KMC2043 Dynamic PDF

KMC2043 DYNAMIC Chapter 7: Focusing Your Group Chapter 6: Basic Skills in Group Leadership The Importance of Focus (PALING PENTING)  The group's focus is always on a person, topic, or activity....

KMC2043 DYNAMIC Chapter 7: Focusing Your Group Chapter 6: Basic Skills in Group Leadership The Importance of Focus (PALING PENTING)  The group's focus is always on a person, topic, or activity. Specific Leadership Skills  Leaders must be aware of the focus and its depth. 1. Active Listening: Pay full attention to members, showing understanding  Essential skills: establishing, holding, shifting, and empathy. and deepening the focus. 2. Reflection: Paraphrase or mirror Establishing the Focus members' statements to show 1. Directing the Focus Through Comments: comprehension. o Use specific statements to guide the 3. Clarification and Questioning: Ask group (e.g., “Let’s focus on anger at open-ended questions to clarify home”). members' thoughts and feelings. 2. Using Activities: 4. Summarizing: Recap key points to o Tools: whiteboard, lists, handouts, prop ensure understanding and progress. s, or chairs. 3. Using Rounds and Dyads: Additional Leadership Skills o Engage members in pairs or rounds to 5. Linking: Highlight similarities establish focus. between members' concerns to foster Holding the Focus connection. (commonality)  When to Hold: 6. Mini-Lecturing and Information- o On a topic or person. Giving:  How Long to Hold: o Keep o Depends on the group’s needs and it interesting, relevant, progress. and short (5–8 minutes).  How to Hold: o Ensure information o Maintain engagement through questions, is current, correct, activities, or discussions. and objective. Shifting the Focus o Consider cultural and gend  When to Shift: er differences. o From topic to person, person to topic, o Make it energizing for the or topic to exercise. group. o Shift to keep the group dynamic and 7. Encouraging and Supporting: address different needs. Motivate members and provide  Examples: emotional support. o Shift from one topic to another. 8. Tone-Setting: Establish a positive o Shift from a person to an activity. and productive group atmosphere. Deepening the Focus 9. Modeling and Self-Disclosure:  Key to Effective Groups: Demonstrate desired behaviors and o Move beyond surface-level discussions share personal experiences when (below 7 on the Depth Chart). appropriate. Nonverbal and Verbal Communication  How to Deepen: Skills o Ask thought-provoking questions. 10. Use of Eyes: o Encourage personal sharing. o Scan for nonverbal cues to o Conduct intense exercises. gauge members' reactions. o Confront group dynamics when o Encourage members to look necessary. at each other to build The Depth Chart rapport.  10: Surface-level comments. 11. Drawing Out Members: Encourage  7: Going deeper. quieter members to participate.  1: Very intense work. 12. Cutting Off Members: Politely  Goal: Most sessions should go below 7 for redirect or limit overly dominant meaningful impact. members to maintain balance. Considerations for Deepening Focus 13. Use of Voice:  When to Deepen: o Set the tone of the group o Ensure members are ready and (e.g., calm, energetic). there’s enough time. o Use voice to energize the group and keep engagement  How Deep to Go: high. 1  o Consider the group’s purpose and Group Dynamics and Multicultural your expertise. Understanding 14. Use of the Leader’s Energy: Maintain enthusiasm and focus to guide the group effectively. 15. Identifying Allies: Recognize members who understand the group's purpose and can support the leader. 16. Multicultural Understanding: Be aware of and sensitive to cultural differences within the group. Chapter 8: Essential Techniques - Cutting Off and Chapter 9: The Use of Rounds and Dyads Drawing Out Rounds Cutting Off  Definition: An activity where every member  Definition: A crucial skill for group leaders responds to a stimulus posed by the leader. to interrupt or redirect members when  Value: necessary. o Gets  Other Terms: Blocking or intervening. members focused and engaged. Key Points for Cutting Off o Useful in all phases of a group 1. Inform Members: Let the group know you session. will use this technique. Types of Rounds 2. Timing: Cut off early to prevent issues from 1. Designated Word or Phrase: escalating. o Examples: 3. Use of Voice: Avoid sounding critical;  Yes/No round (e.g., “Do maintain a neutral tone. you have something to 4. Nonverbal Signals: Use eye say?”). contact and hand gestures to signal  Here/Getting Here/Not cutting off. Here round (to gauge Cutting Off a Member with the Group’s Focus members’ readiness).  Cutting and Staying with the Person: o Helps the leader assess members’ o Ask clarifying questions. states and focus. o Have other members ask 2. Designated Number: questions or give feedback. o Use a 1-10 scale to rate: o Use focused activities or role-  Week, life, relationships, playing. job, or specific issues  Cutting and Staying with the Topic: (e.g., anger, guilt). Redirect focus to the topic. 3. Word or Phrase:  Cutting and Leaving the Person and o Examples: Topic: Move on entirely.  “In a word or phrase, how Other Situations Requiring Cutting Off was your week?”  When a member’s comments conflict with  “What did you think of the the group’s purpose. article?”  When a member says 4. Comment Round: something hurtful or inaccurate. o Longer than a word/phrase but still brief.  When the leader wants to shift focus. o Example: “I’d like to hear briefly  Near the end of the session. from each of you about  When members __________.” are arguing or rescuing others. Benefits of Rounds  Build comfort and trust.  Focus the group and gather information. Drawing Out  Shift focus to involve all members.  Purpose: Encourage shy or quiet members to participate and deepen their involvement.  Draw out quiet members and deepen intensity.  Reasons for Silent Members: o Fear/Anxiety, thinking, quiet  Process nature, lack of trust, exercises and summarize discussions. or intimidation by dominant Additional Tips for Rounds members.  Where to Start: Methods for Drawing Out 2  o Avoid starting 1. Directly: with difficult or resistant members. o Ask the member a question. o End with a member you want o Politely ask if they’d like to share. to draw out. 2. Delicately:  Processing Rounds: o Use a supportive o Ask follow-up questions based on tone and attitude. the round’s responses. o Avoid putting the member on the o Avoid using rounds just to fill time. spot. Techniques for Drawing Out Dyads  Use of Dyads: Pair members to encourage  Definition: Pairing members (or triads) to participation. discuss a topic or issue.  Use of Rounds: Ensure everyone has a  Purpose: chance to speak. o Vary the group format.  Use of Written Exercises: Allow members o Encourage members to talk to at to express thoughts in writing. least one other person.  Use of Eyes: Make eye contact to invite Uses of Dyads participation. 1. Developing Comfort:  Use of Movement Exercises: Engage o Warm up members and build members through physical activities. energy. 2. Processing Information: o Discuss group exercises or topics. 3. Leader/Member Interaction: o Leader can pair with a member for encouragement or to address resistance. 4. Finishing a Topic: o Conclude discussions or pair members with common issues. 5. Changing the Format: o Give the leader time to plan or adjust strategies. Pairing Members for Dyads  Member’s Choice: Let members choose partners.  Leader’s Choice: Leader selects pairs based on needs.  By Seating: Pair members sitting next to each other. Additional Tips for Dyads  Time Management: o Keep dyads short (3-5 minutes). o Ensure members stay on task.  Leader’s Role: o Join a dyad, pair with a member, or listen to all dyads.  Using Triads: o Advantages: More viewpoints; good for educational groups. o Disadvantages: Quiet members may remain silent. Chapter 11: Introducing, Conducting, and Chapter 10: Using Exercises in Group Processing Exercises in Group Counseling Counseling Introducing an Exercise  Set the Right Tone: Create a supportive and Definition of Exercises engaging atmosphere.  Exercise: A structured activity used by  Inform Members: the leader to direct the group’s behavior, o Clearly explain discussion, or attention. the purpose and procedures of the  Examples: Simple (e.g., dyads) or exercise. complex (e.g., blind trust walk). 3  o Avoid confusing or lengthy directions Reasons for Using Exercises. 1. Increase Comfort Level: Help members Conducting an Exercise feel more at ease.  Ensure Instructions Are Followed: Guide 2. Provide Useful Information: Gather members to stay on task. insights about members.  Allow Non-Participation: Respect members’ 3. Generate Discussion: Focus the group choice to opt out. on specific topics. 4. Shift or Deepen Focus: Move or  Handle Emotional Reactions: Be prepared to intensify the group’s attention. support members who may become emotional. When to Use Exercises  Change or Stop an Exercise: Adapt or halt the exercise if it’s not working.  Introductions: Help members get to know each other.  Inform Members of Time: Let the group know how long the exercise will take.  Warm-Up Phase: Prepare the group for deeper work. Leader Participation in Exercises  Optional: Leaders can participate if it benefits  Middle Phase: Keep members focused and engaged. the group.  When to Participate:  Closing Phase: Summarize and reflect on the session. o If it helps the group. o Avoid participating if members might Types of Exercises focus too much on the leader’s 1. Written Exercises: comments. o Purpose: Draw out members  When Not to Participate: and encourage reflection. o If the leader is working on personal o Examples: issues (unfinished business).  Sentence Processing an Exercise Completion: “I feel  Most Important Phase: Processing is crucial most anxious when…” for deriving value from the exercise.  Lists: “List three things  Consider the Purpose: Always align that make you happy.” processing with the exercise’s goals.  Checklists: “Check the  Anticipate Problems: Think ahead about emotions you’ve felt potential issues and how to address them. this week.” Goals of Processing 2. Movement Exercises: 1. Stimulate Sharing: Encourage discussion o Purpose: Energize the group about topics or issues. and encourage nonverbal 2. Delve Deeper: Help members explore their expression. thoughts and feelings. o Examples: 3. Explore Group Dynamics: Discuss how the  Wall-to-Wall group interacts and functions. Continuums: Time Needed for Processing Members move to  Ensure adequate time for processing to different parts of the achieve the desired depth. room to express  Avoid rushing; novice leaders often move on opinions. too quickly.  Sculpting the Group: Ways of Processing Members physically  Rounds: Each member shares their thoughts. arrange themselves to represent group  Dyads or Triads: Small group discussions. dynamics.  Writing: Members write down their reflections. 3. Dyads or Triads:  Entire Group: Open discussion with everyone. o Purpose: Encourage interaction  Combination: Use a mix of the above and discussion in small groups. methods. o Examples: Kinds of Processing Questions  Pair members to  Insight-Based: “What insights did you gain discuss a topic. from this exercise?”  Use triads for more  Feeling-Based: “What emotions did this stir up diverse viewpoints. for you?” 4. Rounds:  Application-Based: “How can you use this o Purpose: Ensure everyone exercise in your life?” participates. o Examples: Processing Past- Centered Exercises  Designated  Focus on the Past: Some exercises explore Word/Phrase/Number childhood or early memories. : “In one word, how are you feeling?”  Leader’s Role: 4 o Decide whether to spend time in  Comment Rounds: the past or focus on how the past “Share a brief thought affects the present. on the topic.” o Balance between historical exploration 5. Creative Props: and current relevance. o Purpose: Add novelty and engagement. o Examples:  Use small chairs, Styrofoam cups, or rubber bands for creative activities. 6. Arts and Crafts: o Purpose: Encourage creativity and self-expression. o Examples: Drawing, collage- making, or other hands-on activities. 7. Fantasy Exercises: o Purpose: Stimulate imagination and deeper thinking. o Examples:  Common Object: “Pick an object in the room and describe how it represents you.”  Hot Air Balloon: “Imagine you’re in a hot air balloon; what do you see?” 8. Feedback Exercises: o Purpose: Provide constructive feedback and build trust. o Examples:  First Impressions: Share initial thoughts about each other.  Strength Bombardment: Members list each other’s strengths. 9. Trust Exercises: o Purpose: Build trust and cohesion. o Examples:  Trust Fall: Members fall backward and are caught by others.  Blind Trust Walk: One member guides a blindfolded member. 10. Moral Dilemma Exercises: o Purpose: Encourage critical thinking and group decision- making. o Examples:  Life Raft Scenario: “Who would you eliminate to survive?”  Winter Survival: Solve survival-related puzzles as a group. 11. Touching Exercises: o Purpose: Build connection (use with caution). 5  o Examples:  Appropriate Touch: Hand-holding or light touch exercises. Chapter 13: Closing Chapter 12: Basic Skills in Group Leadership Purpose & Goals Single Session Closing Goals of Therapy Groups  Summarize main discussion points  Process Goals: Focus on group  Reinforce member commitments dynamics.  Check for any unresolved issues  Outcome Goals: Aim for individual Final Group Closing member changes.  Review the full group experience Setting Up Therapy Groups  Evaluate member growth and changes  Group Size: Determine appropriate  Complete any unfinished business size.  Plan for continued progress  Screening Members: Use referrals,  Provide feedback and handle goodbyes written screening, and personal interviews.  Scheduling: Plan group meetings Closing Formats effectively. Leader’s Role and Responsibilities  Know the subject/topic.  Group rounds  Create the right atmosphere.  Pair discussions with group sharing  Direct focus and be aware of  Member summaries individual members.  Leader summary  Manage time and apportion "air time"  Written reflections fairly. Therapy Process in Groups  Focus: Get, hold, and deepen the focus.  Contract: Obtain a clear agreement with members.  Theory: Use relevant theoretical frameworks.  Techniques: o Engage members through questions, role-playing, and therapeutic rounds. o Involve all members, not just one-on-one counseling. o Address common issues and work with multiple members simultaneously. o Use indirect methods like metaphors, stories, and success sharing. Common Mistakes in Leading Therapy Groups  Conducting therapy without a contract. 6   Not involving other members (avoid by asking questions, seeking feedback, and relating to problems).  Spending too much or too little time on one person.  Focusing on irrelevant topics or letting members rescue each other.  Allowing sessions to become advice- giving rather than therapeutic.  Leader’s ignorance of specific issues (e.g., addictions, eating disorders). THEORY: REBT – Albert Ellis Chapter 14: Legal Ethical Consideration of Group  A form of cognitive-behavioral therapy that Work focuses on identifying and challenging Training of Group Leaders: irrational beliefs that lead to emotional  Essential traits for group leaders include self- distress. awareness, genuineness, ability to form  When applying REBT principles to group caring relationships, sensitivity, counseling, the focus shifts from individual understanding, self-confidence, humor, therapy to a group dynamic, where multiple flexibility, and willingness to self-evaluate. participants interact, share experiences, and support each other in addressing their Co-leadership: irrational beliefs and developing healthier thought patterns.  Similar training and experience requirements as individual group leaders.  Active Listening  How can co-leadership benefit group dynamics?  Validating Emotions: By actively listening, the counselor validates group members’ feelings, creating a 1. Shared Responsibilities: safe space for them to express their Responsibilities are divided, reducing thoughts and emotions. the burden on a single leader and  Linking allowing for more effective management  Encouraging Peer Support: By of group tasks and dynamics. linking members with similar issues, 2. Enhanced Support: Co-leaders can the counselor fosters collaboration support each other, providing backup and peer feedback, which can and ensuring continuity if one leader is enhance the disputation process. unavailable.  Summarizing 3. Modeling Collaboration: Co-leaders  Reinforcing Key Concepts: demonstrate effective teamwork and Summarizing helps reinforce the collaboration, setting a positive example ABC model and other REBT for group members. principles, ensuring that participants 4. Improved Observation: With two understand the connection between leaders, there is a greater ability to their beliefs and emotional observe and respond to individual and consequences. group behaviors, ensuring that issues are addressed promptly.  Use of Eyes  Building Rapport: Maintaining appropriate eye contact helps the Guidelines for Ethical Decision-Making: counselor build trust and rapport with group members, making them  The A-B-C-D-E Worksheet helps in making feel heard and valued. ethical decisions: o A = Assessment: Evaluate the client's mental state, strengths, weaknesses, and the seriousness of disclosures. o B = Benefit: Consider the benefits to the client, therapeutic relationship, and others. o C = Consequences and Consultation: Assess the 7  consequences for all parties involved and consult with relevant professionals. o D = Duty: Identify duties to the client, their family, significant others, the profession, employer, legal system, and society. o E = Education: Ensure understanding of ethical principles, consult case books, review relevant laws, and continue education. Practices to Prevent Lawsuits:  Screen potential group members.  Discuss group rules and responsibilities at the first session.  Follow ethical codes and practice within one's expertise.  Obtain written consent or contracts.  Emphasize confidentiality and its exceptions.  Stay updated on research and techniques.  Empower members to evaluate their progress.  Obtain regular peer supervision.  Adhere to billing regulations and record- keeping practices. Chronic Talker TYPES OF DIFFICULT GROUP MEMBERS: OTHER SITUATIONS: 1. Chronic Talkers Silence:  Nervous member (talks due to anxiety)  Rambler (unaware of effect on others)  Can be productive (processing) or  Show-off (tries to impress) unproductive (confusion/fear)  Allow productive silence 2. Dominator  Break unproductive silence after 15-20 seconds  Tries to control/rule group  Different from chronic talker Sexual Feelings:  Common in residential/school settings  Can affect group dynamics 3. Distracter  Address if disrupting group  May require private discussions  Seeks attention or avoids self-examination  Brings up irrelevant topics Crying:  Makes noises/movements  Verify if member wants to work on issue 4. Rescuing Member  Consider time constraints  Distinguish between genuine pain and attention-seeking  Tries to smooth over others' negative feelings  May need to defer to after group  Makes unhelpful comfort statements 8   Can prevent problem-solving Hostile Members: 5. Negative Member  Screen for pre-existing conflicts  Address in group if beneficial  Constantly complains/disagrees  Focus on process rather than forcing  Can influence others to become negative friendship  Can turn sessions into gripe sessions  Goal is managing conflict, not necessarily resolving it 6. Resistant Member  May be forced to attend  Shows resistance through various behaviors  May resist change rather than group itself HANDLING STRATEGIES: For Chronic Talkers:  Form dyads with talkative member  Address whole group  Seek feedback from group  Avoid eye contact  Speak privately after session For Negative/Resistant Members:  Talk privately outside group  Focus on positive members  Avoid confrontation in group  Don't spend excessive time trying to convert them 9