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The theory and practice of group psychotherapy
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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.read more
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Journal ArticleDOI
Putting the group in your pocket: Using collective identity to enhance personal and collective self-esteem.
TL;DR: In this article, a group therapy session ended, the therapist closed the session by saying, "Put the group into your pockets and carry us with you: Rely on us when you need support, guidance, and feel alone." The therapist was aware that the group provided more than a useful context for carrying out explorations of members' interpersonal and psychological difficulties.
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Public disclosure of a child's HIV infection: impact on children and families.
TL;DR: The dearth of literature and research regarding the emotional impact of public life on a child as well as the interest of a number of non-public HIV-infected children to "go public" served as an impetus for a study that directly examined the impact public disclosure has on the HIV- infected child and family.
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Group Work in Foundation Generalist Education: The Necessity for Curriculum Change
TL;DR: The authors conducted a survey of 212 faculty in BSW and MSW programs and found that faculty assigned themselves high self-ratings in teaching practice, yet had difficulty identifying key concepts in group work and requested various forms of assistance.
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