Group Leadership Skills: Interpersonal Process in Group Counseling and Therapy

✍ Scribed by Mei-whei Chen, Christopher J. Rybak

• Publisher: SAGE Publications, Inc
• Year: 2017
• Tongue: English
• Leaves: 1037
• Edition: 2
• Category: Library

✦ Synopsis

Group Leadership Skills provides a road map and a practical toolkit for users to lead all types of groups effectively. Drawing on extensive teaching and clinical experience, authors Mei-whei Chen and Christopher Rybak give readers numerous skills, techniques, insights, and case illustrations demonstrating how to tap into the heart of group therapy: the interpersonal processes. The text covers group processes from beginning to end, including setting up a group, running the first session, facilitating the opening and closing of each session, working with tension and conflict, and using advanced skills and intervention techniques to facilitate member change. The Second Edition expands on group leadership skills to include methods of running mandate groups, semi-structured groups, basic level unstructured groups, and advanced level here-and-now focused groups, as well as using psychodrama techniques to heal unresolved grief and loss.

✦ Table of Contents

Preface
Acknowledgments
About the Authors
Chapter 1. Theories and Assumptions
Sullivan’s Interpersonal Theory
Major Notions of Sullivan’s Interpersonal Theory
From Sullivan to Yalom
Experiential Theory
Clients Need Direct Experiences, Not Cognitive Explanations
From Disowning, to Owning Up, to Reclaiming
Learning Self-in-Relationship Skills Through Group Interactions
Object Relations Theory
What Is This Obscure Term—Object Relations?
The Quest for Connection Is What Motivates Our Behaviors
Our Internalized Others Are With Us Everywhere We Go
Coping Strategies Are Just the Outer Layers of the Onion
Reaching the Reactive Inner Layers
Family Systems Theory
Unstated Family Rules About Roles Dictate Our Lives
Our Family of Origin Remains Within Us
From Reenactment Toward Awareness
Brief Therapy
Targeting Central Themes and Member Responsibility
Embracing Here-and-Now and Small Changes
Focusing on Trust and Group Cohesiveness
An Emphasis on Reflective Practice Between Sessions
Highly Direct Leadership Style
Strength-Based Therapy
Tapping Into Clients’ Reservoir
Narrative Therapy: The Emphasis on “Change Talk”
Solution-Focused Therapy
Resilience—The Centerpiece of Strength-Based Therapy
Strength Born out of Overcoming Life’s Hardship
Help Members Find Their Areas of Resiliency
Don’t Dismiss Members’ Problems
Interpersonal Neurobiology
The Power of Emotional Brain Overrides the Cognitive Brain
A Shift in Therapy Toward Honoring Bodily Rooted Emotions
A New Understanding and Compassion for Resistance to Change
Group Therapy Brings About Neuroplasticity
Process-Minded Leadership as a Necessity for Fostering Neuroplasticity
The First Step of Conflict Resolution Is to Calm the Amygdala
Underlying Assumptions
Assumption 1: Most Problems Are Interpersonal in Nature
Assumption 2: Clients’ Underlying Problems Will Be Played Out in the Group
Assumption 3: Family Experiences: The Primary Source of Interpersonal Process
Assumption 4: Group Galvanizes People’s Interpersonal Patterns
Assumption 5: Here-and-Now Can Bring About Change and Healing
Assumption 6: To Last, Interpersonal Learning Must Be Experiential
Assumption 7: Sustaining Change Can Happen Within a Short Time
Keys to Success in Leading Today’s Groups
The Growth in Self-Directedness, Present-Focus, and Connection
Growth Shown in Successful Individual Therapy
Growth Shown in Successful Group Therapy
Difficulties in Today’s Groups: Unexamined Interpersonal Processes
Allow the Group Members Enough Time to Soak Up Their Interpersonal Dynamics
Strive Toward a Process-Minded Leadership
Self-Reflection
Chapter 2. On Becoming a Group Leader
The Development of a Leader
Effective Leadership Requires the Ability to Facilitate, Not Persuade
Effective Leadership Can Be Taught
Practice Over Time, and You Will Appear Effortless
Self-Awareness Is the Key to Effective Leadership
Ideal Qualities of an Effective Group Leader
Calm Mind
Striking a Balance Between Supports and Challenges
Cultural Sensitivity
Trustworthiness and Compassion
Relaxed Attitude and Discovery-Oriented Practice
Total Concentration: The State of Flow
The Five Phases of Group Leader Development
1st: Group Shock Stage
2nd: Reappraisal Stage
3rd: One Step Behind
4th: Using the Here-and-Now
5th: Polishing Skills
Application to Training and Supervision
Three Models of Co-Leadership Practice
1st: The Alternate Leading Model
2nd: The Shared Leadership Model
Bouncing Off Each Other
Examples of How to Bounce Off Each Other
3rd: The Apprenticeship Model
Advantages of Co-Leadership
To Group Leaders
To Group Members
Disadvantages of Co-Leadership
To Group Leaders
To Group Members
Seven Principles of Co-Leadership Practice
1st: A Good Working Relationship
2nd: Balance Each Other Out
3rd: Support Your Co-Leader’s Facilitation and Intervention
4th: Pick Up the Slack When Your Co-Leader Is on the Hot Seat
5th: Active Communication Pre-/Post-Session
6th: In-Session Communication
7th: Resolve Disagreement in the Moment
Cultivating Your Inner Leader
The Use of Your “Self” in Group Work
Engage in Reflective Practice, Consistently
Accept Our Own Anxiety
Push Beyond Current Capacity
Take Risks and Give Yourself to the Process
Develop Your Own Therapeutic Voice
One-to-One Supervision
Group Supervision
Starting a Journey to Your Own Inner Peace
Resolve One’s Own Unresolved Issues
Have a Visceral and Live Group Experience
Critical Reflection/Journaling as a Vehicle for Trainee Inner Peace
Self-Reflection
Chapter 3. Types of Groups and How to Start One From Scratch
Ethical and Professional Guidelines
Informed Consent
Disclosure on Risks and Limitations of Group Counseling
Professional Disclosure
Voluntary Participation
Freedom to Withdraw
Screening Interview and Member Protection
Confidentiality Within Groups
Nondiscrimination
Practicing Within Competence
Types of Groups Not Facilitated by Credentialed Professionals
Self-Help Groups
Support Groups
Growth Groups
Types of Groups Led by Credentialed Professionals
Task/Work/Consultation Groups
Psychoeducational Groups
Counseling Groups
Psychotherapy Groups
Starting a Group From Scratch (I): Program Planning
Good Intentions With Poor Planning: A Disaster
Needs Assessment
How to Write a Group Proposal
Recruiting Members
Starting a Group From Scratch (II): Pregroup Orientation
Orientation as Pretreatment Training
Make the First Contact Engaging and Validating
Clarify Mutual Expectations
Make Connections, Provide Hope
The Challenge of Confidentiality
Frequently Asked Questions During Orientation
Starting a Group From Scratch (III): Criteria for Member Selection
Membership Match
Diversity Factors
Best Candidates
Concurrent Therapies
Starting a Group From Scratch (IV): Screening Interview
The Ideal of a Pregroup Screening Interview
Realities and Limitations
Help Interviewees “Flesh Out” Their Goals
Greeting
Ask Clients About the Issues They Want to Work on
Translate Problems Into Personal Goals
Interview Clients About Their Interpersonal Backgrounds
Summarize Clients’ Goals in Behavioral Terms
Prepare Interviewees for Group Interactions Yet to Come
Give Clients a Chance to Ask Questions
Close the Interview
After the Interview
Cases in Point: Screening Interview Notes
Interview Summary of Anne
Interview Summary of Brooke
Exercises
Scenarios for Your Practice
Self-Reflection
Chapter 4. Fundamental Skills for Group Facilitation and Intervention
Group Facilitation and Intervention
What Is NOT Group Facilitation?
What Is Group Facilitation?
What Is Group Intervention?
Leader as Observer-Participant
1st Component: Leader as Process Observer and Facilitator
2nd Component: Leader as a Participant
Mistakes of Underparticipating or Overparticipating
How Much to Facilitate and How Much to Participate—A Rule of Thumb
The Best Time to Facilitate/Intervene
Members Participate First, and the Leader Pitches in Later
A Good Prompt Is at Times More Effective Than Modeling
Basic Principles of Facilitation and Intervention
Intentionality: Heed What You Are Doing and Why You Are Doing It
Speak to the Group Members Using “I-You” Language
Create a Safe Climate for Members to Open Up
Don’t Stimulate Clients Into Immediacy Issues Too Soon
Avoid Problem-Solving and Feedback-Giving Too Soon
Listen From the Heart, Not From the Head
Tune In to an Angry Member’s Unmet Needs
Facilitate Mutual Empathy: The Key to Group Emotion Co-Regulation
Allow Members to Experience the Power of Giving
Bring Out the “Inner Strength Detectives” in Members
Applaud Members’ Progress and Effective Behaviors
Basic Facilitation Skills (I): How to Open a Group Session
Simple Greeting
Brief Relaxation Exercise (Optional)
Simple Check-In
Make the Check-In Solution-Focused or Strength-Based
Identify an Interpersonal Skill to Practice (Optional)
Check In About Progress and New Realization (for Later Stages)
Check In and Restate Goals (for Later Stages)
Handle Issues That Emerge During Check-In
Basic Facilitation Skills (II): How to Increase Group Mutual Engagement
Simple Acknowledgment
Shift Focus Between the Speaking Individual and the Group
Invite Participation When You Notice Nonverbal Cues
The Forward Lean
Slow Head Nods
Facial Expressions
Leg Movements or Body Shifts
Direct Members to Talk to One Another, Not Just to You
Avoid This Cookie-Cutter Prompt: “Can Anyone Relate?”
Allow Adequate Time for the Group to Respond to Prompts
Provide Modeling of Desired Responses When Necessary
Invite Quieter Members to Have Their Voices Heard
Be Sensitive to Difficulties Experienced by Members of Diversity
Invite More Members to Disclose Around a Similar Core Issue
Acknowledge Members’ Tears—When Trust Is Not Yet Established
Honor Crying as an Open Space of Healing—When Trust Is High
Don’t Rush in With “Kleenex”
Help Members Better Receive Others’ Input
Summarize the Common Threads of Group Discussion
Basic Intervention Techniques (I): Blocking and Redirecting
Dare to Stimulate Members With Blocking and Redirecting
The Rules of Blocking
Start With Subtle Ways of Blocking
Block a Rambling Behavior and Turn to Other Members
Shift the Focus to Strong Emotions Pulsating at the Moment
Block Members’ Arguments and Conflicts
Redirect When Members Are Rescuing
Block a Complicated Issue Near the End of the Session
Basic Intervention Techniques (II): Refocusing and Correcting
Loop Back and Refocus
Change the General “You” or “We” Into “I” Statements
Have a Member Talk Directly “to” Instead of “About” Another Member
Allow Productive Silence
Deal With Unproductive Silence
Address Members’ “Advice-Soliciting” Behaviors
Basic Facilitation Skills (III): Closing a Group Session
Get the Group to Close on Time
Check-Out
The Reminder
Exercises
Scenarios for Your Practice
Self-Reflection
Chapter 5. The First Session and the Forming Stage
Leadership and the Forming Stage
The Five Stages of Group Development
The Forming/Acquaintance Stage
Work Both on the Task and on the Relationship
“The Need of Inclusion” in the Forming Stage
Provide Structures in the 1st Stage of the Group
Leadership Skills for the First Session
Greeting
Conduct an Ice-Breaking Exercise
Handle Concerns as They Come Up in the Ice-Breaking
Transition to the Next Activity by Summarizing the Common Feelings
Kick Start the Introduction of Members’ Goals
Help Members Give Their Personal Goals a Context
The Virtue of Having Clearly Defined Goals
Define Goals in the Positive Direction
Fine-Tune to a More Tangible Goal
Get the Group to Respond With Support and Empathy
Stay Away From Problem-Solving and Rescuing
Transition to the Next Member
Summarize Members’ Commonalities at the End
Discuss Ground Rules
Check-Out
Give Reminders
Special Considerations for the First Session
Avoid In-Depth Therapy in the First Session
Deal With Members’ Emotional Distress
Take Opportunities to Address Ground Rules as Situations Arise
Time Management
Avoid Turn-Taking
Reflections on the First Session
Louise’s Reflection on Her First Session
Leader Session Narrative Notes—Regarding Louise’s Work in the Group
Karen’s Reflection on Her First Session
Leader Session Narrative Notes—Regarding Karen’s Work in the Group
An Overview of the Flow and Time Frame of the First Session
Exercises
Scenarios for Your Practice
Self-Reflection
Chapter 6. Leading Structured Group Sessions
Mandated Groups: How to Make Them Work
A Number of Challenging Populations, to Begin With
Still in the Precontemplation Stage—Unaware and Unwilling
Distrust of the System—Reluctance to Open Up
The Group Process Being Questioned
The Failure of the Confrontational Approach
Rays of Hope
Member Preparation Through Motivational Interviewing
Allow Venting, Avoid Lecturing
Be Active and Use Well-Designed Structured Activities
Keep an Eye on the Phases
I. Structured Exercises for Mandated Groups
Structured Written Communication Exercises
Tailored Fishbowl Activity
Experiential Exercises
II. Structured Exercises for Psychoeducational Groups
The Characteristics of Psychoeducational Groups
Structured Activities and Adolescent Psychoeducational Groups
Role-Playing in Psychoeducational Group
A Structured Exercise Carried Through in a Series of Sessions
Brazilian Mask-Making Structured Activity
Colored Candy Go-Around
Common Mistakes to Avoid in Psychoeducational Groups
III. Structured Exercises for Counseling Groups
Reducing Member Anxiety
Fulfilling the Needs of Inclusion, Especially for the Introverts
Improving Member Engagement
Preventing Second-Session Let-Down
Misuse of Structured Exercises
Mistake 1: Doing One Exercise Right After Another
Mistake 2: Using Published Structured Activities Without Customization
The Limitation of Structured Exercises
How to Conduct Structured Exercises
Introduce the Exercises
Conduct the Exercise One Step at a Time Without Preview
How to Process After Structured Exercises
Avoid Dry Reports on the Content Level
Good Materials for Processing
The Working Model: Playing With Common Themes
Initiate the Processing
Pick up the First Member’s Core Message and Spin It Off
Spin a Common Theme off to the Group and See How It Gains Traction
Allow Improvised Responses to Play at “the Edge of Chaos”
Common Themes Associated With Reactive Emotions
Common Themes Associated With Primary Emotions
Spin a Coping Strategy off and See Whether It Gains Traction
Extract Meaning From Difficult Life Experiences
Other Considerations During Processing
Know When to Give Space and When to Invite
Deal With a Member’s Excessive Questioning
Handle a Member’s Invalidating Comments
When a Member Is Talking “About” Another Member
When a Member Is Self-Referencing
Various Examples of Structured Communication Exercises
How to Choose Structured Exercises
Team-Building Exercises Not Included Here
26 Examples of Structured Communication Exercises
Sentence Completion
Mannequin Exercise
Letter of Gratitude
Lists
One-and-Another
Inside-and-Outside
Three-Columns Exercise
Expressiveness
Fishbowls
My Family
Four Relationships
Life Events and Confidence
Life Line With Peaks and Valleys (Also Called Timeline)
Life Episodes Rating
Expectations
Caught by Surprise
“Who Am I?”
Fear in the Hat
Inside and Outside Discrepancy Exercise
Four-Box Exercise
Letter Writing to a Person With Unfinished Business
Intimacy
Internalized Oppression
Ranked Position by Perceived Life Experience
Where I Am in the Group
Eye-Gazing Exercise
Cases in Point: Participant Reflections on Structured Exercises
Case 1: Inside-and-Outside Exercise (Second Session)
Case 2: Eye-Gazing Exercise (Fourth Session)
Case 3: Outward Persona and Inner Reactions (Fourth session)—Leader Reflection
An Overview of the Flow and Time Frame of a Structured Session
Exercises
Scenarios for Your Practice
Self-Reflection
Chapter 7. Leading Semistructured Groups: Working on Agenda Items
Features of Semistructured Groups
What Are Agenda Items?
Meeting the Needs of Inclusion, Control, Order, and Meaningfulness
Agenda Items Acting as a Springboard for Group Interaction
Balancing Supports With Challenges
Getting Agenda Contracts
Never Work on a Member’s Issues Without His or Her Agreement
Get Agenda Contracts Through Check-In
Obtain Agenda Contracts Through Agenda Request
Identify Interpersonal Skills for Practice
Deal With the Challenge of Having Too Many Agenda Items
Decide Which Agenda Item to Go First
Handle Some Delays
The Challenge of No Agenda Items—Address Safety and Vulnerability Concerns
Deal With Lack of Worthiness
Toward a More Personal Level of Self-Disclosure
Peel the Onion—Start to Disclose at the Content Level
Steer Clear of Pseudo-Self-Disclosure or Storytelling
Engage the Group to Help Members Open Up a Bit More
Listen to Core Issues
Facilitating a Safe and Supportive Group Interaction
The Importance of Validation
Option 1: Validate via Naming the Feelings
Name the Feelings by Sentence-Completion Exercise
Name the Feelings by Guessing
Option 2: Create Safety via Sharing Similar Experiences
Option 3: Create a Safe Environment via Recognizing Strengths
Work on Multiple Issues by Inviting Members to Share Triggered Memories
Work on Multiple Issues by Connecting Members’ Reactions Together
Loop Back to the Original Presenter
Leader Participation in Giving Validations
Intervene When Unhelpful Group Interaction Happens
Facilitating Giving There-and-Then Feedback
Self-Esteem Boosting: The Power of “Giving” Feedback
Be Aware of Poor Forms of Feedback
Avoid the General Terms of “Feedback” in Your Prompt
Option 1: Give Feedback That Identifies the Functions of the Behaviors
Option 2: Give Feedback That Connects the Dots
Leader Participation in Giving There-and-Then Feedback
Redirect Unhelpful Feedback
Coach Members to Listen to Feedback Without Immediate Response
Help the Recipient to Respond to Others’ Feedback
Deal With Dismissal to Consistent Feedback
Seek Consensual Validation of a Feedback From the Group
Make the Transition to the Next Agenda Item
Intervention Techniques
A Scenario Requiring the Leader to Intervene
Prevent and Block Rescuing Behaviors
Redirect Domineering Behaviors
Correct Labeling Behaviors
Invite Those Unable to Get Words In
Cases in Point
Case 1: Anne
Snippets of Members’ Reflective Journaling
Case 2: Sara
Snippets of Members’ Reflective Journaling
An Overview of the Session Flow and Time Frame of a Semistructured Group Session
Exercises
Scenarios for Your Practice
Self-Reflection
Chapter 8. Unstructured Groups—Basic Level
Features of Unstructured Groups
No Set Topics or Agenda Items
Ambiguity and Uncertainty: Actually an Advantage
Not Suitable for Anxious Clients or Task-Oriented Groups
Leadership Principles of Unstructured Groups
Share Authority/Control Without Foregoing Facilitation
Allow the Sense of Ambiguity to Do Its Work
Build a Safe Environment for Self-Disclosure and Uncontrived Intimacy
Easing Members Into Self-Disclosure by Working on Multiple Member Concerns
The Effects of Member Self-Disclosure
The Anxiety of Self-Disclosure in an Unstructured Setting
Ease Anxiety by Working on Multiple Member Concerns Simultaneously
Mine a Theme From Members’ Stories—The Search for Therapeutic Gold
Go Beyond Presenting Problems
Reactive Emotions and Life Experiences Associated With Them
Primary Emotions and Life Experiences Associated With Them
Methods of Working on Multiple Member Concerns Simultaneously
Open the Floor to Generate Spontaneous Sharing
Don’t Tackle the First Presented Issue Immediately
Engage as Many Members as Possible, Using Themes
Keep Listening and Keep Engaging the Group With Common Themes
Allow the Dialectic Tension to Do Its Work
Low-Intensity Here-and-Now Disclosure
Invite Member Disclosure of Reactions Toward Historical Incidents Inside the Group
Encourage Disclosure of Members’ “Now” Experiences “Here” in the Group
Invite Disclosure of Feelings Toward Other Group Members
Encourage Disclosure of Reactions Toward the Group as a Whole
Prompt Members to Respond to Another Member’s Here-and-Now Disclosure
Baby Steps Toward Here-and-Now Feedback
The Functions of Here-and-Now Feedback
Invite Here-and-Now Feedback Based on Recurrent Reactions
Seek Consensual Validation for a Here-and-Now Feedback
Encourage Members to Request Here-and-Now Feedback
Connect the Here-and-Now Feedback to Members’ Outside Lives
Making Meanings Out of Difficult Life Experiences
The Unmet Needs That Drive Coping Strategies
Out of Hardship Comes Inner Strength and Resourcefulness
Reclaiming One’s Own Voice
Intervention Techniques for Unstructured Groups—Basic Level
If Someone Gives a Canned Response
If Someone Rambles
Deal With Monopolizing Behaviors
Handle a Member With a Pattern of Always Jumping in First
Manage Disruptive Behaviors
Deal With Prolonged Silence
A Case In Point
The Leader’s Narrative Session Notes
Various Member Reflections
An Overview of the Flow and Time Frame of a Basic Level Unstructured Session
Exercises
Scenarios for Your Practice
Self-Reflection
Chapter 9. Working With Unspoken Tension and Open Conflict
The Transition Stage and Member Dissatisfaction
The Transition/Storming Stage of Group Development
Suppressed Feelings Producing Disappointment
Struggle for Control
Power Imbalance
Differences in Shades of Openness
Mind Reading as a Source of Misunderstanding
Culture/Diversity Factors and Unspoken Tension
Cultural Differences Regarding Rates of Verbal Expression
Culturally Bound Behaviors: Another Source of Misunderstanding
Misinterpreting Culturally Bound Responses to Disagreement as Malicious
Minimizing Others’ Experiences of Subjugation
The Subtle Dynamics of Power Imbalance Among Culturally Different Members
Options for Managing Unspoken Tension
Members’ Indirect Ways of Dealing With Tension
How to Embrace Tension as a Change Agent for Groups
1st Option: Postpone It
2nd Option: Have Members Communicate Their Worries About Bringing Up Issues
3rd Option: Illuminate the Process
4th Option: Use Reflective Writing as a Tool
5th Option: Use Common Goals to Transcend Cultural Differences
6th Option: Have the Group Practice Culturally Sensitive Listening Skills
7th Option: Bridge Various Culture and Diversity Gaps
Member Negative Transference to the Leader
Transference Distortion
Negativity to the Leader Based on Legitimate Concerns
Methods of Handling Negative Member Transference
Allow Transferences to Fully Play Themselves Out
Treat All Members as Equally Acceptable
Invite the Member to Share His or Her Perspective
Seek a Reality Check, a Consensual Validation
Increase Your Level of Transparency
Leaders’ Own Countertransference and How to Handle It
Deal With Objective Countertransference
Handle Subjective Countertransference
Guidelines for Leader Self-Disclosure
To Disclose or Not to Disclose, That Is the Question
Boundary Crossing and Boundary Violation Issues
Guidelines for Leader Self-Disclosure
The Paradox of Open Conflicts
The Emotional Distress of Open Conflicts
Emotional Hijack: The Fight-or-Flight Response
Conflict as a Dialectical and Creative Force
The Absence of Conflict—An Impairment to Group Development
Seven Steps of Conflict Resolution
1st Principle: Pull Members out of the State of Emotional Hijack
2nd Principle: Validate Their Feelings and Views
1st Step: Recognize the Signs! Stop Conflict Before It Gets out of Hand!
2nd Step: Invite Dialogue
3rd Step: Engage the Group to Offer Validation
4th Step: Facilitate Self-Reflection
5th Step: Restructure the Interaction
6th Step: Transfer the Here-and-Now Learning to Clients’ Outside Lives
7th Step: Invite a Whole-Group Processing
The Group Leader’s Self-Care
The Importance of Remaining Centered and Grounded
Believe in the Therapeutic Process
Use Supervision to Get Ourselves out of the Way
Establish a Firm Habit of Self-Care
Cases in Point
Case 1: Managing the Open Conflict Between Sue and Loretta (Fifth Session)
Loretta
Sue
Kim
Julie
Lisa
Sam
Case 2: Managing Tension Crossing Two Sessions (the Seventh and Eighth Sessions)
Sabrina
Ted
Ginger
Sala
Joseph
Tim
Ted Again (3 Weeks Later, After Session 11)
Exercises
Scenarios for Your Practice
Self-Reflection
Chapter 10. Taking Risks in Communication
The Norming Stage of the Group
Group Cohesiveness and the Norming Stage of the Group
The Needs for Affection/Brotherly Love
A Disguised Blessing: The Confrontation That Deepens Self-Disclosure
Increased Sense of Ownership of the Group
Intimacy, Cohesiveness, and High-Quality Communication
Three Levels of Low-Quality Communication: The Prework Level
Two Levels of High-Quality Communication: The Work Level
Johari Window Profile: Effect of Self-Disclosure and Feedback
Self-Disclosure and How to Deepen It
1st Barrier: Pseudo Self-Disclosure—Storytelling or Secret-Telling
2nd Barrier: Nondisclosure
Solutions for 1st and 2nd Barriers: Facilitating Self-Disclosure at a Heart Level
3rd Barrier: There-and-Then Disclosure—Important but Limited
Solutions for 3rd Barrier: Facilitating Here-and-Now Disclosure
Respecting Individual Pace
Feedback-Giving and How to Maximize Its Power
Through Feedback, We See Ourselves as Others See Us
Feedback as a Tool for Reality Testing
Feedback That Zooms In on Interpersonal Patterns
All You Have to Know Is Already Within the Group
Watch Out for Two Types of Poor Feedback
To Facilitate a Useful Feedback—Make It a Self-Disclosure
Redirect It When a Feedback Comes Off Indirect or Evasive
Intermediate Steps Toward the Here-and-Now
1st Step: “I-Thou” Relationship Disclosure
2nd Step: Impact Disclosure
3rd Step: Here-and-Now Feedback: Three Essential Components
Methods of Facilitating Here-and-Now Feedback
Validate Both Givers and Receivers of Here-and-Now Feedback
A Member’s Reflection on Receiving Here-and-Now Feedback
Leader Participation in Here-and-Now Feedback and Impact Disclosure
Functions of Leader Here-and-Now Feedback and Impact Disclosure
Your Green Lights to Use Impact Disclosure
Package Your Here-and-Now Feedback With Support and Care
A Case in Point: The Group’s Impact Disclosure to Julie
Kelly
Sara
Seven Principles of Constructive Confrontation
Confrontation/Corrective Feedback—The Catalyst of Change
Fear of Confronting or Being Confronted
Principles of Constructive Confrontation
Principle 1: Owning Up to One’s Own Part in the Equation
Principle 2: Compliment First, and Then Challenge
Principle 3: Avoiding “You” Statements
Principle 4: Describing Specific Behaviors and Avoiding Personality Judgments
Principle 5: Trying to Avoid Questions and Principle 6: Describing Your Feelings, Rather Than Your Thinking
Principle 7: Avoiding Sarcasm and Cynicism
How to Deal With Poor Confrontation
Acknowledge Feelings Evoked by Tactless Confrontation
Reshape a Tactless Confrontation Into a Sensitive One
Ensure a Sense of Safety When Confrontation Gets Uncomfortable
Group Members’ Reflection on Confrontation
(1) Lori
(2) Joseph
Coaching Members to Request and Receive Feedback
Coaching Members to Request Feedback
Enhancing Ability to Listen to Feedback
Enhancing Ability to Mull Over Feedback
Cases in Point
Case 1: Kelly (Fifth Session)
Snippets of Members’ Reflective Journals
Case 2: Mindy
Snippets of Members’ Reflective Journals
Exercises
Scenarios for Your Practice
Self-Reflection
Chapter 11. Advanced Steps Into the Here-and-Now
The Working Stage and Unstructured Groups—Advanced Level
Trust, Honesty, Productivity, and Humor
Member Autonomy and Self-Initiation
Members as Cofacilitators and Guardians of the Group Goal
Step in and Initiate a Process Discussion When Members Cannot Cofacilitate
A Comparison of Advanced Versus Basic Leadership
A New Paradigm and a Unique Responsibility
The Here-and-Now Method and the Process Level of Communication
“Content” Level of Communication Transmits Only 35% of Message
“Process” Level of Communication Transmits 65% of Message
Relentlessly Pursue the Meanings of the Process Level of Communication
Integrate the “Task” and the “Process” Aspects of Group Work
Embrace Members’ Doubts or Anxiety
The Here-and-Now Method: The Two Tiers
It Takes Two Tiers to Boost Neural Plasticity
First Tier: Stimulate Group Affects —“Stir the Pot”
Second Tier: Illuminate the Meanings Hidden in the Interpersonal Process
Key to the Here-And-Now Method: Zigzagging the Hot Seat
What Do You Zigzag and When to Do It
Zigzagging Marker 1: When Someone’s Interpersonal Style Is Stirring Up Group Reactions
Zigzagging Marker 2: When You Hear Loaded Words
Zigzagging Marker 3: When the Group Attention Lingers Too Long on a Member
The Principles of Engaging the First Tier: Stimulating Group Affects
1st: No Need to Engage the First Tier When the Group Is Already Reacting
2nd: “Stirring the Pot” to Permit Suppressed Inner Reactions to Break the Surface
3rd: Don’t Be Afraid of Stirring Group Affects
4th: Follow It Up With Process Illumination
Behavioral Markers for Group Affect Stimulation
Stirring the Pot Marker 1: Excessive Niceness and Politeness
Stirring the Pot Marker 2: Excessive Storytelling
Stirring the Pot Marker 3: Excessive Agreement—Group Collusion
Stirring the Pot Marker 4: Other Signs That the Group Needs You to Stir Affects
Choose the Right Dose of Here-and-Now Activation
(I) Medium-Intensity Stimulation: Members Setting Here-and-Now Session Goals
Here-and-Now Oriented Session Goals
How to Reshape Members’ Goals to Become Here-and-Now Oriented
(II) High-Intensity Stimulation: Revealing In-Group Perceptions
First Tier: Members Disclosing Perceptions About Others in the Group
Second Tier: Process Illumination
Zigzag the Hot Seat
Deal With Reluctance
(III) Even Higher-Intensity Stimulation: Hypothetical Role Enactment
To Start, Observe Your Own Reactions and Those of Members
First Tier: Initiating Here-and-Now Feedback via Enacting a Hypothetical Role
Second Tier: Connecting Here-and-Now to There-and-Then
More Examples of Hypothetical Role Enactment
(IV) Highest-Intensity Stimulation: Hypothetical Grading
Cases in Point
Case 1: Mary
Case 2: Dianne
An Overview of an Unstructured Session With a Here-and-Now Focus
Exercises
Scenarios for Your Practice
Self-Reflection
Chapter 12. Process Illumination
Process Illumination and Change
The Elusive Nature of Process Illumination
The Gift of Process Illumination
The Trajectory of a Critical Incident: Process Illumination and Self-Discovery
Process Illumination and a Sense of Psychological Visibility
Ways to Recognize Group Processes
Constantly Ask Yourself the Meaning and the Significance of What’s Going On
What Hot Buttons Are Likely to Be Pushed? Get Familiarized With Sensitive Areas
Keep an Eye on Those Roles Easily Enacted Between Members
The Elephant in the Room
The Case of Mindy and Anna: Mutual Enactment
Anna
Mindy
Tips for Process Illumination
Dare to Put Members on the Hot Seat—You Are Giving Them a Gift
Don’t Do for Them What They Can Do Themselves
Zigzag the Spotlight Among Multiple Interpersonal Dynamics
Let the Reactivity “Markers” Guide Your Zigzagging
Create a “Corrective Emotional Experience” for Those Who Suffer Deep Pain
Watch-Closely the Dynamics of “Subgroups” or “Whole-Groups”
Interweave the Two Tiers Into a Fluid Process
Peter
Heather
Analyze Members’ Avoidance of the Here-and-Now
The Five Components of Process Illumination: The Leader’s Course of Action
#1: Notice Your Here-and-Now Reaction and Its There-and-Then Parallel
#2: Speculate on the Group’s Reactions at the Moment
#3: Invite the Group Members to Speak Directly About Their Reactions
#4: Zigzag Process Illuminations to Multiple Members
#5: Link the Here-and-Now Back to the There-and-Then
Process Illumination Technique (I): Go After Reactivity Markers
What Are Reactivity Markers?
Be Hawk Alert! Look out for Reactivity Markers
Pursue Reactive Behaviors in Member-to-Member Relationships
Examine Reactive Behaviors in Member-to-Leader Relationships
Explore Reactive Behaviors of the Group as a Whole
Process Illumination Technique (II): Uncovering Hidden Meanings
Hold off on Revealing Your Own Interpretation. Let the Group Do the Cracking
Crack the Codes of Puzzling Group Behaviors
Decipher the Implication of Nonverbal Behaviors
Decode the Meanings of Omitted Behaviors
Decipher the Influence of an Absent Member
Process Illumination Technique (III): Make the Invisible Visible
Bring Members’ Blind Spots to Awareness
Make Inner Qualities Visible —Fostering a Sense of Psychological Visibility
Process Illumination Technique (IV): Explore the Meanings of Behaviors Engaged by “Dyads, “Triads,” or “the Group as a Whole”
Illuminate the Meanings of Behaviors Engaged by “the Group as a Whole”
Interpret the Meanings of “Dyad” or “Triad” Behaviors
Process Illumination Technique (V): Link Here-and-Now to There-and-Then
A Case in Point
The Case of Jean
Exercises
Scenarios for Your Practice
Self-Reflection
Chapter 13. Using Psychodrama for Unresolved Pain
The Power of Psychodrama in Therapy
Liberated Self-Expression and Heightened Awareness
Corrective Emotional Experiences and a Sense of Closure
Enactment and the Shift Between the Experiencing Ego and the Observing Ego
Basic Concepts of Psychodrama Applicable to Group Practice
The Protagonist (the Presenting Member, the Main Player)
The Double (the Inner Self or Different Voice of the Presenting Member)
The Auxiliary (Other Participating Members) and the Reformed Auxiliary
The Director (the Group Facilitator)
The Audience at Large (the Group Itself)
Maximizing the Group’s Healing Power With Psychodrama Techniques
Case Scenario 1: Jeff
Setting Up the Enactment of the Reformed Auxiliaries
The Reformed Auxiliaries Speak
The Impact of the Psychodrama on Jeff
Case Scenario 2: Sami
Setting Up the Enactment of the Doubles
The Doubles Speak
The Impact of the Psychodrama on Sami and Group Members
Case Scenario 3: Gina
Allowing Members to Express Newly Surfaced Feelings
A Detailed Case
Case Scenario of Joe—Unresolved Traumas
Setting Up the Enactment of the Reformed Auxiliaries
The Reformed Auxiliaries in Action
The Impact of Psychodrama on Joe
The Impact of Psychodrama on Group Members Helping Joe
Exercises
Scenarios for Your Practice
Self-Reflection
Chapter 14. Skills of Termination: Completing the Cycle
Dealing With Uncommon Termination
Termination in Open-Ended Groups
Premature Termination in Closed Groups
Invite Explanation for Reasons of Premature Termination
Prevent Premature Termination in Closed Groups
The Termination Stage of a Typical Group
Emotions Evoked by the Ending
Ending as a Time for Celebration
A Zen Story
The Cycle of Life, the Seeds of New Beginnings
Seven Principles of Termination
1st Principle: Give Advance Warning
2nd Principle: Acknowledge the Polarity of Feelings
3rd Principle: Overcome the Difficulty of Saying Goodbye
4th Principle: Set Goals for the Final Session
5th Principle: Transfer Interpersonal Learning From Inside to Life Outside the Group
6th Principle: Use Life-Review Therapy and Looking-Back Letters
7th Principle: Draw on Appreciative Inquiry
Skills for Ending the Group
Opt for an Opening Meditation
Acknowledge Present Feelings
Coach the Group to Say Goodbye in Meaningful Ways
Facilitate Group Interaction and Feedback
Deal With Unfinished Business
Transfer In-Group Learning to the Life Outside the Group
Take Care of Referrals and Particular Needs
Complete the Group With a Symbolic Ceremony
An Option to Close the Group for Youths: Create and Share Memory Books
Evaluation of the Group Experience
Evaluation Immediately After Termination
Example 1: A Group Evaluation Survey
Example 2: Pregroup Survey or Postgroup Survey
Follow-Up and the Evaluation
Example 3: A Group Follow-Up Survey
Examples of Looking-Back Letters
1. Keith’s Letter
2. Mike’s Letter
Exercises
Scenarios for Your Practice
Self-Reflection
Chapter 15. Writing as a Reflective Practice in Group Counseling
Leaders’ Reflective Practice
Reflective Practice: A Self-Examination Central for Leaders’ Development
Two Essential Forms of Reflective Practice
Writing as an Essential Component of a Leader’s Reflective Practice
Member’s Reflective Practice
Research Findings on Benefits of Reflective Writing
Keeping Things to Ourselves Can Take a Toll on Our Health
Scriptotherapy and the Reason It Works
To Write a Reflective Journal With Ease
Applying Reflective Journaling in Group Counseling
Assign Weekly Reflective Journal for Reflection on Group Experiences
Use Writing to Deepen Members’ Self-Discovery
Members’ Reflections on Writing About Group Experiences
Have Members Share Parts of Their Journals: A Possibility for Small Group
Leaders’ Narrative Session Notes
How Leaders Benefit From Writing Narrative Session Notes
Use Narrative Session Notes to Increase Leader Transparency
How Members Benefit From Reading Narrative Session Notes
Client Rights to Have Access to Their Treatment Records
Distributed “Process Summary” Makes “Progress Notes” a Treatment Vehicle
To Write or Not to Write: Time Constraints and Confidentiality
Steps of Writing Narrative Session Notes
Using Therapeutic Language in Narrative Session Notes
Externalize the Problem
Search for Exceptions to the Problems
Maintain a Not-Knowing Position
Internalize Client Personal Agency
Examples of Narrative Session Notes
Appendices
Appendix A: A Sample of the Group Proposal
Appendix B: Pregroup Orientation Handouts
Appendix C: Examples of Interpersonal Skills for Member to Practice in the Session
Appendix D: Examples of Brief Relaxation Exercises for Opening the Group
References
Index