1. Beginning Stage (Shulman, ch. 10)
1.1. Expect/embrace resistance/hesitatation
1.2. Expect dependence on the leader
1.3. Clarify group purpose
1.3.1. Don't use Jargon
1.4. Contracting for work
1.5. Avoid the illusion of work
1.5.1. Jumping in too soon/ getting group members to agree just to agree
1.6. Contracting skills
1.6.1. Partializing client concerns
1.6.1.1. Breaking down complex concerns to manageable pieces
1.6.2. Accepting positive and negative feedback
2. Middle Stage (Shulman, ch. 12)
2.1. Make a demand for work
2.1.1. Push group members to work toward goals in a structured way
2.2. Embrace and understand ambivalence
2.2.1. Help members discuss taboo/painful subjects
2.3. Explore resistance
2.4. Except conflict as group members become more independent
2.4.1. Group leader needs to look for true meanings in communications and behaviors
2.5. Group leader can and should share feelings, too
2.5.1. The group leader must identify organic ways to bring themselves and their humanity into the work.
2.6. Data sharing/coordination
2.7. Helping members to see life in a new way
2.8. Empathetic Skills
2.8.1. reaching for feelings
2.8.1.1. must come from a genuine place
2.8.2. Mediating disagreements between members
2.8.3. Group leaders must work to find empathy with group members
2.8.3.1. facilitate group members greater self awareness and understanding
2.8.3.2. Group leader must display understanding
2.8.3.3. Can help put group member feelings into words
2.9. Elaborating Skils
2.9.1. Questioning
2.9.1.1. Getting more information and content
2.9.2. Focused listening
2.9.2.1. Tuning in to the real content behind a statement or affect
2.9.3. Containment
2.9.3.1. Holding back, letting the client articulate fully
2.9.4. Reaching inside of silences
2.9.4.1. Move past discomfort to understand meaning
3. Ending Stage (Shulman, ch 13)
3.1. Reflect on what group members have learned
3.1.1. Reflect on positive and negative aspects of group relationship
3.2. This can be used as a time to "rehearse" important interactions in members' lives
3.3. Important things may come up when there is no time left to deal with them
3.4. Transition Skills
3.4.1. Honesty and humanity are key
3.4.2. Preparing for life "post group"
3.4.2.1. Figure out next steps
3.4.2.1.1. What do group members need to focus on, what recources can they access
4. Achieving mutual aid (Shulman, Ch 10)
4.1. All in the same boat Phenomenon
4.1.1. Group members can help themselves and each other deal with difficult and stigmatizing circumstances
4.2. Strength in Numbers Phenomenon
4.3. Groups members can provide practical and emotional support to one another
4.4. Group leader must constantly mediate between group and the individuals within the group
4.5. Avoid individual counseling/ enlist group members in discussions
4.5.1. The group can help an individual member work through a challenge
4.6. Group members must feel safe providing feedback to leader and to one another
4.7. Group can help each other plan for specific conversations/ interactions
4.8. Group leader should maintain clarity of purpose for the group as a whole
4.8.1. This will contribute to a productive "group culture"
5. Consider the population you are working with and dynamics therein
5.1. Task Groups (Kirst et al. Ch 3)
5.1.1. May meet on a range of issues
5.1.2. Consensus building and a plan for work are key
5.2. Treatment groups (Kirst et al., Ch 3) (Krause Module 4)
5.2.1. Children
5.2.1.1. Child survivors of abuse need especially explicit contracting
5.2.1.2. Need clear boundaries, structure and contracting
5.2.2. Adolescents
5.2.2.1. May effect more reservations than children or adults
5.2.2.2. Group leader should remain neutral
5.2.3. May be explicitly dealing with stigmas, marginalization, and taboo concerns
5.2.4. Adults
5.2.4.1. take into account cultural differences
5.2.4.2. Psychoeducational focus works well generally
5.2.5. Institutional Settings
5.2.5.1. In-patient setting/ school setting group members may have complex relationships outside of the group
6. Understanding Individual dynamics within the group (Shulman, Ch 13)
6.1. Remain neutral be vigilant for scapegoating
6.2. The "deviant" member can be an internal leader
6.2.1. Deviant members act outside of the group norms, but may be voicing shared concerns within the group.
6.3. Group leaders can and members alike can be irked by a silent member of the group
6.3.1. The group leader needs to dig deeper to understand what those silences mean