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Analyzing Group Techniques

Analyzing Group Techniques

Different therapeutic techniques were exemplified during the group therapy intervention. The first was a reflection, where the therapist repeated or echoed what participants had participants said to make participants explain more about how they felt (PsychotherapyNet, 2009). For example, Alice said she felt uncomfortable when people judged her; the therapist asked her, “How did you feel today in the group”? “This meant that Alice reached deeper feelings processing levels”: Analyzing Group Techniques.

Another helpful method was validation; it helps to build a sense of security to share. When Bob told about one incident of coming out, the therapist said, “That was a real gift to Allan,” which implicitly reassured him and helped him feel understood (PsychotherapyNet, 2009). The therapist also gave information about Alan’s behavior to explain how he might have been deflecting attention away from Alice. This aided the group in seeing the hidden factors and gave them enough time to think of their conduct.

All these skills were well employed and helped foster set-down time to enable group members to introspect on their feelings and be made aware of certain behaviors. In addition, from the informal discussions, participants gained further affective perspectives, as validation builds up trust and feedback increases the group’s understanding of relationships.

Evidence from the Literature Supporting these Techniques

Other authors have discussed the strategies used in the session. Reflection is a significant therapeutic strategy in group therapy, as Rania et al. (2021) pointed out. They stated that it aids individuals within groups in expressing their feelings and developing empathy. The therapist’s reflection with Alice mirrors this, allowing her to express and process her discomfort in the group.

According to María Montserrat García‐Sastre et al. (2024), another critical therapeutic tool is validation. Wheeler avows that validating the participant’s feelings creates a sense of safety and develops trust; this was observed when the therapist validated Bob’s personal story. This helped Bob continue participating and gave him a sense of group support.

Notably, the role of feedback is also well supported in the literature on group therapy. According to Malhotra and Baker (2022), feedback in group settings helps develop how behaviors impact others, which the therapist wanted when she brought up Alan’s behavior. By pointing out the possible effect of Alan’s behavior on the group, the therapist furthered self-awareness and paved the way for better group dynamics.

What the Therapist Did Well

The therapist exhibited several strengths in handling the group. First, the therapist was very good at establishing a safe, nonjudgmental space. By accepting Bob’s vulnerability and allowing Alice space to express her discomfort, the therapist helped establish trust, which is essential for any successful group therapy session. Second, the therapist was good at handling group dynamics.

When Alan’s behavior was confronted, the therapist made the group aware of its dynamics without putting Alan down. This led to a more collaborative reflection among the group behaviors. Lastly, the therapist was sensitive to individual needs. When Alice shared her fears, the therapist gave her time to express her feelings without putting her on the spot to say more, likely making Alice feel more at ease.

What Could have been Handled Differently

In therapy, the therapist showed some help in determining where it could be done otherwise. For instance, the interventions made by the members towards Alan’s effort to avoid negativity were relatively assertive. For example, instead of providing an alpine assertion that has the idea that Alan seemed to want more time for himself, it would have been even more helpful to be cooperative. The therapist could have asked Alan more questions about the dynamics of the group members or how his behavior may have influenced Alice, and this would have been asking for a non-defensive response.

Moreover, although Alice spoke about her feelings, regarding which she was uncomfortable, the flow of conversation could have been more profound. Alice said she often felt judged and afraid of what other people would say, but this aspect was not discussed to such an extent. As for potential problems, the work might have been enriched by reconsidering her anxieties as a more profound view of her hardships and even definite issues.

Insight Gained from Watching the Therapist

One of the profound insights derived from this session is the creation of a safe place where one can be vulnerable. The therapist’s approach has allowed group members to share their feelings without any apprehension of judgment, which is crucial in establishing trust. This, therefore, reinforces the idea that group therapy is not about answers but about facilitating a space where individuals can explore their emotions at their own pace. The therapist skillfully managed sensitive disclosures, which became significant in providing emotional support and encouraging self-reflection.

Handling Disruptive Behavior and Eliciting Participation

When leading a group session with one disruptive member, I will establish group norms of respect, listening to one another, and participating in a nonjudgmental space at the outset. After the session begins and this begins to occur, I will calmly request an explanation of how these behaviors affect the group. I will allow reflection and then discuss solutions.

To encourage participation, I will ask open-ended questions and draw out quieter members by asking directly for their input. I would also hold small group discussions so the less vocal could engage more comfortably. My style would cater to the feeling of everyone being valuable and their opinions heard.

In the various phases of group therapies, I expect that in the forming phase of this group, participants can be reluctant to disclose. During the storming phase, conflicts would occur due to testing in discomfort and boundaries. The norming would consist of building trust, while during the performing phase, members can involve themselves more with their fellow members and support one another. At the same time, the adjourning stage reflects on progress made and preparedness for closure.

Benefits and Challenges of Group Therapy

Group therapy enjoys numerous benefits, such as mutual support, in which participants can share experiences and learn from other people. This shared experience may lead to healing and increased self-awareness. In addition, the heterogeneity of the group brings other perspectives that can expand the members’ understanding of their problems and make them feel less alone, as described by Malhotra and Baker (2022).

However, challenges include managing group dynamics, especially when there is a conflict of personalities or dominant members. Ensuring equal participation can be difficult, especially if some members are hesitant to speak or if others dominate the conversation. According to Malhotra and Baker (2022), as a group leader, it would be essential to control these dynamics and ensure that all voices are heard and respected.

References

Malhotra, A., & Baker, J. (2022). Group therapy. PubMed; StatPearls Publishing. https://www.ncbi.nlm.nih.gov/books/NBK549812/

María Montserrat García‐Sastre, Francisco Javier Castro‐Molina, Rubén Chacón Cabanillas, Carmen Sánchez Corrales, Laura Jardón Golmar, Julián Carretero Román, & Aguilera‐Serrano, C. (2024). Psychotherapeutic nursing as Advanced Clinical Practice for the promotion of mental health in Spain. International Nursing Review, 23(3). https://doi.org/10.1111/inr.12935

PsychotherapyNet (2009, May 7). Irvin Yalom Outpatient Group Psychotherapy Video. [Video]. YouTube. https://youtu.be/PwnfWMNbg48?si=j_87RcU3RVzCluGj

Rania, N., Coppola, I., & Pinna, L. (2021). Reflective Practices to Study Group Dynamics: Implement Empowerment and Understand the Functioning of Groups. Frontiers in Psychology, 12(12). https://doi.org/10.3389/fpsyg.2021.786754

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Question

Group therapy can alleviate feelings of isolation and foster a supportive and collaborative environment for sharing difficult feelings in order to facilitate healing. For many people, being part of a group that has a shared understanding of a struggle provides a unique opportunity to gain understanding of their own experiences.

As you examine one of the group therapy demonstrations from this week’s Learning Resources, consider the role and efficacy of the leader and the reasons that specific therapeutic techniques were selected.

To prepare:

The Assignment
In a 3- to 4-page paper, identify the video you selected and address the following:

  • What group therapy techniques were demonstrated? How well do you believe these techniques were demonstrated?
  • What evidence from the literature supports the techniques demonstrated?
  • What did you notice that the therapist did well?
  • Explain something that you would have handled differently.
  • What is an insight that you gained from watching the therapist handle the group therapy?
  • Now imagine you are leading your own group session. How would you go about handling a difficult situation with a disruptive group member? How would you elicit participation in your group? What would you anticipate finding in the different phases of group therapy? What do you see as the benefits and challenges of group therapy?
  • Support your reasoning with at least three peer-reviewed, evidence-based sources, and explain why each of your supporting sources is considered scholarly. Attach the PDFs of your sources.

    Analyzing Group Techniques

    Analyzing Group Techniques

By Day 7

  • Submit your Assignment.

ReminderLinks to an external site. The School of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The Sample Paper provided at the Walden Writing Center provides an example of those required elements (available at http://writingcenter.waldenu.edu/57.htm). All papers submitted must use this formatting.

Resources;