Table Of ContentGroup Leadership Skills
Second Edition
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Group Leadership Skills
Interpersonal Process in Group Counseling and Therapy
Second Edition
Mei-whei Chen
Northeastern Illinois University
Christopher Rybak
Bradley University
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Contents
Preface
Acknowledgments
About the Authors
Chapter 1. Theories and Assumptions
Sullivan’s Interpersonal Theory
Major Notions of Sullivan’s Interpersonal Theory
From Sullivan to Yalom
Experiential Theory
Clients Need Direct Experiences, Not Cognitive Explanations
From Disowning, to Owning Up, to Reclaiming
Learning Self-in-Relationship Skills Through Group Interactions
Object Relations Theory
What Is This Obscure Term—Object Relations?
The Quest for Connection Is What Motivates Our Behaviors
Our Internalized Others Are With Us Everywhere We Go
Coping Strategies Are Just the Outer Layers of the Onion
Reaching the Reactive Inner Layers
Family Systems Theory
Unstated Family Rules About Roles Dictate Our Lives
Our Family of Origin Remains Within Us
From Reenactment Toward Awareness
Brief Therapy
Targeting Central Themes and Member Responsibility
Embracing Here-and-Now and Small Changes
Focusing on Trust and Group Cohesiveness
An Emphasis on Reflective Practice Between Sessions
Highly Direct Leadership Style
Strength-Based Therapy
Tapping Into Clients’ Reservoir
Narrative Therapy: The Emphasis on “Change Talk”
Solution-Focused Therapy
Resilience—The Centerpiece of Strength-Based Therapy
Strength Born out of Overcoming Life’s Hardship
Help Members Find Their Areas of Resiliency
Don’t Dismiss Members’ Problems
Interpersonal Neurobiology
The Power of Emotional Brain Overrides the Cognitive Brain
A Shift in Therapy Toward Honoring Bodily Rooted Emotions
A New Understanding and Compassion for Resistance to Change
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Group Therapy Brings About Neuroplasticity
Process-Minded Leadership as a Necessity for Fostering Neuroplasticity
The First Step of Conflict Resolution Is to Calm the Amygdala
Underlying Assumptions
Assumption 1: Most Problems Are Interpersonal in Nature
Assumption 2: Clients’ Underlying Problems Will Be Played Out in the
Group
Assumption 3: Family Experiences: The Primary Source of Interpersonal
Process
Assumption 4: Group Galvanizes People’s Interpersonal Patterns
Assumption 5: Here-and-Now Can Bring About Change and Healing
Assumption 6: To Last, Interpersonal Learning Must Be Experiential
Assumption 7: Sustaining Change Can Happen Within a Short Time
Keys to Success in Leading Today’s Groups
The Growth in Self-Directedness, Present-Focus, and Connection
Growth Shown in Successful Individual Therapy
Growth Shown in Successful Group Therapy
Difficulties in Today’s Groups: Unexamined Interpersonal Processes
Allow the Group Members Enough Time to Soak Up Their
Interpersonal Dynamics
Strive Toward a Process-Minded Leadership
Self-Reflection
Chapter 2. On Becoming a Group Leader
The Development of a Leader
Effective Leadership Requires the Ability to Facilitate, Not Persuade
Effective Leadership Can Be Taught
Practice Over Time, and You Will Appear Effortless
Self-Awareness Is the Key to Effective Leadership
Ideal Qualities of an Effective Group Leader
Calm Mind
Striking a Balance Between Supports and Challenges
Cultural Sensitivity
Trustworthiness and Compassion
Relaxed Attitude and Discovery-Oriented Practice
Total Concentration: The State of Flow
The Five Phases of Group Leader Development
1st: Group Shock Stage
2nd: Reappraisal Stage
3rd: One Step Behind
4th: Using the Here-and-Now
5th: Polishing Skills
Application to Training and Supervision
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Three Models of Co-Leadership Practice
1st: The Alternate Leading Model
2nd: The Shared Leadership Model
Bouncing Off Each Other
Examples of How to Bounce Off Each Other
3rd: The Apprenticeship Model
Advantages of Co-Leadership
To Group Leaders
To Group Members
Disadvantages of Co-Leadership
To Group Leaders
To Group Members
Seven Principles of Co-Leadership Practice
1st: A Good Working Relationship
2nd: Balance Each Other Out
3rd: Support Your Co-Leader’s Facilitation and Intervention
4th: Pick Up the Slack When Your Co-Leader Is on the Hot Seat
5th: Active Communication Pre-/Post-Session
6th: In-Session Communication
7th: Resolve Disagreement in the Moment
Cultivating Your Inner Leader
The Use of Your “Self” in Group Work
Engage in Reflective Practice, Consistently
Accept Our Own Anxiety
Push Beyond Current Capacity
Take Risks and Give Yourself to the Process
Develop Your Own Therapeutic Voice
One-to-One Supervision
Group Supervision
Starting a Journey to Your Own Inner Peace
Resolve One’s Own Unresolved Issues
Have a Visceral and Live Group Experience
Critical Reflection/Journaling as a Vehicle for Trainee Inner Peace
Self-Reflection
Chapter 3. Types of Groups and How to Start One From Scratch
Ethical and Professional Guidelines
Informed Consent
Disclosure on Risks and Limitations of Group Counseling
Professional Disclosure
Voluntary Participation
Freedom to Withdraw
Screening Interview and Member Protection
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Confidentiality Within Groups
Nondiscrimination
Practicing Within Competence
Types of Groups Not Facilitated by Credentialed Professionals
Self-Help Groups
Support Groups
Growth Groups
Types of Groups Led by Credentialed Professionals
Task/Work/Consultation Groups
Psychoeducational Groups
Counseling Groups
Psychotherapy Groups
Starting a Group From Scratch (I): Program Planning
Good Intentions With Poor Planning: A Disaster
Needs Assessment
How to Write a Group Proposal
Recruiting Members
Starting a Group From Scratch (II): Pregroup Orientation
Orientation as Pretreatment Training
Make the First Contact Engaging and Validating
Clarify Mutual Expectations
Make Connections, Provide Hope
The Challenge of Confidentiality
Frequently Asked Questions During Orientation
Starting a Group From Scratch (III): Criteria for Member Selection
Membership Match
Diversity Factors
Best Candidates
Concurrent Therapies
Starting a Group From Scratch (IV): Screening Interview
The Ideal of a Pregroup Screening Interview
Realities and Limitations
Help Interviewees “Flesh Out” Their Goals
Greeting
Ask Clients About the Issues They Want to Work on
Translate Problems Into Personal Goals
Interview Clients About Their Interpersonal Backgrounds
Summarize Clients’ Goals in Behavioral Terms
Prepare Interviewees for Group Interactions Yet to Come
Give Clients a Chance to Ask Questions
Close the Interview
After the Interview
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Cases in Point: Screening Interview Notes
Interview Summary of Anne
Interview Summary of Brooke
Exercises
Scenarios for Your Practice
Self-Reflection
Chapter 4. Fundamental Skills for Group Facilitation and Intervention
Group Facilitation and Intervention
What Is NOT Group Facilitation?
What Is Group Facilitation?
What Is Group Intervention?
Leader as Observer-Participant
1st Component: Leader as Process Observer and Facilitator
2nd Component: Leader as a Participant
Mistakes of Underparticipating or Overparticipating
How Much to Facilitate and How Much to Participate—A Rule of
Thumb
The Best Time to Facilitate/Intervene
Members Participate First, and the Leader Pitches in Later
A Good Prompt Is at Times More Effective Than Modeling
Basic Principles of Facilitation and Intervention
Intentionality: Heed What You Are Doing and Why You Are Doing It
Speak to the Group Members Using “I-You” Language
Create a Safe Climate for Members to Open Up
Don’t Stimulate Clients Into Immediacy Issues Too Soon
Avoid Problem-Solving and Feedback-Giving Too Soon
Listen From the Heart, Not From the Head
Tune In to an Angry Member’s Unmet Needs
Facilitate Mutual Empathy: The Key to Group Emotion Co-Regulation
Allow Members to Experience the Power of Giving
Bring Out the “Inner Strength Detectives” in Members
Applaud Members’ Progress and Effective Behaviors
Basic Facilitation Skills (I): How to Open a Group Session
Simple Greeting
Brief Relaxation Exercise (Optional)
Simple Check-In
Make the Check-In Solution-Focused or Strength-Based
Identify an Interpersonal Skill to Practice (Optional)
Check In About Progress and New Realization (for Later Stages)
Check In and Restate Goals (for Later Stages)
Handle Issues That Emerge During Check-In
Basic Facilitation Skills (II): How to Increase Group Mutual Engagement
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