Week 1 Content
(Powerpoint 1, 2 and Chapter 1)
TERMS
1. Group Counseling (pg 4 or 28)
a. Has a specific focus
b. Interpersonal communication
c. Tends to be growth oriented
2. Group Psychotherapy (7 or 31)
a. Process of reeducation that includes both conscious and unconscious awareness and
both the present and the past
b. Aka “Therapy
c. Concerns
i. MORE INTENSE then ‘brief group work’
ii. Long term
iii. Extensive/heavy
3. Psychoeducational Groups (8 or 32)
a. Groups structured by some central theme
b. Factual information and skill building
c. Purposes
i. Imparting information
ii. Sharing common experiences
iii. Teaching people how to solve problems
iv. Offering support
v. Helping people learn how to create their own support systems outside of the
group setting
d. “Educational and Therapeutic groups”
e. Examples
i. HIV/AIDS support group
ii. Domestic Violence Group
f. Concerns
i. In schools/agencies
ii. A theme, impart information, teach skills (goals), practice and change
4. Task Facilitation Groups (9 or 33)
a. Designed to assist task forces, committees, planning groups, community organizations,
discussion groups, study circles, learning groups, team building, program development
consultation and other similar groups to correct or develop their functioning
b. Specific identified work goals
c. Problem
i. Focus on the content and not the process (interpersonal issues can be ignored)
d. The balance between content and process in task groups is best achieved by attending
to the guiding principles of warm-up, action, and closure
e. Concerns
i. Very goal oriented
ii. Specific task
iii. Very important dynamics in this group
iv. Process still happens
5. Brief Group Work
a. Brief interventions and short term groups
b. Set clear and realistic treatment goals, clear focus, active therapist role, limited time
frame
c. AKA
i. Process, counseling, personal growth
d. Concerns
i. What’s happening in your life
ii. Developmental issues and personal growth
iii. In life right now
iv. Beneficial for anyone
6. Other Groups
a. Self help
b. Brief modalities (is more of a trend , not a group)
c. grief
7. Multicultural counseling
a. Focuses on understanding not only racial and ethnic minority groups but also people
with physical disabilities older people women gay and bisexual men lesbian and bisexual
women transgendered individuals and a variety of special needs populations
Advantages and Disadvantages to group
1. Advantages
a. Functions as a microcosm of society
b. Group offers understanding and support
c. See themselves through the eyes of a wide range of people
d. From class
i. Commonality “universality”, honesty, enthusiasm, new perspectives, feedback,
efficient, more brief, trust
2. Disadvantages
a. Group Think
b. Feelings of isolation
c. Someone monopolizing
d. From class
i. Groupthink, people you don’t like, annoying, being taken advantage of, feel
pressured, codependency, uncomfortable role
**We discussed this in class, think about advantages and disadvantages to you personally
Week 2 Content
(Chapter 2 and Powerpoint 2)
TERMS
1. Content
a. The “WHAT”
b. Anger, relationships, summary statements
c. The purpose or the task of the group
2. Process
a. The “HOW”
b. Dynamics, interaction, energy exchange between members and leaders, “vibe”,
nonverbal
c. The interaction and energy exchange between members and leaders
d. Harder to focus on – also, can make wrong assumptions so be careful
e. Stages of the group, group dynamics, therapeutic forces
3. Group Dynamics of…
a. Educational Groups
i. Members have different abilities to learn
ii. Members at different comfort levels with the material
b. Discussion groups
i. Leader needs to be aware of member trying to dominate
ii. Leader should try to get everyone to participate
c. Task group
i. Members may need conflict resolution
ii. Be aware of ‘power plays’
d. Growth and Experiential groups
i. Most important is how members feel about each other since they will be
sharing personally
ii. Wide variety of need among members
e. Support groups
i. Level of trust, commitment, and caring is essential
ii. A need for commonality
f. Counseling and therapy groups
i. Members at different levels of mental health
ii. Members have wide variety of needs
g. Self help groups
i. ?
4. Johari Window
a. Joseph Luft
b. Model of interpersonal behavior and awareness
c. On a 4 square matrix (looks like window with panes)
d. Moves from top left to right then bottom left to right
e. Quadrant 1
i. Open
ii. Known to Self
iii. Known to Others
iv. Learn: openness
f. Quadrant 2
i. Blind
ii. Not known to self
iii. Know to others
iv. Learn: more self awareness
g. Quadrant 3
i. Hidden
ii. Known to self
iii. Not known to others
iv. Learn: less defense
h. Quadrant 4
i. Unknown
ii. Not known to self
iii. Not known to others
iv. Learn: discovery
5. Group Think
a. Irving Janis (1972)
b. Occurs when a group makes faulty decisions because group pressures lead to a
deterioration of “mental efficiency, reality testing, and moral judgment”
c. Groups affected by groupthink ignore alternatives, intent to take irrational actions that
dehumanize other groups
d. Especially vulnerable to groupthink when its members are similar in background, when
the group is insulated from outside opinions, and when there are no clear rules for
decision making
Things to know
1. Name/Identify Yalom’s curative factors
a. Instillation of Hope
b. Universality
i. Understanding of each other
c. Imparting of information
i. Sharing and learning
d. Corrective emotional experience
i. Relate real life to simulated group experience and work through it
e. Social skills
i. Negative skills to work on that may be outside of your awareness
f. Role-Modeling
i. Imitative behavior
g. Interpersonal learning
i. How do we react and interact and how to improve this
h. Cohesiveness
i. Catharsis
i. Getting something off your chest and being able to process this
ii. Expressing something you’ve never been able to express
j. Existentialism
i. Meaning of life or how to find meaning in your life, accepting responsibility for
one’s life
2. Why Group counseling is not for everyone, role of screening
a. Sometimes individual problems are not dealt with adequately in a group setting
b. From Chapter 4
i. Counselors screen prospective group counseling/therapy participants. To the
extent possible, counselors select members whose needs and goals are
compatable with goals of the group, who will not impede the group process,
and whose well-being will not be jeopardized by the group experience (From
ACA)
ii. Careful screening will lessen the psychological risks of inappropriate
participation in a group
iii. Time to explore potential members fears and concerns
iv. Screening is a two-way process (potential members can interview leader and
ask questions to determine if the group is right for them)
3. Be able to name and describe four major types of groups
a. See above
i. Process/counseling
ii. Group Psychotherapy
iii. Task facilitation
iv. Psychoeducation
4. Understand that trend is moving towards more brief formats
a. Like group therapy because they are more efficient
b. Does not include group psychotherapy because this is long/intensive
5. Understand the dynamics of different types of groups
a. See above *week 2 #3 ‘group dynamics of…’
6. Be able to articulate why it is important to be a multiculturally competent group leader (CH2 pg
35+ or 59+)
a. Effective multicultural practice in group work with diverse populations requires cultural
awareness and sensitivity, a body of knowledge, and a specific set of skills
b. Seek to understand world from vantage point of their clients
c. –because they understand the dynamics or oppression, racism, discrimination, and
stereotyping, they are aware of the institutional barriers that prevent minorities from
accessing the mental health services available in their community. (They = “diversity
competent group practitioners)
d. Term
i. Cultural Empathy (pg 37 or pg 61)
1. The ability to place yourself in the others culture
e. Questions to think about:
i. Describe some general guidelines that you might employ as a group practitioner
in working with culturally diverse populations
ii. How might you prepare the members for successful group experience?
iii. How might you acquire the personal characteristics that are required for
becoming a culturally effective group counselor? (pgs 35-38, or 59-62)
f. Opinion (of Sara and Georgina)
i. Especially important in group counseling because you must bring a lot of
different cultures together and help them find similarities. May need to counsel
several different types of people from several different types of backgrounds –
we must be aware of this and make an effort to be knowledgeable. We would
not want to offend our clients or make them feel isolated from the group.
7. Role of planning in school counseling groups and issues to tend to (diversity, developmental,
issues, etc). (From Adlerian PPT)
a. Short-term groups can be designed for parents, teachers, and students
b. Adlerian concepts and techniques are highly applicable to the work of school counselors
c. At-risk students may benefit from this approach due to its strong emphasis on
encouragement
Historical Events
1. Know general contributions of the following people and importance of events (Time Line)
a. 1900- 1909: After the death of Frank Parsons (father of guidance), counselors in many
guidance settings began to use groups as a way dispense information and help with
educational/vocational decision making.
i. Jesse B Davis: principal of Grand Rapid High School in Michigan, directed that
one class a week be devoted to vocational and moral guidance. Unlike Pratt, he
did not focus on dynamics but stressed the functionality of group and
importance of citizenship
ii. Joseph Pratt: organized the first formal group experience that was not primarily
educational or task/work oriented (TB patients). He was the first to write about
group dynamics.
iii. Frank Parsons: Father of guidance
b. 1910-1919: Psychological group tests were given including the Army Alpha and Beta
intelligence tests.
i. Initial progress of group work slowed during this time (more focus on individuals
and achievement), although task and educational groups were used
considerably.
ii. During World War I, teamwork was emphasized and soldiers were instructed in
groups
iii. Jacob Moreno: published a significant paper on group methods; 1920-1929Moreno formed the Theater of Spontaneity, a first step in the creation of
psychodrama; 1930-1939- Moreno continued to write and make creative
presentations- he contributed terminology such as group therapy and group
psychotherapy, and devised one of the earliest group treatments
(psychodrama); founded ASGPP between 1940-1949
c. 1920- 1929: Research of small groups began as well as comparisons between individual
and group performances.
i. Alfred Adler: initiated a new and systemic form of group guidance and
counseling that became known as Collective Counseling. He did this with both
prison populations and child guidance populations. Alder and his colleagues
devised family meetings, or councils, to get input from all members on how to
handle family conflict and relationships (for more, look at chapter on Adler).
d. 1930-1939: Group guidance and educational publications and practices increased
(including a guidance hour in school); First major self help group, AA, was formed
(1935); Psychoanalysis moved into the group domain
e. 1940-1949: Often seen as the beginning of modern group work
i. Kurt Lewin: generally recognized as most influential founder and promoter of
group dynamics during this era. His approach, field theory, emphasized the
interactions between individuals and their environments (based on Gestalt
psychology). Lewin created a workshop that eventually evolved into the
training group (T Group) movement. He emphasized the here and now and first
applied the concept of feedback to group work.
ii. Two major organizations were founded: The America Society of Group
Psychotherapy and Psychodrama (ASGPP) was founded by Moreno. the
American Group Psychotherapy Association (psychoanalytically oriented) was
established by Samuel Slavson.
f. 1950-1959
i. Group procedures began to be applied to family counseling.
ii. Pioneers during this time included Dreikurs, Corsini, Lowe, and Stonsgard,
1959).
iii. Dreikurs: responsible for extending and popularizing Adler's work and
transplanting Adler's ideas to the U.S. Did a lot to translate Adlerian principles
into the practice of group psychotherapy. (For more on Dreikurs, look at the
chapter on Adler).
g. 1960-1969
i. Group work flourished; 1968- The year of the group
ii. Carl Rogers coined "basic encounter group"- also known as personal growth
groups or sensitivity groups.
iii. Abuses of groups also occurred during this time and by the end of this era, the
group movement was under attack.
h. 1970-1979: The Association for Specialist in Group Work (ASGW) was formed in 1973 by
George Gazda and Jack Duncan
i. Irvin Janis coined term "groupthink" to emphasize the detrimental power that
groups may exert over their members to conform.
ii. Group research came into prominence with a 15% increase in number of group
related publications since 1950s.
iii. Irvin Yalom: published first edition of "The Theory and Practice of Group
Psychotherapy" where he described curative factors of group. He also noted
how influential leadership style is on individual members.
i. 1980- 1989- Popularity of group work increased; The American Personnel and Guidance
Association (now ACA) was active in publishing group and system focused work (such as
that of James Durkin); self-help groups increased; educational groups increased; group
work increased; Code of ethics for group workers was published by the ASGW.
j. 1990- 2000- Group work continued to flourish; 2 new divisions focused on groups added
to APA; Group work increasingly used in schools as well as for special populations; DBT
developed in early 1990s; ASGW published specific standards in psychoeducational,
task/work, counseling, and psychotherapy work; Parenting groups more popular; Lots of
application to groups in work setting.
Stages of group:
1. Pre group Issues-Formation of group (book)/ Beginning Stage/Forming stage (PPT)
a. Goals: (book and PPT)
i. Developing a rationale /clarification/ Theoretical framework
ii. Open vs. closed, voluntary vs. non voluntary, homogeneous or heterogeneous
iii. Meeting place, group size, length
iv. Screening and pre-training
v. Selecting group members
b. Tasks: (PPT)
i. Dealing with apprehension/anxiety
ii. Reviewing goals and contracts
iii. Specifying group rules
iv. Setting limits (boundaries/norms)
v. Promoting a positive interchange among members
vi. Resolving potential group problems in forming (why not talking?)
c. Skills: (PPT)
i. Joining
ii. Linking (look for themes in group then connect to work that members do)
iii. Cutting off
iv. Drawing out
v. Clarifying the purpose
2. Initial stage-Orientation and Exploration (book)
a. Goals (book)
i. Orientation and exploration
ii. Determining structure of group
iii. Getting acquainted
iv. Exploring expectations
v. Members define their goals
vi. Clear misconceptions
b. Tasks (book)
i. Inclusion and Identity
ii. Establishing trust
iii. Responsibility for direction and outcome of the group
c. Skills (book)
i. Modeling
ii. Help to identify goals
iii. Structuring
Week 4 Content (moodle class)
CH 3 and moodle class (yellow sheets)
TERMS
(1,2,3 not from book or notes – we could not find them?)
1. Morality
a. Principles concerning the distinction between right and wrong or good and bad behavior
b. Our opinion
i. Personal to the professional
2. Ethics
a. Moral principles that govern a persons or groups behavior
b. Our opinion
i. The code that you follow as a professional
ii. Standards you must keep as a professional
3. Reasonable Standard
a. Under negligence law a person must violate a reasonable standard of care. Typically this
has meant the customary or usual practice of members of the profession.
b. Our opinion
i. Is the part of the ethics code that is violated by the practitioner in order for
negligence to be found
ii. A reasonable standard would be something that, in a group of people who are
in the same field, the same decision would be made by the majority. Violating a
reasonable standard is going against the norm.
Other Key Terms from chapter 3
4. Informed Consent
a. A process that begins with presenting basic information about group treatment to
potential group members to enable them to make better decisions about whether or
not to enter and how to participate in a group
5. Culturally Encapsulated Counselor
a. One who has substituted stereotypes for the real world, who disregards cultural
variations among clients, and who dogmatizes technique-oriented definitions of
counseling and therapy.
6. Transference
a. Unconscious process whereby members project onto you, the group leader, past
feelings or attitudes that they had toward significant people in their lives
7. Countertransference
a. Both conscious and unconscious emotional responses to group members
8. Negligence
a. Consists of departing from the standard and commonly accepted practices of others in
the profession
Stages of Group and Related Goals
-
Covered in Week 3 content review
ACA code of ethics cover in regards to group
FROM BOOK ( 52)
a. Exceptions to confidentiality
a. The general requirement that counselors keep information confidential does not
apply when disclosure is required to protect clients or identified others from serious
and foreseeable harm of when legal requirements demand that confidential
information must be revealed. Counselors consult with other professionals when in
doubt as to the validity of an exception. Additional considerations apply when
addressing end-of-life issues
From Code Of Ethics (PG 8 – on moodle)
a. (b.4.) Groups and Families
a. B.4.a Group work
i. In group work, counselors clearly explain the importance and parameters of
confidentiality for the specific group being entered. (pg 51 in book also)
b. A.8.A
a. Screening
i. Counselors screen prospective group counseling/ therapy participants. To
the extend possible, counselors select members whose needs and goals are
compatable with goals of the group, who will not impede the group process,
and whose well-being will not be jeopardized by the group
c. A.8.B
a. Protecting clients
i. In a group setting, counselors take reasonable precautions to protect clients
from physical, emotional, or psychological trauma. (pg 54 of book also)
Week 5 Content: For Adlerian and Psychoanalytic theories
Ch 6
Psychoanalysis
1. Ego Defense Mechanisms
a. Regression
i. Returning to a less mature developmental level
b. Denial
i. An effort to suppress unpleasant reality
c. Projection
i. Attributing our own unacceptable thoughts, feelings, behaviors, and motives to
others
d. Reaction Formation
i. Behaving in a manner that is opposite to one’s real feelings
e. Rationalization
i. We try to justify our behavior by assigning logical and admirable motives to do it
f. Displacement
i. A redirection of some emotion from a real source to a substitute person or
object
2. Resistance
a. Individuals reluctance to bring into conscious awareness threatening unconscious
material that has been previously repressed or denied
3. Transference
a. The unconscious repetition of the past in the present
b. The member unconsciously shifting feelings attitudes and fantasies onto the therapist
4. Countertransference
a. A therapist unconscious emotional responses to a client, resulting in a distorted
perception of the clients behavior
Psychoanalytic Techniques and Strategies
1. Free Association
a. Mind vomit
b. Communicating whatever comes to mind
2. Interpretation
a. A therapeutic technique used in the analysis of free associations, dreams, resistances,
and transferences feelings
3. Dream Analysis
a. Express unconscious needs, conflicts, wishes, fears, and repressed experiences.
b. Gain new insight into motivations and unresolved problems behind it
4. Insight
a. Awareness of the causes of one’s present difficulties
5. Working through
a. Repeating interpretations and overcoming resistance, thereby enabling group members
to resolve dysfunctional patterns that originated in childhood and to make choices
based on new insights
6. Others directly from powerpoint
a. The therapeutic process
b. Focuses on recreating, analyzing, discussing, and interpreting past experiences and on
working through defenses and resistances
c. Many modern analytic practitioners prefer relational analysis
d. Exploring anxiety in the group
e. Recognizing and dealing with anxiety is a key technique
f. Interpretation
g. Group therapists point out, explain, and teach the meanings of whatever is revealed
h. Free association
i. Individuals report immediately without censoring feelings or thoughts
j. Dream Analysis
k. The “royal road to the unconscious”
l. Can be productively worked with in a group setting
m. Address both manifest and latent content
n. Insight and working through
o. A cognitive and emotional awareness of the connection of past experiences to present
problems
p. Members resolve dysfunctional patterns through the repetition of interpretations and
overcoming resistance
Psychoanalytic Stages
(Freud – Erikson)
1. Infancy – trust versus mistrust (birth to 12 months)
a. Oral Stage – sucking
2. Early Childhood – Autonomy versus shame and doubt (12 months to 3 years)
a. Anal, Independence
3. The Preschool Age – Initiative versus guilt (3-6 years)
a. Phallic, sexual identity
4. The School Age – Industry versus Inferiority (6-12 years)
a. Latency, Be social, sexual desire diminished
5. Adolescence – identity versus identity confusion (12 – 20 years)
a. Genital, establishing a new identity
6. Early adulthood – intimacy versus isolation (20-35 years)
a. Established a firm personal identity
7. Middle Adulthood – generativity versus stagnation (35-65 years)
a. Philosophical need to go beyond
8. Later Life – Integrity versus despair (above 65 years)
a. Review the past and draw conclusions
Key Concepts
1. The unconscious experiences have a powerful influence on our functioning
2. Ego- defense mechanisms protect the ego from threatening thoughts and feelings
3. Unconscious
a. Consists of those thoughts feelings motives impulses and events that are kept out of our
awareness as a protection against anxiety
4. Anxiety
a. A feeling of dread and impending doom that results from repressed feelings, memories,
desires, and experiences bubbling to the surface of awareness
5. Influence of the past is important (in relation to now in contemporary work)
6. Anxiety is important and occurs when we sense that are dealing with feelings that threaten to
get out of our control
Key Players
1. Wolf
2. Erikson
3. Freud
Therapeutic Relationship – Role Of Leader
1. Relationship tends to be long and intensive
2. Range of objectivity, warm detachment, and relative anonymity to those who favor
collaboration
3. Roles depend greatly on therapist’s leadership style
4. Contemporary approach emphasizes therapeutic alliance
5. Leaders help members to understand their resistance and transference reactions within the
group and encourage exploration
6. To carry out their functions, leaders need to understand their own dynamics and
countertransference
6 Core Conditions for Change
1)
2)
3)
4)
5)
Psychological contact
Incongruence
Congruence and genuine
Unconditional positive regard/ acceptance
Empathy
6) Perception of empathy and acceptance
Strengths
1.
2.
3.
4.
Most other theories have some relationship to psychoanalytic
It is important to consider the past to fully understand the present behavior
Resistance – even when group members come by choice
Anxiety and ego-defense mechanisms that emerge as a way to cope with this anxiety are most
useful for group practitioners. Useful framework for intense group work. Members have
opportunity to challenge some of their defensive strategies
5. Re-create early life situations that are continuing to have an impact on the client
Limitations
1. Certain concepts are limited from the feminist perspective
2. Does not give full attention to cultural factors
3. Less concerned with short term problem solving than with longer term personality
reconstruction
Contemporary Trends
1. Object relations theory

Includes relational psychoanalysis and self psychology

Group work focuses on how members bring very early interactional patterns
into their current relationships
2. Attachment theory

Emphasizes attachment, separation, and loss in human development

Groups help members to be involved with others and feel attached and
appreciated
ADLERIAN
Key Concepts
1) Holism
a) Understanding the whole person within their social context of family, school, and work
2) Teleology
a) Humans live by goals and purposes
b) What are you striving to accomplish
3) Social determinants of behavior rather than biological aspects
4) Goal directed/striving to perfection
5) Self-determination and consciousness are important
6) Phenomenology
a) (subjective views are important – interpretation)
b) Subjective fashion through which people perceive their world
7) Creativity and choice (what are born with is not as important as what we make of our natural
endowment)
a) Socioteleological approach
i)
We are self – determining beings, which implies that we have the capacity to influence and
create events
8) Community feelings and social interest
a) Embodies the feeling of being connected to all of humanity – past, present, future- and to being
involved in making the world a better place (community feeling)
b) Refers to the individuals positive attitude toward other people in the world; it involves the
capacity to cooperate and contribute (social interest)
9) Inferiority/ Superiority
a) Strive for superiority
i)
To move from felt minus position in life to a perceived plus position
b) Inferiority feelings
i)
Based on our appraisal of deficiency that is subjective global and judgmental
10) Role of the family (family atmosphere)
a) Family atmosphere
i)
The climate of relationships among family members
b) Family constellation
i)
Social configuration of the family group, the system of relationships in which self-awareness
develops
c) Style of life (self in relation to the world)
i)
build on private logic
Key Terms
1) Basic mistakes
a) self-defeating aspects of an individual's lifestyle.
2) Catching oneself
a)
use it in the process of repeating old patterns that have lead to self-defeating behaviors. Helps
individuals identify signals associated with their problem behaviors or emotions.
3) Early recollection
a)
the stories of events that a person says occurred before he or she was 10 years old. These are
specific incidents that clients recall, along with feelings and thoughts that accompanied the
incidents.
4) Community feeling
a) embodies the feeling of being connected to all of humanity- past, present, and future- and to
being involved in making the world a better place.
5) Acting as if
a) Act as if they were already the person they would like to be
6) Encouragement
a) refers to "building of courage" and derived from strengths and resources of the client. Assists
clients to create new patterns of behavior, and to develop strengths, assets, resources, and
abilities. Involves respect, trust, caring. Value them for who they are.
7) Family atmosphere
a) The climate of relationships among family members
8) Family constellation
a) social configuration of the family group, the system of relationships in which self-awareness
develops. This system includes and is maintained by the individual, the parents, and siblings,
and any others living in the household.
9) Fictional finalism
a)
the imagined central goal that gives direction to behavior and unity to the personality. It is an
image of what people would be like if they were perfect and perfectly secure.
10) Life tasks
11) Democratic living
a) similar to family constellation
12) Convictions
Stages for Adler
1) Stage 1
a) Establishing and maintaining cohesive relationships with members: establish a good therapeutic
relationship; democratic atmosphere developed; cohesiveness and connection
2) Stage 2
a) Analysis and Assessment (exploring the individual's dynamics): understanding one's lifestyle and
seeing how it is affecting one's current functioning in all the tasks of life; examining family
constellation; early recollections used; identify pattern of basic mistakes
3) Stage 3
a) Awareness and Insight: Insight is a special form of awareness that facilitates a meaningful and
understanding within the counseling relationship and acts as a foundation for change- uses
interpretation (in a collaborative way)
4) Stage 4
a) Reorientation and Reeducation: consists of both the group leaders and the members working
together to challenge erroneous beliefs about self, life, and others. Consider alternative beliefs,
behaviors, and attitudes. Insight into action; "acting as if"; encouragement essential.
Goals for Adler
a) Inferiority feelings can be challenged and counteracted
b) Members come to see that many problems are interpersonal in nature
c) Providing a group context where members can develop a sense of belonging, social
connectedness, and community.
Therapeutic Relationship and Procedures
a) Egalitarian approach
b) Presence
c) Self-confident
d) Courage to be imperfect
e) Takes risks
f)
Collaborative spirit
g) Sense of humor
h) Clear sense of identity
i)
Accepting and caring
Techniques and Procedures
a) Family constellation
b) The Question
c) Lifestyle Tasks: create a new style of life
d) Examining private logic: our style of life is built on this; firmly held personal beliefs that we
develop in early childhood, which may or may not be appropriate later in life; a lenses through
which we view the world; part of lifestyle.
e) Early recollections
f)
Encouragement: helps build self-confidence and stimulates courage; members experience their
own inner resources; encouraged to recognize that they have the power to choose and to act
differently
Significant People
1) Adler
2) Dreikurs
Limitations
1) Focus on individuality and responsibility for change resting with the individual may be problematic
for clients from collectivistic cultures or oppressed clients
2) Leaders must be well trained- or they can make mistakes in interpretation regarding member
dynamics
Contributions and strengths of the approach
1) Adlerian concepts have group applications in many settings
2) Adlerian ideas are found in many other therapeutic approaches
3) The use of early recollections as a key to understanding members' stories
4) The holistic and integrative nature of this approach
5) The freedom to practice therapy in unique ways.