127	(1)
The Reminder	128	(1)
Using Structured Exercises with Precaution	128	(5)
Misuse of Structured Exercises	129	(1)
Good and Bad News	129	(1)
The Procedures for Conducting Structured Exercises	130	(2)
Examples of Structured Exercises	132	(1)
Scenarios for Your Practice	133	(2)
Self-Reflection	135	(1)
Chapter 6 Working on Agendas: Basic Framework of a Group Session	136	(49)
Key to the Group Session Framework	137	(2)
Agenda as a Springboard	137	(1)
Balancing Two Elements: Support and Challenge	138	(1)
Getting an Agenda Contract	139	(4)
Agenda Contracts	139	(3)
When There Is No Agenda: Dealing with Reluctance	142	(1)
Presenting an Agenda	143	(2)
Disclosing One's Problems and Struggles	143	(1)
Providing Help with Self Disclosure	144	(1)
Directing Clients away from Storytelling	145	(1)
Listening for the Core Issue	145	(1)
Creating a Safe Environment	145	(10)
Fears That Block Sharing	146	(1)
Avoiding Overstimulating Clients Too Soon	147	(1)
Avoiding Premature Problem Solving and Feedback-Giving	147	(1)
Power of Giving: Altruism	148	(1)
Importance of Giving Validation	148	(1)
Giving Validation through Naming Feelings	149	(2)
Giving Validation through Sharing Similar Experiences	151	(1)
Connecting Two or More Members Together	152	(1)
Leader Participation in Reflecting Feelings	153	(1)
Redirecting Unhelpful Behaviors	154	(1)
Facilitating Feedback-Giving	155	(6)
Reality Testing: The Power of Receiving Feedback	155	(1)
Self Esteem Boosting: The Power of Giving Feedback	155	(1)
Principles of Feedback-Giving	156	(1)
Three Types of Basic Feedback	157	(2)
Leader Participation in Feedback-Giving	159	(1)
Redirecting Unhelpful Feedback	159	(1)
Teaching Members How to Receive Feedback	160	(1)
Seeking Consensual Validation of Feedback	161	(1)
Inviting Reaction to Feedback	161	(1)
Working with Grief and Crisis	161	(4)
From Grief and Crisis toward Personal Growth	162	(1)
Repairing Emotional Wounds	162	(1)
Healing and Restoring Perspective	163	(2)
Allowing Clients to Express Newly Surfaced Feelings	165	(1)
Making the Transition to the Next Agenda Item	165	(1)
Principle of Half-and-Half: The Task and Relationship Aspects of Agendas	166	(5)
Importance of Balancing the Task and Relationship Aspects	167	(1)
Interpersonal Process as the Gold Mine of Group Work	167	(1)
Applauding Members' Progress and Effective Behaviors	168	(1)
Intervening When Members Exhibit Domineering Behaviors	168	(1)
Correcting Impersonal Language	169	(1)
Redirecting Members Who Talk about, instead of to, Other Members	169	(1)
Intervening When Members Exhibit Rescuing Behaviors	170	(1)
Correcting Labeling Behaviors	170	(1)
Inviting the Isolated	171	(1)
Redirecting Attention Away from the Leader	171	(1)
Cases in Point	171	(10)
Case One: Sara	171	(3)
Case Two: Anne	174	(3)
Case Three: Joe	177	(4)
An Overview of the Group Session Framework	181	(1)
Scenarios for Your Practice	181	(3)
Self Reflection	184	(1)
Chapter 7 Working with Tension and Conflict	185	(34)
Dissatisfaction and the Transition Stage	186	(4)
A Sense of Relative Dissatisfaction	186	(1)
Struggle for Control	186	(1)
Indirect Power Displays	187	(1)
Anxiety-Provoking Differences	187	(1)
Projection and Misinterpretation	188	(1)
Cultural Stereotyping	189	(1)
Transition Stage as a Necessary Step	190	(1)
Managing Unspoken Tension	190	(3)
Avoidance and Distance	191	(1)
Frozen Silence	191	(1)
Covert Conflicts	191	(1)
Managing Unspoken Tension	192	(1)
Handling Member Negativity toward Leaders	193	(4)
Transference	193	(1)
Transference as a Pathway to New Solutions	194	(1)
Handling Negative Transference	195	(1)
When Negativity Is Not Transference	196	(1)
Working with Issues Related to Culture and Diversity	197	(5)
Culturally Bound Behaviors: Sources of Misunderstanding	197	(1)
Tension Caused by Diversity Factors	198	(1)
The Subtle Dynamics of Power Imbalance	199	(1)
Culturally Sanctioned Responses: This Is the Way We Battle	199	(1)
Looking for Common Goals That Transcend Individual Cultures	200	(1)
Helping Members Build Culturally Sensitive Listening Skills	200	(1)
Managing Tension Caused by Culture and Diversity Factors	201	(1)
The Paradox of Open Conflicts	202	(3)
Common Fear of Open Conflicts	202	(1)
Fight-or-Flight Response	203	(1)
Conflict as a Dialectical and Creative Force	204	(1)
Conflict Management: Part of Interpersonal Learning	204	(1)
Power of Conflict Resolution	205	(1)
Managing Open Conflict	205	(8)
Resolving Conflict by Establishing a Dialogue	206	(1)
Key Element: Empathy	206	(1)
Method of Conflict Resolution	207	(2)
A Case in Point	209	(4)
Leader, Cure Thyself	213	(2)
Centered and Grounded Leader	213	(1)
Leader's Transformative Self Care	214	(1)
Scenarios for Your Practice	215	(1)
Self Reflection	216	(3)
Part Three ADVANCED LEADERSHIP SKILLS: GETTING THE GROUP TO UNCHARTED WATERS	219	(118)
Chapter 8 Taking Risks in Communication. Toward Greater Group Closeness	220	(37)
Leadership in the Norming Stage	221	(3)
Norming Stage	221	(1)
Group Cohesiveness and the Need for Affection	221	(1)
Three Classes of Communication Quality	222	(1)
Increasing Risk-Taking in Communication	222	(1)
Two Axes of Communication: Self Disclosure and Feedback	223	(1)
Increased Risk-Taking in Self Disclosure	224	(5)
Presenting Agenda: Importance of Self Disclosure	225	(1)
There-and-Then Disclosure: It Is Just a Start	226	(1)
Stuck in the Stories and Surfaces	226	(1)
Facilitating Disclosure at a Personal Level	227	(1)
Encouraging Measured Risk-Taking	227	(1)
Promoting Here-and-Now Disclosure	228	(1)
Respecting Individual Pace	228	(1)
Greater Risk-Taking in Group Interaction	229	(2)
Tapping into the Group's Inner Reactions	229	(1)
Sharing Recurrent Feelings	230	(1)
Getting into the Real Thing: I-Thou Immediacy Issues	230	(1)
Advanced Empathy	231	(1)
Empathy on a Deeper Level	231	(1)
Giving Advanced Empathy	232	(1)
Greater Risk-Taking in Feedback-Giving	232	(4)
Changing Interpersonal Patterns, Not Symptoms	233	(1)
All You Have to Know Is within the Group	233	(1)
Feedback as a Corrective Force	233	(1)
Greater Risk-Taking in Giving Feedback	234	(1)
Giving Here-and-Now Focused Feedback	235	(1)
Feeling-Focused Feedback	235	(1)
Leader's Self Involving Disclosure	236	(4)
Timing and Content	237	(1)
Making Self Involving Disclosure	237	(2)
Radiating Support and Concern	239	(1)
Constructive Confrontation	240	(7)
Fear of Confrontation	241	(1)
Confrontation as Corrective Feedback	241	(1)
Seven Principles of Constructive Confrontation	241	(4)
Redirecting Unhelpful Confrontation	245	(1)
A Group Member's Reflection on Confrontation	246	(1)
Teaching Members to Request Feedback	247	(1)
Enhancing Member Ability to Receive Feedback	248	(1)
Enhancing Ability to Listen to Feedback	248	(1)
Enhancing Ability to Evaluate Feedback	248	(1)
Cases in Point	249	(6)
Case One: Kelly	249	(3)
Case Two: Amelia	252	(3)
Scenarios for Your Practice	255	(1)
Self Reflection	256	(1)
Chapter 9 The Hot-Seat Method. A Knee Jerk Experience	257	(35)
Unstructured Sessions and the Working Stage	258	(3)
Characteristics of the Working Stage	258	(1)
When Less Is More	259	(1)
Going Totally Unstructured: Letting Ambiguity Breed Intensity	259	(1)
Face-to-Face with Elusive Immediacy Issues	260	(1)
Interpersonal Enactment	261	(9)
When Buttons Are Pushed	261	(1)
Interpersonal Enactment: The Way We Get Hooked	262	(1)
The Case of Amelia and Anna	263	(3)
Elusiveness of Interpersonal Mannerisms and Styles	266	(1)
Helping Members Squirm Loose from the Hook	267	(1)
Do Not Be Afraid of Putting People on Hot Spots	268	(1)
Timing Is Everything	269	(1)
The Hot-Seat Method	270	(6)
Four Steps of the Hot-Seat Method	271	(3)
Zig-Zagging the Spotlight: Multiple Hot Seats, Multiple Illuminations	274	(1)
When Some Members Put Water on the Heat	275	(1)
Process Illumination and the Knee-Jerk Experience	276	(1)
Process Illumination and Change	276	(5)
Two Levels of Communication: Content and Process	277	(1)
Tangled in Content Level of Communication	278	(1)
Process Level of Communication	278	(1)
Process Illumination, Self Discovery, and Change	279	(1)
A Sense of Psychological Visibility	280	(1)
Process Illumination Techniques (I): Go Where the Reactivity Is	281	(3)
Relationships between Group Members	282	(1)
Relationships between Members and Leaders	283	(1)
Competition for Dominance	283	(1)
Process Illumination Techniques (II): Whatever Is Hidden Is Worth Pursuing	284	(3)
Puzzling Group Behaviors	285	(1)
Nonverbal Behaviors	285	(1)
What Is Not Happening	286	(1)
Absent Members' Influence	287	(1)
Process Illumination Techniques (III): Linking the Inside to the Outside	287	(2)
Scenarios for Your Practice	289	(1)
Self Reflection	290	(2)
Chapter 10 Method of Stirring the Pot; Stimulating Group Affect	292	(26)
When Stuck, Stir the Pot	293	(2)
Too Nice to Be True	293	(1)
Stuck in Content of Stories	293	(1)
Group Collusion	294	(1)
Flags of Bland Sterility	294	(1)
Purpose of Stirring the Pot	295	(1)
Method of Stirring the Pot	295	(6)
First Tier: Stimulating an 1-Thou Dialogue	295	(1)
Second Tier: Process Illumination	296	(1)
Zig-Zagging the Spotlight: Multiple Process Illuminations	297	(1)
Zig-Zagging the Spotlight in the Direction of Reactivity	297	(1)
Looping Back to a Pending Member	297	(1)
Creating a Corrective Emotional Experience When a Hot Button Is Pushed	298	(1)
Fluidity of the Process	298	(1)
A Case in Point	299	(2)
Stirring-the-Pot Techniques (I): Moving from Outside to Inside	301	(5)
Perceptions about People Inside Group	301	(3)
Reactions to Incidents Inside Group	304	(1)
Feelings toward Group Members	304	(1)
Feelings about the Group	305	(1)
Moving from Abstract to Specific	305	(1)
Getting Members to Set Here-and-Now Session Goals	305	(1)
Stirring-the-Pot Techniques (II): Role-Casting	306	(5)
Hypothetical Experiencing	307	(2)
Grading	309	(1)
Cases in Point	309	(2)
Process Illumination Techniques (IV): Making the Invisible Visible	311	(4)
Characteristic Interpersonal Styles Reproduced	311	(1)
Fostering a Sense of Psychological Visibility	312	(1)
Impact Disclosure	313	(2)
Process Illumination Techniques (V): Tracing Members' Progress	315	(1)
Scenarios for Your Practice	315	(2)
Self-Reflection	317	(1)
Chapter 11 Skills of Termination; Completing the Cycle	318	(19)
Leadership and the Termination Stage	318	(2)
The Termination Stage	318	(1)
Birth of New Opportunities	319	(1)
A Zen Story	319	(1)
The Cycle of Life	320	(1)
Seven Principles of Termination	320	(5)
Giving Advance Warning	320	(1)
Acknowledging the Polarity of Feelings	321	(1)
Overcoming the Difficulty of Saying Good-Bye	321	(1)
Setting Goals for the Final Session	322	(1)
Transferring from Inside Out	322	(2)
Life-Review Therapy and Looking-Back Letters	324	(1)
Use of Appreciative Inquiry	324	(1)
Skills for Ending the Group	325	(5)
Opening Meditation	325	(1)
Acknowledging Present Feelings	326	(1)
Saying Good-Bye: Reflecting on the Meaning of Group	326	(2)
Another Option for Saying Good-Bye: Memory Books	328	(1)
Transferring Learning to Outside Life	329	(1)
Referrals and Particular Needs	329	(1)
Symbolic Ceremony for Ending Group	330	(1)
Evaluation of the Group Experience	330	(1)
Evaluation Immediately after Termination	330	(1)
Evaluation in Follow-Up Contacts	331	(1)
Examples of Looking-Back Letters	331	(3)
Mike's Letter	331	(1)
Keith's Letter	332	(2)
Rosy's Letter	334	(1)
Scenarios for Your Practice	334	(1)
Self-Reflection	335	(2)
Part Four OTHER CONSIDERATIONS	337	(46)
Chapter 12 Writing as a Therapeutic Means	338	(13)
Reflective Journals	338	(5)
Benefits of Reflective Writing	338	(2)
Practical Aspects of Reflective Journal Writing	340	(1)
Reflective Writing for Group Experiences	341	(1)
Sample of Reflective Journals	342	(1)
Narrative Session Notes	343	(7)
Benefits of Narrative Session Notes	343	(1)
Narrative Session Notes as a Treatment Vehicle	344	(1)
To Write or Not to Write: Time Constraints and Confidentiality	345	(1)
Steps of Writing Narrative Session Notes	345	(1)
Using Therapeutic Language in Narrative Session Notes	346	(2)
Sample of Narrative Session Notes	348	(2)
Self-Reflection	350	(1)
Chapter 13 Professional Standards and Best Practice	351	(20)
Professional Standards	351	(8)
Core Knowledge and Skills	352	(4)
Knowledge and Skills of Four Specialty Areas	356	(2)
Advanced Leadership Training	358	(1)
Best Practice	359	(11)
Planning	359	(5)
Performing	364	(4)
Group Processing	368	(2)
Self Reflection	370	(1)
Chapter 14 Further Development of the Group Leader	371	(12)
Finding Your Own Therapeutic Voice	371	(3)
Technically Correct, Therapeutically Unsound	372	(1)
Framework as a Compass	372	(1)
Searching Inside: Your Own Therapeutic Beliefs	373	(1)
Continual Refinement of Your Therapeutic Voice	374	(1)
Daring to Be Creative	374	(3)
Taking Risks and Giving Yourself to the Process	375	(1)
Being Willing to Experiment	375	(1)
Staying Playful and Alive	376	(1)
Remaining Open to the Energy Field	376	(1)
Trusting Your Own Intuition	377	(2)
Intuition and Clinical Inference	377	(1)
Refining Clinical Intuition	378	(1)
Developing Emotional Intelligence	379	(3)
Emotional Literacy	379	(1)
Emotional Fitness	380	(1)
Emotional Depth	380	(1)
Emotional Alchemy	381	(1)
Conclusion	381	(1)
Self Reflection	382	(1)
Appendix A-Sample Group Proposal; Personal-Growth Group for Adolescents in Sudden Transition	383	(3)
Appendix B-Orientation Handouts	386	(8)
References	394	(9)
Index	403