Journal ArticleDOI
A Strategic Three-Year Plan to Teach Beginning, Intermediate, and Advanced Group Skills
TLDR
In this paper, the authors propose to teach the complicated, multilayered skills of group work, which contain exponentially more variables to track than individual therapy training, and yet most graduate programs spend only a fraction of time on groups, giving the majority of class time to individual therapy.Abstract:
How do we teach the complicated, multilayered skills of group work? These skills contain exponentially more variables to track than individual therapy training, and yet most graduate programs spend only a fraction of time on groups, giving the majority of class time to individual therapy. Such real-time constraints and the ever-present problem of potential dual role issues in mental health training programs, where we are attempting to teach skills as well as personal awareness, combine to thwart future group leaders. However, given the enormous power of groups run well, doctoral training programs could consider layering the teaching of these skills over a few years. These skills could be identified as they occur in other courses; for instance, all classes are groups themselves. If over an amount of time classes strategically cover experiential, pedagogical, observational, and supervisory skills, students will be on their way to expertise in group skills.read more
Citations
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Group Leader Reflections on Their Training and Experience: Implications for Group Counselor Educators and Supervisors
TL;DR: This paper explored group leaders' perceptions of their training and experience and found that effective group leaders possess specialized counseling skills and abilities; however, attention to group leadership training appears to be lagging behind that of individual counseling.
Journal ArticleDOI
Measuring clinical competencies in facilitating group-based rehabilitation interventions: development of a new competency checklist.
TL;DR: The new group facilitation competency checklist is fit for purpose for measuring clinical competencies in delivering group-based rehabilitation interventions and can be used in the training of effective group facilitators.
Journal ArticleDOI
Traditional- and Activity-Based Laboratory Groups: A Quantitative Comparison of Two Teaching Approaches
TL;DR: The authors compared a discussion-based laboratory with an activity-based one, which included a Challenge Course, using the Group Environment Scale (GES) and the Coopersmith Self Esteem Inventories (SEI).
References
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Book
Tractatus Logico-Philosophicus
TL;DR: The Tractatus Logico-Philosophicus as discussed by the authors was the only philosophical work that Ludwig Wittgenstein (1889-1951) published during his lifetime, and it immediately convinced many of its readers and captured the imagination of all.
Book
The theory and practice of group psychotherapy
TL;DR: Yalom as mentioned in this paper described the course of therapy from both the patient's and the therapist's viewpoint in Encounter Groups: First Facts (1973) and Every Day gets a Little Closer: A Twice-Told Therapy (1974).
Book
Handbook of Psychotherapy and Behavior Change
Sol L. Garfield,Allen E. Bergin +1 more
TL;DR: The NIMH Treatment of Depression Collaborative Research Program: Where We Began and Where We Are (I. Elkin, et al. as discussed by the authors ) presents a methodology, design, and evaluation in psychotherapy research.
Journal ArticleDOI
Self-complexity as a cognitive buffer against stress-related illness and depression.
TL;DR: In this paper, the authors tested the self-complexity buffering hypothesis that greater selfcomplexity moderates the adverse impact of stress on depression and illness, and found that subjects with higher self complexity were less prone to depression, perceived stress, physical symptoms, and occurrence of the flu and other illnesses following high levels of stressful events.