Group Counselling 1March2014 Sharada

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Content
I. An Overview of the Group Counseling
II.Group Leadership in Group Counseling
III. Ethical & Professional Issues in Group Practice
IV. My Integrative Model
Presented by Sharada on March 1, 2014Presented by Sharada on March 1, 2014
for ACCfor ACC –– Level 2 Training ProgramLevel 2 Training Program

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I. An Overwiew of Group Work
Glossary for the Group Work in Counseling
Insight:Insight: a cognitive & emotional awareness of the
connection of past experience to present problems.
Projection:Projection: an ego defence mechanism that
involves attributing our own unacceptable
thoughts, feelings, behaviors, and motives to
others.
Transference:Transference: unconscious reflection of the old
experiences & earlier acquired distortions to the
group leader (or the group members) in the
present relationship.
Countertransference:Countertransference: The group leader’s
unresolvd conflicts that are projected onto the
client, resulting in a distorted perception of the
client’s behavior.
Chatharsis:Chatharsis: The expression of stored-up feelings
that are released by verbal & physical acting out of
an emotion-laden situation.
Contract:Contract: specific and measurable statements of
the objectives group participants intend to attain:
contracts place the responsibility on members for
clearly defining waht, how, and when theythey want to
change.
Transaction:Transaction: an exchange of strokes between two
or more people; the basic unit of human
communication. Transactions may be
complementary, crossed, or ulterior.
Strokes:Strokes: a form of recognition. Strokes may be
positive or negative, conditional or unconditional,
physical or psychological.
Group cohesionGroup cohesion: is the attraction that
members have for their group and for the
other members. Members of a cohesive
group are more accepting of one another,
more supportive, more inclined to form
meaningful relationships in the group.
Genuineness 0r congruence:Genuineness 0r congruence: the state of
authenticity that result from a deep
exploration of self & a willingness to accept
the truths of this exploration, which requires
a high level of self-awareness, self-
acceptance, and self-trust.
Unconditional positive regard:Unconditional positive regard: an attitude of
acceptance and caring for group members.
Empathy:Empathy: “the capacity to see the world of
another by assuming the internal frame of
reference of that person”.

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1. The Use of Groups in Counseling
helping people make fundamental changes in
their ways of thinkingthinking, feelingfeeling, and behavingbehaving
GMs are assisted in developing their existingdeveloping their existing
skillsskills in dealing with interpersonal problemsinterpersonal problems.
provides empathyempathy and supportsupport necessary to
create the atmosphere of trustthe atmosphere of trust that leads to
sharing and exploring these concerns.
therapeutictherapeutic or educationaleducational purposes or for aa
combinationcombination of the two
preventivepreventive, educatingeducating as well as remedialremedial aims.
a beneficialbeneficial and costcost--effective approacheffective approach to
treatment
specificspecific goalsgoals : educational, career, social, or
personal.
emphasizes interpersonal communicationinterpersonal communication of
conscious thoughts, feelings, and behavior within
a herea here--andand--now time framenow time frame.
often problem orientedproblem oriented and the GMs largely
determine their content and aims.
tends to be growth orientedgrowth oriented in that the emphasis
is on discovering internal resources of strength.
frequently more effective than the individualmore effective than the individual
approach because individuals
gain insights;
practice new skills in & outside the group;
benefit from the feedback;
benefit from insights of the GMs & the GL;
offer many opportunities for modeling;
learn how to cope with problems by observing
others with similar concerns

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2. The Types of Groups
GOALSGOALS GROUP POPULATIONGROUP POPULATION
1.1. Counseling GroupCounseling Group
(Growth(Growth--OrientedOriented
Group)Group)
▪ growth
▪ development
▪ enhancement
▪ prevention
To meet the needs of specific
populations such as
▪ Children
▪ Adolescents
▪ College students
▪ Older people
2. Group Psychotherapy2. Group Psychotherapy
(Remedial Treatment(Remedial Treatment
Group)Group)
issues such as
▪ remediation
▪ treatment
▪ personality reconstruction
The people suffering from
▪ severe emotional problems
▪ deep personal conflicts
▪ effects of trauma
▪ psychotic states
3.Psychoeducational3.Psychoeducational
GGrouproup
(Educational & Therapeutic(Educational & Therapeutic
Group)Group)
serve a number of purposes:
▪ imparting information
▪ sharing common experiences
▪ teaching people how to solve
problems
▪ offering support
▪ helping people how to create
their own support systems
outside of the group setting
well suited to populations of all ages
▪ ideal for all sorts of Support Groups
▪ Group for school children of divorce
▪ A domestic Violence Group
▪ A successful Aging Group
4. Task Facilitation4. Task Facilitation
GroupGroup
(Goal Accomplishment(Goal Accomplishment
Group)Group)
designed to assist:
▪ task forces
▪ committees
▪ planning groups
▪ team building
▪ program development
consultation
▪ groups to correct or
develop their functioning
commonly used
▪to get down to business in companies
▪in school settings
▪in community interventions for
diverse racial & ethnic groups

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3. Stages in the Development of a Group
Stage 1:
Formation of
the Group
Stage 2:
Orientation &
Exploration
Stage 3:
Transition
Stage
Stage 4:
Working Stage
Stage 5:
Final Stage
Stage 6:
Postgroup
Issues
Characteristics
▪ Pregroup
Stage
▪ planning &
preparation
▪ Inital Stage
▪ orientation &
determinig the
structure of the
group
▪ Dealing with
resistance
▪ Cohesion &
Productivity
▪ learn to deal with
conflict &
confrontation
▪ Consolidation &
Termination
▪ time for
summarizing,
pulling together
loose ends
▪Evaluation &
Follow Up
Group
Member(GM)
Functions &
Possible
Problems
▪ think what
you
want/expect
▪ identify
personal
themes
▪ learn the
basics of
group
process,
▪ involve in the
creation of
group norms
▪ Learn how to
express
themselves &
work through
with conflict,
confrontation
▪ Give other GMs
feedback & be open
to receiving it
▪ Practise new skills
and behaviors &
bring the results to the
sessions
▪ Complete
unfinished issues
▪ identify ways of
reinforcing
themselves to
apply what they
learnt
▪ evaluate the
impact of the
group
experiences
Group
Leader(GL)
Functions
▪ make a
decision on
practical
details
▪ develop
trusting
climate
▪ teach the
basics of
group
process,
interpersonal
skills
▪ teach/assist in
recognizing &
dealing with
resistance &
conflicts
▪ Look for common
themes among GMs'
work that provide for
some universality
to produce change
▪intervene in such a
way as to help GMs
make desired
changes
▪Assist GMs in
determining how
they will apply
specific skills in
various situations in
daily life
Asses the
outcome of the
group work

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4. Characteristics of an Effective Working Group
1. There is a herea here--andand--nownow focus.
2.Members identify their goals andgoals and
concernsconcerns, and they take resrespponsibilonsibiliityty
for them.
3.Members are willing to work &willing to work &
practicepractice outside the group to achieve
behavioral changes.behavioral changes.
4.Most of the members feel includedfeel included in
the group.
5.The group has almost become anan
orchestraorchestra in that individuals listenlisten to
one another & dodo productive workwork
togethertogether.
6.Members continually assesscontinually assess their level
of satisfactionsatisfaction with the group & take
active steps to changeactive steps to change matters if they
see that sessions need changing.

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I. An Overview of Group Work
5. Therapeutice Factors of a Group
1. Trust and Acceptance
▪ manifested in participantsparticipants’’ attitudes of acceptanceattitudes of acceptance & in
their willingness to take riskstheir willingness to take risks by sharing meaningful
here-and-now reactions
2. Empathy
▪ means caring & reveals itself geniunegeniune && activeactive
involvementinvolvement with the other GMs.
▪ expressed by compassioncompassion && supportsupport,, tendernesstenderness eveneven
confrontationconfrontation.
3. Intimacy
▪ The goalThe goal is how one can accept intimacyaccept intimacy in life without
fear & to understandunderstand how one has avoided intimacyavoided intimacy
outside of the group.
4. Hope: crucial for continuity & therapeutic factorscrucial for continuity & therapeutic factors
▪ therapeutic in itself because it gives members the
incentive to commitincentive to commit themselves to the work that for
changechange requires.
5. Freedom to Experiement
▪ with group support, GMs can practise more functional ways
of being and behaving.
6. Catharsis “expression of pentexpression of pent--up feelingsup feelings”
▪ releases energyreleases energy that has been tied up in witholding certain
threatening feelings.
7. Cognitive Restructuring
▪ includes explainingexplaining, clarifyingclarifying, interpretinginterpreting, providing theproviding the
cognitive frameworkcognitive framework needed for change, formulating ideasformulating ideas, and
making new decisionsmaking new decisions..
8. Commitment to Change
▪ Participants need to formulate a plan of actiona plan of action, commitcommit themselves to
it, and use the tools offered by the group processuse the tools offered by the group process to explore ways of
carrying it out.
9. Self-disclosure : Main vehicle of group interactionMain vehicle of group interaction
▪ the meansthe means by which open communicationopen communication can occur in a group.
If it is limited to safe topics or exposing secrets, the group cannot
move beyond a superficial level. In its absence, stagnation results.
▪ Barriers:Barriers: fear of intimacy that accompanies self-revelation,
avoidance of responsibility and change, feelings of guilt and shame,
feer of rejection, & taboos.
10. Confrontation: Basic ingredient of working stageBasic ingredient of working stage
▪ therapeutictherapeutic when it is appropriate, well timed, direct, honest, sensitive,
respectful
11. Benefiting from Feedback
▪ A climate of safety within the group allows for an honestan honest
exchange of feedbackexchange of feedback and to establish normsestablish norms to exchange
feedbacks.

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II. Group Leadership in Group Counseling
1. Role & Responsibilities of the Group Leader
initiateinitiate & promote interactionpromote interaction by the way
they structure the group and modelmodel
behaviors.
OrientOrient members to the group process,
teachingteaching them how to get the most from
their group & helping them become awarebecome aware
of the group dynamics.
Must be capable of sensitive & activesensitive & active
listeninglistening: verbal & nonverbal
communication can help GMs to move
toward a deeper level of selfself--explorationexploration &
selfself--understandingunderstanding.
Responsible for creating a safecreating a safe &
supportive climatesupportive climate conducive to exploring
personally significant issues.
Have tasks of setting limitssetting limits, establishingestablishing
group rulesgroup rules, informinginforming members of their
rights & responsibilities, & protectingprotecting
members.

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2. Group Leader as Person
1.1. HasHas extensive theoreticaltheoretical &
practical knowledgeknowledge of group
dynamics,
2.2. Be skilledBe skilled in diagnostic & technicalin diagnostic & technical
proceduresprocedures,
3.3. Be effectiveBe effective in stimulating growthgrowth &
changechange in the GMs of the group,
4.4. BringBring to every group his personalpersonal
qualitiesqualities, values, and life
experiences and assumptions and
biases.
5.5. Live growthLive growth--orientedoriented life himself,
6.6. Become an influencial forceBecome an influencial force in a
group when they are able to model
effective behavior rather than
merely describe it,
7.7. Have a commitment to a neverHave a commitment to a never--
ending journeyending journey toward becoming a
more effective human being.

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3. Group Leader’s Personality & Character
Presence:Presence: being moved by the joy & pain that others experience
Personal power:Personal power: involves self-confidence & an awareness of
one’s influence on others.
Courage:Courage: showing courage by
taking risks in the group,
admitting mistakes, being vulnerable,
being willing to challenge members in respectful ways,
acting on intuitions & beliefs,
discussing his thoughts & feelings about group process, and
being willing to share his power with GMs.
Willingness to confront oneself:Willingness to confront oneself: being aware ofbeing aware of
One’s needs & motivations,
Conflicts & problems,
Defences & weak points,
Areas of unfinished business,
The potencial of influences of all these on the group process
Sincerety & Authenticity:Sincerety & Authenticity: being direct, giving feedback
sincerely & respectfully
Sense of identity:Sense of identity: knowing what you are capable of
becoming, what you want from life, & how you are going to get
what you want.
Belief in the Group Process & Enthusiasm:Belief in the Group Process & Enthusiasm: believing in the
value of the group process, showing that you enjoy your work &
like being with your group.
Inventiveness & Creativity:Inventiveness & Creativity: being open to new experiences & to
worldviews that differ from your own.

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4. Group Leader Skills - 1
SKILLSKILL DESCRIPTIONDESCRIPTION AIMS & DESIRED OUTCOMESAIMS & DESIRED OUTCOMES
Active ListeningActive Listening
Attending to verbal & nonverbal aspects of
communication without judging or evaluating
To encourage trust and client self-disclosure and exploration
RestatingRestating
Paraphrasing what a participant has said to clarify
its meaning
To determine if the leader has understood correctly the client's
statement; to provide support and clarification.
ClarifyingClarifying
Grasping the essense of the message at both the
feeling and thinking levels; simplifying client's
statements by focusing on the core of the message.
To help client's sort out conflicting and confused feelings and thoughts;
to arrive at a meaningful understanding of what is being
communicated
Giving FeedbackGiving Feedback
Expression of concrete and honest reactions based
on observation of members' behaviors
To offer an external view of how the person appears to others;
to increase the client's awareness
QuestioningQuestioning
Asking open-ended questions that lead to self-
exploration of the "what" and "how" of behavior
To elicit further discussions; to get information; to stimulate thinking;
to increase clarity and focus; to provide for further self-exploration
InterpretingInterpreting
Offering possible explanations for certain thoughts,
feelings, and behaviors
To encourage deeper self-exploration; to promote full use of
potentials; to bring about awareness of self-contradictions.
ConfrontingConfronting
Challenging members to look at discrepancies
between their words and actions or their bodily and
verbal messages; pointing to conflicting information
or messages
To encourage honest self-investigation; to promote full use of
potentials; to bring about awareness of self-contradictions
ReflectingReflecting
FeelingsFeelings
Communicating understanding of the content of
feelings
To let members know that they are being heard and understood
beyond the level of words
Setting GoalsSetting Goals
Planning specific goals for the group process and
helping participants define concrete and meaningful
goals
To give direction to the group activities;
to help members select and clarify their goals
DisclosingDisclosing
OneselfOneself
Revealing one's reactions to here-and-now events in
the group
To facilitate deeper levels of group interaction;
to create trust; to model ways of revealing oneself to others
EmpathizingEmpathizing
Identifying with clients by assuming their frames of
references
To foster trust in the therapeutic relationship; to communicate
understanding; to encourage deeper levels of self-exploration

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4. The Group Leader Skills - 2
SKILLSKILL DESCRIPTIONDESCRIPTION AIMS & DESIRED OUTCOMESAIMS & DESIRED OUTCOMES
InitiatingInitiating
Promoting participation and introducing new
directions in the group
To prevent needless group floundering ;
to increase the pace of the group process
EvaluatingEvaluating
Appraising the ongoing group process and the
individual and group dynamics
To promote better self-awareness and understanding of group
movement and direction
FacilitatingFacilitating
Opening up clear and direct communication
within the group; helping members assume
increasing responsibility for the group's
direction
To promote effective communication among members;
to help members reach their own goals in the group
ModelingModeling
Demonstrating desired behavior through
actions
To provide examples of desirable behavior;
to inspire members to fully develop their potential
SupportingSupporting Providing encouragemnt and reinforcement
To create an atmosphere that encourages members to continue
desired behaviors;
to provide help when clients are facing difficult struggles;
to create trust
SuggestingSuggesting
Offering advice and information, direction, and
ideas for new behavior
To help members develop alternative courses of thinking
and action
ProtectingProtecting
Safeguarding members from unnecessary
psychological risks in the group
To warn members of possible risks in group participation;
to reduce their risks
LinkingLinking
Connecting the work that members do to
common themes in the group
To promote member-to-member interactions;
to encourage the development of cohesion
BlockingBlocking
Intervening to stop counterproductive group
behavior
To protect members ;
to enhance the flow of group process
TerminatingTerminating
Preparing the group to close a session or end its
existence
To help members assimilate, integrate, and apply -in-group
learning to everyday life
SummarizingSummarizing
Pulling together the important elements of an
interaction or session.
To avoid fragmantation and give direction to a session;
to provide for continuity and meaning

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III. Ethical & Professional Issues in Group Practise
5. The Rights & Obligations of the Group Participants
A Basic Right: Informed Consent:A Basic Right: Informed Consent: “a process that begins
with presenting basic information about group treatmentpresenting basic information about group treatment to
potential GMs to enable them to make better decisionsbetter decisions about
whether or not to enterenter and how to participateparticipate in a group.”
(Fallon, 2006)
1.1. GMsGMs have a right to receive basic informationto receive basic information beforebefore joining
the group & to expect certain informationto expect certain information duringduring the course
of the group (an ongoing processan ongoing process).
▪ If informed consent is discussed in the initial sessionthe initial session, the GMs
are likely to be far more cooperativecooperative & activeactive.
2. The freedom to leave a group:2. The freedom to leave a group: If a group is
counterproductivecounterproductive for an inidividual that person has a right
to leave the group.
3. Freedom from coercion & undue pressure:3. Freedom from coercion & undue pressure: GMs can
reasonably expectexpect to be respectedrespected & not to be subjectednot to be subjected to
coercion & undue group pressure.
▪ Group pressureGroup pressure in group work: to speak up in sessions, to
make personal disclosures, to take certain risks, to share
one’s reaction to the here-and-now events within the group, &
to be honest with the group.
4.4. The right to Confidentailty:The right to Confidentailty: is essential conditionessential condition for an
effective group work.
▪ACA Code of Ethics(2005): “ln group work, counselors clearly
explain the importance and parameters of confidentiality for
the specific group being entered.” (B.4.a.)
▪GMs have a right to know that absolute confidentialitya right to know that absolute confidentiality in groups
is difficultdifficult & at times even unrealisticunrealistic. (Lasky&Riva,2006)
▪ Exceptions to confidentialy:Exceptions to confidentialy:
▪ GLs have ethical responsibilityethical responsibility of informing GMs of
the limits of confidentiality within the group
setting.
▪GL is legally required to report
clients who treat to harm himself, other GMs
or others
Child abuse or neglect, insect
Child molestation
Elder abuse
Dependant-adult abuse

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2. The Issue of Psychological Risks in Groups
The ACA Code of Ethics (2005) specifies that "In a group setting, counsellors take reasonable precautions to
protect clients from physical, emotional, or psychological trauma."
A few problemsA few problems GL can warn GMs about and work toward minimizing:
1. GMs should be made aware of the possibilitymade aware of the possibility that participating in a group may disrupt their livesdisrupt their lives.
2. Occasionally an individual memberan individual member may be singled out as the scapegoat of the groupthe scapegoat of the group.
Other GMs may "gang up" on this person, blaming him or her for problems of the group.
3. ConfrontationConfrontation can be misusedmisused, especially when it is employed to destructively attack another.
Safeguard measures of a GLSafeguard measures of a GL against unnecessary risk:
1.Knowledge:1.Knowledge: Intrucive interventions, overly confrontive leader tactics, & pushing members beyond
their limits often produce negative outcomes.
2. Modeling:2. Modeling: the type of confrontation that focuses on specific behaviors & can avoid making
judgements about GMs.
3. Teaching:3. Teaching: how to talk about themselves & the reactions they are having to a certain behavior pattern
of a given member.
4. Using Cont4. Using Contrract:act: GL specifies his/her responsibilities and GMs specify their commitments by stating
what they are willing to explore & do in the group.
5. Competence:5. Competence: The ability of GL to recognize the boundariesrecognize the boundaries of his/herof his/her competence & to restrictto restrict
themselves to working onlyto working only with those groupsgroups for which their training & experience have properly
prepared them.
6. Supervision:6. Supervision: Undergo with the supervised practise & coursesupervised practise & course work to cope with inevitable
psychological risks.

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3. Ethical Issues in Group Counseling
(A) The Ethics of GL's Actions
SensitivitySensitivity toto the needsthe needs of the GMs &
to the impact of the GL's values and techniquesto the impact of the GL's values and techniques on GMs.
An awareness ofAn awareness of community standardscommunity standards of practise, thethe
policies of the agencypolicies of the agency where GL works, and the state laws
that govern group counseling.
The ethics codesThe ethics codes caution againstagainst attempting to blendblend
social or personal relationshiprelationship with professional ones &
stressstress the importance of maintaining appropriate
boundariesboundaries.
(B)Socializing Among Group Members
Does socializing among GMs hinders or facilitates the
group process? Hinders,Hinders, IF GMs ARE
▪ forming cliques, ▪gossiping about other GMs, ▪banding
together, ▪talking about matters that are best explored
in the group sessions; ▪Hidden agendas develop through
various subgroups within the group.
▪to prevent inappropriate & counterproductive socialization
among GMs, bringbring this issue up for discussion.up for discussion.
▪GMGMss can be taught that what they don't saycan be taught that what they don't say in the
group itself might very well prevent their group from
attaining any level of cohesion or achieving its goal.
(C) Impact of the GL's Values on the
Group
In all controversial issuesall controversial issues related to the group
process, the leader's valuesthe leader's values play a central rolea central role.
ValueValue--laden issuesladen issues are often brought to a group -
religion, spirituality, abortion, divorce, gender roles
in relationships, family struggles, to name just a
few.
The awareness of how his values influenceThe awareness of how his values influence
his leadership stylehis leadership style and interventionsinterventions he
makes in a group is itself a central ethical issuea central ethical issue.
Safeguard measures of the GL against a valueSafeguard measures of the GL against a value
conflict:conflict:
Be clear about your values,
Remain objective when working with values that are
different from your own,
Seek consultation or supervision,
Increase awareness of how GL's personal reactions
to GMs may inhibit the group process,
Monitor his/her countertransference,
Recognize the danger of stereotyping individuals on
the basis of race, etnicity, gender, age, or sexual
identity.

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1. Conceptualization of the Various Theoretical Perspectives
As a Group Leader, What is my role: facilitator, therapist, teacher, catalyst, coach,
consultant, counselor, generator of solutions, problem solver, guide, fellow explorer,
technician, director, tour guide, mentor, or evaluator?
Structure:Structure:
Extremely Nondirective:
▪a less directive stance
▪an open structure: letting the GMs
determine the course
▪GMs to assume much of the
responsibility for the direction the
group takes.
Medium Degree of Structure:
▪ active, facilitative & supportive
▪expect GMs to participate in the
creation of experiments that will
heighten their awareness.
High Degree of Structure:
▪ active & directive role
▪use structured exercises to open
the group session
▪employ techniques to focus on
specific themes or problem areas
Division of Responsibility:Division of Responsibility:
The GMs are Responsible
▪a facilitator by a trusting climate
wherein GMs can safely explore
personal issues & search for the
necessary resources within themselves.
Belief:The GMs know what is best
for them.
The GMs are Responsible
▪an active facilitator in
interventions that provide the group
with structure.
▪ GL is responsible for being aware of
their own experience throughout the
group process & for suggesting
appropriate experiments to intensify
group work.
Belief: GMs can use the strength
& resources already available to
them to construct solutions to their
concerns.
A considerable Share of
Responsibity
▪an expert ▪active in interventions to
keep the group moving in productive
ways.
▪a teacher in charge of the
reeducation of group members.
Belief(1): Group's Outcome is
dependant on GL’s expertise &
skills. Belief(2): Therapy is an
educative process.
Theoretical Approaches:Theoretical Approaches:
1)Psychoanalytic Approach
2)Person-Centered Approach
(present-centered) (*)
3)Existential Approach
4)Gestalt (present-centered)(*)
5) Adlerian Approach
6)Psychodrama(present-centered)(*)
7)Cognitive Behavior Therapy
8)Rational Emotive Behavior Therapy
9)Transactional Analysis (TA)
10)Solution-Focused Brief Therapy
(present-centered)
11)Reality Therapy

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2. Cognitive Behavior Therapy(CBT) - 1
Framework:
▪brief ▪active ▪directive ▪presentpresent--centeredcentered
▪ short-term ▪ psychoeducational model of therapy
▪ action-focused
Basic Assumptions:
▪ “All problematic cognitions, behaviors, and emotions have
been learned & can be modified by new learning. The
behaviors clients express are considered to be problem
rather than merely symptoms of the problem.
▪ The GL doesn't focus on the GM's past, or unconscious
material.
▪ The focus is on changing disfunctional thoughts and
actions.
Group Leader's Role & Functions
▪ Functions as an expert in modifying clients' thinking and
behavior.
▪ Tends to be directive and often functions as a teacher.
▪ Imparts information and teaches coping skills and methods
of modifying behavior so that GMs can practise outside group
sessions.
Degree of Structuring & Division of
Responsibilities
▪ GL is responsible for active teaching and for having the
group proceed according to a predetermined and structured
agenda.
▪ GMs are expected to be active, to evaluate their
thinking, to apply what they learn to everyday life
situations, and to practise new behaviors outside the
group.
Contributions & Strengths
▪ precise in specifying goals, target behaviors and therapy
procedures, which are defined in mesurable terms.
▪ credited for conducting research to determine the efficacy of
its techniques.
▪ broadly used with beneficial applications for a
diverse range of the clients.
▪ allows for evaluation of intervention methods.
Limitations of the Approach
▪ When groups are too highly structured, individual clients
may be prevented from meeting their personal goals.
▪
When CBT is too rigidly applied, the GL may lose sight of
the GM in the group by focusing exclusively on techniques or
on solving specific problems.
▪ Most CBT therapists look at the situation & the response
more than eliminating symptoms of problem behavior.

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2. Cognitive Behavior Therapy(CBT) - 2
General targets of Intervention:
▪ interpersonal skills
▪ problem solving skills
▪ cognitive coping skills
▪ self-management skills
Group Techniques
▪ are based on behavioral and learning principles.
▪ are aimed at behavioral changes and cognitive
restructuring.
Client's population:
The clients with pyschological disorders such as
▪ depression,
▪ social anxiety,
▪ panic & phobia,
▪ eating&drinking disorders,
▪ bipolar disorder,
▪ substance abuse,
▪ personality disorders and
▪ schizophrenia.
Groups:
(1)Social Skills Training(SST) Groups
deals with behavioral techniques that are aimed at teaching
members how to interact effectively with others.
(2) Cognitive Therapy Groups utilizes a group
dynamic format to change maladaptive & disfunctional
beliefs, interpretations, behaviors, & attitudes.
(3) Stress Management Groups is useful for teaching
Ms how to detect sources of stress & learn methods of
coping adequately with stress.
(4) Mindfulness & Acceptance-based CBT:
Mindfulness-based (MBCT) is comprehensive integration of the
principles& skills of mindfullness applied to the treatment of
depression. Acceptance & Commitment Therapy (ACT) is
based on encouraging clients to accept, rather than attempt to
control or change, unpleasant sensations.

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3. The Existential Approach to Groups - 1
Framework: ▪ experiential ▪ humanistic
▪ phenomenological ▪ existentially oriented
Basic Assumptions:
▪People become what they choose to become; although there
are factors that restrict choices, self-determination is
ultimately the basis of their uniqueness as individuals.
▪ GL focuses on choice and freedom, the potential within
humans to find their own way, and the search for identity.
The central role:
▪ to be fully present and available to individuals in the group
and to grasp their subjective being-in -the world.
▪ to create a person-to-person relationship for a therapeutic
alliance, by disclosing him-or herself, and by confronting
members in a caring way.
The ultimate goal :
▪ to enable GMs to be free and become responsible for the
direction of their own lives.
Degree of Structuring & Division of Responsibilities
▪ GL may structure the group along the lines of certain
existential themes such as freedom, responsibility, anxiety,
and guilt.
▪ GL shares here-and-now feelings with the group.
▪ GMs are seen as having the capacity to find a
meaningful direction, of being able to help one another,
and of moving toward constructive outcomes.
▪ useful in a wide range of groups to help for
empowerment of individulas.
▪ humanizes psychotherapy because of its existential
perspective which has brought the person back into a central
place.
▪ The notion that "techniques follow understanding". It
lessens the danger of misusing techniques.
▪ its focus on spirituality and meaning in life which
enhances the group process.
▪ Basic concepts can form the foundation of a short-term,
structured group. intepersonal perspective is well
▪ Many existential concepts are quite abstract, complex
and difficult to apply in practise.
▪ As van Deurzen identified the following limits:
▪ it is not relevant for people who are not interested in
examining their basic assumptions and exploring the
foundations of their human existance.
▪ Clients who want relief from specific symptoms or
seek problem solving methods will not find much value
in this orientation.
▪ For clients looking for a counselor who will function as a
substitute parent or direct them, this approch will have
little to offer.

20
3. The Existential Approach to Groups - 2
▪ self-awareness
▪ self-exploration & determination for meaningful ties with others
▪ empowerment
▪ self-search for meaning in life for present & future
Group Techniques
▪ No specific set of methods is prescribed, since this approach
stresses understanding first and techniques second.
▪ GL can borrow techniques from other therapies to better
understand the world of clients and to deepen the level of
therapeutic work, as long as the focus is on a subjective
understanding of a member's world.
▪ Van Deurzen(2010) suggests several interventions:
1.Silence : a breathing space b/w dialogue
2.Questions : open-ended on the client's words
3.Interpretations: a way to enhance meaning by connecting
individual statements and experiences
▪ victims of rape, battering, crime, and various other
forms of abuse.
▪ people who are on the edge of existence:
▪ dying
▪ working through a developmental or situational crisis
▪ no longer feel they belong in their surroundings
▪ starting a new phase of life.
Groups:
▪ Developmental or Situational Crisis-oriented Group
Group Work in Schools:
▪ School-aged students from elementary to high school level
▪ Crisis-oriented Group to express shock, grief, anger & fear
▪ Grief & Loss Group to cope with the death of a parent
▪ to devise programs to prevent violence.

21
IV. IV. My Integrative Model
4. The Person-Centered Approach to Groups - 1
Framework: ▪ experiential ▪ humanistic
▪ phenomenological ▪ existentially oriented
Basic Assumptions:
▪ Based on a deep sense of trust in the group's ability to
develop its own potential by moving in a constructive direction.
▪Therapeutic conditions for growth: genuiness, unconditional
positive regard & empathic understanding of the Ms' subjective
world.
▪ Facilitates the group as opposed to directing it.
▪ Deals with barriers to communication.
▪ Establishes a climate of trust, in which accepting and healing
can occur.
▪ Assists the group in functioning effectively.
▪ Central task is to be genuine in the sessions and
demonstrate caring, respect, and understanding.
▪ Has the primary role of helping members follow their inner
direction.
Degree of Structuring & Division of Responsibilities
▪ GL provides very little structuring or direction and allows
members to determine how time is spent in group.
▪ GMs are seen as having the capacity to find a meaningful
direction, of being able to help one another, and of moving toward
constructive outcomes.
▪ An excellent foundation for the initial stages of any type
of group.
▪ A main strength: the emphasis on truly listening to &
deeply understanding the client's world from their internal
framework of reference: a prerequisite to any group appraoch.
▪ Many of its core values & principles can be incorporated
into other approaches to group work.
▪ A major stength:A major stength: the central importance placed on the
group counselor as a person & the assumption is that
the client is the major change agent in a group work.
▪ Provides little structure for it is assumed that L does
not employ directive strategies and introduce techniques
& exercises as a way of helping the group do its work
(Boy).
▪ Non-directiveness does not necessarily translate to
"freedom", it may be barrier to move toward
productive work for Ms (Cain).
▪ Techniques can be used to enhance & to highlight the
existing material in the group rather than to get thing
moving.

22
4. The Person-Centered Approach to Groups - 2
▪ self-understanding & constructive change
▪ improved self-concepts
▪ self-realization or authonomy
▪ self-regulation, self-determination & inner freedom
Group Techniques
▪ The stresss is on the facilator's attitudes and skills,
and structured or planned techniques are generally not
used.
▪ In place of techniques, attitudes include active listening,
reflection of feelings, clarification, support, empathy, and
"being there" for the client.
▪ therapy clients,
▪ counselors,
▪ staff members of entire school systems,
▪ administrators,
▪ medical students,
▪ groups in conflict,
▪drug users and their helpers
▪people representing different cultures and languages
▪job training groups
Groups:
▪ Personal development Groups
▪ Organizational Development & Leadership Groups
▪ Age Group against isolation
Group Work in Schools:
▪ School-aged students from elementary to high school level
▪ Career decision, educational plans,
▪ Identity problems
▪ Intimate relationships
▪ Feelings of isolation on an impersonal campus
▪ Self-understanding & self acceptance

23
5. The Framework
1. is a perspective based on concepts &a perspective based on concepts &
techniquestechniques from various theoreticalvarious theoretical
approachesapproaches.
2. will be developed throughthrough my ownmy own
practicepractice by working with theby working with the groupgroupss in the
long-run.
3. will be designed to address three factorsthree factors
of thinkingthinking, feelingfeeling, and doingdoing.
4. will blendblend the unique contributions of the
different theoretical approachesdifferent theoretical approaches so that
all three dimensionsthree dimensions are given attention atat
each phase of a groupeach phase of a group.
5. will be a consistent conceptual frameworka consistent conceptual framework
for personal & professional developmentpersonal & professional development
and educationaleducational purposes.
6. will employ humanistichumanistic && existentiallyexistentially
orientedoriented theories combined with presentpresent--
centeredcentered && integrativeintegrative (holistic)
approachesapproaches.
7. will introduce techniquestechniques are used toto
facilitate the group processfacilitate the group process & to fto foster theoster the
clientclient’’s selfs self--exploration and selfexploration and self--
understandingunderstanding, not artificially create
action in a group.

24
Reference Books:
-Theory and Practice of Group Counseling, Gerald Corey, International Edition,
Brooks/Cole, Cengage Learning, ISBN-13:978-0-8400-3389-5.
-Student Manual for Theory and Practice of Group Counselling, Gerald Corey, Eight
Edition, Brooks/Cole, Cengage Learning, ISBN-13:978-0-8400-3464-9.
-The Theory and Practice of Group Psychotherapy, Irwin D. Yalom with Molyn
Leszcz, Fifth Edition, Basic Books, ISBN-13:978-0-465-092284-0.

Group Counselling 1March2014 Sharada

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