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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TL;DR: In this paper, the authors introduce the important role that defences play in social work and identify the knowledge and skills that are needed when working with anxieties that lead to defensive behaviour.
Abstract: All human beings have defences some of which are unconscious, that is, reactions that for the most part lie beyond our immediate awareness and control. The purpose of this paper is to introduce the important role that defences play in social work and to identify the knowledge and skills that are needed when working with anxieties that lead to defensive behaviour. The paper is in two parts. The first provides a theoretical account of what is meant by the term defences, anxiety, resistance and related concepts, and then goes on to describe a number of key defences that are regularly encountered in social work, and in other related fields of practice. A second section looks at how we can work creatively with unconscious, defensive reactions and resistances, particularly the importance of containing anxiety. It describes how transference, counter-transference and projective identification can aid our understanding and help to illuminate the feelings, fears and fantasies that are evident in our work.
62Â citations
62Â citations
Cites background from "The theory and practice of group ps..."
...The therapeutic factors researchactually occurred during the 1970s and 1980s, articulated by Yalom(1975, 1985): altruism, catharsis, cohesion, familyre-enactment, hope, identification, insight interpersonal learning,self-disclosure, universality, and vicarious learning....
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TL;DR: A group-centered approach to group psychotherapy is described in this paper, where the authors present a group-centric approach to Group Psychotherapy with a focus on group-oriented approaches.
Abstract: (1977). A Group-Centered Approach to Group Psychotherapy. International Journal of Group Psychotherapy: Vol. 27, No. 4, pp. 423-439.
62Â citations
TL;DR: In this paper, a concurrent model of the wilderness therapy process is proposed, which consists of three factors believed to be unique to the Wilderness therapy milieu: wilderness, physical self, and social self.
Abstract: Though wilderness therapy programs are growing in number and popularity, the theoretical basis for distinguishing wilderness therapy from traditional therapeutic modalities is lacking. Existing models describing the wilderness therapy process have been stage-based, meaning the process has been conceptualized as sequential and discrete. Lost in this conceptualization of the wilderness therapy process is the dynamic and interrelated nature of therapeutic factors reasoned to be present at all times and to varying degrees. To address the limitations of stage based models and the lack of a strong theoretical basis in wilderness therapy, a concurrent model of the wilderness therapy process is proposed. This proposed model consists of three factors believed to be unique to the wilderness therapy milieu: Wilderness, Physical Self, and Social Self. The constituents of each of these factors are detailed and theoretical rationale for inclusion provided. In addition hypotheses about the intensity of each of ...
62Â citations
TL;DR: In this article, the authors presented the first systematic attempt to examine a theory-based program designed to reduce girls' social aggression and increase positive leadership among peers, which was shown to have a positive impact for all students in the domain of social problem solving.
Abstract: This study represents the first systematic attempt to examine a theory-based program designed to reduce girls' social aggression and increase positive leadership among peers. Fifth-grade girls from six public schools were randomly assigned within classrooms to the social aggression prevention program (SAPP) and the comparison reading clubs. A school-based small group program, the SAPP was demonstrated to have a positive impact for all students in the domain of social problem solving. For students with high baseline social problems, teachers reported positive changes in SAPP participants' prosocial behavior. In addition, the content of the program was critical: reading club participants improved their reading achievement at greater rates than SAPP participants. Targeting female students in a program focused on resolving social conflicts from multiple perspectives may be an important addition to broader, multilevel initiatives to prevent aggression and promote leadership in schools.
61Â citations