Ann Harris
Unit 1 post
Types of Groups
One of the groups discussed by Berg, Landreth, and Fall in their book “Group Counseling: Concepts and Procedures” is the Psychoeducational Groups. Psychoeducational Groups according to these authors are designed in nature suppose a skills shortage within the group member and may often follow a designed syllabus to help restore those skills that the client has deficiency in (2018). On the other hand, Mohan and Leszcz (2017) in their article talked about interpersonal group which they conveyed the purpose of this group is to take away interpersonal procedures and change them through thoughtfulness, feedback, and relational encounter as they appear with the social microcosm of the group.
When talking about differences in both types of groups, Psychoeducational group vital tools is to give out information to the clients and ensure that they are able to process information given because participating members attending the group are eager to learn something new (Breg, Landreth, & Fall, 2018) while interpersonal groups are focus more on helping the client understand the effect their interpersonal process has on those they interact with and how it hinders the achievement of their said goals whether by relationship, connection, better self-esteem, expression of thought or being able to trust others (Mahon & Leszcz, 2017).
Some advantages of both Psychoeducational and Interpersonal groups are they can create a sense of belonging helping the clients to feel that they are not an outsider and it is a chance to benefit from practical wisdom which allows the therapist or group leader to provide the steps required to take another step on any issue as it allows individuals to benefit from the knowledge of those who have struggled but found a way to overcome their struggles by achieving their goals.
Some disadvantages are rejection. Some clients may feel like they are not receiving enough attention which could create a feeling of rejection therefore it is essential that bonding between the therapist and the clients take place for a therapeutic session to be successful. Another disadvantage is that it can make individual uncomfortable in that these sessions involved personal discussions that can become fierce as the therapists or group leaders uses role playing synopsis or encouraged each group member a symbolic information about issues they are experiencing.
Topics that can be discussed in Psychoeducational groups may include teen addiction, parenting and sexual orientation or exploitation while Interpersonal group discussion may involve substance abuse or depression.
References
Berg, R.C., Landreth, G.L., & Fall, K.A. (2018). Group counseling: Concepts and procedures (6th ed.). New York, NY: Routledge.
Mahon, L., & Leszcz, M. (2017). The interpersonal model of group psychotherapy. International Journal of Group Psychotherapy, 67, S121-S130.
Unit 2 post
Group Leadership Styles and Theory Application
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Theory as discussed by Berg, Landreth & Fall is an essential pact of counseling and entails the counselor/therapist being able to form an idea of different information learned from the client and to also comprehend that theory is not an academic, outside sets of skills that applied to clients but instead shows the counselor’s own idea of how individual develop and why they struggle and how change occurs (2018). When looking at theory and leadership style, Carl Rogers person-centered group therapy and The Democratic leadership style would be a better fit in that person-centered group therapy is distinguished by the conditions of the group as impacted by the leader. It is essential that in a person- centered therapy, the counselor shows the core conditions of empathy, genuineness, and unconditional positive regard toward members of the group (2018). Although person- centered therapy developed by Carl Rogers looks at both the leader and the group shifting that impact group work however, the focus is placed on the client as members provide the interaction, motivation and direction of the group which enables the counselor/therapist to engage in active listening and stay connected with the group and self to preserve the condition of growth and stay in agreement (Berg et. al., 2018).
The Democratic leadership style is best fit for person- centered therapy in that the focus is on the group as group condition and togetherness are stressed and participation by all members of the group when it comes to constructing the goals and directions are encouraged (Berg et. al., 2018). In the Democratic leadership style, the leader also welcomes task taken from the group and serves more of a knowledgeable resource person in that counseling, psychotherapy, and psychoeducational groups work well with this leadership style.
When using person- centered theory and the Democratic leadership style of group counseling the therapeutic factors of Universality and group Cohesiveness would best fit given that in Universality participation in a group experience often teaches individuals that they are not alone or isolated when it comes to the problems that they are encountering as other people in the group are face with similar problems which produces a sense of relief and in Group Cohesiveness the acceptance and support is evident in the group after a member has shared remarkable emotional experience given that members of cohesive groups are more productive, more resistant to negative external influences and more willing to attempt to influence others (Berg et. al., 2018).
Reference
Berg, R.C., Landreth, G.L., & Fall, K.A. (2018). Group counseling: Concepts and procedures (6th ed.). New York, NY: Routledge.
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