Chapter 4: Group Work: Theories and Applications

1. Chapter 4: Group Work: Theories and Applications Introduction to Group Work, 5th Edition Edited by David Capuzzi, Douglas R. Gross, and Mark D. Stauffer

2. Adlerian Theory/Alfred Adler • Major concepts • Humanistic: individual/society valued over the organization • Holistic: individual is indivisible • Phenomenological: focus on individual’s perspective • Teleological: future orientation, goal attainment • Field theoretical: interaction of social and physical environment • Socially oriented: contribution to society • Operational: methodology

3. Adlerian Theory/Alfred Adler • Motivating forces influencing goals • Fictional goals • Birth order • The family constellation • Style of life

4. Adlerian Theory/Alfred Adler • Leader Behaviors • Establish working relationship and member equality. • Serve as models for members. • Communicate mutual trust, respect. • Help members to: • Explore goals, beliefs, feelings, motives • Increase insight (fictitious goals, self-defeating behaviors) • Accept responsibility • Consider alternative lifestyles • Enhance social interest • Accept self • Develop sense of community • Explore alternative behaviors

5. Adlerian Theory/Alfred Adler • Group stages • Develop the therapeutic relationship. • Assess the dynamics that operate within individuals. • Aid the individual to gain insight and self-understanding. • Assist the individual to discover alternatives and new choices.

6. Gestalt Theory/Fritz Perls • Major concepts • Holistic • Field: figure and background • Individual responsibility • Phenomenological • Existential • Five layers of neurosis: Cliché, Phony, Impasse, Implosive, Explosive • Open-ended approach • Individual strives toward equilibrium

7. Gestalt Theory/Fritz Perls • Leader Behaviors • Establish environment: • Leader/members share equally in process of change • Supportive, compassionate, accepting, challenging • Allow members to find own way in life. • Here-and-now focus. • Recognize members’ blocks and boundaries. • Aid members in accepting all aspects of selves. • Confront defensive structures. • Address unfinished business. • Help members try new behaviors and recognize splintered parts of self.

8. Gestalt Theory/Fritz Perls • Group stages through the group leader (Gestalt therapy does not lend itself well to stages) • Help members become actively involved. • Demonstrate the meanings of gesture, posture, and movement in communication. • Conduct experiments. • Demonstrate the ability to stay in the here and now. • Apply active listening skills.

9. Gestalt Theory/Fritz Perls • Group stages through the group leader, continued • Help members provide feedback. • Model interpersonal interactions. • Use confrontation to shock members into greater awareness of their self-defeating behaviors. • Be a creative agent of change. • Observe and give feedback on members’ nonverbal behaviors.

10. Person-Centered Theory/Carl Rogers • Major concepts • Phenomenological • Holistic • Has an optimistic view of human potential • The need for positive regard • Conditions of worth • Congruence/genuineness • Empathy

11. Person-Centered Theory/Carl Rogers • Core conditions: Necessary and sufficient to bring about change • Psychological contact • Incongruence • Congruence/genuineness • Unconditional positive regard • Empathy

12. Person-Centered Theory/Carl Rogers • Leader Behaviors • Establish facilitative climate (congruence, unconditional positive regard, empathic understanding). • Provide safety and trust. • Leader and members share equally in change. • Be congruent (genuine) in relationships. • Have unconditional positive regard. • Have empathic understanding. • Support members finding own way in life. • Refrain from giving advice. • Use one’s being as a catalyst for change.

13. Person-Centered Theory/Carl Rogers • Group stages (There are no steps, stages, techniques, or tools—only core conditions) • Silence as a way of communicating • Active listening • Confrontation • Attending behaviors • Empathic understanding • Self-disclosure • Self-empowerment

14. Rational–Emotive Behavior Therapy/Albert Ellis • Major concepts • A–B–C–D–E Model • Activating event • Belief • Consequence • Disputing • Effect • Irrational patterns of thinking • Actualizing potential of the individual • Counselor is active, didactic, and confrontive and leads client to more rational ways of thinking and behavior.

15. Rational–Emotive Behavior Therapy/Albert Ellis • Leader Behaviors • Genuine, instructional, didactic, accepting, confrontational, challenging • Teach members about faulty thinking • Separate behavior from personhood • Set aside own need for personal relationship with group • Detect and confront members with irrational beliefs • Dispute “crooked” thinking of members • Teach principles of REBT (A-B-C-D-E model) • Provide homework • Use contingency management and skill training

16. Rational–Emotive Behavior Therapy/Albert Ellis • Group stages (not presented in stages but in levels of perspectives) • Cognitive–explicatory • Evocative–emotive • Behavioristic–active–directive

17. Transactional Analysis/Eric Berne • Major concepts • Designed specifically for groups • Life scripts and rescripting • Individual autonomy • Redecisional model • Ego states (parent, adult, and child) • Strokes • Life positions

18. Transactional Analysis/Eric Berne • Leader Behaviors • Develop therapeutic contract. • Instruct members in terminology of TA. • Analyze at least 4 elements in group’s communications: structures, transactions, games, scripts. • Establish working partnership. • Enhance awareness of scripts. • Provide positive strokes. • Reinforce the redecisions. • Function in cognitive and rational domain. • Challenge members to change thinking, feeling, behaving. • Enhance autonomy to reduce dependence on group.

19. Transactional Analysis/Eric Berne • Group examples (stages are not specified) • Establishing a facilitative climate • Providing instruction in TA concepts • Developing contracts that identify goals • Working through various analyses of group members’ structures, transactions, games, and scripts • Terminating with specific directives for action-oriented change

20. Psychodrama/Jacob L. Moreno • Major concepts • A group member acts out his or her problem • Preaction, action, and integration • Role theory and role playing • Catharsis • Insight

21. Psychodrama/Jacob L. Moreno • Leader Behaviors • Establish relationship based on equality. • Develop trust and spontaneity among members. • Establish acceptance and tolerance of change. • Establish format that allows members to work on significant life issues. • Encourage risk in playing out psychodrama. • Provide protection from abuse. • Utilize creativity as a model for members. • Utilize knowledge and skill in directing psychodramatic enactment.

22. Psychodrama/Jacob L. Moreno • Group stages • Member scripts out a situation • Preaction (warm-up) • Action • Integration (feedback, discussion, and closure)

23. An Integration of Theoretical Approaches • Relationship variables • A working relationship is basic to all six. • Leader role variables • Leader is active in all six theoretical orientations. • Member role variables • Group members play an active role.

24. An Integration of Theoretical Approaches • Process variables • This area has the most variability among all six approaches. • Outcome variables • This area has the greatest similarities among the six approaches.

25. An Integration of Theoretical Approaches • Implementation • Be familiar with all theoretical approaches. • Attempt to integrate various approaches in working with groups. • Apply theoretical approaches as they were intended to be used. • Do not rely solely on one approach to the exclusion of others. • Experiment with many approaches until you find the combinations that fit your personal philosophy.