Group Models (and more) Part I

1. Group Models(and more)Part I

2. Semantics of Treatment • Modalities, group models, types and theoretical approaches • Modalities • Individual • Marital/Relationship • Family • Group • Medication Management • Group Models • Task/Work • Skills • Support • Psychoeducational • Counseling (process oriented) • Psychotherapy (process oriented)

3. Semantics of Treatment cont. • Group Types (and/or populations) • Stress Reduction • Communication Skills • Grief and Loss • HIV Prevention • Anger Management • Substance Abuse • Life Skills • Suicide Prevention • Post-Traumatic Stress Disorder (PTSD)

4. Semantics of Treatment cont. • Theoretical Approach (Orientation) • Cognitive Behavioral • Solution Focused • Person Centered • Psychodrama • Art Therapy • Existential • Psychoanalytical • Gestalt • Etc.

5. Task/Work Group • Designed to accomplish rather specific goals. Main focus is on completing some assignment or objective(s) that is related to the world outside of the group. • Often employed by task forces, community organizations, committees, staff meetings, etc. • Found in the Human Service field to assist in the planning and evaluation within the organization, i.e. organizational development. (Netty Pardue)

6. Skills Development Group • Designed to assist clients in developing specific skills often related to a particular issue. Primary purpose: • Building or strengthening behavioral or cognitive resources to cope or perform more effectively in ones surrounding environment. • Examples of skills development: Anger management; conflict resolution; social skills; living skills (e.g. cooking, money management, shopping) • Particular skills taught to a client should depend on an assessment that takes into account individual characteristics, abilities and background. • The suitability of a client for a skills development group will depend on the unique needs of the individual along with the skills being taught.

7. Leaders Knowledge and Skills • Understand the basics of group process. • Starting group • Developmental stages of group • Interpersonal group behavior (e.g. member roles) • Closing groups • Possess basic counseling skills • Rephrasing, clarifying, reflecting, summarizing etc. • Possess basic group leadership skills • Initiating group, effective communication skills; managing conflict, encourage participation, modeling, etc.

8. Leaders Knowledge and Skills cont. • Possess basic teaching skills • Organizing the content to be taught. • Planning for participant involvement in the learning process. • Delivering information in a culturally relevant, developmentally appropriate and meaningful way, while considering multiple learning styles. • Group leaders should know and be able to demonstrate the set of skills participants are trying to develop. • Mindful of the challenges that “relatively simple” skills may present for clients. (Brawnwyn egs.) • This requires sensitivity, support and positive expectations for change, while not assuming a newly learned skill will necessarily translate to action. • Maintain personal engagement in the material being taught, minimizing boredom from repetition.

9. Support Group • Designed to provide clients with unconditional acceptance and promote inward reflection and open and honest interpersonal interaction relevant to a committed change in lifestyle. Primary purpose: • Bolster members' efforts to develop and strengthen the ability to manage their thinking and emotions and to develop better interpersonal skills as they confront their particular challenge. • Support group members also help each other with pragmatic concerns, such as managing day-to-day living; improving members' general self-esteem and self-confidence. • Members typically talk about their current situation and recent problems that have arisen, as well as practical matters of dealing with their issue. Group members are encouraged to share and discuss their common experiences. • The term “support” may destigmatize the group activities and thus draw in reluctant therapy goers.

10. Leaders Knowledge and Skills • Understand the basics of group process. • Possess basic counseling skills. • Have a theoretical framework for counseling that informs their approach to support group development, the therapeutic goals for group members, the guidance of group members' interactions, and their implementation of specific intervention methods. • Leadership style will be less directive than for psychoeducational or skills development groups as it is generally group-focused rather than leader-focused. • The primary role is to facilitate group discussion, helping group members share their experiences, grapple with their problems, and overcome difficult challenges. • The group leader also provides positive reinforcement for group members, models appropriate interactions between individuals in the group, respects individual and group boundaries, and fosters open and honest communication in the group setting. • Previous participation and supervision is useful, as with all models.

11. Psychoeducational Group • Designed to educate clients about a particular issue, and related behaviors and consequences. Primary purpose: • Expansion of Awareness • Encouragement to Seek Help • This type of group presents structured, group-specific content, often taught using videotapes, audiocassette, or lectures and often following a manual or a preplanned curriculum. • Provide information designed to have a direct application to clients' lives: • Instilling self-awareness; • Suggesting options for growth and change; • Identifying community resources that can assist in healing, develop an understanding of the issue and prompt people to take action on their own behalf, such as seeking clinical help.

12. Leaders Knowledge and Skills • Understand the basics of group process. • Possess basic counseling skills. • Possess basic leadership skills. • Possess basic teaching skills. • See article 2

13. Counseling Group • Historically the focus has been on development, enhancement, prevention, self awareness and growth. Primary purpose: • Confront “normal” problems rather than mental health problems (though this is pliable). • Address role functioning, with choices to be made, and with actions to be taken, relying on undiscovered “internal resources of strength” to address such functioning. • Concerned with present events rather than past events. • Explore conscious, “rational thinking”, rather than unconscious functioning. • Varied professional training may very well allow for more in-depth work with clients.

14. Leaders Knowledge and Skills • Understand the basics of group process. • Possess basic counseling skills. • Possess basic leadership skills. • Ability to addressself-defeating interpersonal patterns in a group. • Approval seeking, mothering, jesting, martyrizing, manipulation, resistance, disrespect, politicking, etc. • Possess group counseling skills. • Linking, cuing, blocking, etc. • Strong familiarity with the applied theoretical approach and its related interventions.

15. Psychotherapy Group (-dynamic/-analytical) • Psychotherapy is focused on the past as well as the present and the conscious as well unconscious. Primary purpose: • The development of a client’s self-awareness and understanding of the influence of the past on present behavior. • In many cases psychotherapy promotes a “restructuring” of personality by reeducating the client. • Often applied to working with individuals that have in-depth psychological problems dealing with severe emotional complications; deep personal conflicts; psychotic states; or possibly exhibit socially deviant behavior(s) (likely AXIS II DSM- IV). • As a result of the “in-depth” work the process may take months to years.

16. Leaders Knowledge and Skills • Understand the basics of group process. • Ability to address self-defeating interpersonal patterns in a group. • Approval seeking, mothering, jesting, martyrizing, manipulation, resistance, disrespect, politicking, etc. • Possess basic counseling skills. • Possess group counseling skills. • Linking, cuing, blocking, etc. • Strong familiarity with the applied theoretical approach and its related interventions. • Possess basic leadership skills. • Posses the appropriate level of training in psychotherapy or licensure of a psychologist or psychiatrist whom specializes in psychotherapy. • Emphasized knowledge and/or training in specific disorder.

17. Deciding Model(s) & Approaches • Institution vs. Private • Institution may adhere to a specific model(s) and theory. • Private settings may incorporate several aspects of various models, carrying a “toolbox” of approaches (see article 1). • Maintaining clarity with a chosen model and theory. • While a leader may incorporate elements of more than one model and approach while working w/ a specific group type, it is important to maintain focus on the overall goal of that group and link methodology to that goal (refer to article 1). • Appropriateness for Clients • Group goal(s) followed by the types (see group types p. 11 TIP 41) • Group population (consider multicultural dimensions) • Clients developmental stage (cognitive, social, emotional) • Clients “stage of healing” • Precontemplation>contemplation>preparation>action> maintenance>reoccurrence (p.10)