1. Outside the ‘In’ Group
Group Treatment for
Socially Rejected Children
2. Of all the psychotherapeutic modalities, group
therapy, in particular, complements the normal
developmental tasks that further children’s
capacities for social interaction and intimacy.
(Schaefer, 1999)
It provides an in vivo laboratory where new
skills can be practiced under the watchful
eyes of clinicians who can intervene to help
the children change old patterns of
dysfunctional behavior.
3. Questions to Consider
Is this the right patient for the group?
Is this the right group for this patient?
Is this the right time for this person
to join the group?
8. Abilities children/adolescents lack
when they first enter the group:
1. The ability to self observe and
reflect.
2. The capacity to be flexible and
9. Abilities children/adolescents lack
when they first enter the group:
1. The ability to self observe and
reflect.
2. The capacity to be flexible and
to take on a variety of roles
13. 3. The ability to give and receive
feedback.
4. The ability to take responsibility for
14. 3. The ability to give and receive
feedback.
4. The ability to take responsibility for
one’s actions
15. 3. The ability to give and receive
feedback.
4. The ability to take responsibility for
one’s actions
16. 3. The ability to give and receive
feedback.
4. The ability to take responsibility for
one’s actions
5. The ability to put oneself in another’s
17. 3. The ability to give and receive
feedback.
4. The ability to take responsibility for
one’s actions
5. The ability to put oneself in another’s
“shoes” (empathic capacity).
20. Cognitive Limitations Impacting
Social and Group Functioning
1. Deficits in problem solving
2. Deficits in means-end thinking
Braswell and Bloomquist
21. Cognitive Limitations Impacting
Social and Group Functioning
1. Deficits in problem solving
2. Deficits in means-end thinking
3. Deficits in perspective taking
Braswell and Bloomquist
22. Cognitive Limitations Impacting
Social and Group Functioning
1. Deficits in problem solving
2. Deficits in means-end thinking
3. Deficits in perspective taking
4. Information processing errors
Braswell and Bloomquist
23. Cognitive Limitations Impacting
Social and Group Functioning
1. Deficits in problem solving
2. Deficits in means-end thinking
3. Deficits in perspective taking
4. Information processing errors
A. Misattribution of intent
Braswell and Bloomquist
24. Cognitive Limitations Impacting
Social and Group Functioning
1. Deficits in problem solving
2. Deficits in means-end thinking
3. Deficits in perspective taking
4. Information processing errors
A. Misattribution of intent
B. Selective attention and recall
Braswell and Bloomquist
30. Framework for the Group Work Program
1. Promoting a sense of competence
Malekoff, 1997
31. Framework for the Group Work Program
1. Promoting a sense of competence
2. Promoting a sense of belonging
Malekoff, 1997
32. Framework for the Group Work Program
1. Promoting a sense of competence
2. Promoting a sense of belonging
3. Promoting self-discovery, invention,
creativity
Malekoff, 1997
33. Framework for the Group Work Program
1. Promoting a sense of competence
2. Promoting a sense of belonging
3. Promoting self-discovery, invention,
creativity
4. Extending the bonds of belonging beyond
the group itself Malekoff, 1997
36. Content and Process are both
actively utilized in this model
Content is what members are talking
about, the subject of the present
conversation. It usually has a there-and-
then focus.
37. Content and Process are both
actively utilized in this model
Content is what members are talking
about, the subject of the present
conversation. It usually has a there-and-
then focus.
Process is the nature of the relationship
among the group members who are
communicating with one another. It usually
has a here-and-now focus. (Smead, 1995)
45. I. Communication Skills
II. Interpersonal Perspective Taking
III. Negative Thoughts / Feelings Management
IV. Anger / Frustration Tolerance
46. I. Communication Skills
II. Interpersonal Perspective Taking
III. Negative Thoughts / Feelings Management
IV. Anger / Frustration Tolerance
V. Teasing / Bullying
47. I. Communication Skills
II. Interpersonal Perspective Taking
III. Negative Thoughts / Feelings Management
IV. Anger / Frustration Tolerance
V. Teasing / Bullying
VI. Being a Good Sport
48. I. Communication Skills
II. Interpersonal Perspective Taking
III. Negative Thoughts / Feelings Management
IV. Anger / Frustration Tolerance
V. Teasing / Bullying
VI. Being a Good Sport
VII. Staying Focused
49. I. Communication Skills
II. Interpersonal Perspective Taking
III. Negative Thoughts / Feelings Management
IV. Anger / Frustration Tolerance
V. Teasing / Bullying
VI. Being a Good Sport
VII. Staying Focused
VIII. Self-Awareness
90. Feeling Charades
Without using words, show the group that you are SAD.
Without using words, show the group that you are CALM
or RELAXED.
Without using words, show the group that you are
FRUSTRATED.
Without using words, show the group that you are
ANXIOUS or NERVOUS
Without using words, show the group that you are HAPPY.
Without using words, show the group that you are GRUMPY
or CRANKY.
91.
92.
93.
94.
95.
96. Phone Skills
1. Introduce yourself.
2. Ask to speak with your friend.
3. Ask “What’s up?” or “How are you?”
4. Ask to get together for a play-date.
5. Decide where to meet (your house or his/her house).
6. Decide when to meet (what day and what time).
7. Let your parents talk about directions
if they will be driving you.
102. 1. What is the problem?
2. What are possible solutions?
103. 1. What is the problem?
2. What are possible solutions?
3. Compare solutions: What are the benefits
(plusses) and costs (minuses) of each one?
Which solution seems best?
104. 1. What is the problem?
2. What are possible solutions?
3. Compare solutions: What are the benefits
(plusses) and costs (minuses) of each one?
Which solution seems best?
4. Use the solution you picked.
105. 1. What is the problem?
2. What are possible solutions?
3. Compare solutions: What are the benefits
(plusses) and costs (minuses) of each one?
Which solution seems best?
4. Use the solution you picked.
5. How did it go?
106. 1. What is the problem?
2. What are possible solutions?
3. Compare solutions: What are the benefits
(plusses) and costs (minuses) of each one?
Which solution seems best?
4. Use the solution you picked.
5. How did it go?
181. Being a Good Sport
Think of what you can honestly tell the other players:
“Congratulations!”
“You played a good game.”
“You’re getting real good at this game.”
194. What’s the HEADLINE?
What are the THREE FACTS you want to share most?
What were the REACTIONS of people in the story?
How can you WRAP UP with the story’s MAIN POINT?
196. Speaker / Listener Rules
(adapted from “Fighting for your Marriage,”
Markman, et al., 1994)
197. Speaker / Listener Rules
Speaker
• Shares an experience that made them feel...
• Must describe experience, including their thoughts /feelings
(adapted from “Fighting for your Marriage,”
Markman, et al., 1994)
198. Speaker / Listener Rules
Speaker
• Shares an experience that made them feel...
• Must describe experience, including their thoughts /feelings
Listener
• Must demonstrate “active listening” by paraphrasing what the
speaker said, including the events, the speaker’s thoughts & feelings
• Must describe experience, including their thoughts & feelings
(adapted from “Fighting for your Marriage,”
Markman, et al., 1994)
199. Speaker / Listener Rules
Speaker
• Shares an experience that made them feel...
• Must describe experience, including their thoughts /feelings
Listener
• Must demonstrate “active listening” by paraphrasing what the
speaker said, including the events, the speaker’s thoughts & feelings
• Must describe experience, including their thoughts & feelings
Group Members
• Act as “Olympic Judges”
• Rate Listener (1 - 5)
(adapted from “Fighting for your Marriage,”
Markman, et al., 1994)
200. Speaker / Listener Rules
Speaker
• Shares an experience that made them feel...
• Must describe experience, including their thoughts /feelings
Listener
• Must demonstrate “active listening” by paraphrasing what the
speaker said, including the events, the speaker’s thoughts & feelings
• Must describe experience, including their thoughts & feelings
Group Members
• Act as “Olympic Judges”
• Rate Listener (1 - 5)
Group Leader
(adapted from “Fighting for your Marriage,”
Markman, et al., 1994)
201. Speaker / Listener Rules
Speaker
• Shares an experience that made them feel...
• Must describe experience, including their thoughts /feelings
Listener
• Must demonstrate “active listening” by paraphrasing what the
speaker said, including the events, the speaker’s thoughts & feelings
• Must describe experience, including their thoughts & feelings
Group Members
• Act as “Olympic Judges”
• Rate Listener (1 - 5)
Group Leader
• Generate score
(adapted from “Fighting for your Marriage,”
Markman, et al., 1994)
202. Speaker / Listener Rules
Speaker
• Shares an experience that made them feel...
• Must describe experience, including their thoughts /feelings
Listener
• Must demonstrate “active listening” by paraphrasing what the
speaker said, including the events, the speaker’s thoughts & feelings
• Must describe experience, including their thoughts & feelings
Group Members
• Act as “Olympic Judges”
• Rate Listener (1 - 5)
Group Leader
• Generate score
• Leads discussion of contest (adapted from “Fighting for your Marriage,”
Markman, et al., 1994)
221. What is a Group?
1. A group is defined by its task or function.
Without this task focus, it is just a collection
of individuals.
2. “A group is a collection of two or more
individuals, who meet in a face-to-face interaction
interdependently, with the awareness that each
belongs to the group and for the purpose of
achieving mutually agreed upon goals.”
Gladding, 1991
222. Metaphors for a Group
‘Frame’ (Milner)
‘Holding environment’ (Winnicott)’
‘Container’ (Bion)
‘Envelope’ (Day)
‘Social microcosm’ (Yalom)
‘Laboratory’ (Rutan & Alonso)
‘Garden’ or ‘vineyard’ (Weber)
‘Practice field’ or ‘playground’ (Weber)
223. Targeted Skills
1. Being able to enter a group
2. Being able to begin, sustain and end a conversation
3. Being a good listener and understanding another’s perspective
4. Handling teasing without escalating the situation
5. Being a good sport, being able to compromise,
and becoming a team player
224. Targeted Skills
6. Picking up social cues and responding appropriately to them.
7. Becoming appropriately assertive,
and understanding the different being too passive or
too aggressive
8. Problem solving in interpersonal situations, brainstorming,
alternative solutions, and thinking through consequences
9. Modulating affect and controlling anger
10. Gaining the confidence to try again to make suitable new
friends or to repair the relationship with old friends
225. Why Group Therapy?
To enhance social skills
To improve relationships
To decrease loneliness and isolation
To learn to deal more effectively with losses
To diminish feelings of helplessness
To enhance self-esteem and self-mastery
To resolve feelings of shame
To confront and change problematic behavior
To instill hope
226.
227. TOP SECRET
DETECTIVES … HERE IS YOUR MISSION …
IF YOU CHOOSE TO ACCEPT IT…
1. Never leave evidence behind …
Napkins will be needed to help keep crumbs off the table.
Go to [receptionist] and ask for napkins. Also find out when her birthday is.
2. You will need food along your journey.
Go to Mr. [parent] and ask him politely for snack.
Also find out what is his favorite food.
3. Top detectives remain in control.
Seek the wisdom of Dr. [staff] on the second floor.
Ask what she does when angry.
Do you think it’s a good idea for you?
4. You will need to find out the level of importance of this mission -
(CODE RED, CODE BLUE, etc.).
Go to Ms. [parent] and find out her favorite color.
That will be the color of your mission.
Be sure to keep it quiet.
We don’t anyone to hear, unless he or she is a detective.
228. TOP SECRET
5. No detective works completely on his own.
You will need to ask for help along the way.
Go to Dr. [staff] on the first floor and find out
what he does when it’s hard to ask for help.
6. Time is on your side, detective. But we need to keep track of it.
Go to Ms. [parent] as her for the group’s timer.
How much time is left to complete your mission?
7. Your mission is very important. You must discover the hidden message.
Ask the receptionist where you can find the room
where large meetings take place.
8. Decode the message.
… YOU HAVE SUCCEEDED. NICE JOB, DETECTIVES !!!!
229. Communicate Straight Chart
Being non-assertive means:
Avoiding saying what you think, feel, want or believe -
• Because you are afraid to risk the consequences
• Because you don’t believe in your own rights
• Because you don’t know how to speak up for yourself
• Because you think the other person’s rights are more
important than yours
230. Name Date
NON-ASSERTION, AGGRESSION AND ASSERTION WORKSHEET
1. I hate your stupid notebook
2. I’d really like to go to a show on Saturday
3. Would you please put your dirty clothes in the hamper
after you take a bath?
4. Could you possibly, I mean, maybe, get me a Pepsi?
Oh well, you probably don’t want to - that’s OK.
5. Shut up, stupid.
6. I need $5 dollars for the class trip today.
7. I worked really hard on this homework, but I guess I could
let you copy it.
8. I want you to pay me the money for babysitting that you owe me.
9. Sure, you can have all of my lunch money. No problem.
10. I’m hurt that I wasn’t invited to the party.
231. Communicate Straight Chart
Being assertive means:
Saying what you think, feel, want or believe -
• In ways that don’t damage another person’s right
to be treated with respect
• In a straightforward, non-threatening manner
• In ways that don’t deny your own rights
232. Communicate Straight Chart
Being aggressive means:
Saying what you think, feel, want or believe -
• In ways that deny another person’s right to be
treated with respect (anger / meanness / hurtfulness /
put-downs / spitefulness, etc.)
233. Tell us Quickly and Concisely!
Ever notice how hard it is to keep your audiences attention
when you have a lot to say? Most of us find it hard to keep
people focused on what we are saying if we talk for a long
time. One way to deal with this is to share information
in a quick and concise manner.
• Start with a sentence that grabs a person’s attention
• Stick to only the most important facts, and
• Wrap it all up with the main point of what you’re saying.
An easy way to practice this is to imagine that you work for a
newspaper and have to write a short item for the front page.
Ask yourself these questions:
234. Advertisement for Myself
Friendly Here are some words which describe
Kind people. Pick out the words
Funny which would be the best
Depressed Sensitive
Creative Disgusted
advertisement
Lonely Confused for yourself.
Sad Silly
Proud Happy Shy
Generous Loving Angry
Selfish Joyful
Aggressive
Suspicious
Afraid Good sport
Brave Tattle tale
Good Problem Solver
Affectionate Helpful
Confident Honest
Interrupting Unsure Fair
Bad sport Braggard
Really Mad Sneaky Greedy
Smart
Complainer Loyal Good Athlete Flexible
Funny Tearful Good Friend
