© 2002 Wadsworth, a division of Thomson Learning, Inc.

Groups: Process & Practice

7th ed.

by Marianne Schneider Corey & Gerald Corey

Wadsworth
A division of
Thomson Learning, Inc.
 © 2002 Wadsworth, a division of Thomson Learning, Inc.
Introduction to Group Work
 The Corey’s Perspective on Groups
 Groups are not a second-rate approach to helping
people change
 Groups are the treatment of choice
 Groups offer a natural laboratory where people can
experiment with new ways of being
 There is power in a group – participants can

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experience their interpersonal difficulties being
played out in the group
Groups: Process & Practice - Chapter 1 (1)
 © 2002 Wadsworth, a division of Thomson Learning, Inc.
Group Process Versus
Group Techniques
 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
 Group techniques – leader interventions aimed at
facilitating movement within a group
 Examples: conducting initial interviews, asking a

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member to role-play a conflict, challenging a member’s
belief system, suggesting homework
Groups: Process & Practice - Chapter 1 (2)
 © 2002 Wadsworth, a division of Thomson Learning, Inc.
The Theory Behind the Practice
 An integrative conceptual framework involves the
thinking, feeling, and behaving dimensions
 Creating an integrative approach is a challenge
 Technical eclecticism – based on utilizing techniques
from a variety of theoretical models
 Theoretical integration – a conceptual creation
beyond mere blending of techniques

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Groups: Process & Practice - Chapter 1 (3)
 © 2002 Wadsworth, a division of Thomson Learning, Inc.
Various Types of Groups
 Task groups – aims to foster accomplishing identified work
goals
 Psychoeducational group – aims to educate well-
functioning group members who want to acquire
information and skills in an area of living
 Group counseling – aims at preventive and educational
purposes — utilizes methods of interactive feedback within
a here-and-now time framework
 Group psychotherapy – aims at remediation of in-depth

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psychological problems — often focuses on past influences
of present difficulties
Groups: Process & Practice - Chapter 1 (4)
 © 2002 Wadsworth, a division of Thomson Learning, Inc.
A Multicultural Perspective
on Group Work
 Effective group work involves considering culture
of participants
 Practitioners cannot afford to ignore diversity in
group work
 Group workers must have awareness, knowledge,
and skills to effectively deal with diverse membership
 Cultural similarities and differences need to be

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addressed in a group

Groups: Process & Practice - Chapter 1 (5)

 © 2002 Wadsworth, a division of Thomson Learning, Inc.
The Group Counselor:
Person and Professional
 Some personal characteristics of effective group
leaders
 Courage  Presence
 Goodwill and caring  Openness
 Becoming aware of  Personal power
your own culture  Willingness to seek
 Stamina new experiences

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Groups: Process & Practice - Chapter 2 (1)
 © 2002 Wadsworth, a division of Thomson Learning, Inc.
Group-Leadership Skills
 Essential to acquire and refine skills applied to
group work
 Group leadership skills cannot be separated
from the leader’s personality
 It is an art to learn how to use group skills
 Ways to learn leadership skills – supervised
experience, practice, feedback, and experience in a

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group as a member

Groups: Process & Practice - Chapter 2 (2)

 © 2002 Wadsworth, a division of Thomson Learning, Inc.
A Few Group Leadership Skills
 Clarifying  Modeling
 Linking  Blocking
 Suggesting  Summarizing
 Interpreting  Terminating
 Facilitating

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Groups: Process & Practice - Chapter 2 (3)
 © 2002 Wadsworth, a division of Thomson Learning, Inc.
Becoming a Diversity-Sensitive
Group Counselor
 Diversity competence – involves a deep
understanding of one’s own culture
 Culturally competent group workers need to:
 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

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 Ethical practice entails diversity competence

Groups: Process & Practice - Chapter 2 (4)

 © 2002 Wadsworth, a division of Thomson Learning, Inc.
Guidelines for Competence:
Diversity Issues in Groups
 Group workers need to:
 Consider the impact of adverse environmental factors
in assessing problems of group members
 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
 Respect members’ religious and spiritual beliefs
and values

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 Acknowledge that ethnicity and culture
influence behavior
Groups: Process & Practice - Chapter 2 (5)
 © 2002 Wadsworth, a division of Thomson Learning, Inc.
Best Practice Guidelines
of ASGW (1998)
 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:
 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
 Be willing to seek consultation and supervision

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as needed

Groups: Process & Practice - Chapter 3 (1)

 © 2002 Wadsworth, a division of Thomson Learning, Inc.
Professional Training Standards
for Group Workers
 ASGW (2000) has recommendations for what
constitutes competence as a group facilitator –
 Knowledge competencies: course work is essential
 Skills competencies: specific group facilitation skills
are required for effectively intervening
 Core specialization in group work: task facilitation
groups; psychoeducational groups; counseling

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groups; psychotherapy groups

Groups: Process & Practice - Chapter 3 (2)

 © 2002 Wadsworth, a division of Thomson Learning, Inc.
Ethical and Legal Issues
in Group Counseling
 Informed consent
 Provide members with adequate information that will
allow them to decide if they want to join a group
 Some information to give prospective members:
 The nature of the group
 The goals of the group
 The general structure of the sessions

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 What is expected of them if they join
 What they can expect from you as a leader

Groups: Process & Practice - Chapter 3 (3)

 © 2002 Wadsworth, a division of Thomson Learning, Inc.
Involuntary Group Membership
 Many groups are composed of involuntary members
 The challenge is to demonstrate the value of a group
for members
 Basic information about the group is essential
 Avoid assuming that involuntary members will not
want to change

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Groups: Process & Practice - Chapter 3 (4)
 © 2002 Wadsworth, a division of Thomson Learning, Inc.
Psychological Risks
of Group Participation
 Although there are benefits to participating in a
group, there are also potential risks that group
leaders need to monitor —
 Members may be pressured to disclose and
violate privacy
 Confidentiality may be broken
 Scapegoating may occur
 Confrontation may be done in an uncaring manner

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 Group leaders may not have the competencies to deal
with some difficulties that arise in a group
Groups: Process & Practice - Chapter 3 (5)
 © 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
 Leaders remind members at various points in a group

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of the importance of maintaining confidentiality

Groups: Process & Practice - Chapter 3 (6)

 © 2002 Wadsworth, a division of Thomson Learning, Inc.
Guidelines for Using
Techniques Ethically
 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

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 Techniques are best developed in response to what
is happening in the here-and-now
Groups: Process & Practice - Chapter 3 (7)
 © 2002 Wadsworth, a division of Thomson Learning, Inc.
The Role of Group Leader Values
 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
 Purpose of a group: to assist members in examining
options that are most congruent with their values
 Group members have the task of clarifying their own

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values and goals, making informed choices, and
assuming responsibility for what they do
Groups: Process & Practice - Chapter 3 (8)
 © 2002 Wadsworth, a division of Thomson Learning, Inc.
Some Legal Safeguards
for Group Practitioners
 Take time and care in screening candidates for a
group; and for preparing them on how to actively
participate
 Demystify the group process
 Strive to develop collaborative relationships with
the members
 Consult with colleagues or supervisors whenever
there is a potential ethical or legal concern

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 Incorporate ethical standards in the practice of
group work
Groups: Process & Practice - Chapter 3 (9)
 © 2002 Wadsworth, a division of Thomson Learning, Inc.
Forming a Group
 Five areas for a practical proposal for a group
 Rationale – What is the rationale for your group?
 Objectives – Are your objectives specific and
attainable?
 Practical considerations – Have you considered all the
relevant practical issues in forming your group?
 Procedures – What kinds of techniques and
interventions will you employ to attain the
stated objectives?

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 Evaluation – How will you evaluate the process and
outcomes of the group?
Groups: Process & Practice - Chapter 4 (1)
 © 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?
 And who might not fit in a group?

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 How might you deal with a candidate who is not
accepted to your group?
Groups: Process & Practice - Chapter 4 (2)
 © 2002 Wadsworth, a division of Thomson Learning, Inc.
Practical Considerations
in Forming a Group
 Group composition
 Group size
 Open versus closed group
 Length of the group
 Frequency and duration of meetings
 Place for group sessions

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Groups: Process & Practice - Chapter 4 (3)
 © 2002 Wadsworth, a division of Thomson Learning, Inc.
Some Advantages of a Group
 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
 Group setting provides an optimal arena for
members to discover how they are perceived and
experienced by others
 Groups help members see that they are not alone in

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their concerns

Groups: Process & Practice - Chapter 4 (4)

 © 2002 Wadsworth, a division of Thomson Learning, Inc.
A Few Misconceptions
About Groups
 Groups are suited for everyone
 The main goal of a group is for everyone to
achieve closeness
 Groups tell people how they should be
 Group pressure forces members to lose their sense
of identity
 Groups are artificial and unreal

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Groups: Process & Practice - Chapter 4 (5)
 © 2002 Wadsworth, a division of Thomson Learning, Inc.
Initial Stage of a Group
 Characteristics of initial stage
 Participants test the atmosphere and get acquainted
 Risk taking is relatively low – exploration is tentative
 Members are concerned with whether they are
included or excluded
 A central issue is trust versus mistrust
 There are periods of silence and awkwardness

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 Members are deciding how much they will disclose
and how safe the group is

Groups: Process & Practice - Chapter 5 (1)

 © 2002 Wadsworth, a division of Thomson Learning, Inc.
Common Fears Experienced
by Group Members
 Anxiety over being accepted or rejected
 Concern about the judgment of others
 Afraid of appearing stupid
 Concerns about not fitting into the group
 Not knowing what is expected
 Concern over communicating feelings and thoughts

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effectively

Groups: Process & Practice - Chapter 5 (2)

 © 2002 Wadsworth, a division of Thomson Learning, Inc.
Advantages of Developing
a Here-And-Now Focus
 Dealing with the here-and-now energizes the group
 Members are best known by disclosing here-and-now
experiencing
 Being in the here-and-now serves as a springboard
for exploring everyday life concerns

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Groups: Process & Practice - Chapter 5 (3)
 © 2002 Wadsworth, a division of Thomson Learning, Inc.
Leader Attitudes and Behaviors
That Generate Trust
 Careful attending and genuine listening
 Empathy
 Genuineness and self-disclosure
 Respect
 Caring confrontation

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Groups: Process & Practice - Chapter 5 (4)
 © 2002 Wadsworth, a division of Thomson Learning, Inc.
Establishing Goals
 Main task – helping members formulate clear and
specific goals
 Absence of goals – considerable floundering and
aimless sessions
 Collaborative process in identifying goals
 Goals – lead to contracts and homework
assignments

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Groups: Process & Practice - Chapter 5 (5)
 © 2002 Wadsworth, a division of Thomson Learning, Inc.
Group Norms
 Norms and procedures enable a group to attain its goals
 Examples of group norms –
 Expectation of promptness and regular attendance
 Norm of sharing oneself in personal ways
 Expectation of giving meaningful feedback
 Members encouraged to offer both support and challenge
to others

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 Members functioning within the here-and-now context
of the group

Groups: Process & Practice - Chapter 5 (6)

 © 2002 Wadsworth, a division of Thomson Learning, Inc.
Member Guidelines to Benefit
from a Group
 Express persistent reactions
 Come prepared to group sessions
 Decide for yourself what and how much to disclose
 Be an active participant
 Be open to feedback and consider what you hear
 Experiment with new behavior in group

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Groups: Process & Practice - Chapter 5 (7)
 © 2002 Wadsworth, a division of Thomson Learning, Inc.
Group Leader Issues
at the Initial Stage
 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
 Opening group sessions – How to best open a group
and help members gain a focus?
 Closing group sessions – How to best bring a

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session to closure without closing down further
work later on?
Groups: Process & Practice - Chapter 5 (8)
 © 2002 Wadsworth, a division of Thomson Learning, Inc.
Transition Stage of a Group
 Characteristics of the transition stage
 Transitional phase is marked by feelings of
anxiety and defenses
 Members are:
 testing 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

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 learning how to express themselves so that others
will listen

Groups: Process & Practice - Chapter 6 (1)

 © 2002 Wadsworth, a division of Thomson Learning, Inc.
Barometer of Trust in a Group
 Some signs of a low level of trust
 Members are:
 Hesitant in expressing what they are thinking
and feeling
 Unwilling to initiate personally meaningful work
 Denying that they have any problems or concerns
 Hiding behind global statements and

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intellectualizations
 Not willing to deal with conflict in the group

Groups: Process & Practice - Chapter 6 (2)

 © 2002 Wadsworth, a division of Thomson Learning, Inc.
Thoughts on Dealing with
Resistance Therapeutically
 Don’t label all hesitations as a sign of resistance
 Respect resistance – Realize that member resistance
may be serving a function
 Invite members to explore the meaning of what
appears to be resistance
 Describe behavior of members – avoid making too
many interpretations

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 Approach resistance with interest, understanding,
and compassion
Groups: Process & Practice - Chapter 6 (3)
 © 2002 Wadsworth, a division of Thomson Learning, Inc.
Common Fears Emerging
at the Transition Stage
 Fear of making a fool of oneself
 Fear of emptiness
 Fear of losing control
 Fear of being too emotional
 Fear of self-disclosure
 Fear of taking too much of the group’s time

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 Fear of being judged

Groups: Process & Practice - Chapter 6 (4)

 © 2002 Wadsworth, a division of Thomson Learning, Inc.
Some Guidelines
for Effective Confrontation
 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
 Avoid dogmatic statements and judgments about
the other
 Give others the space to reflect on what you

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say to them

Groups: Process & Practice - Chapter 6 (5)

 © 2002 Wadsworth, a division of Thomson Learning, Inc.
Group Leader Interventions in Dealing with
Difficult Behaviors of Group Members
 Avoid responding with sarcasm
 State your observations and hunches in a
tentative way
 Demonstrate sensitivity to a member’s culture
 Avoid taking member’s behavior in an overly
personal way
 Encourage members to explore a resistance – don’t

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demand they give up a particular “resistive” behavior

Groups: Process & Practice - Chapter 6 (6)

 © 2002 Wadsworth, a division of Thomson Learning, Inc.
Examples of Problematic Styles
of Behaving in a Group
 Silence
 Monopolistic behavior
 Storytelling
 Giving advice
 Questioning
 Dependency

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 Intellectualizing

Groups: Process & Practice - Chapter 6 (7)

 © 2002 Wadsworth, a division of Thomson Learning, Inc.
Leader Functions During
the Transition Stage
 Show members the value of recognizing and dealing
fully with conflict situations
 Help members to recognize their own patterns
of defensiveness
 Teach members to respect resistance and to work
constructively with the many forms it takes
 Provide a model for members by dealing directly
and tactfully with any challenge

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 Encourage members to express reactions that
pertain to here-and-now happenings in the sessions
Groups: Process & Practice - Chapter 6 (8)
 © 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
 Not all members are functioning at the same level in a

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working stage

Groups: Process & Practice - Chapter 7 (1)

 © 2002 Wadsworth, a division of Thomson Learning, Inc.
Group Norms and Behavior
at the Working Stage
 At the working stage of a group there is further
development and solidification of group norms
established earlier
 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
 Healing capacity develops within the group

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 Increased group cohesion fosters action-oriented
behaviors
Groups: Process & Practice - Chapter 7 (2)
 © 2002 Wadsworth, a division of Thomson Learning, Inc.
Characteristics of a
Productive 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
 Conflict in the group is recognized and explored
 Members are willing to make themselves known

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 Trust is increased and there is a sense of safety

Groups: Process & Practice - Chapter 7 (3)

 © 2002 Wadsworth, a division of Thomson Learning, Inc.
Characteristics of a
Nonworking Group
 Mistrust is manifested by an undercurrent of
unexpressed feelings
 Participants focus more on others than themselves
 Participants hold back – disclosure is minimal
 Members may feel distant from one another
 Conflicts are ignored or avoided

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 Communication is unclear and indirect

Groups: Process & Practice - Chapter 7 (4)

 © 2002 Wadsworth, a division of Thomson Learning, Inc.
Choices to be Made During
the Working Stage
 Disclosure versus anonymity
 Honesty versus superficiality
 Spontaneity versus control
 Acceptance versus rejection
 Cohesion versus fragmentation

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Groups: Process & Practice - Chapter 7 (5)
 © 2002 Wadsworth, a division of Thomson Learning, Inc.
The Value of Homework in Groups
 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
 Homework – a means for maximizing what is learned
in group
 Members can devise their own homework assignments

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 Ideally, homework is designed collaboratively between
members and leader
Groups: Process & Practice - Chapter 7 (6)
 © 2002 Wadsworth, a division of Thomson Learning, Inc.
Therapeutic Factors Operating
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  Freedom to Experiment
Trust  Humor

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Groups: Process & Practice - Chapter 7 (7)
 © 2002 Wadsworth, a division of Thomson Learning, Inc.
Guidelines for Member
Self-Disclosure
 Disclosure – related to the purposes of the group
 Persistent reactions – useful to express persistent
thoughts and feelings
 Members decide what and how much to disclose
 Safe climate – disclosure increases in a safe group
 Level of disclosure – stage of group may determine
what is appropriate

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Groups: Process & Practice - Chapter 7 (8)
 © 2002 Wadsworth, a division of Thomson Learning, Inc.
Guidelines for Giving Feedback
 Give feedback with honesty and with sensitivity
 Concise feedback given in a clear and
straightforward way is useful
 In giving feedback, let others know how their
behavior affects you
 Avoid giving global feedback
 Avoid being judgmental in giving feedback

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Groups: Process & Practice - Chapter 7 (9)
 © 2002 Wadsworth, a division of Thomson Learning, Inc.
Catharsis in Groups
 Catharsis – the expression of pent-up emotions
 Catharsis can be healing and can lead to increased
cohesion
 Catharsis is not appropriate for all types of groups
 After a catharsis –
 It is useful to integrate cognitive and behavioral work
 Insights are common

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 It is crucial to put insights into action
Groups: Process & Practice - Chapter 7 (10)
 © 2002 Wadsworth, a division of Thomson Learning, Inc.
Ending a Group
 Tasks of the final stage of a group:
 Dealing with feelings of separation
 Dealing with unfinished business
 Reviewing the group experience
 Practice for behavioral change
 Giving and receiving feedback
 Ways of carrying learning further

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 The use of a contract and homework

Groups: Process & Practice - Chapter 8 (1)

 © 2002 Wadsworth, a division of Thomson Learning, Inc.
Leader Functions During
Ending Phase of Group
 Assist members in dealing with any feelings they
might have about termination
 Reinforce changes that members have made during
the group
 Work with members to develop specific contracts
and homework assignments
 Provide opportunities for members to give one
another constructive feedback

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 Reemphasize the importance of maintaining
confidentiality after the group is over
Groups: Process & Practice - Chapter 8 (2)
 © 2002 Wadsworth, a division of Thomson Learning, Inc.
Leader Functions After
Termination of a Group
 Offer private consultations if any member should
need this service
 Provide for a follow-up group session or follow-up
individual interviews
 Identify referral sources for members who may need
further assistance
 Evaluate the strengths and weaknesses of the group

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Groups: Process & Practice - Chapter 8 (3)
 © 2002 Wadsworth, a division of Thomson Learning, Inc.
Giving and Receiving Feedback
at the Ending Stage
 The sentence completion method can enhance the
quality of feedback and can result in focused feedback
 Examples:
 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...

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 Some ways I hope you’d be different with others are...

Groups: Process & Practice - Chapter 8 (4)

 © 2002 Wadsworth, a division of Thomson Learning, Inc.
Applying What is Learned
in Group to Everyday Life
 Members can be reminded of ways to translate what
was learned in group and assisted in developing
action plans geared to change
 Some points:
 A group is a means to an end
 Change is bound to be slow and subtle
 Focus more on changing yourself than on
changing others

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 Decide what you will do with what you learned
about yourself

Groups: Process & Practice - Chapter 8 (5)

 © 2002 Wadsworth, a division of Thomson Learning, Inc.
Groups for Children
 Developing a proposal: Groups for children
 In planning groups for children:
 Describe your goals and purposes clearly
 Develop a clearly stated rationale for your
proposed group
 State your aims, the procedures to be used, the
evaluation procedures you will use, and the reasons a

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group approach has particular merit

Groups: Process & Practice - Chapter 9 (1)

 © 2002 Wadsworth, a division of Thomson Learning, Inc.
Guidelines for Group Work with
Children and Adolescents
 Be aware of your state’s laws regarding children
 Consider securing parental or guardian
written permission
 Communicate your expectations to those in your group
 Emphasize confidentiality
 Maintain neutrality
 Use appropriate exercises and techniques

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 Listen and remain open
 Prepare for termination
Groups: Process & Practice - Chapter 9 (2)
 © 2002 Wadsworth, a division of Thomson Learning, Inc.
Key Points – Groups for Children
 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
 Ethical practice demands that you have the training
required to facilitate a group with children
 Not all children are ready for group participation
 Having some structure is particularly important in groups
with children

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 Give thought to helpful methods of evaluating the
outcomes of your groups
Groups: Process & Practice - Chapter 9 (3)
 © 2002 Wadsworth, a division of Thomson Learning, Inc.
Groups for Adolescents
 Organizing an adolescent group
 Conduct a needs assessment
 Develop a written proposal
 Market your group
 Get informed consent from parents or guardians
 Conduct pregroup interviews
 Select members for the group

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 Design a plan for each of the group sessions
 Arrange for a follow-up group session after termination
Groups: Process & Practice - Chapter 10 (1)
 © 2002 Wadsworth, a division of Thomson Learning, Inc.
Hints – Working with Reluctant
Adolescent Group Members
 Explain the rationale of the group in
jargon-free language
 Allow members to express reactions to being
sent to group
 Go with resistance – Don’t go against resistance
 Avoid getting defensive
 Be clear and firm with your boundaries

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Groups: Process & Practice - Chapter 10 (2)
 © 2002 Wadsworth, a division of Thomson Learning, Inc.
Sample Group Proposal –
Multiple Family Group Therapy
 Philosophy of group and overall goals
 Overview of group
 Group format – weekly sessions
 Practical considerations
 Contraindications to participation in group
 Outcomes of group

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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
 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

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 Co-leadership models are especially useful in facilitating
an adolescent group
Groups: Process & Practice - Chapter 10 (4)
 © 2002 Wadsworth, a division of Thomson Learning, Inc.
Key Points – Groups for Adults
 Theme-oriented groups with a psychoeducational
focus are popular
 Short-term and structured groups fit the needs of
many adult populations
 Account for diversity in your groups
 Group work with women is increasing
 Most men’s groups have a psychoeducational and
interpersonal focus

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 Groups dealing with domestic violence are
gaining prominence
Groups: Process & Practice - Chapter 11 (1)
 © 2002 Wadsworth, a division of Thomson Learning, Inc.
Examples of Groups for Adults
 Groups for college students
 Groups for weight control
 HIV/AIDS support group
 Women’s group
 Men’s group
 Domestic violence group

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 Support group for survivors of incest

Groups: Process & Practice - Chapter 11 (2)

 © 2002 Wadsworth, a division of Thomson Learning, Inc.
Sample Proposal for a
Group with Adults
 In designing a specific group, consider these
components
 Description of the type of your group
 Rationale of your group
 Goals of your group
 Marketing methods
 Screening and selection members

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 Structure of group – description of sessions
 Methods for assessing outcomes
Groups: Process & Practice - Chapter 11 (3)
 © 2002 Wadsworth, a division of Thomson Learning, Inc.
Key Points – Groups for the Elderly
 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
 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

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 Revealing personal matters may be extremely difficult for
some elderly people because of their cultural conditioning

Groups: Process & Practice - Chapter 12 (1)

 © 2002 Wadsworth, a division of Thomson Learning, Inc.
Themes in Working with
Elderly Populations
 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

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 Sadness over physical and mental deterioration
 Regrets over past events

Groups: Process & Practice - Chapter 12 (2)

 © 2002 Wadsworth, a division of Thomson Learning, Inc.
Examples of Groups for the Elderly
 Some groups that are commonly offered include those with
an emphasis on
 Reminiscing  Combined dance and
 Physical fitness movement

 Body awareness  Preretirement and

postretirement issues
 Grief work
 Remotivation
 Occupational therapy
 Organic brain syndrome
 Reality orientation

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 Health-related issues
 Music and art therapy

Groups: Process & Practice - Chapter 12 (3)