Business Training Games, Activities and Business Simulations. 22 Training Events for Developing Team Leaders - 3 Ring Binder. For many team leaders, leadership can.

Section I: Social Structure. Sociologists define the concept, "society" as a group of interacting individuals who share the same territory and participate in a.

Group Therapy for Teens: Clinical Paper. Adolescents are social creatures, in the midst of learning their social skills, and are often more trusting of others their own age than of adults. This makes the group therapy for teens an ideal choice when counseling becomes necessary for this age group. They are excellent at being able to learn from one another while observing and teaching appropriate skills as they grow.

For over thirty years I have led workshops which focus on joy, cooperation, and connection. More and more I have come to the simple realization that everyone wants to.

However, adolescents cannot be treated as merely young adults in the group therapy setting. They come with their own dynamics which must be acknowledged and understood in order to work effectively with them. Group Development. Group Appropriateness. Group Therapy for Teens: A group of girls from a therapy group on an outing. The group is a natural setting for adolescents.

They are taught in groups, live in groups, and often play in groups. Group therapy for teens is an ideal choice, as social interaction is a key aspect of the developmental process, and as suggested by Bandura (1. Leader (1. 99. 1) states that group therapy for teens provides the therapeutic environment where they can work through interpersonal problems and examine the four basic identity questions: Who am I? Hack Do Combat Arms Web Cheats Point. With whom do I identify? What do I believe in? The activities in group therapy that adolescents can be exposed to that they don’t have the opportunity to in individual therapy include the chances to learn cooperation and deal with issues such as cooperation, envy and aggression, while comparing how their thoughts and behaviors compare to those of their peers.

Most adolescents are referred to treatment because of problems they are having in relationships with others in their lives such as parents, teachers and peers (Kymissis, 1. Adolescence is a time of rising psychosocial vulnerability where either psychopathology or self- actualization can occur (Gunther & Crandles, 1.

Adolescent Participation. Adolescents are often reluctant to attend group therapy, though, for a number of reasons. They often are suspicious of anything recommended by their parents or other adults.

They are also often fearful that if they enter a therapy group it means that they are crazy. Some fear that the therapist will interrogate them and tell them what to do. Others are frightened that they will encounter someone they know, and that they will be stigmatized (Gunther & Crandles, 1. The younger the participant, the more likely they are to show less fear, and the greater likelihood that they will be more willing to enter group therapy with less reservations. Group Membership. In the organization of therapy groups, the developmental characteristics, needs and abilities must be kept in mind. The major criteria the selection of the members of the groups include the ages, the diagnosis, the intelligence levels and the stage of development.

Group of adolescents who are appropriately matched with respect to development form cohesion early and become therapy groups faster than groups organized only on the basis of biological age (Kymissis, 1. This is due to the fact that these adolescents share common goals and tasks, which are important in forming cohesive bonds. Group Process Theories. Dies’ Group Process Theory. Group Therapy for Teens: A large therapy group gathers in a circle on a stage. There are 4 different levels of group therapy that may be utilized, as outlined by Maclennan and Dies (1. These different levels may be applied to, or adapted for, any population of adolescents from those who are healthy, those that are at risk for a social problem or mental illness, or those with serious long- term problems.

These are: Groups set up primarily for prevention, including behavioral health and mental health education and for program information and member diagnosis. Groups concerned with specific problems and their resolution. Groups related to general life adjustments demanding changes in a member’s self- concept, self- management, and life- style. Indirect counseling that arises out of other activities, such as playing, clubs, skills and craft groups, teaching and training settings, and work groups, and that emphasizes not only problem- solving but also the actual life experiences provided in the program. They also define a number of different groups for us.

Groups for prevention may be held in many settings, including schools, youth service centers, and family agencies. They may be strictly informational, concerned with providing information on subjects timely to adolescents such at drug abuse, sex and sexually transmitted diseases.

Or, they may be designed to help the youth improve their coping skills though such techniques as problem- solving, learning to say no, or the reframing of situations. Program information groups are designed to give specific information about programs and to aid in the referral to other programs, and to make the best use of programs. These may often be found in clinics and treatment centers as well as hospitals, and often take the form of lectures, with the chance for questions and answers afterwards.

These groups serve to reduce isolation, guilt and anxiety by allowing the participants to recognize that theirs is not a singular situation, that others are experiencing the same thing. It allows them to refocus their views of their problems, and clarify their feelings about what courses of action they want to take. While the first two groups are larger, and are mostly concerned with providing information to the consumer, Diagnostic groups are smaller and provide the opportunity for the therapist to observe the clients more intimately in order to help formulate a diagnosis. This process is both helped and hindered by the group process. It is helped in that the therapist is able to see how the client acts in relation to peers. It is hindered in that the group may quickly begin to relate closely, form transferences, and become a cohesive whole.

It is suggested that the adolescents, if they are in a diagnostic group, stay with the same therapist if they move into a treatment group, as they begin to form attachments to the therapist, and often do not tolerate transfers from one therapist to another well. Problem- specific and life crisis groups are short- term groups that deal with a specific issue. The goal of these groups is to help the adolescent understand the consequences of the problem, and to explore alternatives in dealing with it, and their own attitudes and feelings towards it. Then, a course of action can be developed. The final groups used with adolescents are life adjustment or change in life- style groups. These may be adolescents who are moving from one stage in their lives to another, teenagers needing or wanting to make more satisfactory adjustments in our lives, wanting to learn more about themselves, or to resolve serious long- term problems. The goals of these groups are to help members understand themselves, how they relate to others, what they want out of life, and how their own behavior and feelings intrude.

Gartner’s Group Process Theory. Another group theory with adolescents parallels their separation- individuation process. This was proposed by Gartner (as cited in Gunther & Crandles, 1. It begins with no interrelationships – it is a room full of strangers. As it matures and relationships deepen, individuals become interdependent. The four stages of this theory are safety, dependency, counterdependency, and independence. He also believes that this is not a simple linear set of stages.

The group can move back and forth between them. The safety stage is a point in which the adolescents are figuring out what behaviors are acceptable are unacceptable, what might embarrass them, and what would make them feel comfortable. They are recognizing similarities and differences in each other and seeking commonalities between each other. They may experience the “hot potato” syndrome where they feel anxiety about focusing on talking about themselves, and defer to others and the therapist.

Group Counseling Flashcards . Based on Gestalt psychology- the group is a hole that is different from and greater than the parts that comprise it.- Studied what made good group leadership.- He was instrumental in establishing a workshop on intergroup relationships that lead to the formation of national training labs (NTL), and the growth of the basic skills training (BST)- which later became training groups (T- Groups).- Emphasized here and now orientation to the environment.- he first applied the concept of feedback to group work. T- Groups (training groups)- business/institutions would take the weekends off and go on a retreat. Helps group become aware of how they function together.- Further modifying group or to family work- John Bell: treated families as if all members were strangers using Adler\'s techniques for family counseling.- Group vocabulary developed- Japanese \. This set the group movement back considerably.- Perls- like (role play, empty chair) (p. Rounds?- Four basic assumptions of gestalt groups: 1.

Principal of holism (integration)- emotional debris (unfinished business) from the past needs to be integrated into the self in order for a person to be complete. Principle of awareness- people are free to choose only when they are self- aware (in touch with their existence and what that means)- focus on present. Principle of figure/ground- figure: experiences that are most important- background: experiences less pressing- healthy people take care of most important needs first. Principle of polarities- people must express both sides of a conflict in order to fully integrate the experience.- Concerned about people running groups and lack of training- only experience they had was their own experience in groups- groupthink- emphasizes the detrimental power that groups may exert over their members to conform.- Began to get more of a handle on groups, Journal created.- Association for Specialists in Group Work (AS GW) created- Psychoeducational groups with kids in schools- Yalom- curative factors within groups and leadership styles- Family systems theory was introduced- developmental group counseling- teaches basic life skills- More focused group in theoretical areas- more emphasis on specialty groups (bulimia, sexual abuse, depression)- more sophistication- community setting- Romano and Sullivan (1. More support groups (specific, GLBT, online)- social justice- encounter groups- Rogers approach to group work. Encounter groups are often known as personal growth groups because the emphasis of these groups is on personal development. Emphasis is placed on the exploration of intrapsychic and interpersonal issues, and a feeling of community and connectedness is promoted.

Who is Kurt Lewin and what are his contributions to group work?- Commonly identified as the founder of the movement to study groups scientifically. He coined the term group dynamics to describe the way groups and individuals act and react to changing circumstances. Group dynamics can be defined as a field of inquiry dedicated to the advancing knowledge about the nature of groups, the laws of their development and their interrelations with individuals, other groups in larger institutions.- Also developed \. In group work, most often resembles instructing and controlling- direct action, it are protected by structure and function from self disclosing- tend to be rigid and conventional in their beliefs- usually results in a leader centered group (see class notes or p. Gladding for a diagram)- in extreme cases, can demand obedience and conformity, or can be manipulative or charismatic- chaos can erupt when leader is absent- \. Gladding for a diagram of this leadership style- \.

Norms should be clear and constructive from both the expectations of the members of the group and the explicit and implicit directions of the leader and more influential group members. Some norms might be set forth in the beginning of the group, whereas others might form as the group develops. Is the feeling of \. Group members may primarily function in one of three types of roles: facilitative/building, maintenance, and blocking (see p. Gladding for more information on these three role types). Is the actual words, ideas and information exchanged within a group as well as the purpose of the group.

Is interactions and relationships among members within the group. Group content in group process make up the dynamics of a group, and the two need to be balanced. Communicating about communicating.

Advantages of a coleader model of group facilitation/leadership- Ease of handling the group in difficult situations- uses of modeling (relating to others, etc.)- feedback doubles- may avoid burnout- shared specialized knowledge- pragmatic considerations (missing due to illness)Disadvantages of a coleader model of group facilitation/leadership- Lack of coordinated efforts- 2 leader/too leader focused (not enough attention on group members)- competition- collusion between a leader and group members against the other leader. How might you increase the chances of developing a good working relationship with a co facilitator/leader- Strong relationship (supportive feedback, mutual trust and respect)- consistency- non- competitivenesscommunication and planning. What goes into pre- group planning? If leaders aren\'t sure of the type of experiences they want to set up and for whom then most likely the group will fail (p. Gladding)Steps in the forming stage (p.

Gladding)1. Developing a rationale for the group. Deciding on a theoretical format. Weighting practical considerations. Publicizing the group.

Screening in pretraining. Selecting group members. Selecting a group leader. What is the purpose of a pre- group interview?

Maturity, readiness and composition of membership play a major role in determining the success of a group which is why potential group members need to be screened (interviewed individually or in a group first meeting in regard to suitability for the group) and chosen carefully. In pre- group screening process the leader addresses potential group members readiness to be in a group and their goals. What might you ask a prospective group member during a pre- group interview? Leader asks many open- ended questions that elicit personal responses and interpersonal styles such as: what has been your past experience with groups?

What has led you to want to be part of this group? What can you contribute to this group? How do you express your emotions especially your negative ones?

According to Couch (1. Identify needs, expectations, and commitment: finding out why this particular group and not others. Challenging myths and misconceptions: asking how they perceive the group developing and their concerns about being a member of it. Convey information: nature and limits of confidentiality, also group stages, roles, and the importance of balancing content and process. Talk about length of the group, what might happen, and importance of paying attention to nonverbal and verbal interactions (p. Gladding). From Romano\'s pre- group interview lecture notes: -Discussed the type of group- begin to set norms- assess appropriateness of the group for a member, member also assesses appropriateness, do members goals fit the goals of the group?- Assess persons commitment to the group, if they want to just come and see what it\'s like, compromise with them to come to at least four of the 1.

Is used as a tool to orient group members on what to expect of the group before it ever meets. It enhances the functioning of the group, speed its work, reduces dropout and increases positive outcomes. Positively associated with cohesion, member satisfaction, and comfort with the group. Gladding)Yalom\'s therapeutic factors. Hope- expectations about receiving help and therefore therapy is successful because one expects it to be. Universality- others share the problem.

Imparting information- suggesting information and not advising. Altruism- benefits are received when members help each other.