Book•
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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01 Jan 2006
TL;DR: The facilitator is not an answer provider, but rather a tour guide who brings the group to find the answer themselves as mentioned in this paper, and the facilitator promotes the concept of safe space.
Abstract: 1. The facilitator leads discussion but does not dominate. 2. The facilitator is knowledgeable enough about a topic to be able to provide guiding questions. 3. The facilitator is not an answer provider, but rather a tour guide who brings the group to find the answer themselves. 4. The facilitator promotes the concept of “safe space”. Opinions, particularly based on more “sensitive” topics could vary. It is important to remember that opinions are not “right” or “wrong”. The facilitator may find that she/he needs to assist group participants in determining their opinions. With this in mind, probing questions become more important. 5. It is vital that you have some “probing questions” ready in the case that the participants are less than vocal. Asking them questions may get their thoughts going more around a topic. Coming into the facilitation session with this questions in your mind or on paper can be helpful in making sure that discussion happens.
32 citations
TL;DR: In this article, the authors explore three aspects of clinical practice that foster secure attachment bonds, and also address what kind of therapist an attachment therapist is, and start to catalogue what I call experiential language: specific words and interventions that are evocative of experience and emotion.
Abstract: There has been a gap between the prolific attachment theory and research literature and a relative paucity of guidance about how to apply attachment theory to clinical practice. AEDP (Accelerated Experiential-Dynamic Psychotherapy) explicitly fills this theory/practice gap. This article will explore three aspects of clinical practice that foster secure attachment bonds, and will also address what kind of therapist an attachment therapist is. It will outline the importance of nonverbal communication; it will start to catalogue what I call experiential language: specific words and interventions that are evocative of experience and emotion. Finally it will assert that self-disclosure is an essential attachment-creating intervention, and it will explain the importance of metaprocessing and Metatherapeutic processing to titrate therapeutic interactions moment-to-moment in session and to promote metacognitional thinking as well.
32 citations
Additional excerpts
...She says: “me too;” “we are all in the same boat” (Yalom, 1995, p, 6)....
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TL;DR: GPIP resulted in a greater reduction in the Cold/Distant subscale compared to GCBT, but no differences were found for changes in the Intrusive/Needy subscale.
Abstract: We assessed whether an attachment-based treatment, Group Psychodynamic Interpersonal Psychotherapy (GPIP) had a greater impact compared to Group Cognitive Behavioral Therapy (GCBT) on Cold/Distant and Intrusive/Needy interpersonal problems. Ninety-five individuals with Binge Eating Disorder (BED) were randomized to GPIP or GCBT and assessed at pre-, post-, and six months post-treatment. Both therapies resulted in a significant decrease in all eight interpersonal problem subscales except the Nonassertive subscale. GPIP resulted in a greater reduction in the Cold/Distant subscale compared to GCBT, but no differences were found for changes in the Intrusive/Needy subscale. GPIP may be most relevant for those with BED who have Cold/Distant interpersonal problems and attachment avoidance.
32 citations
TL;DR: In a group of elderly volunteers from a recreational society of Barcelona (Spain), the guided autobiography method was used to foster the reconstruction of the participant's past life experiences and showed a significant and gradual change in the construing system of those participants in the autobiographical group.
Abstract: From a personal construct point of view, writing autobiographical texts becomes a relevant therapeutic ingredient for elderly individuals. If conducted in a context of a group, as Birren proposes [1, 2]; it promotes self-awareness, self-disclosure, and the capacity of generating alternative views of life's experiences. In a group of elderly volunteers from a recreational society of Barcelona (Spain), the guided autobiography method was used to foster the reconstruction of the participant's past life experiences. The degree of reconstruction was assessed through a design that included the administration of a repertory grid at the initial and tenth (last) session. A parallel assessment was applied to a control group of participants with similar demographic characteristics. An adaptation of the method proposed by Feixas for the analysis of autobiographical texts was used to assess the assigned writings of the participants for each session [3]. Results show a significant and gradual change in the construing s...
32 citations
TL;DR: In this article, a model of providing direct experience of group process for counseling students is provided, where ethical considerations, advantages, and disadvantages are discussed, as well as the advantages and disadvantages of the model.
Abstract: A model of providing direct experience of group process for counseling students is provided. Ethical considerations, advantages, and disadvantages are discussed.
32 citations