Frequently in a correctional facility, disruptive group members may not be content with simply interrupting the group sessions but may actually go so far as to be belligerent or threatening to the facilitator or to other group members. Rather than derailing the group progress, this can actually be an important part of the process because it forces all group members to confront the type of anti-social behavior that resulted in their incarceration. Likewise, in substance abuse groups, whether inside or outside of a correctional institute, one can expect a certain amount of denial and belligerence in some group members because both characteristics are classic parts of the underlying disease of addiction. It is important to keep in mind that groups of similarly situated people can be very effective at identifying evasive and disruptive behavior, and that group members may identify it even before the facilitator notices it. Furthermore, group members will frequently have no problem with confronting the disruptive member. In fact, "offenders often are better than staff at confronting individuals who are attempting to delude themselves or other regarding treatment" (Jacobs & Spadaro, 2003). Furthermore, it is critical for therapists to understand that "self-disclosure is always going on, whether consciously or unconsciously" (Substance Abuse and Mental Health Services Administration, 2005). This concept is critical when dealing with potentially dangerous clients or clients whose disclosures may make the counselor uncomfortable. For example, dealing with clients in correctional facilities or in substance abuse scenarios, the therapist is likely to encounter revelations of violent and abhorrent behavior. As a human being, the therapist is going to respond to those revelations, but must be aware that any of the therapist's reactions are going to impact the tone of the group. Therefore, the therapist must be careful about the degree of self-disclosure and be careful about self-monitoring to encourage supportive behavior by other group members. As the group facilitator, the therapist sets the standard for group behavior, and if the therapist allows himself to respond with disgust, aversion, or anger to...
Negative emotions can be very contagious, and elicit memories and emotions in group members that can quickly derail the progress of the group. Group facilitators have to be aware of this potential. To help mitigate those effects, the group leader needs to: protect individuals from forced self-disclosure, protect boundaries, and regulate affect (Substance Abuse and Mental Health Services Administration, 2005). This may involve the therapist's intervention into one-on-one group dynamics. The therapist needs to ensure that no group members are allowed to be physically or verbally threatening to one another without consequences, particularly if those members are incarcerated together.
Notably, such groups are applicable in nonmedical atmosphere to help people not diagnosed with mental health issues. Given the significance of interpersonal and personal issues, the group leaders must work in unity with the clients to settle on the group sessions and its direction. Participants will be allowed to discuss their familial and interpersonal issues or stressors that they can determine that link to divorce and its effects. In
Another helpful technique is introducing topics. Although this sounds like a very simple suggestion, at times group leaders may forget the fact that those whom they are leading may be shy or uncertain of their purpose. By reminding members of their collective goal the leader can enable the group to break an impasse (Jacobs 2012: 265-266). Introducing topics can also be used to direct the group's attention away from controversial
The closing phase is important. Here, group members will be reminded of the fact that everything said inside the group session is confidential, and must therefore remain within the context of the group. If anything is shared, it must be done so anonymously. Then, the group members will be asked to write 2-3 goals for the group and for themselves. This will help them actualize what they want from the
" This involves coming up with a list of the consequences of reacting to an event (Budman, 1992). This means that they describe what emotions the activating event made them feel. The principles facilitate being rational because they shift focus from emotions to logic. The group gets an opportunity to look at the problems they face from a rational perspective, which creates room for possibilities. Thinking rationally helps in creating many
Attitudes toward the teacher-psychologist working relationship and the utility of advice on classroom management were most positive among promoted teachers, followed by psychologists, and then new and unpromoted staff. Student Involvement The attitudes of the students are clearly of importance to the school health counselor and must be taken into account in both the consultative and counseling roles. West, Kayser, Overton, and Saltmarsh (1991) note certain student perceptions that inhibit counseling.
ethical and legal guidelines for those in the counseling field are in place to assure that those practicing counseling set high standards. This paper covers several of the important ethical principles that are demanded of counselors -- and covers the CPT Codes related to invoices sent to insurance companies. It is fundamental to any discussion of ethics in counseling that those leading groups are indeed qualified to be in that
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