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Module 2: Learning Activity 1

University of Rochester School of Nursing

NUR454 Group and Family Psychotherapy

September 7, 2023
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Study Questions

An overview of various types of groups. The Association for Specialist in Group Work

(ASGW 2000) has identified four types of groups (Corey, Ch. 1 & 2; Nichols, Ch. 1) (Corey,

Ch. 4 pp. 69-78). Answer all of the following questions and include examples.

1. Define the following concepts (Give examples of each).

 Multi-cultural Intentionality

Multi-cultural intentionality refers to the deliberate and purposeful effort to recognize,

appreciate, and incorporate cultural diversity in group interactions and interventions (Corey,

2023). It involves being mindful of different cultural backgrounds, values, and perspectives to

create an inclusive and respectful group environment. For example, in a therapy group, a

counselor may use multi-cultural intentionality by adapting therapeutic techniques to be culturally

sensitive to the diverse backgrounds of group members.

 Active Listening

Active listening is a communication skill that fully focuses on and comprehends what

someone is saying without judgment or interruption (Nichols, 2017). It includes verbal and non-

verbal cues that indicate attentiveness, such as nodding, summarizing, and asking clarifying

questions. For example, in a family therapy session, a therapist actively listens to each family

member's concerns and feelings to facilitate understanding and open communication.

 Homogeneous group

A homogeneous group comprises members with similar characteristics, such as age,

gender, or specific issues (Yalom & Leszcz, 2005). For instance, a support group for young adults

dealing with anxiety disorders would be considered a homogeneous group because all members

have a common age range and share similar mental health concerns.

 Heterogeneous group

A heterogeneous group comprises members with diverse characteristics, backgrounds, or

issues (Corey, 2023). An example could be a counseling group for individuals dealing with

various mental health issues, where the members come from different age groups, cultural

backgrounds, and life experiences.

 Closed group

A closed group is one where the membership remains constant and does not accept new

members once it has started (Nichols, 2017). For instance, a closed therapy group might consist of

a set number of individuals who attend sessions together over a specified period without allowing

new participants to join.

 Open group

An open group is one that allows new members to join at any time (Nichols, 2017). For

example, a weekly support group for individuals grieving the loss of a loved one may operate as

an open group, welcoming new participants at each meeting.

 Linear Explanation

Linear explanation refers to presenting information or concepts in a sequential and step-

by-step manner, often following a cause-and-effect structure. It simplifies complex ideas by

organizing them logically. In group counseling, a linear explanation might involve breaking down

the stages of grief in a structured order to help group members understand their emotions (Corey,

2023).

 Thinking in Circles

Thinking in circles, in the context of group dynamics, suggests that discussions or

decision-making processes within the group are repetitive or lack direction (Corey, 2023). It can

result in a lack of progress or resolution. Group leaders aim to avoid circular thinking by guiding

the group towards more focused and productive discussions.

 Practice based evidence

Practice-based evidence refers to using data and information from clinical practice, such as

observations, experiences, and outcomes, to inform and guide decision-making and treatment
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approaches in counseling and therapy (Corey, 2023). It complements traditional research-based

evidence and emphasizes the importance of real-world application and clinical expertise.

2. What are the goals, membership, and leadership roles of the following types of

groups (Give practical examples of each one).

· Task groups

Task groups focus on achieving specific objectives or completing particular tasks. These

objectives could be related to problem-solving, decision-making, or project completion. Members

of this group are typically chosen based on their skills, expertise, or relevance to the task at hand

(Nichols, 2017).. For example, a task group in a workplace might consist of employees from

different departments who collaborate to develop a new company-wide training program.

Leadership in task groups may rotate based on the group's needs or be assigned to a leader with

the necessary skills to achieve the group's goals.

· Psycho educational groups

Psychoeducational groups aim to provide members with knowledge and skills related to a

specific topic or issue, often related to mental health or personal development (Nichols, 2017).

The goal is to educate and empower participants. Members can be individuals facing a common

challenge or seeking personal growth. For instance, a psychoeducational group for individuals

with social anxiety might consist of people who want to learn strategies for managing their

anxiety in social situations. The leader of a psychoeducational group is typically an expert or

professional in the subject matter being addressed. They facilitate discussions, provide

information, and guide participants in acquiring new skills (Corey, 2023).

· Counseling groups

Counseling groups are formed to provide support, insight, and guidance to members who

share similar concerns or issues (Nichols, 2017). The primary goal is to address emotional,

psychological, or behavioral challenges and promote personal growth and healing. Members often

have common therapeutic goals, such as overcoming addiction, managing grief, or improving
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relationships (Corey, 2023). For example, a counseling group for individuals dealing with

substance abuse issues would include individuals seeking recovery. A licensed counselor or

therapist typically leads counseling groups. They create a safe and supportive environment,

facilitate discussions, and guide members toward self-awareness and change.

· Psychotherapy groups

Psychotherapy groups focus on providing therapeutic interventions to address a wide range of

mental health concerns. The goals can vary but often include improving emotional well-being,

enhancing coping skills, and fostering interpersonal growth (Nichols, 2017). Members can have

diverse mental health issues like depression, anxiety, or trauma. For example, a psychotherapy

group in a mental health clinic may include individuals with different diagnoses who are working

on various aspects of their mental health. Licensed therapists or counselors with specialized

training in group therapy techniques typically lead psychotherapy groups. They employ evidence-

based therapeutic approaches to help members explore and address their psychological issues

(Nichols, 2017).

3. “Multiculturalism is inherent in all group work, and our uniqueness as individuals is a key

factor in how groups operate”, Corey p. 11. Reflect on this statement. Give practical

illustrations from a group you have observed or been a part of. (This can include families,

task groups or psychotherapy groups.)

The statement, "Multiculturalism is inherent in all group work, and our uniqueness as

individuals is a key factor in how groups operate," by Corey (2023) highlights the importance

of recognizing diversity and individual differences within groups.

I have observed various of these groups. In a family therapy group, for example, each

family member brings their unique cultural background, values, and communication styles.

This is a family consisting of parents from different cultural backgrounds. Their individual

cultural beliefs and expectations influence their parenting styles and family dynamics. The
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therapist leading this group needs to be culturally sensitive and acknowledge these differences

to help the family understand and appreciate each other's perspectives.

Another group is a psychotherapy group. Members come from diverse backgrounds and

have different mental health concerns. This therapy group for individuals struggling with

anxiety includes participants from various ages, ethnicities, and life experiences. Each

member's unique struggles and coping strategies can provide valuable insights and support for

others in the group. The therapist leading the group needs to foster an inclusive and respectful

environment that allows for cultural and individual differences to be acknowledged and

explored.

In these examples, multiculturalism is inherent in the group dynamics. Each individual's

cultural background, experiences, and perspectives influence their interactions with others and

contribute to the overall group dynamic. Effective group leaders and facilitators recognize and

embrace these differences, creating a space where individuals feel heard, understood, and

valued. By doing so, they can harness the diversity within the group to promote mutual

understanding, problem-solving, and personal growth, which aligns with the essence of Corey's

statement.

4. The overall purpose of therapeutic work in groups (including families) is to help

members understand themselves better in order to facilitate changes they want to make

in their lives (Corey, Ch. 1). Yalom (2005, pp 1-18) observed common curative or

therapeutic factor in group psychotherapy. His work, The Theory & Practice of Group

Psychotherapy (2005), is seminal to all group psychotherapeutic work.

What are Yalom’s therapeutic factors in groups? Choose four (4) of them, and give

examples also from groups you have observed or have been a participant or leader.
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Yalom's work on therapeutic factors in group psychotherapy has significantly contributed to

understanding how groups can facilitate personal growth and change. Here are four of Yalom's

therapeutic factors, along with examples from groups:

1. Universality: Universality involves recognizing that others share one's struggles, feelings,

and experiences in the group. It helps members feel less isolated and more connected

(Yalom & Leszcz, 2005). For example, in a support group for individuals dealing with

grief and loss, participants may initially feel alone in their pain. However, as they share

their stories and emotions, they discover that others in the group have similar feelings of

sadness, anger, or confusion. This realization of universality can provide comfort and

reduce the sense of isolation.

2. Catharsis: It refers to the emotional release and relief from openly expressing and sharing

one's feelings and thoughts within the group (Yalom & Leszcz, 2005). It can lead to a

sense of emotional cleansing. For instance, in a therapy group for trauma survivors,

members are encouraged to share their traumatic experiences and the associated emotions.

As they do so, they may experience intense emotions, such as anger or grief, but this

emotional release can lead to a feeling of catharsis. Members can begin to heal and process

their emotions by openly discussing their trauma.

3. Interpersonal Learning: Interpersonal learning involves gaining insight into one's own

patterns of behavior and how they affect and are influenced by others within the group

(Yalom & Leszcz, 2005). It promotes self-awareness and improved social skills. In a

therapy group for individuals with social anxiety, members can observe their own social

interactions and receive feedback from others (Yalom & Leszcz, 2005). They may notice

patterns of avoidance or negative self-talk that contribute to their anxiety. They can

develop strategies to improve their social interactions and build healthier relationships

through interpersonal learning.

4. Group Cohesiveness: Group cohesiveness refers to the sense of belonging and connection

that members develop with each other in the group. It fosters trust, support, and a safe

environment for self-exploration (Yalom & Leszcz, 2005). The members bond over their

shared recovery goal in a counseling group for individuals with addiction issues. They

provide each other with encouragement, accountability, and empathy. Group cohesiveness

not only enhances the members' commitment to sobriety but also creates a strong support

network that extends beyond the group sessions.

5. Groups and families exist in organismic environments; therefore, they can be

understood to be organismic entities. As organisms they follow a developmental pattern.

(Review and reflect on the following question :)

What are the stages of Group Development and what are the tasks of each stage? (Corey,

Chapter 4 pp 69) Very briefly in bullet points or one or two sentences per stage.

Group development typically follows a series of stages, each characterized by specific

tasks and dynamics. Here are the stages of group development and their associated tasks, as

outlined by Corey (2023):

Stage 1, Pre-group Issues—Formation of the Group: This stage involves critical preparatory

work before the group counseling sessions officially begin. This stage is essential for ensuring

that the group is well-prepared, and its members are well-informed and engaged when they start

their therapeutic journey. Properly addressing pre-group issues can set a positive tone for the

entire group counseling process.

Stage 2, Initial Stage—Orientation and Exploration: In this stage, group members come

together for the first time, and the primary task is establishing a safe and trusting atmosphere.

Members may be anxious, cautious, and focused on getting to know each other and the group's

purpose.
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Stage 3, Transition Stage—Dealing With Resistance: Conflict may arise as group members

assert themselves, and the task is to work through these conflicts and develop a sense of cohesion.

Tensions and disagreements can be common, but the group also starts to bond and develop a sense

of belonging.

Stage 4, Working Stage—Cohesion and Productivity: The group focuses on its primary goals

and tasks, including sharing, problem-solving, and providing mutual support. Members are more

comfortable with each other, communicate openly, and collaborate effectively.

Stage 5, Final Stage (Termination): In this stage, the group prepares for its termination or

ending, reflecting on the progress made and the personal growth experienced. Members may

experience a range of emotions, including sadness about the group's end and a sense of

accomplishment for the work done.

Stage 6, Post group Issues—Evaluation and Follow-Up: This stage occurs after the group has

completed its sessions and is designed to ensure that the members' progress is assessed, and any

necessary follow-up or closure is provided. This post-group stage is essential for ensuring that the

benefits of group therapy are maximized, that members have closure and support in their

continued growth, and that any necessary evaluations and improvements can be made for future

group therapy endeavors.

6. What are the important things to look for before the initial interview with a family?

(Patterson, et al, Ch. 2)

Before the initial interview with a family in family therapy, the therapist must prepare

thoroughly to ensure a productive and respectful interaction. Patterson et al. (2018) outlined

several important considerations. Here are some key things to look for before the initial interview

with a family:
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 Gather information about the family's reason for seeking therapy, including any specific

issues or concerns. Review any referral notes or communication from referring

professionals.

 Understand the family's composition and structure. Determine who will be present at the

initial interview and whether any extended family members, significant others, or children

may need to be included or informed.

 Explore the cultural, ethnic, and contextual factors that may influence the family's

dynamics and concerns. Be aware of any cultural sensitivities or unique cultural beliefs

that may impact the therapeutic process.

 Familiarize with the family's developmental history, including key milestones, challenges,

and transitions. Consider how the family's developmental stage may be relevant to their

current issues.

 Inquire about any previous experiences with therapy or counseling, both positive and

negative. Understanding the family's past interactions with mental health professionals can

inform your approach.

 Consider using assessment tools or questionnaires, when appropriate, to gather additional

information about family dynamics, communication patterns, and individual concerns.

These tools can provide valuable insights.

 Establish clear goals and expectations for the initial interview. Ensure that the family

understands the purpose of the session, the therapeutic process, and their role in it.

 Arrange the physical setting to accommodate the family's needs and preferences. Ensure

that the space is comfortable and conducive to open communication.

 Prepare yourself mentally and emotionally to approach the session with a non-

judgmental, empathetic, and curious attitude. Be open to the family's unique experiences

and perspectives.
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7. Weinberg & Rolnick (p. 2-22) propose two approaches (or camps) to online

psychotherapy. Name each approach (camp) and name 2 advantages and 2

disadvantages of each approach.

Two common approaches to online psychotherapy are typically referred to as Techniques

Camp and Relationship Camp. These camps represent two different orientations in online therapy,

and therapists often integrate elements from both approaches based on the needs of individual

clients and the goals of therapy. The choice between these camps or a blend of both depends on

the therapist's theoretical orientation and the client's preferences and presenting concerns.

Techniques Camp:

 Advantages:

1. Structured Interventions: The Techniques Camp emphasizes using structured

therapeutic interventions and tools (Weinberg & Rolnick, 2020) . This can provide

clear guidance to therapists and clients.

2. Efficiency: It often prioritizes efficiency and the systematic application of

evidence-based techniques, which can lead to measurable progress in therapy

(Weinberg & Rolnick, 2020) .

 Disadvantages:

1. Potential for Sterility: Overreliance on techniques may create a sense of sterility

or impersonality in therapy, potentially hindering the development of a strong

therapeutic alliance (Weinberg & Rolnick, 2020).

2. One-Size-Fits-All: Techniques-based approaches may not adequately consider

individual clients' unique needs and preferences, leading to less personalized

therapy (Weinberg & Rolnick, 2020).

Relationship Camp:

 Advantages:
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1. Emphasis on Therapeutic Alliance: The Relationship Camp strongly emphasizes

the therapeutic alliance and the quality of the therapist-client relationship, fostering

trust and collaboration (Weinberg & Rolnick, 2020).

2. Personalization: Therapists within this camp often tailor their approach to meet

each client's specific needs and preferences, promoting a client-centered experience

(Weinberg & Rolnick, 2020).

 Disadvantages:

1. Potential for Lack of Structure: The focus on the therapeutic relationship may

sometimes lead to a lack of structure or clear direction in therapy, which may not

be suitable for all clients (Weinberg & Rolnick, 2020).

2. Challenges in Online Settings: Building and maintaining a strong therapeutic

alliance can be challenging in online settings due to the absence of in-person

interactions and non-verbal cues (Weinberg & Rolnick, 2020).

References

Corey, G. (2021). Theory and Practice of Group Counseling (10th Ed.) Belmont, CA

Brooks/Cole Cengage Learning.

Nichols, M.P. (2017). Family Therapy: Concepts and Methods (11th Ed.) Boston:

Pearson Education.

Patterson, J., Williams, L., Edwards, T.M., Chamow, L., Grauf-Grounds, C. (2018). Essential Skill in

Family Therapy. (3rd Ed.), NY. The Guilford Press.

Weinberg H., Rolnick, A. (eds) (2020). Theory and Practice of Online Therapy: Internet Delivered

Interventions for Individuals, Groups, Families, and Organizations. New York, NY: Routledge.

Yalom, I. D., & Leszcz, M. (2005). The Theory and Practice of Group Psychotherapy (5th ed.). Basic

Books.