Intentional Group Counseling : A Microskills Approach

by Ivey, Allen E.

• ISBN13: 9780534526511
• ISBN10: 0534526519
• Edition: 1st
• Format: Paperback
• Copyright: 2000-07-18
• Publisher: Brooks Cole

Summary

Written for beginning group leaders in the helping professions or for any field where the group process is utilized, this practical book guides readers step by concrete step through the specific skills and strategies of group leadership-breaking down its complexities into teachable skills The authors provide a carefully sequenced set of tools and training in basic skills that help students develop the self-confidence they will need to lead groups.Your students will discover that by using microskills in intentional ways, they can achieve relatively predictable results. They will practice listening and focusing skills, influencing and conflict management strategies, process observations, and much more with this books' sequenced learning activities based on Allen E. Ivey's respected Microskills Approach.

Author Biography

Allen E. Ivey is Distinguished University Professor (Emeritus), University of Massachusetts, Amherst.

Table of Contents

Before You Start: Multicultural Issues and Ethics	1	(1)
Our Multicultural Heritage	1	(4)
The Ethics of Group Work	5	(5)
References	10	(9)
Ethical Guidelines for Group Counselors	11	(8)
Toward Intentional Group Leadership	19	(20)
Introduction and Goals of This Book	19	(1)
Intentional Group Leadership	20	(1)
The Group Context	21	(1)
Types of Groups	22	(2)
Overlap Among Structured Groups, Group Counseling, and Group Therapy	23	(1)
The Group Microskills Approach: Steps Toward Intentionality	24	(4)
The Group Microskills Pyramid	26	(2)
Individual, Group, and Cultural Empathy: Cultural Intentionality	28	(2)
Storytelling Through Group Work	30	(3)
Diversity Competencies for Group Workers	31	(2)
Moving Toward Your Own Leadership Style	33	(1)
Practicing Group Leadership Skills	34	(3)
Listening and Feedback: Essential Strategies for Group Work	36	(1)
References	37	(2)
Attending Behavior: The Foundation of Listening and Process Skills	39	(20)
Chapter Goals	39	(1)
Warm-Up Exercise	40	(1)
Defining the Leadership Skills of Attending Behavior	41	(14)
Visual, Vocal, Verbal, and Body Language Attending Behavior: Individual and Cultural Differences	43	(8)
Attending Behavior Process Observation Instruments	51	(4)
Using Attending Skills with Child and Adolescent Groups	55	(1)
Moving Toward Your Own Leadership Style	55	(1)
Practicing Attending Skills	56	(1)
References	57	(2)
Focusing, Pacing, Leading, and Linking: How to Ensure That Groups Work	59	(22)
Chapter Goals	59	(1)
Warm-Up Exercise	60	(1)
Defining the Leadership Skills of Pacing and Leading	61	(4)
Defining the Leadership Skills of Focusing	65	(5)
The Wheel: Focusing on the Individual	65	(2)
Focusing Observation Form: A Three-Dimensional View	67	(3)
Defining the Leadership Skills of Here-and-Now and There-and-Then	70	(5)
Using Pacing, Leading, and Focusing Skills with Child and Adolescent Groups	75	(1)
Moving Toward Your Own Leadership Style	76	(1)
Practicing Focusing, Pacing, and Leading Skills	77	(1)
Classification of Focus Dimensions	78	(2)
References	80	(1)
The Basic Listening Sequence: Drawing Out the Story	81	(26)
Chapter Goals	81	(1)
Warm-Up Exercise	82	(5)
The Community Genogram	85	(2)
Defining the Leadership Skills of the Basic Listening Sequence	87	(12)
The Basic Listening Sequence (BLS)	88	(8)
Helping Group Members Increase or Decrease Emotional Expressiveness	96	(3)
The Ivey Taxonomy: Process Observation	99	(1)
Using the Basic Listening Sequence with Child and Adolescent Groups	99	(3)
The Ivey Taxonomy: Process Observation	100	(2)
Moving Toward Your Own Leadership Style	102	(1)
Practicing Basic Listening Sequence Skills	103	(2)
The Ivey Taxonomy: Process Observation of the Basic Listening Sequence	104	(1)
References	105	(2)
Integrating Microskills in a Full Group Session, Part I: Theme-Centered Group Interaction and Dimensions/Stages	107	(24)
Chapter Goals	107	(1)
Warm-Up Exercise	108	(3)
Gender Bender: Sex-Roles in Our Society	109	(2)
Defining the Leadership Skills for Facilitating a Theme-Centered Group	111	(5)
Theme-Centered Globe and Leader Role	112	(1)
Multiple Globes and Change in Emphasis over Time	113	(2)
Process Observation of Theme-Related Leader and Member Comments	115	(1)
Defining the Leadership Skills for Understanding and Working with Varying Stages and Dimensions of Group Process	116	(3)
Stages in Group Process as Viewed by Varying Theorists	117	(2)
A Holistic Perspective: The Ivey Taxonomy	119	(3)
Selected Gender and Racial Worldview Factors	120	(1)
A Cyclical View of Stages and Dimensions in Group Process	121	(1)
Integrating Theme-Centered Group Work and the Ivey Taxonomy	122	(5)
Integration of Skills Group Checklist: Theme-Centered Group Interaction and the Ivey Taxonomy	122	(5)
Using Theme-Centered Group Interaction and Stages/Dimensions with Child and Adolescent Groups	127	(1)
Moving Toward Your Own Leadership Style	128	(1)
Practicing Theme-Centered Group Interaction: Stages and Dimensions, Skills, and Strategies	129	(1)
References	130	(1)
Integrating Microskills in a Full Group Session, Part II: Transcript of a Complete Theme-Centered Group Session	131	(22)
Chapter Goals	131	(1)
The Ivey Taxonomy: Intentional Planning for Change	132	(4)
The Ivey Taxonomy: Intentional Planning for Change	133	(3)
Theme-Centered Group Work in Action: Transcript	136	(15)
Moving Toward Your Own Leadership Style	151	(1)
Practicing Theme-Centered Group Interaction: Stages and Dimensions, Skills, and Strategies	152	(1)
References	152	(1)
Skills and Strategies for Interpersonal Influence, Part I: Listening, Reframing/Interpreting, Using Self-Disclosure, and Giving Feedback	153	(26)
Chapter Goals	153	(1)
Warm-Up Exercise	154	(2)
Defining the Leadership Skills and Strategies of Interpersonal Influence	156	(19)
The Dialectics of Interpersonal Influence	157	(1)
The Group and Dialectics of Interpersonal Influence	157	(6)
Observation of Change Scale: Assessing Group Member Perspective and Behavior Change	163	(12)
Using the Influencing Skills of Listening, Reframing/Interpreting, Using Self-Disclosure, and Providing Feedback with Child and Adolescent Groups	175	(1)
Moving Toward Your Own Leadership Style	175	(1)
Practicing Interpersonal Influencing Skills: Listening, Reframing/Interpreting, Using Self-Disclosure, and Providing Feedback	176	(2)
References	178	(1)
Skills and Strategies for Interpersonal Influence, Part II: Using Structuring Strategies, Exploring Logical Consequences, and Eliciting and Reflecting Meaning	179	(24)
Chapter Goals	179	(1)
Warm-Up Exercise	180	(17)
Two Handouts for an Anger Management Workshop	181	(4)
Five Example Structuring Activities Using Directives	185	(8)
Relationship of Meaning to Behaviors, Thoughts, and Feelings	193	(4)
Using the Influencing Skills with Child and Adolescent Groups	197	(1)
Moving Toward Your Own Leadership Style	198	(1)
Practicing Structuring, Exploring Logical Consequences, and Eliciting and Reflecting Meaning	199	(2)
Process Observation of Structuring in Groups	200	(1)
References	201	(2)
Skills and Strategies for Interpersonal Influence, Part III: Managing Conflict via Confrontation	203	(34)
Chapter Goals	203	(1)
Warm-Up Exercise	204	(4)
Some Personal Styles and Behaviors That May Lead to Conflict in the Group	206	(2)
Defining the Leadership Skills and Strategies of Managing Conflict	208	(8)
Conflict Process Observation Summary: Identifying Incongruities, Discrepancies, and Mixed Messages	211	(4)
Individual and Multicultural Issues in Confrontation	215	(1)
Summary	216	(1)
Direct, Mutual Communication: A Here-and-Now Conflict Resolution Strategy	216	(1)
Managing Conflict in the Group: Specific Transcript Examples	217	(16)
Using Conflict Management Skills with Child and Adolescent Groups	233	(1)
Moving Toward Your Own Leadership Style	234	(1)
Conflict Management	235	(1)
References	236	(1)
Group Practice: Alternative Approaches Using Microskill Strategies	237	(30)
Chapter Goals	237	(1)
Warm-Up Exercise	238	(2)
Leader Microskills and Strategies in Varying Groups	239	(1)
Comparisons and Contrasts Among Orientations to Group Work	240	(2)
Encouraging Use of Skills by Members	242	(1)
The Value of Multiple Leadership Styles	243	(1)
Integrating Microskills with Varying Orientations to Groups	244	(1)
Structured and Psychoeducational Groups	244	(8)
A Task-Oriented Decision Group	246	(2)
A Beginning Assertiveness Training Session	248	(2)
Microskills Communication Workshop	250	(2)
Theme-Centered Groups	252	(4)
Support and Consciousness-Raising Groups: A General Framework	253	(3)
Theory-Oriented Group Work	256	(4)
Integrative Group Work	260	(1)
Using Various Orientations with Child and Adolescent Groups	261	(1)
Additional References to Theory and Practice	262	(1)
Moving Toward Your Own Leadership Style	263	(2)
Practicing Multiple Orientations to Group Work	265	(1)
References	266	(1)
Assessing Your Personal Group Leadership Style	267	(12)
Chapter Goals	267	(1)
Assessing Your Skill Level	267	(6)
Assessing and Reviewing Process Observation Skills	273	(1)
Examining Your Own Group Practice	274	(2)
Intentionality: A Review	276	(3)
Glossary	279	(8)
Name Index	287	(2)
Subject Index	289