Group Objectives

The first time I personally experienced attending a group therapy was part of my course. Through this experience i can say that group therapy can be very powerful in healing a person emotionally and since the members were from the same class, where we all have similar goals. Group therapy helped all of us to establish meaningful and intimate relationship and we also recognised commanality of members needs and problems and to develop a sense of bonding and we became very close and we could also be there for each other during emotionally trying times.It also helped me to increase self-growth, self acceptance and self –confidence among oneself and group members. Group therapy is a powerful venue for growth and change. It also helped me in expressing my emotions in a healthy way.

Throughout this process, I will use several strategies such as role playing to enhance their experience and explore their feelings in the here-and-now process. Also, every group we will begin by discussing unresolved issues from previous group sessions. After unresolved issues, we will focus on the content

Throughout the module I was part of group including eight other health professions including student midwives, mental health nurses, physiotherapist’s, radiologists and paediatric nurses. According to Tuckman and Jensen (1977) there are five stages of group development; forming, storming, norming, performing and adjourning. I was a little anxious about meeting the group and during the forming stage was apprehensive about trusting individuals within the group; maybe because of the lack of a clear

Role-playing, simulations and program activities allow the group leader/ staff the opportunity to provide the group members with situations that require them to engage in a process where the leader/ staff can make observations and assess the member’s behaviors. For example, role-playing allows the group leaders and other members the opportunity to watch the group members work through various scenarios, taking note of the ways they respond to the given scenario as well as the ways in which they interact with the other members. This also allows the staff/ leader and providing them with feedback and the opportunity to process with the group. Simulations and program activities also allow all members to participate in the given activity as well as the chance to work through the simulation. In doing so, the members are given an opportunity to explore the new skills, which in turn provides the group leader the opportunity to assess nonverbal behavior as well as their interactions with others and their

The authors purpose for creating the group was to serve as a therapeutic intervention method which in turn could be used to form an alternative support system of sharing and trust; creating life altering changes for member’s future academic and developmental

In a therapeutic group, the members are getting to know one another, exploring comfort level of themselves and the other members of the group (Jacobs, 2016). These beginning meetings can last for the entire first session or for a couple of sessions in the beginning, depending on the participants and the topics to be discussed (Jacobs, 2016). If these beginning sessions are too extensive or too short it can affect the overall dynamic of the group (Jacobs, 2016). If the beginning sessions are too long and numerous, the group members can get bored and lose trust in the leaders ability to guide the group into a therapeutic process (Jacobs, 2016). If there are not enough beginning sessions, the group has not build an appropriate amount of trust with the leader and the group members, the group may never function as desired (Jacobs,

This first group activity allowed me to watch how these individuals interacted with each other in a controlled environment versus their every day lives when they thought no one was watching. In the beginning the group was reserved and somewhat timid. During the course of these activities these individuals cheered for each other and encouraged each other. I had not seen these individuals encouraging each other or uplifting each other at any other time. There were no negative comments only fun and laughter.

Group Help, who wants to give some suggestions of encouragement? Youth in the group will raise their hands and give input to this peer. The input should have care and concern. If a youth is harsh, and the group does not address it, staff should say, “group, what is the problem here?” All input should be caring and helpful to the youth, but should also address issues and problems or behaviors. The group leader will allow everyone to participate, but will not force them to give input. If the input is repeated, the group should inform the peers with care and concern and move on. If behaviors are not pointed out, then staff should ask, “What about this…or

These are usually but not always their troubles, concerns or even something of an emotional situation, which are cluttering their mind and causing some level of impairment. The process group allows the members to experience and increase their self-awareness from engaging in opportunities with their group, which helps individuals develop social skills for relationship building and personal growth and change for a client. The group members will share and then other members will provide positive or negative feedback for the member who shared. This is a place considered to be a safe environment for sharing emanating from the unwritten declaration of the groups rules. Most groups state nothing anyone shares in the group is spoken outside of the group, thus the members feel safe to share and be open with their troubles or

Stockton (2010) described some adolescent females from Botswana as having "found a voice" after participating in a therapeutic group with peers (p. 328). I believe the patients at the substance use facility benefited from a shared experience with others and they felt less alone in the world. This provided them with courage to express in words their feelings in the presence of others. Yalom and Leszcz (2005) talk about the corrective emotional experience and the recapitulation of the primary family group. The latter is often unconscious and can be made known through interpretations by a skilled therapist. I have seen first hand the power of repetition compulsions and group dynamics. Thankfully, I worked with a very talented group leader who was able to process the content and get positive results. I believe this aspect of group work to very exceptionally helpful and powerful for group members. (and

Following the check in’s, members were then provided with a problem solving psychoeducation class. Members were instructed to take a 15 minute break and when they returned they were instructed to attend join their assigned process groups; the final activity was a 90 minute group therapy session. Group workers provided specific directives at each activity and every task was connected to the IOP group objectives. Identified strengths were that group members were generally encouraged to remain engaged throughout the three hour period. The process group allowed group members to get in touch with their underlying needs and workers assisted them in expressing their thoughts and feelings; fellow group members also provided supportive feedback based on their own experience. The problem solving class allowed members to begin the process of identifying problems and ways to address them. Finally, activities such as planning for the weekend and daily structure were observed to be beneficial to members as they can plan to practice newly acquired

Whether group members chose to be vulnerable or take the challenges that were given to them, all members were courageous to share what was on their minds during sessions. Although our group session had this occurring theme of fluctuating about certain topics that were discussed, which resulted in some members, myself included not verbally participating or contributing to the discussion, I felt that the group was still very interactive with each other. What I’ve taken away from the group process is that even though members who are not speaking or sharing their thoughts in the group, they are all processing something within themselves as other members disclosed. What I enjoyed most about this group was how we functioned together by being active listeners, wanting to connect with other members, and generating ideas and different perspectives. Being able to be both the patient and leader in group counseling, when I do implement group counseling in the school system, I’ll be able to self-disclosed with the group regarding their fears about group counseling because I’ve experienced it. I’m also more aware of my strength and weakness as a co-leader now, so when looking for other individuals to co-lead group counseling, I’ll have a better understand of how to pick and choose who’ll work best with me as a

Final phase in group therapy can create apprehension for some members. The establishment of basic trust, acquaintances of other group members, and the social interaction after establishing a group may be over whelming and crucial for some, therefore it is vital that group leaders can educate members how to process termination and closure in group relations (Corey, Corey, & Corey, 2010).

In conclusion, at integration and application of a group therapy by Kelsey and Sylvia I really get a lot of benefits. I learn how to start a group therapy by several significant steps, which are screening, selection and counseling. Next, the leaders and group members introduce themselves for each other. Then, leaders mention to some clients' roles, such as arriving on time and every week. Additionally, they mention to the confidentiality that will provided for each member. Throughout therapy, clients are asked to think, to shift internal arrangements and to examine the consequences of their behaviors. Interpretative interventions should be positive, supportive and inquisitive. Through feedback and later through self-observation, members learn

The stages of development the group experienced were: forming, storming, and norming. At this moment the group has not yet been able to perform or adjourn. Commuter Support formed through self selection. Being able to self select the members in the group assisted in mitigating the tension but not so much of the awkwardness associated with this stage. During the forming stage, open dialogue was encouraged to build trust and create connections between members.