Models of Social Group Work

On the basis of varied assumptions about the role of the worker, the group members and the
content of the group, social workers proposed four distinct group work models. These are:
1) Remedial
2) Mediating
3) Self- Help groups and
4) Social goal model
5) Mutual aid
6) Cognitive model.
Remedial Model
Remedial model focuses on the individuals dysfunction and utilizes the group as a context and
means for altering deviant behaviour. This approach to group work practice emphasizes its
utility in removing the adverse conditions of individuals whose behaviour is disapproved
by the society. Clients of such social group work practice are physically and mentally
handicapped, legal offenders, emotionally disturbed, isolated and alienated
persons.
The Michigan School contributed to this model. Credit goes to Vinter and his colleagues for
developing remedial model. In this model attempts are being made by social worker to bring
change in the individual. He/she is the target point.
According to the Remedial Model, the group can be used to treat problems of adjustments in
personal and social relations. According to Vinter “attention to such problems reaffirms the
profession’s historic mission of service to those most in need”. The remedial model is
considered more as a clinical model that seeks to help the socially maladapted to improve social
functioning through guided group experience.
The social worker plays a key role as he/she gives expertise knowledge through the following
activities.
1) The social worker is the central person.The worker is the object of identification and drives.
2) He/she is a symbol and a spokesman. He/she tries to maintain norms and values of the
society.
3) He/she is a motivator and stimulator. He/she helps the individual and group to understand
their goal as a group member.
4) He/she is an executive. He/she facilitates the activities of the group in order to gain the said
objectives.
In this model whatever the changes are brought, they are explicitly limited to organisational and
institutional elements that are responsible for individual’s dysfunction. Though this model
focuses mainly on the individual client who is experiencing difficulty, the model is helpful for
those likely to be affected. It means this model focuses on preventive aspects also .

Reciprocal Model or Mediating Model

Schwartz has introduced this model in 1961. This model is based on open systems theory,
humanistic psychology and an existential perspective. The following are the chief
characteristics of this model .
1) People and society are interdependent because they have mutual needs. When there is
interference with these mutual strivings, it results into conflict.
2) The resolution of this conflict is possible only when interested parties try to understand their
dilemmas with all of these inner resources and they utilize that at that moment.
3) In this model attention is directed towards the relationship of members in the group with each
other, with the worker and the group as a whole.
4) It is the relationship among the members that shows the characteristics of the group.
5) In this model emphasis is placed on the continuing and reciprocal transactions of sets of
members with each other, the worker and the group.
6) It gives importance to the emergent goal and actions, which are based on feelings of the
group. It believes that intensive involvement by the parties in the current realities will generate
their on purposes and goals.
7) Client and worker together as well as separately challenge the current problems with their
total capacity.
8) Basic educative processes are utilized which incorporate particularizing, synthesizing and
generalizing the feeling and action components of the problem.
9) In this model distinctions are not made with respect to types and various of group since it is
presumed that this model is widely applicable. In this model the individual and the group are
significant components. The workers role appears to be facilitative, relying on the power and
potency of mutual aid system to take care of itself.

GROUP WORK AND THE CONCEPT OF MUTUAL AID IN

SOCIAL WORK PRACTICE
The mutual aid model of group work epitomizes principles of the recovery
model in mental health. Social group work practice has always had a strong
self-help focus. Personal narratives are often used to raise consciousness,
find common ground, unite group members, and reduce feelings of isolation.
Cohen and Graybeal (2007) noted that mutual aid can help people to gain a
sense of personal, interpersonal, and environmental control over their lives.
They stated that one of the goals of a mutual aid group is to encourage the
collective resourcefulness and creativity of the group and minimize the need
for professional intervention. This requires the group worker to share power
with group members so that the helping process is collaborative.
Power sharing through mutual aid is familiar practice for social workers
and is consistent with recovery-oriented practice. In contrast, the psychoeducational
model of group work takes an educative stance in which health
professionals deliver knowledge. In psychoeducational groups there may be
little room set aside for collaborative sharing, mutual support, spontaneity,
and purposeful recognition of participants’ knowledge and expertise. This
contrasts with mutual aid group work where sharing lived experiences and
“mutual education” (Ife, 1999) are valued.
Although, psychoeducation is a best practice in working with families
in mental health (Cohen & Graybeal, 2007; Glick & Dixon, 2002) it can
be patronizing and disempowering if group members are not invited to
share their experiences and expertise. Mutual aid adds a recovery-focused
dimension to group work practice.
Steinberg (2010) stated that the concept of mutual aid is unique to social
group work practice. She said that “no other helping profession places it as
its very epicenter” (p. 55). She argued that mutual aid is group work and that
mutual aid by itself is evidence of best practice social work. She described
mutual aid as “a process through which people
1. develop collaborative, supportive, and trustworthy relationships;
2. identify and use existing strengths and/or to develop new ones;
3. work together toward individual and/or collective psychosocial goals
(p. 54).
Steinberg asserted that mutual aid is holistic and strengths driven and has
exceptional goodness-of-fit with antioppressive practice. It is a process
in which power sharing and the experience, wisdom, and knowledge of
participants is central—as opposed to processes that rely exclusively on
professional expertise and knowledge.
Pistrang, Barker, and Humphrey (2008) emphasized the benefits of
socially supportive interactions between people who have had similar experiences.
They also separated people’s experiential knowledge from workers’
professional knowledge and stated that the sharing of like experiences results
in benefits such as reduction in feelings of isolation, increased sense of
empowerment, and self-efficacy and the acquisition of effective ways of
coping.
The strengths-based focus and evidence-based process inherent in a
mutual aid model of group work and the goodness-of-fit with antioppressive
practice suggest that its use in the mental health field is not only valuable, but
also necessary. There is a need to be particularly mindful of antioppressive
practice within mental health service delivery in Australia, given the disempowering
nature of the legislative framework and dominant medical model
in which it operates.

Self-help group
A self-help group (SHG) financial intermediary committee usually composed of 10–20 local
women or men. Most self-help groups are located in India, though SHGs can be found in other
countries, especially in South Asia and Southeast Asia.

Members also make small regular savings contributions over a few months until there is enough
money in the group to begin lending. Funds may then be lent back to the members or to others
in the village for any purpose. In India, many SHGs are 'linked' to banks for the delivery of
micro-credit. Self-help groups are started by -governmental organizations (GO) that generally
have broad anti-poverty agendas. Self-help groups are seen as instruments for goals including
empowering women, developing leadership abilities among poor and the needy people,
increasing school enrolments and improving nutrition and the use of birth control. In countries
like India, SHGs bridge the gap between high-caste & low-caste members.

Financial intermediation is generally seen more as an entry point to these other goals, rather
than as a primary objective.[2] This can hinder their development as sources of village capital, as
well as their efforts to aggregate locally controlled pools of capital through federation, as was
historically accomplished by credit unions.

The Social Goals Model

The basic concepts of this model are social consciousness, social responsibility, and social
change. It is suggested that by participation with others in a group situation, individuals can
affect social change.
Social action is the desired outcome, and the group worker is regarded as an influence person
and enabler, who personifies the values of social responsibility and acts as stimulator and role
model without purveying any political viewpoint. Implicit in this model is the emerging leader
within the group. The model is concerned with democracy and the enhancement of
personal functioning within the social context, heightened self-esteem and an increase in social
power for the members of the group collectively and as individuals. The skill of the leader lies
mainly in ‘programming’ (Weince 1964) (Konopka 1958).
There are other three interventions, which are considered as suitable models for effective
practice in social group work.
1) Gestalt Therapy
2) Transactional Analysis
3) The Behavioural Model
Gestalt Therapy
In gestalt therapy the worker aids the clients in learning how they prevent themselves from
maturing. It is the aim of worker to help the client to become aware of and accept responsibility
for how they make themselves feel better.

Conclusion
Social group work is a primary method of social work which believes that the development of
individual is mainly dependent on the group experiences. There are number of socio-
psychological problems which cannot be solved without the help of the group. The
development of personality is also dependent on the use of group life to some extent. The group
worker should follow certain principles in her practice. These main principles are : planned
group formation; specific objectives, purposeful relationship; continuous individualization;
guided group interaction; democratic group self determination; progressive programme
experience, resource utilization and continuous evaluation. The social group worker also have
certain skills that will make him effective in dealing with the group problems. These are :
establishing purposeful relationship, analysing group situation; participating in the time of need
in the group process; dealing with group feelings; progressive programme development;
using agency resources; etc. The social group worker practices either remedial model or
reciprocal or developmental model with the group.

Within this chapter are several diagrammatic models to highlight the circular link
between how we and how we behave. The theoretical aspects to the approach, as in
other chapters, are linked to case studies and to some of the skills that we can
develop to use this approach in a social work application.

What is A Group?

Every organization is a group unto itself. A group refers to two or more people who share a common meaning
and evaluation of themselves and come together to achieve common goals. In other words, a group is a
collection of people who interact with one another; accept rights and obligations as members and who share a
common identity.

Characteristics of a Group:

Regardless of the size or the purpose, every group has similar characteristics:

(a) 2 or more persons (if it is one person, it is not a group)

(b) Formal social structure (the rules of the game are defined)

(c) Common fate (they will swim together)

(d) Common goals (the destiny is the same and emotionally connected)

(e) Face-to-face interaction (they will talk with each other)

(f) Interdependence (each one is complimentary to the other)

(g) Self-definition as group members (what one is who belongs to the group)

(h) Recognition by others (yes, you belong to the group).

Process/Stages of Group Development/Evolution:

Group Development is a dynamic process. How do groups evolve? There is a process of five stages through
which groups pass through. The process includes the five stages: forming, storming, forming, performing, and
adjourning.

Forming:

The first stage in the life of a group is concerned with forming a group. This stage is characterized by members
seeking either a work assignment (in a formal group) or other benefit, like status, affiliation, power, etc. (in an
informal group). Members at this stage either engage in busy type of activity or show apathy.
Storming:

The next stage in this group is marked by the formation of dyads and triads. Members seek out familiar or
similar individuals and begin a deeper sharing of self. Continued attention to the subgroup creates a
differentiation in the group and tensions across the dyads / triads may appear. Pairing is a common
phenomenon. There will be conflict about controlling the group.

Norming:

The third stage of group development is marked by a more serious concern about task performance. The
dyads/triads begin to open up and seek out other members in the group. Efforts are made to establish various
norms for task performance.

Members begin to take greater responsibility for their own group and relationship while the authority figure
becomes relaxed. Once this stage is complete, a clear picture will emerge about hierarchy of leadership. The
norming stage is over with the solidification of the group structure and a sense of group identity and
camaraderie.

Performing:

This is a stage of a fully functional group where members see themselves as a group and get involved in the
task. Each person makes a contribution and the authority figure is also seen as a part of the group. Group norms
are followed and collective pressure is exerted to ensure the Process of Group effectiveness of the group.
The group may redefine its goals Development in the light of information from the outside environment and
show an autonomous will to pursue those goals. The long-term viability of the group is established and

nurtured.

Adjourning:

In the case of temporary groups, like project team, task force, or any other such group, which have a limited
task at hand, also have a fifth stage, This is known as adjourning.

The group decides to disband. Some members may feel happy over the performance, and some may be unhappy
over the stoppage of meeting with group members. Adjourning may also be referred to as mourning, i.e.
mourning the adjournment of the group.

The readers must note that the four stages of group development mentioned above for permanent groups are
merely suggestive. In reality, several stages may go on simultaneously.

Behavioral Learning Theory

According to the behaviorists, learning can be defined as “the relatively permanent change in

behavior brought about as a result of experience or practice.” Behaviorists recognize that

learning is an internal event. However, it is not recognized as learning until it is displayed by
overt behavior.
 • The term "learning theory" is often associated with the behavioral view.
• The focus of the behavioral approach is on how the environment impacts overt

behavior.
• Remember that biological maturation or genetics is an alternative explanation for
relatively permanent change.
• The behavioral learning theory is represented as an S-R paradigm. The organism is
treated as a “black box.” We only know what is going on inside the box by the
organism’s overt behavior.
•

Stimulus Organism Response

(S) (O) (R)

 The feedback loop that connects overt behavior to stimuli that activate the senses has
been studied extensively from this perspective.
 The feedback loop that connects overt behavior to stimuli that activate the senses has
been studied extensively from this perspective.
 Behaviorists are not interested in the conscious decision of the individual to disrupt,
modify, or go against the conditioning process.
 There are three types of behavioral learning theories:
Contiguity theory
Classical or respondent conditioning theory
Operant or instrumental conditioning theory

Rational Theory( Rational Choice Theory)

Rational choice theory was pioneered by sociologist George Homas, who in 1961 laid the
basic framework for exchange theory, which he grounded in assumptions
drawn from behavioral psychology. During the 1960s and 1970s, other theorists (Blau,
Coleman, and Cook) extended and enlarged his framework and helped to develop a more
formal model of rational choice.
  It is formally modeling social and economic behavior.

 The basic premise of rational choice theory is that aggregate social behavior results from
the behavior of individual actors, each of whom is making their individual decisions.

 The theory therefore focuses on the determinants of the individual choices

(methodological individualism – social phenomena resulting from individual actions.)

What is the basis of rational choice?

Rational behavior is to “choose the best among all possible” of different means and alternative
ends by weighing the relative importance or utility assigned to each particular mean or end.
“Irrational behavior” is just the opposite – “choose the worst among all possible” – inefficient,
counterproductive, self-defeating, symbolic, etc.
The basis of rational choice would be based on the conception of human beings as homo
economicus : economic man pursues self-interest (sole motive) to obtain the highest possible
well-being for himself at the least possible costs ..When given available information about
opportunities and constraints on his ability to achieve his goals.
This is referred to as “rationality.”
At its most basic level, behavior is rational if it is goal-oriented, reflective (evaluative), and
consistent (across time and different choice situations).
This contrasts with behavior that is random, impulsive, conditioned, or adopted by (un
evaluative) imitation.
MAIN CHARACTERISTICS OF RATIONAL CHOICE THEORY-
Strategies: Actions or means available to clients.
Rationality: Refers to consistency of preferences for ranking alternatives, and choice of best
possible strategy.
Constraints: Constitute the ‘rules of the game’, and will influence actions and outcomes.

Reality theory
William Glasser discovered reality theory after studying the Freudian approach and was left
with many questions. He wrote the book Reality Theory(1965) This theory assume that people
have 5 basic needs and they are:
 Power (which includes achievement and feeling worthwhile as well as winning).
 Love & Belonging (this includes groups as well as families or loved ones).
 Freedom (includes independence, autonomy, your own 'space').
 Fun (includes pleasure and enjoyment).
 Survival (includes nourishment, shelter, sex).

Definition of group therapy 

Therapy in the presence of a therapist in which several patients discuss and share their
personal problems.

What Is Brainstorming?
Madison Avenue advertising executive Alex Osborn developed the original approach and published it in his
1953 book, "Applied Imagination." Since then, researchers have made many improvements to his original
technique.

The approach described here takes this research into account, so it's subtly different from Osborn's approach.

Brainstorming combines a relaxed, informal approach to problem solving with lateral thinking. It encourages
people to come up with thoughts and ideas that can, at first, seem a bit crazy. Some of these ideas can be crafted
into original, creative solutions to a problem, while others can spark even more ideas. This helps to get people
unstuck by "jolting" them out of their normal ways of thinking.

Therefore, during brainstorming sessions, people should avoid criticizing or rewarding ideas. You're trying to
open up possibilities and break down incorrect assumptions about the problem's limits. Judgment and analysis
at this stage stunts idea generation and limit creativity.

Evaluate ideas at the end of the session – this is the time to explore solutions further, using conventional
approaches.

Sociodrama
A sociodrama is a dramatic play in which several individuals act out assigned roles for the
purpose of studying and remedying problems in group or collective relationships. [1] It was
developed by social scientist Jacob L. Moreno to explore sociological interests using the
techniques he originated in psychodrama for psychology. Sociodrama may be applied to
collective trauma and current events, social problems and disintegration, prejudice,
interpersonal tension and justice and rehabilitation. Sociodrama is a method by which a group
of individuals select and spontaneously enact a specific social situation common to their
 experience. In doing this Sociodrama can provide an action forum for resolving conflicts among
people with different views.

Psychodrama Therapy What Is It?

Psychodrama is an active and creative therapeutic approach that uses guided drama and role playing to work through problems.
Developed by Dr. Jacob Moreno, psychodrama can be effective individually or in a group (sociodrama), and is sometimes offered in
mental health programs, schools and businesses.

During each psychodrama session, participants reenact specific scenes and experiences with guidance from a therapist. These scenes
may include past situations, dreams and preparations for future events. In a group setting, other participants play the roles of significant
others or the audience, offering support and bringing to the surface underlying beliefs and issues.

The goals of psychodrama are to gain new insights, resolve problems, and practice new life skills and behaviors. Sessions can last
from one to two hours and may be acted out on stage under the guidance of a psychodrama director.

WHAT ARE THE BENEFITS OF PSYCHODRAMA?

Psychodrama can be a powerful experience. Because it is an active, “real-time” therapy, psychodrama can be an empowering
alternative to traditional talk therapy.

Psychodrama can help people:

 Improve their relationships and communication skills

 Overcome grief and loss
 Restore confidence and well-being
 Enhance learning and life skills
 Express their feelings in a safe, supportive environment
 Experiment with new ways of thinking and behaving
WHAT CONDITIONS/DISORDERS DOES PSYCHODRAMA TREAT?
Psychodrama is used to treat a variety of conditions, including:

 Addiction
 Trauma
 Autism
 Eating Disorders
 Adoption and Attachment Issues
 

Psychometric tests are a standard and scientific method used to measure individuals' mental capabilities and behavioural
style. Psychometric tests are designed to measure candidates' suitability for a role based on the required personality
characteristics and aptitude (or cognitive abilities). They identify the extent to which candidates' personality and cognitive
abilities match those required to perform the role. Employers use the information collected from the psychometric test to
identify the hidden aspects of candidates that are difficult to extract from a face-to-face interview.

Psychometric tests typically consist of numerical reasoning, verbal reasoning and diagrammatic reasoning tests.
Situational judgement tests are increasing in popularity and are used as an initial screening method for the biggest
graduate scheme employers. 
Numerical Reasoning tests demonstrate a candidates ability to deal with numbers quickly and accurately. These
tests contain questions that assess your knowledge of ratios, percentages, cost and sales analysis, rates, trends
and currency conversions.

Verbal Reasoning tests require you to read short passages of writing and then answer questions assessing their
comprehension of the text. Rather than evaluating your vocabulary or fluency, these tests assess your ability to think
constructively.

Diagrammatic reasoning questions are designed to assess your logical reasoning ability. The questions measure
your ability to infer a set of rules from a flowchart or sequence of diagrams and then to apply those rules to new
situation.

Situational Judgment Tests (SJT s) assess how you approach situations encountered in the workplace. They test
your suitability for a particular role. Our test experts have identified 8 key competencies which are essential to get
ahead of the competition.

The prime objective of this is to identify at an early stage those job applicants who are unlikely to fill the requirements of
the position on offer and consequently narrow the applications further.
Some job applicants believe that the psychometric test is not a good measure to assess their real abilities, personality
traits, and suitability for the job. However, the psychometric tests are statistically examined, and are constructed to be
objective and unbiased.  This is done by using standard methods of assessment so that everyone is presented with the
same questions and instructions for completing them. Our experience shows that psychometric tests are very reliable in
predicting candidates' performance, and in most cases the test report provides an accurate evaluation of the applicant.
However, this doesn't say that with a good preparation you can't improve your suitability for a job. We  have proven that
an effective  preparation which highlights your relevant strengths and improves your weaknesses increases your chances
to win the job you wish to get. 

SOCIOMETRY
Sociometry, by definition, measures the “socius”—the interpersonal connection between two
people. The founder of sociometry, Jacob L. Moreno conceived three levels of sociometry
(Moreno [1953] 1993), applying the term sociometry to each (tending to cause confusion).
These levels are:
theoretical system (alternately termed sociatry)— including role, social atom,
spontaneity/encounter, psychodrama/enactment, and sociometry theories; subtheory of that
system; and assessment method and intervention (Hale 1981;
Remer 2006).
Historically sociometry was a central influence in sociology and related areas, even producing
several dedicated journals. Over time, though, its influence has diminished to such a point that,
at most, one of its central constructs—the sociogram—gets only passing mention in
assessment texts. However, a complete understanding of sociometry provides tremendously
powerful structures and tools for use not only in small group interactions but also wherever and
whenever interpersonal dynamics come into play. Grasping the entire sociometric system is
optimal, but popularly sociometry theory is focused on measuring relationships, the purview of
both social atom theory (longterm relationships and their development and maintenance
over time) and sociometry (fluctuation of interpersonal connections over short periods). The
sociogram is the representation of sociometry (see Figure 1). Beyond the conception of humans
as essentially social beings, sociometry recognizes and uses the fact that all these connections
are perpetually manifest in the social choices we make—for example, with whom we eat lunch;
whom we marry; whom we sit next to in classes, receptions, and other meetings; whom we like
and do not like (based on tele, warm-up, role reciprocity). Using both positive
(choose/acceptance/attraction) and negative (notchoose/ rejection/repulsion) choices, the
connections between people and the patterns of connections throughout groups are made
manifest, explored, and influenced. The key to using sociometry as an assessment and
intervention (like Heisenberg’s principle) most effectively is understanding Moreno’s full
conceptualization. The misconception is that sociometry stops with the production of the
sociogram from choices expressed related to a specific criterion (e.g., “With whom would you
most and least want to sit at a wedding reception?”). This level is what Moreno called “near
[‘weak’] sociometry” (my label). “Strong” sociometry requires two conditions beyond eliciting
choices and depicting them: (1) The choices must be implemented (e.g., you must sit with
whom you have chosen), and (2) the reasons for choosing must be made overt and explored.
The last two conditions present many possibilities and difficulties.

THERAPEUTIC APPROACHES-

 A ‘therapeutic approach’ is the lens through which a counsellor addresses their clients’ problems.
 Broadly speaking, the therapeutic approaches of counsellors fall into two categories: behavioural and
psychodynamic.
 Behavioural approaches are usually short-term and address your behaviour and thought patterns.
 Psychodynamic approaches consider your personality and family history so as to address the underlying
causes of your problem.

T- GROUPS

A T-group or training group (sometimes also referred to as sensitivity-training group, human relations
training group or encounter group) is a form of group training where participants themselves (typically,
between eight and 15 people) learn about themselves (and about small group processes in general) through their
interaction with each other. They use feedback, problem solving, and role play to gain insights into themselves,
others, and groups.

Experimental studies have been undertaken with the aim of determining what effects, if any, participating in a
T-group has on the participants. For example, a 1975 article by Nancy E. Adler and Daniel Goleman[1]
concluded that "Students who had participated in a T-group showed significantly more change toward their
selected goal than those who had not." Carl Rogers described the T-group as "...the most significant social
invention of the century."[2]

Concept
The concept of encounter as "a meeting of two, eye to eye, face to face," was articulated by J.L. Moreno in
Vienna in 1914–15, in his "Einladung zu einer Begegnung" ("Invitation to an Encounter"), maturing into his
psychodrama therapy. It was pioneered in the mid-1940s by Moreno's protege Kurt Lewin and his colleagues as
a method of learning about human behavior in what became the National Training Laboratories (also known as
the NTL Institute) that was created by the Office of Naval Research and the National Education Association in
Bethel, Maine, in 1947. First conceived as a research technique with a goal to change the standards, attitudes
and behavior of individuals, the T-group evolved into educational and treatment schemes for non-psychiatric
patient people.[3]

A T-group meeting does not have an explicit agenda, structure, or expressed goal. Under the guidance of a
facilitator, the participants are encouraged to share emotional reactions (for example, anger, fear, warmth, or
envy) that arise in response to their fellow participants' actions and statements. The emphasis is on sharing
emotions, as opposed to judgments or conclusions. In this way, T-group participants can learn how their words
and actions trigger emotional responses in the people they communicate with.

Task groups focus on the here and now, involving learning through doing, activity and processing; and
involves daily living skills and work skills.

Evaluative groups focus on evaluating the skills, behaviors, needs, and functions of a group and is the first step
in a group process.

Topical discussion groups focus on a common topic that can be shared by all the members to encourage
involvement.

Developmental groups encourage the members to develop sequentially organized social interaction skills with
the other members.

1. Parallel groups are made up of clients doing individual tasks side by side.
2. Project groups emphasize task accomplishment. Some interaction may be built in, such as shared materials and
tools and sharing the work.
3. Egocentric cooperative groups require the members to select and implement the task. Tasks are longer term and
socialization is required.
4. Cooperative groups require the therapist only as an advisor. Members are encouraged to identify and gratify
each other's social and emotional needs in conjunction with task accomplishment. The task in a cooperative
group may be secondary to social aspects.
5. Mature groups involve the therapist as a co-equal member. The group members take on all leadership roles in
order to balance task accomplishment with need satisfaction of the members.

Self-help groups are supportive and educational, and focus on personal growth around a single major life
disrupting problem (for example, Alcoholics Anonymous).

Support groups focus on helping others in a crisis and continue to do so until the crisis is gone and is usually
before the self-help group.

Advocacy groups focus on changing others or changing the system, rather than changing one's self: "getting
one from point A to point B".

Psychotherapy groups focus on helping individuals in the present that have past conflicts which affect their
behavior.[4]

GESTALT THERAPY
Gestalt therapy, developed by Fritz Perls, Laura Perls, and Paul Goodman in the 1940s, is an experiential
and humanistic form of therapy that was originally designed as an alternative to conventional psychoanalysis. Gestalt
therapists and their clients use creative and experiential techniques to enhance awareness, freedom, and self-
direction. The word gestalt comes from the German word meaning shape or form, and it references the character or
essence of something.
 Principles of Gestalt Therapy
 Focus on "Here and Now"
 Benefits of Gestalt Therapy
 Gestalt Therapy Techniques
 Resources Related to Gestalt Therapy
Principles of Gestalt Therapy
At the core of gestalt therapy is the holistic view that people are intricately linked to and influenced by their
environments and that all people strive toward growth and balance. Gestalt therapy is similar to person-centered
therapy in this way, as well as in its emphasis on the therapist’s use of empathy, understanding, and unconditional
acceptance of the client to enhance therapeutic outcomes.

According to gestalt therapy, context affects experience, and a person cannot be fully understood without
understanding his or her context. With this in mind, gestalt psychotherapy recognizes that no one can be purely
objective—including therapists whose experiences and perspectives are also influenced by their own contexts—and
practitioners accept the validity and truth of their clients’ experiences.

Gestalt therapy also recognizes that forcing a person to change paradoxically results in further distress and
fragmentation. Rather, change results from acceptance of what is. Thus, therapy sessions focus on helping people
learn to become more self-aware and to accept and trust in their feelings and experiences to alleviate distress.

Find a Therapist
Gestalt therapy places emphasis on gaining awareness of the present moment and the present context. Through
therapy, people learn to discover feelings that may have been suppressed or masked by other feelings and to
accept and trust their emotions. Needs and emotions that were previously suppressed or unacknowledged are likely
to surface as well. Through this process, a person gains a new sense of self as overall awareness increases.
The focus on the here and now does not negate or reduce past events or future possibilities; in fact, the past is
intricately linked to one’s present experience. The idea is to avoid dwelling on the past or anxiously anticipating the
future. Experiences of the past may be addressed in therapy sessions, but the therapist and client will focus on
exploring what factors made a particular memory come up in this moment, or how the present moment is impacted
by experiences of the past.

Working with a Gestalt Therapist

Gestalt therapy sessions do not follow specific guidelines, in fact, therapists are encouraged to use creativity in their
approaches, depending on context and each person's personality. What is consistent is the emphasis on direct
contact between therapist and client, direct experience and experimentation, and the focus on the “what and how”—
what the client is doing and how he or she is doing it—and the “here and now.”
Together, the therapist and the person in therapy will evaluate what is happening now and what is needed as a
result. Therapists refrain from interpreting events, focusing only on the immediate, including the physical responses
of the client. Remarking on subtle shifts in posture, for example, can bring a person into the present. In this way,
gestalt therapy helps people gain a better understanding of how their emotional and physical bodies are connected.
Understanding the internal self is the key to understanding actions, reactions, and behaviors. Gestalt therapy helps
people take the first steps into this awareness so that they can acknowledge and accept these patterns.
Gestalt Therapy Techniques
Gestalt therapy is practiced in the form of exercise and experiments. It can be administered in individual or group
settings. In general, exercises are somewhat established practices in gestalt therapy designed to arouse action,
emotion, or goals from the person in therapy. The therapist and person in therapy can then examine the result of the
exercise in order to increase awareness and help the person understand the “here and now” of the experience.

In contrast to exercises, experiments arise throughout the development of the therapeutic process and therapeutic
relationship. They are a core component of gestalt therapy and allow the person in therapy to understand different
aspects of a conflict, experience, or mental health issue.

The empty chair technique is a quintessential gestalt therapy exercise that places the person in therapy across
from an empty chair. He or she is asked to imagine that someone (such as a boss, spouse, or relative), they, or a
part of themselves is sitting in the chair. The therapist encourages dialogue between the empty chair and person in
therapy in order to engage the person’s thoughts, emotions, and behaviors. Sometimes the roles are reversed and
the person in therapy assumes the metaphorical person or part of a person in the chair. The empty chair technique
can be especially useful for helping people become mindful of the whole situation and forgotten or disengaged
pieces of their own self.

Another common exercise in gestalt therapy is the exaggeration exercise. During this exercise, the person in
therapy is asked to repeat and exaggerate a particular movement or expression, such as frowning or bouncing a
leg, in order to make the person more aware of the emotions attached to the behavior.

The empty chair technique and the exaggeration exercise are two of many gestalt therapy techniques used to help
people in therapy increase their awareness of immediate experiences. Through exercises and spontaneous
experiments, gestalt therapy also allows people reconnect with parts of themselves they may minimize, ignore, or
deny.