Introduction to the Counseling Profession

1. Introduction to the Counseling Profession Chapter 9 Group Counseling

2. Chapter Topics

3. The History of Group Work “The first half of the twentieth century was characterized by lively interest, experimentation, and research in the promising new field of group dynamics. Behavior in small groups, leadership styles, membership roles, communication variables, and so on were all examined and studied for their application to groups in a variety of settings.” • T-Groups • Encounter Groups • In 1973, the Association for Specialists in Group Work (ASGW) was • formed. • The 1980s witnessed increasing interest in group work and in working • with special populations.

4. The History of Group Work • 1980s inclusion in the standards of the Council for Accreditation of • Counseling and Related Educational Programs (CACREP). • The 1983 ASGW standards for training of group counselors was revised • and a new set of standards was adopted in 1991. • CACREP, in its 1994, 2001, and 2009 revisions of accreditation • standards, reemphasized the importance of group work by identifying • principles of group dynamics, group leadership styles, theories of group • counseling, group counseling methods, approaches used for other types • of group work, and ethical considerations as essential curricular • elements for all counselor education programs. • 21st Century: Advent of technology in groups.

5. Types of Groups • Group therapy is described as being longer term, more remedially and • therapeutically focused, and more likely to be facilitated by a facilitator • with doctoral-level preparation and a more “clinical” orientation. • Group counseling may be differentiated from group therapy by its more • developmental focus on conscious problems, by the fact that it is not • aimed at major personality changes, by an orientation toward short-term • issues, and by the fact that it is not as concerned with the treatment of the • more severe psychological and behavioral disorders. • Group guidance usually is descriptive of a classroom group in a K • through 12 setting in which the leader presents information or conducts • mental health education.

6. Types of Groups • Task Work Groups: Task and work group specialists employ principles • of group dynamics, organizational development, and team building to • enhance group members’ skills in group task accomplishment and group • maintenance. • Guidance/Psycho-educational Groups: The psycho-educational group • specialist educates group participants. Such participants may be • informationally deficient in some area (e.g., coping with bullying, • developmental transitions, or stress management).

7. Types of Groups • Counseling Groups: The group worker who specializes in group • counseling focuses on assisting group participants to resolve the usual, • yet often difficult, problems of living by stimulating interpersonal • support and group problem solving. • Psychotherapy Groups: The specialist in group psychotherapy helps • individual group members remediate in-depth psychological problems or • reconstruct major personality dimensions. The scope of practice • is focused on people with acute or chronic mental or emotional disorders • characterized by marked distress, impairment in functioning, or both.

8. Developmental Stages in Groups • Definitive Stage: Individuals define, demonstrate, and experiment with • their own role definitions; they “test” the temperament, personality, and • behaviors of other group members; and they arrive at conclusions about • how personally involved they are willing to become. • Personal Involvement Stage: This stage is best described in terms of • member-to-member interactions---the sharing of personal information, • confrontation with other group members, power struggles, and the • individual’s growing identity as a group member.

9. Developmental Stages in Groups • Group Involvement Stage: Degrees of cooperation and cohesiveness • replace conflict and confrontation as members, now more confident in • their role in the group direct more of their attention to what is best for • the group and all its members. This stage reveals increasing role • clarification, intimacy, problem exploration, group solidarity, • compromise, conflict resolution, and risk taking. • Enhancement and Closure Stage: Members are encouraged to review • the process of the group and to measure changes that have taken place • since their first entering the group to this period just before closure. A • major concern seems to be whether the individual will ever be able to • replace what he or she found in the group and be able to take what was • learned in the group and apply it elsewhere.

10. Characteristics of Group Facilitators • Presence • Personal Power • Courage • Willingness to Confront Self • Sincerity and Authenticity • Sense of Identity • Belief in the Group Process • Enthusiasm • Inventiveness and Creativity

11. Group Facilitation: Responsibilities and Interventions • Responsibilities • Group work specialists have a responsibility to: • Understand what elements or factors are important in making groups • effective in helping those who participate. • Understand the research that has been done on therapeutic elements of • groups so they can develop the skills to create a group climate that • enhances personal growth. • Understand which clients can be helped through participation in a group. • Be able to describe a potential group experience to a client.

12. Group Facilitation: Responsibilities and Interventions • Responsibilities • Understand how to conduct an intake or pre-group screening interview. • Teach group members how to be good clients and good helpers. • Master skills for structuring, norm setting, and feedback. • Recognize when to terminate a group and assist members to continue • their growth after the group terminates.

13. Group Facilitation: Responsibilities and Interventions • Interventions • Active Listening • Restating • Clarifying • Summarizing • Questioning • Interpreting • Confronting • Reflecting Feelings • Disclosing • Linking • Blocking • Supporting • Empathizing • Facilitating • Initiating • Setting goals • Evaluating • Giving Feedback • Suggesting • Protecting • Modeling • Terminating

14. Myths Connected with Group Work • Everyone Benefits from Group Experience • Groups Can Be Composed to Ensure Effective Outcomes • The Group Revolves around the Charisma of the Leader • Leaders Can Direct through the Use of Structured Exercises or • Experiences • Therapeutic Change in Groups Comes about through a Focus on • Here-and-Now Experiences • Major Member Learning in Groups Is Derived from Self-Disclosure • and Feedback

15. Myths Connected with Group Work • The Group Facilitator Can Work Effectively with a Group without • Understanding Group Process and Group Dynamics • Change Experienced by Group Participation Is Not Maintained over • Time • A Group Is a Place to Get Emotionally High • A Group’s Purpose Is to Make Members Close to Every Other • Member • Group Participation Results in Brainwashing • To Benefit from a Group, a Member Has to Be Dysfunctional

16. Issues and Ethics • Knowledge Competencies • Understanding principles of group dynamics • Understanding the roles of members in groups • Understanding the contributions of research in group work • Skill Competencies • Diagnosing self-defeating behavior in groups • Intervening at critical times in group process • Using assessment procedures to evaluate the outcomes of a group

17. Issues and Ethics • Supervised Clinical Experience • Observing group counseling • Co-leading groups with supervision • Participating as a member in a group • Continuing Education • Ethical Practice