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Running Effective Groups

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Running Effective Groups With Children & Adolescents * * * * * * * * A Primer on Group Therapy: Yalom s Therapeutic Factors Installation of Hope Patients belief ... – PowerPoint PPT presentation

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Title: Running Effective Groups


1
Running Effective Groups With Children
Adolescents
2
A Primer on Group TherapyYaloms Therapeutic
Factors
  • Installation of Hope
  • Patients belief in the efficacy of the group
    mode
  • Things will improve during course of therapy
  • Universality
  • Disconfirm patients feelings of uniqueness
  • See commonalities in each other, relief

3
Yaloms Therapeutic Factors
  • Imparting Information
  • Didactic instruction
  • Direct advice
  • Examine misconceptions
  • Altruism
  • Learning to give of ones self
  • Seeing the benefit in doing so

4
Yaloms Therapeutic Factors
  • Imparting Information
  • Didactic instruction
  • Direct advice
  • Examine misconceptions
  • Altruism
  • Learning to give of ones self
  • Seeing the benefit in doing so

5
Yaloms Therapeutic Factors
  • Corrective recapitulation of primary family group
  • Correctly resolve early family conflicts
  • Group symbolically resembles original family
  • Development of socializing techniques
  • Basic social skills
  • Both direct (role play) and indirect (feedback)

6
Yaloms Therapeutic Factors
  • Imitative behavior
  • Group members imitate behavior of other members
    and therapist (vicarious-spectator)
  • Helps patients try new behaviors
  • Interpersonal learning
  • Diminish parataxic distortions
  • Form rewarding relationships

7
Yaloms Therapeutic Factors
  • Group cohesiveness
  • Increases tolerance of disagreement
  • Facilitates feedback and disclosure
  • Catharsis
  • Strong emotional component
  • Cognitive component promotes change (necessary)
  • Existential factors
  • Face ultimate concerns of existence death,
    isolation, freedom, and meaninglessness

8
Co-Therapist Model
  • Advantages
  • Reduce chance of burnout
  • Shared attention, greater observational range
  • Infrequent cancellation due to illness
  • Explore reactions together
  • Sensitivity to countertransference
  • Split roles provocative v. nurturing
  • Help maintain objectivity

9
Co-Leadership Model (cont)
  • Disadvantages
  • Lack of synchronization
  • Competition and rivalry
  • Lack of trust in others competence
  • Different theoretical orientation
  • Openly siding with members against leader

10
Working with Children and Adolescents
  • Legal considerations
  • Clarify what you can and cannot keep confidential
  • Be aware of your legal responsibility to report
    abuse or suspected abuse of minors
  • Secure written consent of parents or guardians

11
Practical Considerations
  • Frequency and Duration
  • With children and adolescents it may be better to
    meet more frequently and for a shorter period of
    time to suit their attention span.
  • If meeting in a school setting, meeting times
    should correspond to regularly scheduled class
    periods (if possible)
  • Group Size
  • elementary school children 3-4 people
  • adolescents 6-8 people
  • Setting
  • Will the site provide privacy?
  • Will there be enough room for all students?

12
Practical Considerations (cont)
  • Communicate expectations
  • Set rules and follow through with firmness
  • Preparation
  • Avoid insisting on covering your agenda
  • Parental involvement
  • Meet with or write to parents about the group, if
    appropriate

13
Screening Process
  • Define the following areas
  • Population (age, gender, etc.)
  • Frequency and Duration
  • Length
  • Size
  • Open v. Closed
  • Who will be present?
  • What information do you want to collect?
  • What information do you want to impart?

14
Working with Children and Adolescents
  • Strategies in the Group
  • Self-Disclosure
  • Direct child to express how affected by incident
    rather than allow them to reveal everything about
    it
  • Emphasize confidentiality
  • Use language that is developmentally tailored to
    convey importance of privacy
  • Encourage parents to avoid asking questions that
    could lead to breach

15
Working with Children and Adolescents
  • Strategies in the Group (cont)
  • Maintain neutrality
  • Avoid siding with children or adolescents against
    their parents or a particular institution
  • Use appropriate exercises and techniques
  • Even though their unwillingness to participate
    may stem from a lack of understanding, children
    and adolescents have the same rights to not
    participate in exercises they see as inappropriate

16
Working with Children and Adolescents
  • Strategies in the Group (cont)
  • Listen and remain open
  • Encourage young people to express themselves in
    their own words
  • Be aware of preconceived labels and diagnoses
    that subtly influence your interactions
  • Prepare for termination
  • Let children know that the termination point is
    not far off well before your group ends
  • This enables children to express their sadness
    (or other feelings related to termination)

17
Working with Reluctant Adolescents
  • Explain the rationale of the group in jargon-free
    language
  • Allow members to express reactions to being sent
    to a group
  • Go with resistance Dont go against resistance
  • Avoid getting defensive
  • Be clear and firm with your boundaries




18
Key Points Child Groups
  • Get the support of administrators
  • Communicate the importance of confidentiality in
    their language
  • Not all children are ready for group therapy
  • Some structure is important
  • Think about methods for evaluating outcomes

19
Key Points Adolescent Groups
  • Understand and respect resistance
  • Role-playing techniques can often be creatively
    used in adolescent groups
  • Find ways to involve parents
  • Co-leadership models are especially useful in
    facilitating an adolescent group
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