Yalom Chapter 7
Attitudes and Actions Leading to Trust
Group Concepts in Initial Stage
Leader Issues in Initial Stage
Yalom Chapter 13
100
What is transference?
attitudes toward the therapist that have been "transferred" from earlier attitudes toward important figures in the client's life (pg 201)
100
List three attitudes and actions that can lead to trust
Attending and listening, understanding nonverbal behavior, empathy, genuineness, self-disclosure, respect, caring confrontation, maintaining trust
100
What is group process?
activites such as estabilisng norms and group cohesion, learning to work cooperatively, establishing ways of solving problems and learning to express conflict openly (pg. 186)
100
It is wise to select a coleader who has a philosophy of leadership that is (compatible or incompatible) with yours?
Compatible
100
A questionnaire sent by the American Group Psychotherapy Association to practicing group therapists inquired about the critical issues necessary for group therapists to matter. What did over 50% respond with?
Working with difficult patients (pg. 391)
200
A concept similar to transference
What is a schema (pg 202)
200
Do people often express themselves more honestly nonverbally or verbally?
nonverbally
200
What are group norms?
shared beliefs about expected behaviors aimed at making groups function effectively (pg. 186)
200
A basic issue you will have to consider is:
responsibility for the direction and outcome of the group
200
Group members who implicitly or explicitly request help from the group by presenting problems or complaints and then reject any help they are offered.
Help-Rejecting Complainers
300
How does the group resolve transference distortions?
Consensual validation and increased therapist transparency (pg. 214)
300
Leaders and members may demonstrate a lack of attending in different ways: list three of the ways
1. not focusing on the speaker but thinking what to say next 2. asking many closed questoins the probe for irrelevant and detailed information 3. doing too much talking and not enough listening 4. giving advice too quickly instead of encouraging the speaker to explore a struggle 5. paying attention only to what people say explicitly an thus missing what they express nonverbally 6. engaging in selective listening 7. failing to ask people to give voice to what their body is experiencing (pg. 179)
300
List two explict norms that are common in many groups
Pages 187-188
300
What are three questions recommended that group leaders address?
How did I feel about myself as I was leading or coleading my group? How much responsibility did I assume for the outcome of this particular session? What did I like best about the group today? What most stood out for me during the session? How am I being affected personally be each of the members? How involved am I in this group? Are any factors getting in the way of my effectively leading the group?
300
A person who seems compelled to chatter on incessantly
Monopolist
400
What are some (3) general principles that prove useful to the therapisy when receiving feedback, especially negative feedback?
1. Take it seriously. Listen to it, consider it, and respond to it. Respect the clients and let their feedback matter to you; if you don't, you merely increase their sense of impotence. 2. Obtain consensual validation: find out how other members feel. Determine whether the feedback is primarily a transference reaction or is in fact a piece of reality about you. If it is reality, you must confirm it; otherwise, you impair rather than facilitate your clients' reality testing. 3. Check your internal experience: does the feedback fit? Does it click with your interpersonal experience? (pg. 233)
400
What is empathy?
ability to tune in to what others are subjectively experiencing and to see the world through their eyes (pg. 181)
400
What are some indicators of the initial degree of cohesion in a group?
cooperation among members, willingness to show up for the meetings and be punctual, an effort to make the group a safe place, support and caring, and a willingness to express reactions to and perceptions of others in the here-and-now context of group interactions (pg 190)
400
True of False: The issue is whether a group leader should provide structure rather than what degree of structure should be provided
False: The issue is not whether a group leader should provide structure but what degree of structure should be provided
400
Most characterologically difficult clients have in common problems in what?
Regulation of affect, interpersonal engagement and in sense of self (pg. 412)
500
What is the "eggshell" era of therapy
The client was considered so fragile and the mysteries of technique so deep that only the individual with the ultimate diploma dared treat one (pg. 217)
500
Attitudes that demonstrate respect include: (list 2)
avoiding critical judgements, avoiding labeling, looking beyond self-imposed or other-imposed labels, expressing warmth and support that is honestly felt, being genuine and risking, and recognizing the rights of others to be different
500
List one suggestion for enhancing group cohesion
Pages 190-191
500
What can too little structure in a group result in?
members' becoming unduly anxious and too much anxiousness can inhibit spontaneity
500
Whether the diagnosis is schizoid, borderline, or narcissistic personality disorder, the primary issue is:
The therapeutic management of the highly vulnerable individual in the therapy group. (pg. 427)
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