ANALYZING GROUP TECHNIQUES ESSAY

ANALYZING GROUP TECHNIQUES ESSAY

ANALYZING GROUP TECHNIQUES ESSAY

Analyzing Group Techniques
Individual, group, and family therapies help manage mental health illnesses. Mental health disorders such as depression, anxiety, schizophrenia, and substance use disorders can benefit significantly from individual, group, and family therapies. Group leaders should be equipped with knowledge and skills to ensure the selected therapy is effective, leverages all advantages, and minimizes disadvantages. This essay analyzes group therapy session techniques for substance use disorders and proposes strategies to improve group therapy sessions.

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Group Therapy Techniques Demonstrated

Various group therapy techniques were employed in this group therapy session. Catharsis is a critical therapeutic principle in this group where the group leader encouraged the members to share their feelings and experiences to help relieve negative emotions such as pain and stress. It is accompanied by empathetic listening for effectiveness in managing these emotions. One of the group therapy techniques used was sharing activities where group members asked one another questions. These questions help members express their feelings and deal with negative emotions. “Sharing” encourages individuals to discuss with one another and share their thoughts and personal experiences (Yalom & Leszcz, 2005). Huang et al. (2021) show that group sharing helps participants feel that they are not alone and that others empathize with their experiences.
This method was the primary technique utilized, and it was greatly utilized. The members contributed to the patient’s situation and exposed their shameful life activities. Another technique used was active listening. The group members listened actively to Jimmy, allowed him to express his thoughts, and only contributed when he was done expressing himself. Rosen et al. (2020) note that active listening is integral to developing resilience among healthcare workers. Active listening allows the speaker to feel valued and also allows them to express their feelings fully. These strategies helped the group succeed and were fully demonstrated in this group therapy session.
What the Therapist Did Well
The therapists asked objective questions and encouraged the members to speak while avoiding coercion. The group therapists also stressed the questions to ensure the client understood the question and that their answers were objective. She also allowed the members to contribute to the problem in question. Contributing in groups is helpful both to the individual and the recipient of the information. It also helps create a sense of belonging and increases trust among group members.
I would have made ground rules on issues such as coordinated communication during the session. Cruwys et al. (2020) note that making ground rules has been cited as significant in ensuring coordinated activity. I would have ensured that people contributed to the information in an orderly manner, such as a request to contribute on contributing in a circle. The intervention would help the group to be orderly and eliminate missed opportunities. The intervention would also help ensure everybody contributes to the group hence inclusiveness. It was evident that some individuals did not participate in the group therapy session during this session.
Some insights gained from watching the therapists lead the group are that encouragement without coercion in group therapy is significant. Individuals should be encouraged to speak but should never be pushed to share information. They should also understand that it is okay if it is difficult to share information. Group sessions should also be objective because discussions can take any direction and fail to achieve therapeutic outcomes when not goal-directed (Novotney, 2019). The group therapists should also be experienced and well-educated to help control the group in the desired direction.
Handling Difficult group Members
When leading a group, it is essential to have a formation or a framework before beginning. Novotney (2019) notes that it is vital to understand what one wants to do, how, and why. In addition, the very existence of rules forces participants to follow and implement them (Novotney, 2019). Agreeing on group rules, such as “group members should not be disruptive,” can help manage the client. In addition, addressing the client directly is significant. Sometimes, calling them for a one-to-one meeting when the behavior persists is significant to help streamline the behavior. Having a plan also helps the group leader evaluate the group therapy session of success. Another intervention to help handle this member is to give every member a chance to share (Novotney, 2019). The intervention helps reduce disruption because the individuals will still have a chance to share their information. By managing the disruptive members, I expect that individuals understand the objectives and rules and follow them for a practical session. The transition stage will also be smooth, with patients able to express emotions without fear of disruption or disruption. Minimized disruptions and a practical working stage would also help achieve the session’s goals and objectives, hence better patient outcomes. In the working stage, an anticipated change is more openness in sharing deep emotions and trust creation in the group. Another expectation is positive feedback at the final stage of the group.
In group therapy, some group members may be inactive and fail to participate at all times. That happens when group members are allowed free communication, where an individual participates where they feel comfortable or have information to share. To elicit participation, I would adopt a structure that allows all group members to contribute. Examples include contributions based on first name alphabetical order or according to the arrangement in the room. Such strategies ensure that all individuals participate in the session. However, no individual should be coerced to participate. All individuals will be offered an equal chance to contribute. Another strategy is to encourage members to speak by encouraging rather than scolding their answers (Novotney, 2019). There should be no right or wrong answer in the group therapy session. All answers from group members should be empathetically collected to prevent the members from shying away from participating.
Group therapy leverages social support and helps patients feel they are not alone in the problem. Maholtra and Bakler (2022) note that group therapy helps create a sense of belonging. They also facilitate members to offer and receive support from others, all of which help move towards better management of mental health issues. It also helps communicate with others and relate with them in healthier ways. Social relations are significant to the recuperation of mental health issues. However, group therapy also has challenges. Personality conflicts and conflicts of ideas can result in group therapy. Individuals are different, and conflicts are bound to happen, which are difficult to control and can affect group therapy’s effectiveness (Maholtra & Bakler, 2022). Maholtra and Bakler (2022) also note that patient confidentiality is an issue in group therapy, and they are prone to violations of patient information safety. They can also be uncomfortable when sharing shameful experiences, and much trust is required, and they must thus take time to be effective. In addition, not every candidate is good for group therapy, and a lack of keen assessment priority leads to poor outcomes. Developing ways to manage these interventions is crucial to success in group therapy.
Conclusion
Active listening and sharing activities are important techniques in group therapy. They help group members feel valued and part of the team. They also help ensure members share emotions and they can deal with emotions of pain or stress. Group therapy leaders should be aware of the strategies they can use to improve group therapy participation and ensure everyone learns. Group therapy is an effective intervention but can be ineffective if not properly led.

References
Cats Cats. (2016, September 29). Interpersonal group therapy for addiction recovery demonstrationLinks to an external site. [Video]. YouTube. https://youtu.be/szS31h0kMI0
Cruwys, T., Steffens, N. K., Haslam, S. A., Haslam, C., Hornsey, M. J., McGarty, C., & Skorich, D. P. (2020). Predictors of social identification in group therapy. Psychotherapy Research, 30(3), 348–361. https://doi.org/10.1080/10503307.2019.1587193
Huang, C. Y., Su, H., Cheng, S. M., & Tan, C. S. (2021). The effects of group art therapy on adolescents’ self‐concept and peer relationship: A mixed‐method study. New Directions For Child And Adolescent Development, 2021(179), 75-92. https://doi.org/10.1002/cad.20435
Jecker, N. S., & Atuire, C. A. (2022). Global sharing of COVID‐19 therapies during a “New Normal.” Bioethics, 36(6), 699-707. https://doi.org/10.1111/bioe.13028
Malhotra, A., & Baker, J. (2022). Group Therapy. In StatPearls [Internet]. StatPearls Publishing.
Novotney, A. (2019). Keys to Great Group Therapy. American Psychological Association. Retrieved March 14, 2023, from https://www.apa.org/monitor/2019/04/group-therapy
Rosen, B., Preisman, M., Hunter, J., & Maunder, R. (2020). Applying psychotherapeutic principles to bolster resilience among healthcare workers during the COVID-19 pandemic. (4), 144-148. https://doi.org/10.1176/appi.psychotherapy.20200020
Yalom, I. D., & Leszcz, M. (2005). Interpersonal learning. In The theory and practice of group psychotherapy. The theory and practice of group psychotherapy (5th ed.) (pp. 19–52). Basic Books.

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ANALYZING GROUP TECHNIQUES

Group therapy can alleviate feelings of isolation and foster a supportive and collaborative environment for sharing difficult feelings in order to facilitate healing. For many people, being part of a group that has a shared understanding of a struggle provides a unique opportunity to gain understanding of their own experiences.
As you examine one of the group therapy demonstrations from this week’s Learning Resources, consider the role and efficacy of the leader and the reasons that specific therapeutic techniques were selected.

THE ASSIGNMENT
In a 3- to 4-page paper, identify the video you selected and address the following:
• What group therapy techniques were demonstrated? How well do you believe these techniques were demonstrated?
• What evidence from the literature supports the techniques demonstrated?
• What did you notice that the therapist did well?
• Explain something that you would have handled differently.
• What is an insight that you gained from watching the therapist handle the group therapy?
• Now imagine you are leading your own group session. How would you go about handling a difficult situation with a disruptive group member? How would you elicit participation in your group? What would you anticipate finding in the different phases of group therapy? What do you see as the benefits and challenges of group therapy?
• Support your reasoning with at least three peer-reviewed, evidence-based sources, and explain why each of your supporting sources is considered scholarly. Attach the PDFs of your sources.

Required Media
• Cats Cats. (2016, September 29). Interpersonal group therapy for addiction recovery demonstrationLinks to an external site. [Video]. YouTube. https://youtu.be/szS31h0kMI0

LEARNING RESOURCES
Required Readings
• American Psychiatric Association. (2022). Diagnostic and statistical manual of mental disordersLinks to an external site. (5th ed., text rev.). https://go.openathens.net/redirector/waldenu.edu?url=https://dsm.psychiatryonline.org/doi/book/10.1176/appi.books.9780890425787
o “Culture and Psychiatric Diagnosis”
• Wheeler, K. (Ed.). (2020). Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice (3rd ed.). Springer Publishing.
o Chapter 12, “Group Therapy”
• Yalom, I. D., & Leszcz, M. (2005). The therapeutic factors. In The theory and practice of group psychotherapy Download The theory and practice of group psychotherapy(5th ed.) (pp. 1–18). Basic Books.
Credit: The Theory and Practice of Group Psychotherapy, 5th Edition by Yalom, I. D., & Leszcz, M. Copyright 2005 by Basic Books. Reprinted by permission of Basic Books via the Copyright Clearance Center.
• Yalom, I. D., & Leszcz, M. (2005). Interpersonal learning. In The theory and practice of group psychotherapy Download The theory and practice of group psychotherapy(5th ed.) (pp. 19–52). Basic Books.
Credit: The Theory and Practice of Group Psychotherapy, 5th Edition by Yalom, I. D., & Leszcz, M. Copyright 2005 by Basic Books. Reprinted by permission of Basic Books via the Copyright Clearance Center.
• Yalom, I. D., & Leszcz, M. (2005). Group cohesiveness. In The theory and practice of group psychotherapy Download The theory and practice of group psychotherapy(5th ed.) (pp. 53–76). Basic Books.
Credit: The Theory and Practice of Group Psychotherapy, 5th Edition by Yalom, I. D., & Leszcz, M. Copyright 2005 by Basic Books. Reprinted by permission of Basic Books via the Copyright Clearance Center.

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