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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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Journal ArticleDOI
TL;DR: The role of shame and guilt in a domestic violence offender treatment program is examined, similar to the use of reintegrative shaming in restorative justice, to promote greater offender accountability and empathy.
Abstract: Offender rehabilitation, pitting the rational ability of criminal justice against the seeming irrationality of criminal behavior, remains controversial. Psychology highlights the importance of emotions in mediating individual behavior. Borrowing from restorative justice as a more emotionally intelligent form of justice, this article examines the role of shame and guilt in a domestic violence offender treatment program. The emotions are differentiated and then activated, similar to the use of reintegrative shaming in restorative justice, to promote greater offender accountability and empathy. Using a two-group comparison of male domestic violence offenders, measurements were taken on three sets of scales in assessing the outcome of the shame transformation process. Statistically significant effects were found for self-esteem and empathetic concern. Findings and future research are discussed.

28 citations

Journal ArticleDOI
TL;DR: It is indicated that BBAT groups contributed to a better health, even though it cannot tell if the changes were long lasting, and three core themes emerged: increased awareness of one's own body and better knowledge of the self, threshold for taking part in time-consuming change, and relationships between oneself and others.
Abstract: The aim of the present study was to explore patients’ experiences as participants in Basic Body Awareness Treatment (BBAT) groups, in order to deepen our understanding of patients’ perspectives on this movement practice. BBAT draws upon people's own health resources by promoting quality of movement. Seventeen women and one man with psychiatric disorders, ages ranging from 27 to 70 and with various diagnoses, participated in the study. All participants had attended a BBAT group for at least 6 months. Three focus group interviews were performed, and the interview material was condensed systematically with the aim to extract core meanings. The following three core themes emerged: increased awareness of one's own body and better knowledge of the self, threshold for taking part in time-consuming change, and relationships between oneself and others. The process of strengthening the experience of the lived body pointed towards feelings of wholeness, and feeling more at home in themselves and in the group...

28 citations

Journal ArticleDOI
TL;DR: In this paper, an educational model for teaching social work with groups in an undergraduate social work degree program in Israel was developed against a backdrop of decreasing status of social group work within the profession and the consequent loss of its unique identity and power in the social work field.
Abstract: This article addresses the process of developing an educational model for teaching social work with groups in an undergraduate social work degree program in Israel. The model was developed against a backdrop of decreasing status of social group work within the profession and the consequent loss of its unique identity and power in the social work field. The model's aims are to provide the students with the basic principles of social group work, to ensure its place in their professional identity, and to awaken curiosity regarding its use in their future practice as social workers.

28 citations

Journal ArticleDOI
TL;DR: 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.

28 citations

Journal ArticleDOI
TL;DR: In this paper, the authors present a group for children of Holocaust survivors, which is based on group psychotherapy and group psychology, and they describe their experience with the group and the group.
Abstract: (1979). Therapeutic Groups for Children of Holocaust Survivors. International Journal of Group Psychotherapy: Vol. 29, No. 2, pp. 211-235.

28 citations