Importance of the Interpersonal Growth Therapy
Group Observation “Concepts in Action” Worksheet This form is to be used during and/or after observation or participation in a group. You should include multiple examples of observed therapeutic factors, interpersonal skills, group facilitator skills, or other group therapy concepts listed in the Inventory of Group Leadership and Interpersonal Skills. CONCEPT DESCRIPTIVE OBSERVATION OR ILLUSTRATIVE GROUP INTERACTION Themes, Issues, Challenges 3 or more Group Dynamics 1. 2. 3. 3 or more Therapeutic Factors Operating: 1. 2. 3. 3 or more Interpersonal or Group Leadership Skills Used 1. 2. 3. Group Process Observations of Two Interactions PROCESS COMMENTARY AND ANALYSIS Interaction #1: Interaction #2: (Developed by Shelly P. Harrell, Ph.D.) Group Skills (Harrell) 1 PSY606 Interpersonal Skills and Group Therapy INVENTORY OF SKILLS & TECHNIQUES FOR GROUP WORK (compiled by Shelly P. Harrell, Ph.D.) SKILL Acceptance/Non-Judgment Active/Empathic Listening Addressing Conflict DESCRIPTION Conveying acknowledgement of a person’s perspective or behavior without evaluation; communicating the right for a person to have their own experience, thought, feeling about something Engaged and deliberate listening for the purpose of understanding Identifying, naming and initiating discussion about a conflict Affirmation, Encouragement Applying a Theoretical Orientation Assertiveness/Establishing Personal Boundaries Intentionally adjusting one’s body language or paralinguistic behavior in order to be more congruent with (or intensify) one’s intended message Conveying praise, giving a compliment; “lifting-up” Utilizing a particular theory to guide the conduct of the group, including particular interventions or activities Supporting group members to state their needs, concerns, preferences, and limits; standing up for oneself by making clear and direct statements Attention/Presence Being fully attentive and present to what is happening in the group in the here-and-now; non-distracted listening and paying attention Asking Questions Posing questions in an open, curious, non-interrogating, and non-accusing manner from a place of being sincerely interested Awareness (Leader/Therapist) Interventions that reflect the therapist’s conscious awareness of self, others, culture, context Being Welcoming/Inclusive Being alert to exclusionary dynamics, as well as to isolated, ostracized or alienated group members and actively inviting and including them Adjusting Nonverbals Bias/Prejudice Reduction Blocking/Interrupting Boundary/Limit Setting Caring Confrontation Clarification Modeling and facilitating de-biasing strategies such as normalizing cognitive and implicit biases, noticing surprise, challenging assumptions, de-centering, perspective-taking, and accountability partners Stopping member statements, actions, and interactions that are inappropriate, insensitive or destructive Supporting members to establish, respect, and maintain healthy boundaries within the group From a place of caring intent, bringing attention to incongruities, contradictions, problematic behavior and communication, or challenging someone to be accountable to their commitments or goals Refers to attempts to better understand and express complex thoughts, feelings, meanings, and motivations; can help others sort out confusing or conflicting thoughts and feelings ILLUSTRATIVE STATEMENT, QUESTION OR BEHAVIOR “I am hearing that you feel……”; “Thank you for sharing your experience so openly and honestly” Listening to understand feelings and intent “There’s a tension in the group right now…” Leaning forward, speaking more slowly or quietly “It’s really great that you…..”; “That’s wonderful!” Using a Mood Monitoring worksheet in CBT group therapy “Can you tell the group more specifically what you need right now from the group?” Bringing oneself back from daydreaming or distractions; Reminding/Inviting group members to be fully present “I’d really like to understand better, can you identify what triggered your anger just now?” Therapist is aware how their own life experiences and reactions can influence what they say and do in the group “I’m really glad you are part of this group and want to invite group members to help Michelle feel welcome”. “We all have biases and one way we can help each other is by challenging them together” “I am going to interrupt you right now as your behavior is not consistent with our groundrules”. “It is important that we respect Steve’s request to pass on this activity” “I know you really want to work on being less sarcastic and I noticed you using a lot of sarcasm today. What do you think is going on?” “Sounds like you have mixed feelings. Can you share more about what each side is thinking and feeling”. Group Skills (Harrell) 2 SKILL Coaching Collaborating/Cooperating Compassion Conflict Resolution or Transformation Consensual Validation Contextualizing DESCRIPTION Helping group members practice a skill “in-vivo” the group that integrates assistance, tips, and modeling Teamwork behaviors that facilitate achievement of an identified task or purpose; “Plays well with others”; considers the greater good; participating and doing one’s part Demonstration of caring about another’s suffering and the desire to make a difference in some way Taking time during the group to engage in systematic conflict resolution or conflict transformation processes Process of “reality testing” one’s own perceptions and interpretations by checking in with others Identifying how larger social and environmental contexts (e.g., sociohistorical, sociopolitical, physical settings) may be influencing group member behavior & experiences, group dynamics and processes, etc. Corrective Recapitulation of Family Dynamics Therapist enhances awareness of members’ family dynamics operating in the group and works to facilitate a different reaction and interactional process Creating Shared Positive Experience Creating opportunities for group members to share experiences of positive emotion, enjoyment, laughter, celebration, positive connectedness, etc. Adapting the structure, content, and activities of the group in consideration of cultural and community context Exploring possible cultural influences on behaviors, preferences, reactions, etc. (what feels “normal” to some may not feel normal to others) Moving the group to a level that goes below the surface content to what really matters (what is most important, valued, and meaningful) or to deeper issues underlying content (e.g., motivations, needs, feelings, wishes) Cultural Adaptation Cultural Exploration Deepening De-escalation/ Emotion Regulation (Others) Assists members to engage in emotion regulation strategies Disagreeing Respectfully Facilitating members to express disagreement with a focus on sharing perspectives and experience rather than on “facts” or the other person’s character; willingness to listen and be open rather than debate who is right Dyads/Triads Having group members speak in dyads or triads to facilitate greater safety and intimacy, as well as respect different levels of comfort speaking in groups Educating Providing information about a topic; expanding group members’ knowledge; sharing research findings Emotion Regulation (Self) Therapist’s ability to monitor and regulate their own emotional activation and reactivity Empathy Stepping into the client’s subjective world such that it is received by the client as empathic; the ongoing compassionate attunement to the moment-tomoment experiencing of the client that strengthens connectedness and trust ILLUSTRATIVE STATEMENT, QUESTION OR BEHAVIOR “Try starting your statement with ‘I am asking you to…’ “ “What Is each person willing to specifically do to create a climate of safety in the group?” “I’m just really sorry that your mom is so ill and that you are going through all of this.” Follow steps for conflict resolution or conflict transformation “Do other group members also think I’m avoiding talking about my marriage?” “I’m wondering if the mass shooting last week could be impacting the increased conflict with your teenager over social activities and curfews?” “What does it feel like, here in the group, to cry without being criticized like you were in your family?” “Let’s go around and each person share something that lifted your spirits this week” Therapist considers cultural factors in the design of the group and implementation of group activities “I’m wondering if what’s going on reflects some differences in culture” “There’s something in the air here in our group that’s not being said. What’s going on that isn’t being talked about?” “Take a long and deep inhale, taking in a sense of calm; exhale slowly, releasing some tension in your body” “I disagree with what you’re saying about the causes of addiction. What I have observed has led me to think….” “Let’s divide up in to pairs and just take a few moments to share your highs and lows from the past week” Describing the effects of child physical abuse in a parenting group Therapist is effective at bringing down high levels of their own emotional activation in order to stay present and attuned to the group process “It seems that you really just want to be left alone right now, that you’re feeling trapped and pressured”. Group Skills (Harrell) 3 SKILL Establishing and Maintaining Groundrules
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