Types of Groups

Transcript

Introduction to groups

>> Hi. I'm Ed Jacobs, and I coordinate the Master's program at West Virginia University, and this is Chris Schimmel.

>> Hi. I'm Chris Schimmel, and I coordinate the school counseling program at West Virginia University. Ed and I, along with a couple of our colleagues, are co-authors on a group counseling textbook called 'Group Counseling: Strategies and Skills.' Together, Ed and I have been leading groups and teaching group for over 20 years, and today we wanted to take some time and share with you some ideas on why we do groups and certain aspects of group leadership.

>> What do you see is the value of groups in schools or in community settings?

>> That's a good question. I think one of the things that I see in the power of groups, especially for children in the school setting, is kids who are going through divorce, or kids who have experienced a loss and are suffering from some kind of grief issue, when you bring them together to share in a group, they learn that they're not the only one going through that. Children have the habit of making an assumption that they must be the only one struggling with an issue. And I think that's the power of any group, really, even for adults. You get to see that other people are struggling with that same issue.

>> And also that there's value in helping somebody else. Other members help somebody, and I think that that makes a big difference. So there's a number of good reasons, and with adolescents they learn a lot more from peers than they do from adults.

>> And they will tell you that. That their peers know more for sure.

>> What about the different kinds of groups? What do you see are different kinds of groups? I mean, is there --

>> In schools or just in general?

>> In general.

>> I think the primary kinds of groups, and we write about this certainly in our textbook are psychoeducational groups where you're teaching or training some topic or concept. There's also task groups, therapy groups, support groups, so there's a wide variety of different kinds of groups.

>> Yeah, and people that are watching this and studying group for the first time, I think you'll see that there's all kinds of groups beyond just counseling and therapy groups. And so hopefully in your textbook, whichever textbook you're using, you'll get a big view of groups. What about your thoughts on the role of the leader?

>> I think it's very important for group leaders to be very clear about their role. A lot of you out there maybe were trained as group leaders to be more facilitators. And with that, you tend to sit back and let the group take control of the group, and the group determine the pathway for the group. I know for school counseling, and I teach this to obviously our school counselors, is that with children and adolescents, you have to see yourself more as a leader. So depending on the type of the group and the population, you really have to decide does this group need more of a facilitator or more of a leader? And I think certain kinds of groups like children and adolescents require more of a leadership model.

>> And they've talked about the democratic leader versus the autocratic, you know, where the leader is doing everything. And I think it depends on the kind of group - -

>> And the population.

>> Yeah. And also the role of the leader, I think, he or she should not be a member of the group, but should lead the group. I know we say in our book and we believe this, people don't mind being led when they're led well. So if you're learning group leadership, we would say, you know, it's OK to lead if that's the right kind of group.

>> And I think it's also OK to lead if you have good skills.

>> Right.

>> I think we would definitely encourage you to increase your toolbox in terms of specific group leadership skills.

>> Let's talk -- the last thing on this is, let's talk about characteristics of a group leader. What do you see for beginning people, what are the characteristics you think are essential for group leaders?

>> Well, I think certainly being willing to take a leadership role in a room of six, eight, ten other folks in your group, being comfortable with that, being comfortable in your own skin, being willing to be creative. And we certainly teach multisensory, and using a lot of movement, and writing, and drawing. I guess that would say being comfortable in your own skin.

>> Let me add to the word comfortable because I think also comfortable leading people. A good leader is comfortable in their own skin, and they're comfortable leading. So some people are not comfortable at all. I know when we teach, it's a very uncomfortable thing for some of our students at first. So those of you watching this, if you're uncomfortable at first that's understandable, but to be a good leader you have to get where you're comfortable leading. And then energetic, flexible. Flexible is a big one.

>> Yeah, very flexible. We certainly teach the idea that you plan your groups, but you always have to be flexible enough to go a different path if something better comes up than is on your plan. So flexibility is very key.

>> Just to close out this clip, why do groups? They can be tremendously valuable. And if you develop the characteristics of a good leader, I think you'll enjoy it. So we hope that you find this little clip helpful.

>> Thank you.

Transcript

Group Counseling: Strategies and Skills Chapter 1

>> Hello and welcome to this in-depth and practical demonstration of the book "Group Counseling Strategies and Skills." I'm Dr. Riley Harvill, one of the co-authors, and I'll be serving primarily as the narrator. And with me in this exciting endeavor is my friend and former mentor, Dr. Ed Jacobs of West Virginia University. Ed will provide expert demonstrations throughout the DVD series. Also joining us is Dr. Bob Masson who is providing content expertise. And joining Ed as a group leader and providing a different style of leadership is Dr. Chris Schimmel also of West Virginia University. In addition, four other leaders will appear periodically including Eric, Heidi, Liz and Joe. The reason for having different leaders instead of just one throughout the entire DVD series is we want to emphasize leadership skills. And we hope you'll benefit from seeing a variety of leaders implementing the skills and techniques found in our book. And lest we forget the roleplay group members that have graciously volunteered to help us, all have studied under Dr. Jacobs and Dr. Schimmel at WVU. Thank you all for helping. Without you this training DVD would not be possible. Our primary mission in this companion DVD is to teach you an active style of leadership, a style that utilizes the specific skills and techniques that we discussed throughout our book. In fact, we've designed this DVD to correspond with a book chapter so that you can both read and watch before trying the skills yourself. What you will see demonstrated in this DVD are the following: The difference between process and content, the importance of knowing the purpose of the group, how to begin a group, a demonstration of basic skills, how to use your eyes effectively, getting, holding, shifting and deepening the focus, how to cut off members effectively, how to draw out members, how to use rounds, how to conduct exercises, using theories in groups, conducting therapy in groups, and how to close your groups. In our active style of leadership, it's the leader who takes primary responsibility for what occurs in the group. For example, which group exercises and activities should be used, whether an individual group member receives attention at a given point in time, and in some groups even what the topics of discussion will be. And while group dynamics and group process are an important part in the life of a group, we believe that it's the skilled leader who is primarily responsible for achieving the types of outcomes that group members seek. There are over 40 demonstration segments in this DVD. Many of the segments highlight skills for counseling or therapy groups. But we've also included some examples of task groups and psychoeducational groups. We're using fewer members and have them arranged in a horseshoe fashion rather than in a circle to more easily highlight leadership skills. We do realize that many of the groups that are led have more than four to six members and that members usually sit in a circle.

>> I can't tell you how excited I am that we are producing this DVD. I've devoted much of my 40 year career to group counseling, having done group workshops in almost every state in this country. We are thrilled to bring you the skills and techniques approach to group counseling. We feel certain that this DVD is going to help you further grasp what we are describing in our book. I hope you enjoy it.

>> I'm excited about this project as well. Learning to lead groups is challenging. However, leading groups can be exciting and rewarding for leaders who have the skills essential to do an effective job. Best wishes to you in your pathway to becoming the best leader you can be.

>> Well, I'm glad you all came. Get yourself comfortable somewhere, and let's do that. Get comfortable. There we go. I think this will be a good experience. I mean I like leading groups. Let me get people to -- maybe we'll introduce ourselves or something?

>> Why are we in here? I mean I hate these groups. Can we smoke? I really need to smoke.

>> Let the man talk.

>> Yeah. I mean, come on, every single time we run these dag gone groups we're never allowed to smoke.

>> Joe, you can leave and go smoke. I mean you can't smoke in here.

>> No, I'm not telling you to leave.

>> Well, can I get credit for still being here?

>> Well, yeah, if you're going to go smoke are you coming back?

>> Yeah, maybe.

>> Okay. Let's do this. I'd like you to introduce yourself and maybe say your name and maybe your favorite color and one thing you're hoping to get from group.

>> I'm Fran. I'm originally from Florida. Well, really I've been in Texas for a really long time, so that's really kind of more where I grew up. I'm not even quite sure how I ended up here. I guess I do know. I followed a man. I've been married twice, have a couple kids. My daughter still lives with me. My other kid, like, I don't even actually know where she is right now.

>> What do you mean you don't know where she is?

>> I said I don't know. Look, I'm trying to tell the story. Like don't make me feel even more guilty about it. I feel bad enough as it is.

>> I mean it's your child, like where are they?

>> Yeah, I know, I know. And she sometimes stays with my mom, and sometimes she stays with my ex-husband. Like I don't know where she is right now.

>> Okay, okay, okay, okay, hang on.

>> Like do you know where everybody is like at this instant?

>> I mean if they were my child I would.

>> Whatever.

>> Jen, you got any?

>> Jen Pink, and I really love all this drama. It's great.

>> What do you mean all this drama?

>> Well, I mean really why am I being forced to sit in here with -- some guy's already gotten to walk out and leave. These two are already fighting. Like what are we getting out of this?

>> What's your beef with us?

>> Whatever.

>> Don't say a beef with us, just you and your irresponsible mothering.

>> Can I leave, too?

>> No, because then we wouldn't have a group.

>> That was horrible. Perhaps the worst illustration of leadership I can imagine. Do you want to know something? This can happen. This leader makes a veritable plethora of mistakes. For example, he lets a negative, hostile tone get set. He lets the members more or less run the group. He doesn't clarify the purpose. Nor does he pay attention to group dynamics or process. If this is allowed to continue the result will be absolute destruction of trust and benefit for the members. But fear not. The purpose of this DVD is to teach you how to avoid group meltdowns like this. Let's watch now how a skilled leader would handle a group such as this.

>> Let me get us started by saying something. Morgan, first maybe if you'll finish up with that.

>> Oh, okay.

>> If this group could be a good experience for you, and think about that, what would it take for this to be a good experience?

>> For us to be able to smoke.

>> Yeah, unfortunately you can't.

>> Just let him talk.

>> That's okay. No, I don't mind Joe saying that. You're Joe, right?

>> Yeah.

>> Okay. I don't mind that. If it could be a good experience what would it take? Think about that. Because we're going to spend an hour and a half, and we're going to do this twice a week. What would it take to make this a good experience where you'd say I'm learning something?

>> Not to be a waste of time. Like a lot of these have been, you know, a lot of these have just been a waste of time and [inaudible].

>> A lot of groups have been a waste of time. I've heard that, I believe that. I've watched people lead these groups that are a waste of time. I don't try to lead any group that's a waste of time. What would make it a good group for you? Morgan, if it was a good group what would make it good?

>> Really I don't know. I just feel like sometimes I get in here and people just say stupid stuff, and it's so chaotic.

>> So if I cut off stupid stuff and try to make it meaningful --

>> Yeah.

>> -- that would help. JP, what would --

>> Yeah, a lot of times it's like we come in here and it's just sort of we chitchat for a little while, and then we'll do a little worksheet or something. But, you know, it's not like anything really happens.

>> Okay, let me tell you why I think that happens. I think a lot of leaders don't take it deep enough, and it is just chitchat. So I'm going to -- one of the things I'm going to do is try to make this a meaningful experience. Jen, what would make it a good experience for you?

>> I mean what you just said. I think that would be really helpful if we could get to some real stuff. But I think --

>> Would you all like to do that? Would you, Joe? What about you?

>> It's just going to take all of us getting together, and I don't think we're doing that.

>> Well, I don't think we're there yet.

>> I don't know. I've been in and out of this program for a while now, and I never get a whole bunch out of these groups.

>> If there's something that you could get out of it, you think about what that might be, okay? You think about that. So we could do something -- let's talk about this for a second. If we -- this week, what's been a good thing that's happened this week and what's been a not good thing. And we'll start there, and then we'll build from there.

>> That was much better. The leader had the members sit in an organized manner. Made sure a positive tone was set. Cut off hostile members. Stated the purpose, and he guided the group in regards to that purpose.

Transcript

Group Counseling: Strategies and Skills Chapters 2 & 3

?>> As a group leader it's important to understand the difference between process and content. Group process refers to anything going on in the group between the members and the leader and refers to the patterns of interaction and energy exchanged; processes is about what incurs in a group and often has little to do with what's being discussed. Examples include how the members talk to one another and the leader. Who talks to whom? How often each member speaks; the tone of the group and whether members tend to trust the leader and other members. The groups level of energy, whether the discussion is lively or lethargic, somber or upbeat. Observing the groups process illustrates certain patterns like whether a particular member never speaks. Whether a particular member only speaks to certain other members and whether someone is dominating discussion and discouraging input from other members. Let's take a moment and watch Ed in the group. In this vignette the leader focuses on the group's process rather than its content. It's ten minutes into the session of the group and they've been talking about the emotional shoulds they have for themselves.

>> Well I have a lot of shoulds about my looks and also about how I feel my apartment should look.

>> Let's do this. This is a good exercise. I'm going to get you all in pairs and have you all, what is that look about?

>> I really don't want to do anything in pairs; I'd rather stay in a big group.

>> Me too.

>> Really? So pairing up because why, what?

>> I mean, I don't really care whether we go in pairs or whatever, I just, I think it's more because I feel uncomfortable maybe. I just don't know, like I don't know if I trust them yet.

>> Your head's nodding.

>> Well I mean it depends what exercise we're doing because I'm not really comfortable with everyone in the group yet.

>> I think they're right. It's like some stuff you just don't want to share with everybody.

>> Ok, so we need to talk about how you're feeling about being here rather than shoulds, even though I think shoulds is a good topic. Let's do that. Let's just talk about how you all feel about being here in the group.

>> I hope you noticed how Ed focused the group's attention on the group itself rather than on the individual's lives outside the group. Let's now watch Ed focus on both process and content. This is a group at a mental health center. It's the third session.

>> Let's talk about need for approval that's always the topic that I think people need to look at; any thoughts on that?

>> Yeah, I feel like I need everyone's approval, but I wish I could be more like my sister because she doesn't need anyone's approval ever.

>> Really? You know why that is?

>> Because she's perfect and I've always felt like I

>> That's how you see her.

>> Yeah, that's how I see her.

>> Ok.

>> I think that's how she sees herself.

>> How about other people?

>> Yeah, I mean I really I really need peoples approval I think, like for example when I go out on dates or meet new people, when I leave I literally worry and just think about what they think about me and how it went.

>> I see a lot of heads nodding.

>> Mines kind of about the need for approval in here.

>> Say some more about that.

>> Like Joe last week he kind of cut me off and I just felt like he thought I was stupid or something and it just, now I don't know how much to share. I'm really nervous trying to share personal information with all you guys.

>> You know I don't even really remember what you're talking about to be honest.

>> It was when I was talking about that car wreck.

>> You know I remembered telling the story about my motorcycle accident and I remember that, but I don't remember your story.

>> I wasn't finished like when you cut me off about.

>> Let me pick up. So you're saying the need in this room is what you're concerned; others do you have some of that feeling here?

>> Yeah, I often don't really say anything because I don't know if it's safe.

>> It doesn't feel yet safe yet in here. What do you mean by not safe? That's an important term. If you don't feel safe, what does that mean to you?

>> I just don't know if people will be open to me sharing and that the things I say will be heard.

>> Ok, ok and I definitely want to make sure, let's focus not on the idea of need for approval but in this room the feeling of the group. Megan you go.

>> Yeah, mine was kind of like Morgan's just; I'm just not quite sure what I want to share yet. I mean --

>> Ok.

>> Here the leader switches from content, talking about the need for approval to process; talking about what's happening in the group. When leading groups it's imperative that you're aware of what's happening in the group between you and the members; the process as well as what's being discussed, the content, you'll sometimes focus on process; sometimes on content, but you'll always want to be aware of the two.

>> As we state in our book, being clear about the purpose of the group is perhaps the most important group leadership concept to grasp. All of the skills we'll be demonstrating and which you will be using in the future will be based on your understanding of the purpose of the group. Purpose refers to why the group is meeting and what the goals and objectives are. Oftentimes, the advertised title of a group defines the purpose, as in the group titles below. Divorce recovery group. Grief group. Caretakers of parents with Alzheimer's group. A group for raising funds for childhood cancer. Social skills training group for patients with Asperger's Syndrome. However, even in groups such as these, members can bring up issues not relevant to the purpose. And the unskilled leader unwittingly allows the group to get off track. Not only is important for the leader to know the purpose, it's also important for the members to know. Knowledge of what the group is about and where it's going gives members a context for their discussion and serves as a guide for focusing their attention. In later segments on beginning groups, we show how the leader clarifies the purpose in the first session. We present three segments on clarity of purpose. In this first vignette, Chris portrays a leader who is not clear about the purpose of the group. The group is a task group that's meeting to figure out recreational facilities for teens, but ends up talking about the mayor instead.

>> So what are some ideas that you have, ideas that we can do for teens in the community? I know y'all have mentioned some things, but what are some more ideas that you have?

>> You know, I have a 13-year-old son, and he has to go all the way across town, through traffic, to get to the skate park. You know, I would really love to see another skate park in this town.

>> Okay, so a skate park. That would be a good idea.

>> And a lot of our playgrounds and places where kids play sports and stuff are kind of run down. What about maybe at a rec center or someplace like that, a nice facility for them to go and do things like play sports?

>> Okay, so rec center, skate park. Others of you -- these are good ideas for our list.

>> I think they are really good ideas, but my concern is I have talked to the mayor about this before, and he doesn't have any kids. I think he just does not get it. It's like I'm trying to pull him aside after council meetings and bring it up to him, and he just doesn't understand the problem, because he doesn't have any kids himself, so he doesn't see what the big deal is.

>> Yeah, and do you remember when he -- how he handled the bus crisis?

>> Oh my gosh, yeah.

>> I mean, my kids were out of it for, like, two weeks. I mean, just, it was all messed up and I --

>> She's right about that.

>> Yeah [inaudible].

>> No, not at all, not at all.

>> As you can see, the group is unfocused and headed toward irrelevance. In this cases, nothing will be accomplished. But next, let's watch Chris bring the group back into focus through her clarity on the group's purpose. It's the same task group as in the previous example.

>> So what are some ideas that you folks have for things in the community that we can for teens? What are some ideas, activities, along those lines?

>> You know, I would really love to see another skate park in this town. I mean, the one we have right now is on the outskirts of town, and people in my community just can't get to it without going through a lot of traffic.

>> So a skate park, okay.

>> And a lot our playgrounds are run down. Like, kids have nowhere to go to play basketball or just hang out. And what about a rec center, some kind of nice facility like that for them to go and do [inaudible]?

>> Okay. So a rec center, a skate park. I think those are great ideas for our list to give to City Council. I think those would be great ideas. What about others of you?

>> You know, I would love to see those kinds of things happen, but as long as we have this mayor in office, I just don't see it happening. I mean, I don't think he gets it. Like, he doesn't have any kids. He doesn't understand --

>> Fran, let --

>> -- what it's like.

>> Yeah, let me stop you for a second, because I know there's some frustration in the community about -- with city leadership right now, but we have such a limited amount of time. Let's stay to this topic, developing a list of ideas. And I think we've heard some great ideas. Skate park, rec center. What about others of you, ideas for teens in the community?

>> I like the idea of a rec center.

>> While what Chris did may seem relatively simple, it's vitally important. Keeping members clear on the purpose of the group helps in both channeling the overall discussion as well as honing individual group members' comments. Let's watch again as Chris demonstrates clarity of purpose. The group is for first-year teachers. It's a few minutes into the first session. Because the leader is clear about the purpose, she keeps the group from turning into a bitch session about the hospital.

>> So the purpose of our group is to -- a place, a supportive group where we can share your concerns, your fears, your anxieties about being a first-year teacher. I know all of you have come to me and said, "I'm anxious for the group, because I have a lot of fears and concerns." So what are some of the things you're feeling or experiencing as a first-year teacher?

>> For me, I don't know if anyone else feels this way, but I'm a little alone. Like, I had all of this supervision while I was still student teaching, and I felt really great about the level of support I got. But now I feel like I'm sitting in this room alone, and I have kids most of the time. And then --

>> And it's all you.

>> It's just me, all alone.

>> Yeah. Yeah. I see a lot of headshaking on that. What about others of you?

>> I kind of feel the same way too. And on top of that, always tired. Like, those last two period after class.

>> You're exhausted at --

>> Very.

>> -- the end of the day. Okay. Others?

>> I mean, I totally agree with what you guys just said. But for me, it's been really hard, because my mom's been sick, and they can't figure out what's wrong with her, and so I've been at the hospital. I leave straight from school to the hospital every night. And --

>> It's not City Hospital, is it? Because they're really bad about that.

>> Actually --

>> Oh, let's hold on. Hold on one second, Fran. Hold on one second. I know that's an interesting topic. We may want to come back to that, but so you're saying that you've had family stress on top of the regular stress that comes along with being a first-year teacher. Yeah, that can be tough. An added stressor. Yeah, what about others of you?

>> Thanks, Chris. Great job. Clarity of purpose is of the most important skills you'll learn from our book. Knowledge of purpose provides you with the foundation from which all other skills emanate. Without it, you'll not be able to determine which skills to use or when to use them. Awareness of purpose is also virtually essential when designing group exercises and activities throughout the life of the group.