Group a counseling specialty 7e pearson by t gladding chapter 15

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Groups: A Counseling Specialty, 7e

Samuel Gladding

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Transactional Analysis (TA) Groups

dynamics

through homework assignments

1987)

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Samuel Gladding

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Premises of Transactional Analysis

 Parent Ego State: Dualistic – both nurturing and critical

 Adult Ego State: Functions like a computer – it receives and processes

information from the parent, child, and environment

 Child Ego State: Divided into two parts – The Adapted Child (conforms to

rules and parental wishes) and Free Child (natural child; reacts more

spontaneously)

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Samuel Gladding

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them to assess which types of transactions they are most likely to have and to take corrective measures, if needed (Hargaden & Sills, 2002)

persecutor, rescuer

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Samuel Gladding

15-8

 Physical or psychological recognition

 Six major ways in which people structure their time to obtain strokes

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 Habitual patterns of behavior

 Influence how people spend their time, for example, as losers, nonwinners, and

winners (Berne, 1972; Capers, 1975)

 Include transactions, or social actions

between two or more people

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Samuel Gladding

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Practice of TA in a Group

become more aware of

 Themselves

 The structure of their individual personality

 The transactions they have with others

 The games they play

 The scripts they act out

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Samuel Gladding

15-12

Practice of TA in Groups

the future” (Berne, 1966, p 250)

work on therapeutic contracts (Stewart, 2014)

 Specific, measurable, concrete statements

of what participants intend to accomplish during group

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Samuel Gladding

15-14

Role of TA Group Leader

analysts – and, secondarily, process facilitators (Donigian & Hulse-Killacky,

1999, p 115)

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Role of TA Group Leader

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Samuel Gladding

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Desired Outcomes of TA Groups

 Freedom from Parent messages

(injunctions)

 Freedom from early, self-defeating scripts

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Desired Outcomes of TA Groups

 Trust in the other

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Samuel Gladding

15-18

Strengths of TA

1988; Yalom & Leszcz, 2005)

psychotherapy settings

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Limitations of TA with Groups

categorizing them into a limited number of games, ego states, and scripts (Yalom & Leszcz, 2005)

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Samuel Gladding

15-20

Reality Therapy Groups

how the brain works, to choice theory

attitudes

quality movement (TQM)

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Premises of Reality Therapy

Groups Emphasizes that “all behavior is generated within ourselves for the

purpose of satisfying one or more basic needs” (Glasser, 1984, p 323)

to internal needs

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Samuel Gladding

Groups Four human psychological needs:

 Belonging

 Power

 Freedom

 Fun

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Groups Differs from other psychotherapeutic systems in the following ways:

 Rejects the concept of mental illness

 Emphasizes the present as the “cutting

edge” of people’s lives, focusing on how individuals can effectively control the world they live in and choose behaviors that are best for them

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Samuel Gladding

15-24

Groups Differs from other psychotherapeutic system in the following ways:

 Does not deal with transference but relates to

clients’ perceptions

 Does not consider the unconscious or dreams but rather concentrates on present awareness

 Stresses that persons must judge their own

behaviors in light of personal and societal values

 Attempts to teach people a better way of fulfilling needs and taking responsibility for themselves

(Glasser, 1965, 1999, 2001, 2003)

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Practice of Reality Therapy in

Groups Emphasizes observable behavior in a here-and-now setting (Glasser, 1992, 2000)

ways to meet their needs, and change inappropriate or destructive ways of behaving (Glasser & Breggin, 2001)

environment and applying proper procedures using the WDEP framework (Wubbolding, 2011)

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Samuel Gladding

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Practice of Reality Therapy in a

Group Setting up the Environment

 ABCDE dos and don’ts:

 Always be courteous and determined as

well as enthusiastic.

 Don’t argue, belittle, criticize, demean, or get lost in excuses

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Group Original Basic Steps of Reality Therapy

 Make friends/establish a meaningful

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Samuel Gladding

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Group Four special techniques for reality therapy groups:

 Skillful use of questioning

 Self-help procedures

 Use of humor

 Use of paradox

(Wubbolding, 2011)

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Samuel Gladding

Role of the Reality Therapy Group LeaderReality therapy group leaders:

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Role of the Reality Therapy Group

Leader Four criteria for effective reality therapy leaders

 Responsible persons who are able to fulfill their own needs

 Mentally strong and able to resist group

members’ pleas for sympathy and excuses for nonproductive behaviors

 Accepting of group members for who they are

 Emotionally involved or supportive of group members

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Samuel Gladding

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Desired Outcome of Reality Therapy Groups Members move past self-defeating patterns of behavior

responsible, present-oriented goals

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Strengths of Reality Therapy

Groups Emphasizes accountability

Breggin, 2001)

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Samuel Gladding

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Limitations of Reality Therapy

Groups Its emphasis on the exchange of communication, either verbal or written (Glasser, 1984)

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Adlerian Theory Groups

social development, cooperation, and education

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Samuel Gladding

15-36

Premises of Adlerian Groups

 Purposefulness of all behavior

 Subjective nature of perception

 Holistic nature of people

 Importance of developing a healthy style of life

 Self-determinism of the individual to chart

a future based on expected consequences

of behavior (Corsini, 1988; Hawes, 1985)

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Practice of Adlerian Theory in a

Group Primarily psychoeducational in nature, though some can be therapeutic as well

 Adlerian parent education

 C group

 Systematic Training for Effective Parenting (S.T.E.P.)

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Samuel Gladding

15-38

Practice of Adlerian Theory in a Group Unifying factors that link Adlerian groups together:

 Interpretation of a person’s early history

 Practice of stressing individual,

interpersonal, and group process goals during the duration of the group

 Insight and reorientation phases

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Role of the Adlerian Group Leader

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Samuel Gladding

15-40

and challenging them to change

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consequences, and acting as if

including the three tasks mentioned above and task setting and push button

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Samuel Gladding

15-42

Desired Outcomes of Adlerian

Groups Emphasize growth and actions of the individual within the group rather than the group itself

goal directed by the end of the group

competitive behavioral stances and become more in contact with origin issues

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family-of-Desired Outcomes of Adlerian

Groups Children in Adlerian groups should recognize more clearly the logical consequences of their actions and who they can be

perceptions of themselves and to realize they do not have to engage in competitive behaviors to be accepted

adjustment

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Samuel Gladding

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Limitations of Adlerian Groups

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Samuel Gladding

15-46

Person-Centered Groups

own clinical approach and positive humanistic views to create what he called basic encounter groups

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Premises of Person-Centered

Groups Encounter groups built on several premises:

 Trust in the inner resources of people

 Trust in the group to help members develop their potential

 Certain conditions must be created within the group for members to maximize their potential

 A qualified person with special training and experience will facilitate them

(Rogers, 1970)

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Samuel Gladding

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Practice of Person-Centered Theory in a Group

 Feedback – giving another person his or her perception of his or her behavior

 Communication of thoughts and feelings – best conveyed when clearly understood language and gestures are used

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Samuel Gladding

 Revealing past feelings

 Expression of negative feelings

 Expression of personally meaningful

material

 Communication of immediate interpersonal feelings

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 Development of a healing capacity in the group

 Self-acceptance and the beginning of

change

 Cracking of facades

 Feedback

 Confrontation

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 Helping relationships outside the group

 The basic encounter

 Expressions of closeness

 Behavior changes

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Role of the Person-Centered Group

Leader Derive their direction from the group

unconditional positive regard

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Samuel Gladding

15-54

Role of the Person-Centered Group

Leader Carry out five distinct functions:

 Convey warmth and empathy

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Desired Outcome of Person-Centered Groups

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Samuel Gladding

15-56

Strengths of Person-Centered

Groups Emphasis on assets

mentally ill

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Limitations of Person-Centered Groups  May be dangerous for participants who need therapy or structure (Lieberman et al., 1973)

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