Transition Stage of Group

Introduction
In this unit, you will learn about the transition stage of a group.
You will also work on your psycho-educational group preparation. A psycho-educational group is often similar to a didactic seminar. It is an opportunity for a counselor to distribute important and valuable information to his or her clients. Examples of psycho-educational groups include parenting skills for a group of mothers of toddlers, transcript interpretation for high school freshman, or the dangers of alcohol use during pregnancy for expectant mothers. Each of you will conduct a psycho-educational group next week. So this week you will select your topic and gather the information you want to present to your group, and determine your target audience.
During the week, you will continue to participate in your online support group. You should be processing your thoughts and feelings about the group on a regular basis.
Objectives
To successfully complete this learning unit, you will be expected to:
1. Differentiate between the various group leadership or facilitation styles and approaches, including characteristics of various types of group leaders and leadership styles.
2. Discuss appropriate interventions to apply and the rationale for using them, based on a stated scenario.
Learning Activities
Unit 4 Study 1
Studies Readings
Texts
Use the Corey, Corey, and Corey text to complete the following:
• Read Chapter 6, “Initial Stage of a Group,” pages 167–213.
Use the Corey, Corey, and Haynes DVD and workbook to compete the following:
• View the DVD, First program: Evolution of a Group, Transition Stage.
• Workbook pages 30–40.
Articles
Use the Library to complete the following:
• Read Furr’s 2000 article, “Structuring the Group Experience: A Format for Designing Psychoeducational Groups,” from Journal for Specialists in Group Work, volume 25, issue 1, pages 29–49.
• Read Jones and Kizner’s 2000 article, “Psychoeducational Groups: A Model for Choosing Topics and Exercises Appropriate to Group Stage,” from Journal for Specialists in Group Work, volume 25, issue 4, pages 356–365.
Unit 4 Study 2
Psycho-Educational Group Preparation
Begin preparation for a psycho-educational group.
• Review the explanation of a psycho-educational group on pages 8–10 in your Corey, Corey, and Corey text.
• Select your topic. Examples of topics can be found within your text or on the Internet.
• Identify the participants. A psycho-educational group can be performed with a group of friends, family members, or co-workers. You must have a minimum of 5 people attend your group.
• The group should last 20–30 minutes.
Unit 4 Study 3
Online Group Participation
Attend and participate in your online support group at least once this week.

Discussion 1: 1 page needed with minimum of 250 words and 2 references.

Difficult Clients
Your Corey, Corey, and Corey text describes certain problem behaviors that can occur in groups. In your discussion, address the following:
• As the group facilitator, with which behavior would you have the most difficulty working?
• Create a hypothetical scenario within your setting (for example: school counseling, addictions, marriage and family, et cetera.) in which a group member exhibits that behavior.
• Explain how you would handle that client within the group.
• Respond appropriately to your setting (for example: school counseling, addictions, marriage and family, et cetera.).

Discussion 2: 1 page needed with minimum of 250 words and 2 references.

Client Behaviors
Select Joe or Mary’s case study, based on your planned professional setting.
Case Study: Joe
Joe is a 40-year-old manager in a growth-oriented industry. He likely meets DSM-5 criteria for narcissistic personality disorder. He has been married for several years but has had limited sexual contact with his wife since the wedding. She desperately wants children. Joe is ambivalent about becoming a father. He has been unfaithful throughout his marriage and has not addressed this in any significant fashion with the group, except to indirectly acknowledge the infidelity. His wife is unaware of this acknowledgement.
In the group, he is involved with other members when they talk and is able to, at times, demonstrate truly empathic behavior toward others. When he talks about himself, he seems to prefer to talk about problems he is having on the job and avoid issues related to his marriage, character problems, or his childhood, which not surprisingly includes a fair amount of abuse at the hands of his father, a law enforcement professional.
For the last several months his attendance has been inconsistent. His explanations for absences have been work conflicts. Recently, he decided to quit the group, but when he came in to do his termination session, he acknowledged it was a mistake for him to leave and that he still had work to do. This admission was a surprise to most group members. He recommitted to the group, came back the next time, and was very emotional and seemed to get into some deeper issues. Since that time, his attendance has again been intermittent. A group rule is that members must call if they cannot attend the group. He has not followed this rule, and for several weeks, has neither called nor attended.
Case Study: Mary
Mary is a 10-year-old fifth grader. She is participating in a behavior management school-based group on a referral by her teacher. Mary’s teacher described her as very bright, but very disruptive. According to Mary’s teacher, Mary often provoked other students in the classroom by calling names, touching and pushing, and trying to distract.
In the group, Mary was very quiet for the first two sessions, but has now begun using some of the same diversionary tactics she shows in class. She talks to other members of the group out of turn, pokes the members sitting closest to her, and laughs out loud at inappropriate times.
When you talk to Mary individually after the session, she shows remorse for her behavior and claims she is “just nervous” and “doesn’t really know what to say” during the session. She agrees to focus more during group time and expresses a desire to stay in the group. During the next session, however, Mary soon starts fidgeting and whispering to other members.
For the discussion:
• Using information from your readings, discuss the interventions that you might use if you were the group leader in the case study.
• Discuss the rationale for your interventions.

 

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