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The theory and practice of group psychotherapy

01 Jan 1970-
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).
Abstract: This book first appeared in 1970 and has gone into two further editions, one in 1975 and this one in 1985. Yalom is also the author of Existential Psychotherapy (1980), In-patient Group Psychotherapy (1983), the co-author with Lieberman of Encounter Groups: First Facts (1973) and with Elkin of Every Day Gets a Little Closer: A Twice-Told Therapy (1974) (which recounts the course of therapy from the patient's and the therapist's viewpoint). The present book is the central work of the set and seems to me the most substantial. It is also one of the most readable of his works because of its straightforward style and the liberal use of clinical examples.
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TL;DR: Two nine-week group counseling interventions were developed to improve the self-concept, school behavior, and school achievement of at-risk high school students in a rural school district.
Abstract: Two nine-week group counseling interventions were developed to improve the self-concept, school behavior, and school achievement of at-risk high school students in a rural school district. Two of the groups received a cognitive-behavioral model of group counseling, and two of the groups received a supportive model. The cognitive-behavioral groups produced significant differences on self-esteem and academic self-concept. Gender differences were not significant. Several case studies are highlighted. Results are discussed with implications for school counselors. Introduction And Review Of Relevant Literature The literature is replete with definitions of the "at-risk" student population (Borba, 1990; Rose-Gold, 1991; Schnedeker, 1991). State statutes and school districts often have narrow guidelines for identifying those students who are in need of school and community services. For example, some state statutes define children as at-risk if they are dropouts, truant, school-age parents, or adjudicated delinquents, and one or more years behind their age or grade levels in basic skills or credits leading to graduation (Van Den Heuvel, 1986). Research indicates that the strongest predictors of dropping out of school are poor school achievement and serious behavior problems in school (Srebnik & Elias, 1993). Many at-risk children live in socially and/or economically-disadvantaged home situations that significantly impede their emotional, social, and academic growth and development. If these problems can be prevented or corrected, at-risk students will have a better chance of succeeding in school and in life. At-risk students often have deficiencies in self-esteem--of feeling capable and worthy and having the skills needed to study, live, and socialize effectively (Borba, 1990). Additionally, Werner (1989) found that only one out of three high-risk children, who were raised in homes which were characterized by divorce, poverty, alcoholism, mental illness, and physical abuse, surmounted the odds and grew into capable, healthy adults. In Werner's opinion, the key to success for these resilient children was the opportunity to form a basic trusting relationship with an adult who cared. The establishment of counseling groups for at-risk students in the schools is important to breaking the cycle of failure that they often experience. The school is an ideal location for the use of cognitive-behavioral interventions with students since the underlying assumption of behavior theory is that all behaviors, cognitions, and emotions are learned and, thus, can be modified through instruction (Sapp, 1996a; 1996b). The counseling group is viewed as an educational experience in which group members can learn and practice new behaviors and skills to help them become more successful in school. Group counseling is often recommended for children who display behaviors such as fighting, peer conflict, inability to control or deal with anger, shyness or withdrawn behavior, peer rejection, or school failures (Corey, 1990; Wirth-Bond, Coyne & Adams, 1991; Farrell, Sapp, Johnson, & Pollard, 1994; Hawkins, 1994; Sapp, 1990, 1996a, 1996b, 1997, Chapter 2; Sapp, Farrell, & Durand, 1995a, 1995b). The benefits of cognitive-behavioral interventions are well documented in current research. Findings from this literature indicate that a combination of cognitive and behavioral strategies significantly increases the strength and effectiveness of interventions with children who have problems with self-control and hyperactivity (Kendall, 1984; Littrell, Malia, & Wanderwood, 1995; Meichenbaum & Deffenbaucher, 1985; Murphy, 1991; Sapp, 1994; Sapp & Farrell, 1994; Walter & Peller, 1992). Additionally, cognitive interventions that help adolescents increase their positive self-statements have been shown to decrease anger and anxiety and increase self-esteem (Hams & Szjakowski, 1990). …

42 citations

Journal ArticleDOI
TL;DR: Eight groups of helpful factors are shown that are embedded in a conceptual frame of other categories that can be linked to other theoretical and empirical concepts, including the Assimilation of Problematic Experiences Scale.
Abstract: The goal of the present study is to provide more information about which specific aspects of a day treatment program are experienced as most helpful by the patients. A semistructured interview was conducted. The narrated episodes were analyzed using a combination of grounded theory (Strauss & Corbin, 1997) and qualitative content analysis (Mayring, 2000). The authors collected 69 interviews of 26 patients over a 12-month period. The results show eight groups of helpful factors (the transfer factors being the most specific day clinical group) that are embedded in a conceptual frame of other categories. The discussion shows how they can be linked to other theoretical and empirical concepts, including the Assimilation of Problematic Experiences Scale (Stiles et al., 1990).

42 citations


Cites methods from "The theory and practice of group ps..."

  • ...The illustrated eight helpful categories in the DTP setting (group factors, action factors, transfer factors, reflective factors, therapeutic alliance, environmental factors, secure frame, motivation through success) resemble factors that have been described by Yalom ( 1985 ) and Hoge, Farrell, Munchel, and Strauss ( 1988 )....

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Journal ArticleDOI
TL;DR: The combined model educationally enhances core values that underlie the professional identity formation of physicians and should be used by curriulum planners.

42 citations

Journal ArticleDOI
TL;DR: This paper presents an introduction to and overview of psychological first aid, and basic proceduresarediscussed, which expands the application of PFA to individuals and group format.
Abstract: Psychological first aid (PFA) is emerging as the crisis intervention of choice in the wake of critical incidents such as trauma and mass disaster. Earlier writings have focused on the application of PFA to individuals. This paper takes the next logical step and expands theapplicationofPFAtothesmallgroupformat.Thispaperrepresentsanintroductiontoand overviewofgrouppsychologicalfirstaid.Rationaleandbasicproceduresarediscussed.[Brief Treatment and Crisis Intervention 6:130–136 (2006)]

42 citations