7th ed.
by Marianne Schneider Corey & Gerald Corey
Wadsworth
A division of
Thomson Learning, Inc.
© 2002 Wadsworth, a division of Thomson Learning, Inc.
Groups: Process & Practice
 The Corey’s Perspective on Groups
 Groups are not a second-rate approach to helping
people change
© 2002 Wadsworth, a division of Thomson Learning, Inc.
Introduction to Group Work
 Groups are the treatment of choice
 Groups offer a natural laboratory where people can
experiment with new ways of being
Groups: Process & Practice - Chapter 1 (1)
Transparency 2
 There is power in a group – participants can
experience their interpersonal difficulties being
played out in the group
 Group process – all the elements that are basic to the
unfolding of a group from beginning to end
 Examples: group norms, generating trust, how conflict
emerges in a group, patterns of resistance,
intermember feedback
© 2002 Wadsworth, a division of Thomson Learning, Inc.
Group Process Versus
Group Techniques
 Group techniques – leader interventions aimed at
facilitating movement within a group
Groups: Process & Practice - Chapter 1 (2)
Transparency 3
 Examples: conducting initial interviews, asking a
member to role-play a conflict, challenging a member’s
belief system, suggesting homework
 An integrative conceptual framework involves the
thinking, feeling, and behaving dimensions
 Creating an integrative approach is a challenge
© 2002 Wadsworth, a division of Thomson Learning, Inc.
The Theory Behind the Practice
 Technical eclecticism – based on utilizing techniques
from a variety of theoretical models
Groups: Process & Practice - Chapter 1 (3)
Transparency 4
 Theoretical integration – a conceptual creation
beyond mere blending of techniques
 Task groups – aims to foster accomplishing identified work
goals
 Psychoeducational group – aims to educate wellfunctioning group members who want to acquire
information and skills in an area of living
© 2002 Wadsworth, a division of Thomson Learning, Inc.
Various Types of Groups
 Group counseling – aims at preventive and educational
purposes — utilizes methods of interactive feedback within
a here-and-now time framework
Groups: Process & Practice - Chapter 1 (4)
Transparency 5
 Group psychotherapy – aims at remediation of in-depth
psychological problems — often focuses on past influences
of present difficulties
 Effective group work involves considering culture
of participants
 Practitioners cannot afford to ignore diversity in
group work
© 2002 Wadsworth, a division of Thomson Learning, Inc.
A Multicultural Perspective
on Group Work
 Group workers must have awareness, knowledge,
and skills to effectively deal with diverse membership
Groups: Process & Practice - Chapter 1 (5)
Transparency 6
 Cultural similarities and differences need to be
addressed in a group
 Some personal characteristics of effective group
leaders
 Courage
 Presence
 Goodwill and caring
 Openness
 Becoming aware of
your own culture
 Personal power
Groups: Process & Practice - Chapter 2 (1)
Transparency 7
 Stamina
 Willingness to seek
new experiences
© 2002 Wadsworth, a division of Thomson Learning, Inc.
The Group Counselor:
Person and Professional
 Essential to acquire and refine skills applied to
group work
 Group leadership skills cannot be separated
from the leader’s personality
© 2002 Wadsworth, a division of Thomson Learning, Inc.
Group-Leadership Skills
 It is an art to learn how to use group skills
Groups: Process & Practice - Chapter 2 (2)
Transparency 8
 Ways to learn leadership skills – supervised
experience, practice, feedback, and experience in a
group as a member
 Clarifying
 Modeling
 Linking
 Blocking
 Suggesting
 Summarizing
 Interpreting
 Terminating
© 2002 Wadsworth, a division of Thomson Learning, Inc.
A Few Group Leadership Skills
 Facilitating
Transparency 9
Groups: Process & Practice - Chapter 2 (3)
 Diversity competence – involves a deep
understanding of one’s own culture
 Culturally competent group workers need to:
© 2002 Wadsworth, a division of Thomson Learning, Inc.
Becoming a Diversity-Sensitive
Group Counselor
 Be aware of their biases, stereotypes, and prejudices
 Know something about the members of the group
 Be able to apply skills and interventions that are
congruent with the worldviews of the members
Groups: Process & Practice - Chapter 2 (4)
Transparency 10
 Ethical practice entails diversity competence
 Group workers need to:
 Consider the impact of adverse environmental factors
in assessing problems of group members
© 2002 Wadsworth, a division of Thomson Learning, Inc.
Guidelines for Competence:
Diversity Issues in Groups
 Be aware of how their values and beliefs influence their
facilitation of a group
 Respect the roles of family and community hierarchies
within a member’s culture
 Acknowledge that ethnicity and culture
influence behavior
Groups: Process & Practice - Chapter 2 (5)
Transparency 11
 Respect members’ religious and spiritual beliefs
and values
 Professional competence in group work is not a final product,
but a continuous process for the duration of one’s career
 Some suggestions for increasing your level of competence as a
group leader:
© 2002 Wadsworth, a division of Thomson Learning, Inc.
Best Practice Guidelines
of ASGW (1998)
 Keep current through continuing education and participation
in personal and professional development activities
 Be open to seeking personal counseling if you recognize
problems that could impair your ability to facilitate a group
Groups: Process & Practice - Chapter 3 (1)
Transparency 12
 Be willing to seek consultation and supervision
as needed
 ASGW (2000) has recommendations for what
constitutes competence as a group facilitator –
 Knowledge competencies: course work is essential
© 2002 Wadsworth, a division of Thomson Learning, Inc.
Professional Training Standards
for Group Workers
 Skills competencies: specific group facilitation skills
are required for effectively intervening
Groups: Process & Practice - Chapter 3 (2)
Transparency 13
 Core specialization in group work: task facilitation
groups; psychoeducational groups; counseling
groups; psychotherapy groups
 Informed consent
 Provide members with adequate information that will
allow them to decide if they want to join a group
© 2002 Wadsworth, a division of Thomson Learning, Inc.
Ethical and Legal Issues
in Group Counseling
 Some information to give prospective members:
 The
nature of the group
 The
goals of the group
 The
general structure of the sessions
is expected of them if they join
 What
they can expect from you as a leader
Groups: Process & Practice - Chapter 3 (3)
Transparency 14
 What
 Many groups are composed of involuntary members
 The challenge is to demonstrate the value of a group
for members
© 2002 Wadsworth, a division of Thomson Learning, Inc.
Involuntary Group Membership
 Basic information about the group is essential
 Avoid assuming that involuntary members will not
want to change
Transparency 15
Groups: Process & Practice - Chapter 3 (4)
 Although there are benefits to participating in a
group, there are also potential risks that group
leaders need to monitor —
© 2002 Wadsworth, a division of Thomson Learning, Inc.
Psychological Risks
of Group Participation
 Members may be pressured to disclose and
violate privacy
 Confidentiality may be broken
 Scapegoating may occur
 Group leaders may not have the competencies to deal
with some difficulties that arise in a group
Groups: Process & Practice - Chapter 3 (5)
Transparency 16
 Confrontation may be done in an uncaring manner
© 2002 Wadsworth, a division of Thomson Learning, Inc.
Confidentiality
 Confidentiality is the foundation of a working group
 Leaders need to define the parameters of confidentiality
including its limitations in a group setting
 Members need to be taught what confidentiality involves
 Leaders talk to members about the consequences of
breaching confidentiality
Groups: Process & Practice - Chapter 3 (6)
Transparency 17
 Leaders remind members at various points in a group
of the importance of maintaining confidentiality
Groups: Process & Practice - Chapter 3 (7)
Transparency 18
 Your techniques should have a rationale
 Introduce techniques in a sensitive and
timely manner
 Don’t stick to a technique if it is not working
effectively
 Give members a choice – invite them to experiment
with some behavior
 Use techniques that are appropriate to the member’s
cultural values
 Techniques are best developed in response to what
is happening in the here-and-now
© 2002 Wadsworth, a division of Thomson Learning, Inc.
Guidelines for Using
Techniques Ethically
 Essential that you are aware of your values and how
they influence what you think, say, and do in groups
 Groups are not a forum for you to impose your values
on members
© 2002 Wadsworth, a division of Thomson Learning, Inc.
The Role of Group Leader Values
 Purpose of a group: to assist members in examining
options that are most congruent with their values
Groups: Process & Practice - Chapter 3 (8)
Transparency 19
 Group members have the task of clarifying their own
values and goals, making informed choices, and
assuming responsibility for what they do
 Take time and care in screening candidates for a
group; and for preparing them on how to actively
participate
© 2002 Wadsworth, a division of Thomson Learning, Inc.
Some Legal Safeguards
for Group Practitioners
 Demystify the group process
 Strive to develop collaborative relationships with
the members
 Incorporate ethical standards in the practice of
group work
Groups: Process & Practice - Chapter 3 (9)
Transparency 20
 Consult with colleagues or supervisors whenever
there is a potential ethical or legal concern
 Five areas for a practical proposal for a group
 Rationale – What is the rationale for your group?
 Objectives – Are your objectives specific and
attainable?
© 2002 Wadsworth, a division of Thomson Learning, Inc.
Forming a Group
 Practical considerations – Have you considered all the
relevant practical issues in forming your group?
 Evaluation – How will you evaluate the process and
outcomes of the group?
Groups: Process & Practice - Chapter 4 (1)
Transparency 21
 Procedures – What kinds of techniques and
interventions will you employ to attain the
stated objectives?
© 2002 Wadsworth, a division of Thomson Learning, Inc.
Questions for Screening
of Potential Members
 The type of group determines the kind of members that
are suitable or unsuitable
 The key questions are
 Should this person be included in this group at this time
with this leader?
 Other questions -What methods of screening will you use?
 How can you decide who may benefit from a group?
 How might you deal with a candidate who is not
accepted to your group?
Groups: Process & Practice - Chapter 4 (2)
Transparency 22
 And who might not fit in a group?
 Group composition
 Group size
 Open versus closed group
© 2002 Wadsworth, a division of Thomson Learning, Inc.
Practical Considerations
in Forming a Group
 Length of the group
 Frequency and duration of meetings
 Place for group sessions
Transparency 23
Groups: Process & Practice - Chapter 4 (3)
 Group setting offers support for new behavior and
encourages experimentation
 The group is a microcosm of the real world – allows
us to see how we relate to others
© 2002 Wadsworth, a division of Thomson Learning, Inc.
Some Advantages of a Group
 Group setting provides an optimal arena for
members to discover how they are perceived and
experienced by others
Groups: Process & Practice - Chapter 4 (4)
Transparency 24
 Groups help members see that they are not alone in
their concerns
 Groups are suited for everyone
 The main goal of a group is for everyone to
achieve closeness
© 2002 Wadsworth, a division of Thomson Learning, Inc.
A Few Misconceptions
About Groups
 Groups tell people how they should be
 Group pressure forces members to lose their sense
of identity
Groups: Process & Practice - Chapter 4 (5)
Transparency 25
 Groups are artificial and unreal
 Characteristics of initial stage
 Participants test the atmosphere and get acquainted
 Risk taking is relatively low – exploration is tentative
© 2002 Wadsworth, a division of Thomson Learning, Inc.
Initial Stage of a Group
 Members are concerned with whether they are
included or excluded
 A central issue is trust versus mistrust
 There are periods of silence and awkwardness
Groups: Process & Practice - Chapter 5 (1)
Transparency 26
 Members are deciding how much they will disclose
and how safe the group is
 Anxiety over being accepted or rejected
 Concern about the judgment of others
 Afraid of appearing stupid
© 2002 Wadsworth, a division of Thomson Learning, Inc.
Common Fears Experienced
by Group Members
 Concerns about not fitting into the group
 Not knowing what is expected
Groups: Process & Practice - Chapter 5 (2)
Transparency 27
 Concern over communicating feelings and thoughts
effectively
 Dealing with the here-and-now energizes the group
 Members are best known by disclosing here-and-now
experiencing
© 2002 Wadsworth, a division of Thomson Learning, Inc.
Advantages of Developing
a Here-And-Now Focus
 Being in the here-and-now serves as a springboard
for exploring everyday life concerns
Transparency 28
Groups: Process & Practice - Chapter 5 (3)
 Careful attending and genuine listening
 Empathy
 Genuineness and self-disclosure
© 2002 Wadsworth, a division of Thomson Learning, Inc.
Leader Attitudes and Behaviors
That Generate Trust
 Respect
 Caring confrontation
Transparency 29
Groups: Process & Practice - Chapter 5 (4)
 Main task – helping members formulate clear and
specific goals
 Absence of goals – considerable floundering and
aimless sessions
© 2002 Wadsworth, a division of Thomson Learning, Inc.
Establishing Goals
 Collaborative process in identifying goals
Groups: Process & Practice - Chapter 5 (5)
Transparency 30
 Goals – lead to contracts and homework
assignments
 Norms and procedures enable a group to attain its goals
 Examples of group norms –
 Expectation of promptness and regular attendance
© 2002 Wadsworth, a division of Thomson Learning, Inc.
Group Norms
 Norm of sharing oneself in personal ways
 Expectation of giving meaningful feedback
 Members encouraged to offer both support and challenge
to others
Groups: Process & Practice - Chapter 5 (6)
Transparency 31
 Members functioning within the here-and-now context
of the group
 Express persistent reactions
 Come prepared to group sessions
 Decide for yourself what and how much to disclose
© 2002 Wadsworth, a division of Thomson Learning, Inc.
Member Guidelines to Benefit
from a Group
 Be an active participant
 Be open to feedback and consider what you hear
 Experiment with new behavior in group
Transparency 32
Groups: Process & Practice - Chapter 5 (7)
 Division of responsibility – How to achieve a balance
of sharing responsibility with members?
 Degree of structuring – Creating a structure that
will enable members to make maximum use of
group process
© 2002 Wadsworth, a division of Thomson Learning, Inc.
Group Leader Issues
at the Initial Stage
 Opening group sessions – How to best open a group
and help members gain a focus?
Groups: Process & Practice - Chapter 5 (8)
Transparency 33
 Closing group sessions – How to best bring a
session to closure without closing down further
work later on?
 Characteristics of the transition stage
 Transitional phase is marked by feelings of
anxiety and defenses
 Members are:
 testing
Groups: Process & Practice - Chapter 6 (1)
Transparency 34
the leader and other members to determine how
safe the environment is
 struggling between wanting to play it safe and wanting to
risk getting involved
 observing the leader to determine if he or she
is trustworthy
 learning how to express themselves so that others
will listen
© 2002 Wadsworth, a division of Thomson Learning, Inc.
Transition Stage of a Group
 Some signs of a low level of trust
 Members are:
 Hesitant in expressing what they are thinking
and feeling
© 2002 Wadsworth, a division of Thomson Learning, Inc.
Barometer of Trust in a Group
 Unwilling to initiate personally meaningful work
 Denying that they have any problems or concerns
 Not willing to deal with conflict in the group
Groups: Process & Practice - Chapter 6 (2)
Transparency 35
 Hiding behind global statements and
intellectualizations
 Don’t label all hesitations as a sign of resistance
 Respect resistance – Realize that member resistance
may be serving a function
© 2002 Wadsworth, a division of Thomson Learning, Inc.
Thoughts on Dealing with
Resistance Therapeutically
 Invite members to explore the meaning of what
appears to be resistance
 Describe behavior of members – avoid making too
many interpretations
Groups: Process & Practice - Chapter 6 (3)
Transparency 36
 Approach resistance with interest, understanding,
and compassion
 Fear of making a fool of oneself
 Fear of emptiness
 Fear of losing control
© 2002 Wadsworth, a division of Thomson Learning, Inc.
Common Fears Emerging
at the Transition Stage
 Fear of being too emotional
 Fear of self-disclosure
 Fear of taking too much of the group’s time
Groups: Process & Practice - Chapter 6 (4)
Transparency 37
 Fear of being judged
 If you confront, know why you are confronting
 Confront if you care about the other
 In confronting another – talk more about yourself
than the other person
© 2002 Wadsworth, a division of Thomson Learning, Inc.
Some Guidelines
for Effective Confrontation
 Avoid dogmatic statements and judgments about
the other
Groups: Process & Practice - Chapter 6 (5)
Transparency 38
 Give others the space to reflect on what you
say to them
 Avoid responding with sarcasm
 State your observations and hunches in a
tentative way
© 2002 Wadsworth, a division of Thomson Learning, Inc.
Group Leader Interventions in Dealing with
Difficult Behaviors of Group Members
 Demonstrate sensitivity to a member’s culture
 Avoid taking member’s behavior in an overly
personal way
Groups: Process & Practice - Chapter 6 (6)
Transparency 39
 Encourage members to explore a resistance – don’t
demand they give up a particular “resistive” behavior
 Silence
 Monopolistic behavior
 Storytelling
© 2002 Wadsworth, a division of Thomson Learning, Inc.
Examples of Problematic Styles
of Behaving in a Group
 Giving advice
 Questioning
 Dependency
Groups: Process & Practice - Chapter 6 (7)
Transparency 40
 Intellectualizing
 Show members the value of recognizing and dealing
fully with conflict situations
 Help members to recognize their own patterns
of defensiveness
© 2002 Wadsworth, a division of Thomson Learning, Inc.
Leader Functions During
the Transition Stage
 Teach members to respect resistance and to work
constructively with the many forms it takes
 Encourage members to express reactions that
pertain to here-and-now happenings in the sessions
Groups: Process & Practice - Chapter 6 (8)
Transparency 41
 Provide a model for members by dealing directly
and tactfully with any challenge
© 2002 Wadsworth, a division of Thomson Learning, Inc.
Working Stage of a Group
 Key points of the working stage
 There are no arbitrary dividing lines between each stage
of group
 Group development ebbs and flows – does not stay static
 Work can occur at every stage – not just the working stage
 Not all groups reach a working stage
Groups: Process & Practice - Chapter 7 (1)
Transparency 42
 Not all members are functioning at the same level in a
working stage
 At the working stage of a group there is further
development and solidification of group norms
established earlier
© 2002 Wadsworth, a division of Thomson Learning, Inc.
Group Norms and Behavior
at the Working Stage
 Some group behaviors at the working stage
 Both support and challenge to take risks in group
 Leader uses a variety of therapeutic interventions
 Members interact with each other in more direct ways
 Increased group cohesion fosters action-oriented
behaviors
Groups: Process & Practice - Chapter 7 (2)
Transparency 43
 Healing capacity develops within the group
 There is a focus on the here and now
 Goals of members are clear and specific
 Cohesion is high – a sense of emotional bonding
in the group
© 2002 Wadsworth, a division of Thomson Learning, Inc.
Characteristics of a
Productive Group
 Conflict in the group is recognized and explored
 Members are willing to make themselves known
Groups: Process & Practice - Chapter 7 (3)
Transparency 44
 Trust is increased and there is a sense of safety
 Mistrust is manifested by an undercurrent of
unexpressed feelings
 Participants focus more on others than themselves
© 2002 Wadsworth, a division of Thomson Learning, Inc.
Characteristics of a
Nonworking Group
 Participants hold back – disclosure is minimal
 Members may feel distant from one another
 Conflicts are ignored or avoided
Groups: Process & Practice - Chapter 7 (4)
Transparency 45
 Communication is unclear and indirect
 Disclosure versus anonymity
 Honesty versus superficiality
 Spontaneity versus control
© 2002 Wadsworth, a division of Thomson Learning, Inc.
Choices to be Made During
the Working Stage
 Acceptance versus rejection
 Cohesion versus fragmentation
Transparency 46
Groups: Process & Practice - Chapter 7 (5)
 Group: not an end in itself
 Group is:
 A place to learn new behaviors
 A place to acquire a range of skills in living
 Training ground for everyday life
Groups: Process & Practice - Chapter 7 (6)
Transparency 47
 Homework – a means for maximizing what is learned
in group
 Members can devise their own homework assignments
 Ideally, homework is designed collaboratively between
members and leader
© 2002 Wadsworth, a division of Thomson Learning, Inc.
The Value of Homework in Groups
 Self-Disclosure
 Caring and Acceptance
 Confrontation
 Power
 Feedback
 Catharsis
 Cohesion and Universality
 The Cognitive Component
 Hope
 Commitment to Change
 Willingness to Risk and
Trust
 Freedom to Experiment
Transparency 48
Groups: Process & Practice - Chapter 7 (7)
 Humor
© 2002 Wadsworth, a division of Thomson Learning, Inc.
Therapeutic Factors Operating
in Groups
 Disclosure – related to the purposes of the group
 Persistent reactions – useful to express persistent
thoughts and feelings
© 2002 Wadsworth, a division of Thomson Learning, Inc.
Guidelines for Member
Self-Disclosure
 Members decide what and how much to disclose
 Safe climate – disclosure increases in a safe group
Groups: Process & Practice - Chapter 7 (8)
Transparency 49
 Level of disclosure – stage of group may determine
what is appropriate
 Give feedback with honesty and with sensitivity
 Concise feedback given in a clear and
straightforward way is useful
© 2002 Wadsworth, a division of Thomson Learning, Inc.
Guidelines for Giving Feedback
 In giving feedback, let others know how their
behavior affects you
 Avoid giving global feedback
Groups: Process & Practice - Chapter 7 (9)
Transparency 50
 Avoid being judgmental in giving feedback
 Catharsis – the expression of pent-up emotions
 Catharsis can be healing and can lead to increased
cohesion
© 2002 Wadsworth, a division of Thomson Learning, Inc.
Catharsis in Groups
 Catharsis is not appropriate for all types of groups
 After a catharsis –
 It is useful to integrate cognitive and behavioral work
 It is crucial to put insights into action
Groups: Process & Practice - Chapter 7 (10)
Transparency 51
 Insights are common
 Tasks of the final stage of a group:
 Dealing with feelings of separation
 Dealing with unfinished business
© 2002 Wadsworth, a division of Thomson Learning, Inc.
Ending a Group
 Reviewing the group experience
 Practice for behavioral change
 Giving and receiving feedback
 The use of a contract and homework
Groups: Process & Practice - Chapter 8 (1)
Transparency 52
 Ways of carrying learning further
 Assist members in dealing with any feelings they
might have about termination
 Reinforce changes that members have made during
the group
© 2002 Wadsworth, a division of Thomson Learning, Inc.
Leader Functions During
Ending Phase of Group
 Work with members to develop specific contracts
and homework assignments
 Reemphasize the importance of maintaining
confidentiality after the group is over
Groups: Process & Practice - Chapter 8 (2)
Transparency 53
 Provide opportunities for members to give one
another constructive feedback
 Offer private consultations if any member should
need this service
 Provide for a follow-up group session or follow-up
individual interviews
© 2002 Wadsworth, a division of Thomson Learning, Inc.
Leader Functions After
Termination of a Group
 Identify referral sources for members who may need
further assistance
Groups: Process & Practice - Chapter 8 (3)
Transparency 54
 Evaluate the strengths and weaknesses of the group
 The sentence completion method can enhance the
quality of feedback and can result in focused feedback
 Examples:
© 2002 Wadsworth, a division of Thomson Learning, Inc.
Giving and Receiving Feedback
at the Ending Stage





Groups: Process & Practice - Chapter 8 (4)
Transparency 55
My greatest fear for you is ...
My hope for you is...
I hope that you will seriously consider...
I see you blocking your strengths by...
Some things I hope you will think about doing for
yourself are...
 Some ways I hope you’d be different with others are...
 Members can be reminded of ways to translate what
was learned in group and assisted in developing
action plans geared to change
© 2002 Wadsworth, a division of Thomson Learning, Inc.
Applying What is Learned
in Group to Everyday Life
 Some points:
 A group is a means to an end
 Change is bound to be slow and subtle
 Decide what you will do with what you learned
about yourself
Groups: Process & Practice - Chapter 8 (5)
Transparency 56
 Focus more on changing yourself than on
changing others
 Developing a proposal: Groups for children
 In planning groups for children:
 Describe your goals and purposes clearly
© 2002 Wadsworth, a division of Thomson Learning, Inc.
Groups for Children
 Develop a clearly stated rationale for your
proposed group
Groups: Process & Practice - Chapter 9 (1)
Transparency 57
 State your aims, the procedures to be used, the
evaluation procedures you will use, and the reasons a
group approach has particular merit
 Be aware of your state’s laws regarding children
 Consider securing parental or guardian
written permission
© 2002 Wadsworth, a division of Thomson Learning, Inc.
Guidelines for Group Work with
Children and Adolescents
 Communicate your expectations to those in your group
 Emphasize confidentiality
 Maintain neutrality
 Use appropriate exercises and techniques
 Prepare for termination
Groups: Process & Practice - Chapter 9 (2)
Transparency 58
 Listen and remain open
 In designing a group in both schools and agencies, get
the support of administrators
 Communicate with children about the importance of
keeping confidences in language they can grasp
© 2002 Wadsworth, a division of Thomson Learning, Inc.
Key Points – Groups for Children
 Ethical practice demands that you have the training
required to facilitate a group with children
 Not all children are ready for group participation
 Give thought to helpful methods of evaluating the
outcomes of your groups
Groups: Process & Practice - Chapter 9 (3)
Transparency 59
 Having some structure is particularly important in groups
with children
 Organizing an adolescent group
 Conduct a needs assessment
 Develop a written proposal
© 2002 Wadsworth, a division of Thomson Learning, Inc.
Groups for Adolescents
 Market your group
 Get informed consent from parents or guardians
 Conduct pregroup interviews
 Select members for the group
 Arrange for a follow-up group session after termination
Groups: Process & Practice - Chapter 10 (1)
Transparency 60
 Design a plan for each of the group sessions
 Explain the rationale of the group in
jargon-free language
 Allow members to express reactions to being
sent to group
© 2002 Wadsworth, a division of Thomson Learning, Inc.
Hints – Working with Reluctant
Adolescent Group Members
 Go with resistance – Don’t go against resistance
 Avoid getting defensive
Groups: Process & Practice - Chapter 10 (2)
Transparency 61
 Be clear and firm with your boundaries
 Philosophy of group and overall goals
 Overview of group
 Group format – weekly sessions
© 2002 Wadsworth, a division of Thomson Learning, Inc.
Sample Group Proposal –
Multiple Family Group Therapy
 Practical considerations
 Contraindications to participation in group
 Outcomes of group
Transparency 62
Groups: Process & Practice - Chapter 10 (3)
© 2002 Wadsworth, a division of Thomson Learning, Inc.
Key Points – Groups for Adolescents
 Understand and respect resistance
 Role-playing techniques can often be creatively used in
adolescent groups
 Find ways to involve parents in group work with adolescents
 Co-leadership models are especially useful in facilitating
an adolescent group
Groups: Process & Practice - Chapter 10 (4)
Transparency 63
 A few kinds of adolescent groups include: groups for
students on drug rehabilitation, groups for unwed teenage
fathers, teen delinquency prevention groups, and sex
offender treatment groups
 Theme-oriented groups with a psychoeducational
focus are popular
 Short-term and structured groups fit the needs of
many adult populations
© 2002 Wadsworth, a division of Thomson Learning, Inc.
Key Points – Groups for Adults
 Account for diversity in your groups
 Group work with women is increasing
 Groups dealing with domestic violence are
gaining prominence
Groups: Process & Practice - Chapter 11 (1)
Transparency 64
 Most men’s groups have a psychoeducational and
interpersonal focus
 Groups for college students
 Groups for weight control
 HIV/AIDS support group
© 2002 Wadsworth, a division of Thomson Learning, Inc.
Examples of Groups for Adults
 Women’s group
 Men’s group
 Domestic violence group
Groups: Process & Practice - Chapter 11 (2)
Transparency 65
 Support group for survivors of incest
 In designing a specific group, consider these
components
 Description of the type of your group
© 2002 Wadsworth, a division of Thomson Learning, Inc.
Sample Proposal for a
Group with Adults
 Rationale of your group
 Goals of your group
 Marketing methods
 Screening and selection members
 Methods for assessing outcomes
Groups: Process & Practice - Chapter 11 (3)
Transparency 66
 Structure of group – description of sessions
 You may encounter obstacles in your attempts to organize
and conduct groups for the elderly
 Groups offer unique advantages for the elderly who have
a great need to be listened to and understood
© 2002 Wadsworth, a division of Thomson Learning, Inc.
Key Points – Groups for the Elderly
 Groups can help elderly people integrate current life
changes into an overall developmental perspective
 Elderly people need a clear explanation of the group’s
purposes – and why they can benefit from it
Groups: Process & Practice - Chapter 12 (1)
Transparency 67
 Revealing personal matters may be extremely difficult for
some elderly people because of their cultural conditioning
 Themes that are prevalent with the elderly include:
Loss and the struggle to find meaning in life
Loneliness and social isolation
Poverty
Feelings of rejection
Dependency
Feelings of uselessness, hopelessness, and despair
Fears of death and dying
Grief over others’ deaths
Sadness over physical and mental deterioration
Regrets over past events
Groups: Process & Practice - Chapter 12 (2)
Transparency 68










© 2002 Wadsworth, a division of Thomson Learning, Inc.
Themes in Working with
Elderly Populations
 Some groups that are commonly offered include those with
an emphasis on
 Reminiscing
 Physical fitness
 Body awareness
 Grief work
 Occupational therapy
 Music and art therapy
Groups: Process & Practice - Chapter 12 (3)
 Preretirement and
postretirement issues
 Remotivation
 Organic brain syndrome
 Health-related issues
Transparency 69
 Reality orientation
 Combined dance and
movement
© 2002 Wadsworth, a division of Thomson Learning, Inc.
Examples of Groups for the Elderly