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Session 1.1 Group Process & Development — Transcript

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0:00Good day everyone. As we begin on our
0:04discussion pertinent to the historical
0:06perspectives and key concepts of group
0:09process and development, I invite you to
0:12frame this topic not merely as theory
0:16but as foundational knowledge for your
0:18board examination and more importantly
0:22for your future role as professional
0:24counselor.
0:25As master students preparing for board
0:28examination, your task is not merely not
0:32to memorize models but to conceptualize
0:37group behavior particularly. You need to
0:39ask yourself what process is happening
0:42beneath the surface. what developmental
0:45stage explains the group's behavior and
0:48what leadership response is
0:50theoretically
0:52sound and ethically appropriate. So
0:55today's session will revisit the
0:57historical roots of group work and
1:00connect them to the essential concepts
1:03now that you need to master. So by the
1:05end of this discussion you should be
1:07able to trace the evolution of group
1:10theory and apply them to the key
1:12processes no to casebased scenarios.
1:16Let us begin first no by answering a
1:20very basic but foundational question.
1:23What does it take to make a group?
1:27For any collection of people to be
1:30considered a group in the psychological
1:33and sociological sense, certain social
1:37criteria must be present. These criteria
1:41are essential for understanding group
1:44formation.
1:46Cohesion. Cohesion meaning sense of
1:49unity among group members and
1:52functioning especially in the context of
1:55counseling and group facilitation. First
1:59no there must be two or more people.
2:03This may this may seem not so obvious
2:05but it's important. A single individual
2:09does not constitute a group. However,
2:13merely placing individuals in the same
2:17room does not automatically make them a
2:20group either. For example, students
2:24waiting in line at a registister's
2:27office are not necessarily a group. They
2:31are simply an aggregate of individuals.
2:35So, board examination tip. If the
2:38situation describes people who are
2:41physically present not together but not
2:46interacting or connected that is not yet
2:51a functioning group. Second, there must
2:55be an interaction.
2:58Interaction means communication,
3:01exchange of ideas, influence and
3:05responsiveness.
3:07members affect one another. Example, in
3:12counseling groups, these includes verbal
3:15sharing or nonverbal cues or nonverbal
3:19gestures, feedback, emotional reactions.
3:24So without interaction
3:27there is no group process.
3:31Third, a group must have a common
3:36identity. Members must perceive
3:40themselves as we rather than just I. So
3:45this is what we call group cohesition or
3:49belongingness.
3:51Example, we are the MA guidance
3:55students.
3:57There is a sense of identity being the
3:59MAGC no students or we are the anxiety
4:04management group or we are probationers
4:08undergoing rehabilitation.
4:11So common identity strengthens
4:14commitment and cooperation.
4:18Finally, a group must have a common
4:22purpose. There must be a shared goal or
4:26objective.
4:28Example, in group counseling, this could
4:31be improving coping skills or it could
4:35be enhancing selfawareness
4:38or completing a therapeutic task or
4:40solving a problem. So being no part of
4:44the MAGC class, no a CTu. So that's your
4:50common identity. Your common purpose may
4:53be for this subject, no, is to pass the
4:57GC 606 class and to learn the basic
5:00facilitation skills or in the future, no
5:04long-term goals, your common purpose is
5:07to pass the lensure examination.
5:11The ideal no size of a group is five to
5:16eight members with eight being
5:19preferable. So why is this important?
5:23No. Research and clinical experience
5:25show that fewer than five members may
5:30limit no diversity of perspectives
5:34and more than eight members may reduce
5:37no individual participation.
5:41While larger groups may lead to subgroup
5:44formation, no maga
5:48and reduced cohesion. Again, when we say
5:51cohesion, that refers to the unity among
5:54group members. So, in long-term groups,
5:58no, for example, running 6 months or
6:01more
6:02up to 10 members can still function
6:05effectively. However, no the leader or
6:08the facilitator must have strong
6:11facilitation skills. So in the board
6:14examination, if a question asks more no
6:18on optimal group size for counseling
6:21groups, the safest answer is usually
6:24five to eight members. Also take note
6:27with children groups should be smaller
6:32because no children require more
6:34structure. monitoring and individual
6:37attention.
6:39In terms of group size and session
6:42length, no, it mentions here that the
6:45group size refer to the length of the
6:49group session or how the no how long the
6:53group will run. So this means no we
6:56consider the number of members duration
7:01of each session
7:03total length of the program. So
7:06short-term psychoeducational groups no
7:09may run six to eight sessions while
7:12long-term therapy groups may last months
7:16or even years.
7:19So in board scenarios now pay attention
7:21to whether the group is described as
7:24short-term
7:26structured or ongoing because this
7:28affects leadership style and member
7:31expectation. So when we say open versus
7:35closed groups no it's another important
7:38distinction that we need to consider. Of
7:41course, when you say open group, it
7:43allows new members to join in after the
7:48group has started. No, meaning
7:52sessions
7:53admit new members. This is common in
7:57hospital settings, no? Or even in
7:59community mental health centers or
8:02support groups like grief or addiction
8:05recovery groups.
8:08When we say closed groups, no, it does
8:11not allow new members to join in after
8:15the group begins.
8:17So closed groups are preferred in
8:21counseling groups, psychotherapy groups
8:25or groups requiring trust and cohesion.
8:29Why? Because stability in membership.
8:32No, it promotes deeper trust, stronger
8:35cohesion and safer emotional disclosure.
8:41So before facilitating any group, always
8:44ask how many members, no? For how long?
8:50Is it an open group or a closed group?
8:54No. What population am I working with?
8:58Theseruct structural decisions now are
9:00foundational to ethical and effective
9:04group practice.
9:06Group dynamics help make sense of each
9:09members behavior in context. This means
9:14actions that may appear irrational
9:18or inappropriate
9:21in isolation often make perfect sense
9:24when viewed through the lens of group
9:28dynamics. Example, no. A usually passive
9:32student becomes vocal in a peer study
9:36group because the group encourages open
9:39dialogue. No, this shift is a positive
9:43dynamic. For example, in a crisis
9:47intervention team, a member who assumes
9:51leadership in emergencies
9:54might step back during planning phases,
9:57no? Which reflects a flexible dynamic
10:00based on situational needs.
10:04As we deepen our understanding of group
10:07work, it is very important that we
10:09distinguish three closely related no but
10:13conceptually different terms group
10:17process and group dynamics. So these are
10:21frequently tested now in the board
10:23examination especially in situational
10:26questions.
10:28Group refers no to a collection of
10:32individuals who share common goals or
10:36experiences. No. As discussed earlier,
10:39there are um criteria, social criteria
10:43to be considered. No, what it takes to
10:47be a group. Let us emphasize a group is
10:50not simply people in the same space. It
10:53is individuals connected by shared
10:57purpose.
10:58shared experience, interaction among
11:01members and there is that mutual
11:04influence.
11:07When we say group process, it refers to
11:11the understanding of the behavior of
11:15people in groups. No, and the procedures
11:18or methods used to solve problems or
11:22make decisions. So in simple terms this
11:27answers the question how is the group
11:30functioning. So therefore in group
11:34process
11:36it includes communication patterns
11:40decision making styles leadership
11:43interventions
11:45no conflict resolution and participation
11:49levels. For example, if members begin
11:52challenging no one another openly, no,
11:58the group may be in the storming stage.
12:01Storming stage from the word storm, no
12:04it's the conflict stage or
12:06disagreements, no might occur. So that
12:09behavior is part of the group process.
12:13So in the board exam when a question
12:15asks what is happening beneath the
12:17surface such as resistance,
12:21cohesion,
12:22dominance or withdrawal. It is asking
12:25about group process.
12:28So now let us clarify what group
12:30dynamics is. No. So it emphasizes
12:35no the processes that occur between
12:39group members. So if group process is
12:43the overall functioning of the group
12:46group dynamics and know these are the
12:49interactive forces that shape
12:54no functioning of the group. So this
12:57include power and influence. No roles
13:00such as later no in the this uh later
13:04slides roles refer to leaders,
13:09scapegoat, gatekeepers, monopolizers. So
13:13you you would know later on what are
13:15these rules. No the norms what are
13:17expected no as the right and wrong in
13:20the group. Cohesion is the unity among
13:23group members. No.
13:26Or the alliances or subgroups. So
13:30example here in group dynamics if one
13:33member consistently dominates discussion
13:38and others become silent. No, that is a
13:42dynamic. If members begin supporting one
13:46another emotionally,
13:48that is a positive dynamic. So when
13:52analyzing situational questions ask
13:55yourself what interpersonal forces are
13:59operating no who holds influence
14:03what roles are emerging. So these
14:06questions pertain to group dynamics. So
14:10to summarize it clearly group it is the
14:14structure who is involved
14:18of course granting the four elements of
14:20a group. Group process is the
14:23functioning how is it operating
14:26while the group dynamics these are the
14:28forces
14:30what interactions and influences are
14:33occurring.
14:35So understanding these distinctions
14:38allows us no to properly conceptualize
14:42cases in of course answering the board
14:46exam.
14:47Here is a no timeline based overview of
14:52group development during the 1800s.
14:56It focused on the historical context no
14:59that led to the formation of social and
15:03counseling groups. So especially know it
15:05emphasized here the hull house movement
15:09and the rise of groupbased interaction
15:12especially for marginalized population.
15:16So groups were formed primarily no
15:19during 1800s for functional and
15:23pragmatic reasons.
15:25No practical reasons. The early purpose
15:28of group work during this period was
15:31educational, no corrective and
15:34supportive. So it focused on providing
15:37information,
15:39instruction and behavioral correction.
15:42So the special attention was given to to
15:46immigrants no and the poor who were
15:49vulnerable and often excluded from
15:52mainstream society. So example here a
15:57literacy class was formed for newly
16:00arrived immigrants to teach English no
16:03and basic citizenship knowledge. So this
16:06was not just to educate them but also to
16:10integrate them into American society and
16:14somehow reduce no behaviors that are
16:17against no the American society.
16:22Settlement houses like Hull House. No
16:26they healed hygiene and parenting
16:29classes for impoverished mothers to
16:32reduce infant mortality.
16:36So the hull house movement no it was
16:38founded in 1889 by Jane Adams and Ellen
16:43Gates star. So um it promoted reciprocal
16:48relationship no give and take
16:51relationships and the development of
16:54selfdetermination
16:56and selfrespect.
16:58So social workers and physicians no they
17:01began using group structures to enhance
17:05self-awareness
17:06and psychological support. So
17:10empowerment through community
17:12participation and personal development
17:15no is the philosophy of the hull house
17:18movement as a settlement house. So hell
17:22house facilitated discussion groups
17:25where women discussed their daily
17:27struggles. No somehow
17:31um also sharing their collective problem
17:33solving. Others as well know other
17:36medical professionals used group
17:38meetings to educate patients with
17:41similar conditions like tuberculosis not
17:45to improve their health literacy and
17:47their emotional resilience.
17:50So the broader no social movement of the
17:541800s
17:55no it um somehow
17:59considered as a dynamic era that saw the
18:03integration
18:04of insights from psychology, sociology,
18:08philosophy and education. So the
18:11momentum came from the pressing need for
18:14social reform no and expanded
18:16educational opportunities.
18:18So transform society here no is the goal
18:23of which uh they tried to improve the
18:26well-being and participation of the
18:29marginalized through structured group
18:32interactions. Example reformers
18:35initiated child labor discussion groups
18:39that included educators, laborers and
18:42children leading to policy advocacy and
18:46eventually no
18:49having that child labor laws. So youth
18:52groups were formed to deter delinquency
18:56by fostering discipline,
18:59selfexpression and vocational training.
19:03This somehow in is being influenced by
19:05the philosophy of human potential and
19:07social no welfare. So the 1800s laid the
19:13foundation for modern modern group
19:16counseling and social work practices.
19:19The group structure was somehow
19:22harnessed no not just for instruction
19:24but for healing, empowerment and
19:27advocacy especially for the oppressed.
19:31So the hull house is a landmark no
19:34example of how group work can transform
19:37lives and somehow having that system um
19:41systemic change no through education
19:44dialogue and selfawareness.
19:48So the development in the history of
19:51group work in the 1900s.
19:54It highlights on the early foundations
19:57of group dynamics. No the use of
20:00intelligence testing during World War I
20:04and the subsequent expansion of group
20:06guidance and psycho education in
20:09institutional setting. So Joseph Hersy
20:13Pratt no a physician which who is
20:17credited no with organizing the first
20:20formal therapeutic group experience. No
20:25he documented the dynamics of
20:28interaction within group settings. No
20:31laying the groundwork for modern group
20:34therapy. So Dr. Pratt conducted group
20:38session.
20:40group sessions no for tuberculosis
20:44patients emphasizing education emotional
20:47support and patient interaction. So his
20:51focus on group processes somehow looking
20:55into looked into how people interacted,
20:59how they supported one another and how
21:02they learned no from shared experiences.
21:07It was a groundbreaking experience that
21:10why he was attributed no as the one who
21:15is organizing the first formal
21:18therapeutic group experience.
21:23So in 1910 to 1919
21:26the US me the US military developed the
21:30alpha and beta intelligence tasks not to
21:33evaluate the mental abilities of army
21:37recruits. No groups were used through
21:41cautiously though um cautiously no and
21:46with limitations
21:48mainly for psychological screening and
21:51rehabilitation.
21:53So these group based assessments helped
21:58in classifying soldiers based on their
22:01mental aptitude. No, and somehow
22:04identify those who are suffering from
22:06what is known as combat stress or now
22:11termed as PTSD or the post-traumatic
22:16stress disorder.
22:18So group therapy was used to treat
22:21combat fatigued soldiers
22:24providing them with a setting to process
22:27trauma no normalize their experiences
22:31and reestablish coping mechanisms.
22:36So the postwar years saw significant
22:41growth in group guidance no and
22:43psychoeducational approaches especially
22:46in school and organizations. So
22:49psychology and education sectors began
22:53adopting no group settings for learning
22:56behavior correction and personal
22:59development. So this period no marked a
23:02shift from purely clinical or
23:05correctional use of groups to proactive
23:09and developmental uses. So group work
23:12became a preventive tool and a medium
23:16for life skills education,
23:20career guidance and emotional growth.
23:25So the historical um historical
23:28progression of group work from the 1920s
23:32to the 1930s
23:34emphasizing key figures no evolving
23:38practices and landmark developments in
23:41the use of groups no for therapeutic
23:45educational and selfhelp purposes. So
23:49this era was marked by theoretical
23:52innovations
23:53and the practical application of group
23:56methods in clinical, social and
23:59organizational
24:01settings. So we have here no
24:05JL Moreno's contri contribution in which
24:09um no it was published under the
24:12pseudonyame pseudonym no JM Levy Moreno
24:17he introduced the philosophical and
24:20theoretical writings that emphasize
24:23psychoanalytic
24:24and social psychological views. He
24:28innovated group work by using theatrical
24:32techniques no later known as psycho
24:36drama. So
24:38psychodrama it's treating individuals
24:41with psychological disturbances. So JL
24:45Moreno shifted the focus from passive
24:48therapeutic talking to active
24:52participation and enactment because he
24:55believed no that healing could occur
24:58through roleplaying, selfexpression
25:02and interactive exploration of personal
25:05struggles within a group. So example, a
25:09patient struggling with unresolved
25:12family trauma might enact scenes
25:16with group members playing family roles.
25:20No, gaining insight and emotional
25:22catharsis in the process. Catharsis no
25:26is the feeling of relief after being
25:30able to um express no emotions that are
25:37being held out for a long time. So
25:39Moreno psychodrama technique is still
25:42used in modern counseling no to somehow
25:45um develop selfawareness and empathy.
25:49So these are the five major theoretical
25:53historical I mean historical
25:55developments from 1930s
25:58to 1939.
26:01First is um there is an increase in
26:04group guidance and psychoeducational
26:06practices. No schools, community
26:10centers, vocational institutions began
26:13formally adopting group guidance for
26:16career planning, personal development,
26:19and behavior correction. Example, a
26:23school guidance counselor leads group
26:26sessions on career choices, study
26:29habits, peer relationships, no to equip
26:32students with essential life skills.
26:37Second is no the JL Moreno's
26:40contribution
26:42or influenced on creative techniques and
26:45writings that expanded group therapy
26:47into expressive forms of healing. He
26:51introduced sociometry a method now of
26:56measuring social relationships
26:58and group cohesion widely used in
27:01education and team building. So
27:06um later no you will encounter
27:09um the term so geometry. So if for
27:13example if you let your student no um
27:19draw different um different circles and
27:23you let know the student identify
27:28his or her classmates. Write the names
27:31of his or her classmates in those
27:33circles. In sociometry
27:36um it will look into
27:40who among the students closest to the
27:43student who made the drawing because we
27:46have the tendency to identify first no
27:49individuals close to us then those we
27:52considered acquaintances will be in the
27:55farthest um of our circle. So the nearer
28:00the names being identified to the
28:02student concerned is considered no um
28:06the closer ones in terms of relationship
28:09the quality of relationship while those
28:12uh names identified at the farthest
28:15circle
28:17then those are no the more of somehow
28:21considered as acquaintance not as close
28:24friends.
28:26And we have third the rise of empirical
28:28field studies. Sociologists like
28:30Muzzafer Sheriff Theodore New and Wide.
28:35No, they conducted field studies
28:39that analyze group behavior in real
28:42world settings. Um it somehow laid the
28:45foundation of social psychology and
28:48group dynamics research. Example,
28:51sheriff's rubbers cave experiment
28:55which somehow demonstrated how
28:57intergroup conflict and cooperation
29:01develop influencing educational and
29:04conflict resolution.
29:06So just know an overview since I have
29:09mentioned rubbers cave experiment.
29:13Um it is a classic field study conducted
29:16in 1954.
29:20at um Robert's cave state park no
29:25Oklahoma in which it examined intergroup
29:28conflict competition and cooperation. So
29:32sheriff wanted to understand no how
29:36group conflict develops
29:38why prejudice and hostility emerge in a
29:42group and how conflict can be reduced.
29:45So this experiment is foundational in
29:48understanding group dynamics especially
29:50no in guidance and counseling. So in
29:53this experiment the participants are 22
29:57boys no they aged 11 to 12 years old and
30:02they have similar socioeconomic
30:04background religion and cultural
30:06backgrounds as well. So these 22 boys no
30:11the participants of the experiment were
30:13randomly grouped no they were divided in
30:17two groups. So the groups later named
30:20themselves the eagles and the other
30:24group is the rattlers. So as we have uh
30:28discussed earlier
30:30a group has their common identity
30:34identity. So in this case in the robbers
30:37experiment when they named themselves no
30:40when the group named themselves the
30:42eagles or the other group no the
30:43rattlers it no emerged no as a group
30:47already because they were able to form
30:50common identity. So the robbers
30:52experiment in which sheriff conducted no
30:55it has three phases of the experiment.
30:59First is the formation of the group
31:02which we what we call as forming stage.
31:06The boys were separated into two groups
31:10no and engage in bonding activities. So
31:13anga group no group one and group two
31:17they work engage in activities like
31:21hiking, swimming, campfire activities.
31:25So with that activity know the result of
31:28group members
31:30group they have that strong group
31:34identity development
31:36they were able to develop no group
31:39norms. Norms is what is expected to be
31:43right and not right in a group and
31:45leadership emerged. There is that we
31:49versus they no mentality.
31:53um it began to form. So the phase one of
31:57the experiment
31:59it demonstrate group cohes co cohesion
32:04members in a group and there is also the
32:07formation of their social identity
32:11the eagles
32:14the rattlers. Now the second phase of
32:17the experiment is the storming stage.
32:20Storming stage from the word storm very
32:22chaotic no. So in the storming stage it
32:25is where conflict no begin to rise. So
32:29in the second phase of the experiment
32:31conducted by sheriff the groups were
32:34introduced to competitive activities
32:38phase one activity
32:41team building activities no in which
32:44group they were engaged in activities
32:47physically engaging activities like
32:49swimming hiking campfire no activities.
32:53The second phase introduce competitive
32:56activities. First is tag
33:07because there is that
33:10meaning the group has that stronger
33:13force. No
33:15weak group.
33:17Second is baseball activity and third
33:20activity is treasure hands. So these are
33:23the competitive activities that the two
33:26groups were engaged in and of course
33:30competitive activities only one group
33:33could win the prize. The result of the
33:36experiment is that hostility developed
33:39no name calling and aggression increased
33:43and also stereotyping occurred. So this
33:47supported realistic conflict theory. No,
33:51the idea that competition over limited
33:54resources leads to conflict.
33:58So um in the third phase of the
34:01experiment here is conflict resolution
34:05stage. No sheriff introduced
34:09the superordinate goals. No goals that
34:12required cooperation
34:15between
34:16both groups. So
34:20experiment competitive activities
34:25experiment is both of the groups need to
34:29cooperate. So example of the activities
34:32that they were engaged in
34:36they have to fix a broken water supply.
34:41They need to pull a truck out of mud.
34:45pulling money to watch a movie. So with
34:48this um superordinate goals, the result
34:52of the third phase of the experiment,
34:54hostility decreased, cooperation
34:57increased and the intergroup friendships
35:01formed. So this shows that shared higher
35:05order goals reduced prejudice. So ma
35:10experiment no of uh sheriff the robbers
35:14caves experiment
35:17and the fourth is the birth of
35:20alcoholics anonymous the aa groups no it
35:23was founded in 1935
35:26in which it became the first major
35:29selfhelp group in the US proving that
35:34peer-led groups could promote long-term
35:37behavioral change and mutual support. So
35:41can AA group these are group of
35:44individuals no struggling the same
35:46concern. So since AA alcoholics
35:48anonymous can alcoholics anonymous
35:51members any individuals who are
35:54struggling no with
35:57alcohol dependency
35:59so it's a peer-led group
36:03leader also struggling the same concern.
36:06So AA groups meet regularly they follow
36:09the 12step programs and they share the
36:14same experience no as a healing
36:16mechanism. So this model inspired no
36:19countless other support groups
36:22narcotics anonymous
36:25survivors no of suicide loss groups
36:29others no they are the grief um
36:33anonymous groups. So um aa
36:38self-help group no led to the formation
36:41of other self-help groups. Then fifth we
36:44have the psychoanalytic treatment no
36:47enters group work. In 1930s saw the
36:50integration of Freudian psychoanalysis
36:54into group therapy where unconscious
36:57conflicts and defense mechanisms were
37:01explored within group interactions. So
37:05um I think no familiar
37:08defense mechanisms of Freud
37:11denial suppression
37:15repression regression so don't worry
37:18next semester
37:20counseling tools and techniques tackle
37:24basic concepts Freud Freud focused on
37:27the unconscious no conflicts
37:32so the group work in the 1940s
37:36is an era often regarded as the formal
37:40beginning of the modern group dynamics.
37:44This period was shaped by World War II,
37:47no the emergence of influential thinkers
37:51and the institutionalization
37:53of group organization. So the global
37:57crisis of World War II, it necessitated
38:02the rapid movement of psychological and
38:06organizational method to manage
38:08military, civilian and institutional
38:11needs. So
38:14this era produced two major directions
38:17in group work. No, first is the
38:20theoretical and experimental
38:22advancements from key thinkers and
38:24second is the formal establishments of
38:28group organizations and institutes.
38:31Kurt Leweno, the forerunner of group
38:34dynamics.
38:36He's recognized as the most influential
38:39pioneer of group dynamics.
38:43Lewen also introduced no the field
38:46theory no that is to understand
38:48individuals within the life spaces no
38:53shaped by their internal and external
38:56forces. So um later no uh later part of
39:01the discussion we will discuss in detail
39:06um his formula of B
39:09equals the function of P and E meaning
39:12the behavior or actions our actions is a
39:16function of the person and the
39:20environment. No, this highlight the
39:23interactive nature of group settings.
39:27Um, Lewin also used the empirical
39:31inquiry to solve real world sol um
39:35social problems no through cycles of
39:38planning, action and reflection.
39:41Then we have Wilfred Bayan the
39:44psychoanalytic approach to groups.
39:48Bayern studied no groups from a
39:50psychoanalytic perspective particularly
39:53focusing on unconscious group processes.
39:57He described no the basic assumption
40:00groups we have dependency fight flight
40:04and pairing which can unconsciously
40:07impede group task performances.
40:12So the example now of Bayern's basic
40:16assumption groups in military
40:19psychiatric units for example Bayern
40:22observed that soldiers would
40:24unconsciously depend on the group leader
40:29that is what he referred to as
40:31dependency no or band together
40:36to avoid anxietyprovoking
40:39discussions. That is what he meant as
40:41flight. No, flight is mikai.
40:46His work laid the framework for
40:48therapeutic community models used in
40:50psychiatric hospitals and group therapy.
40:55And also we have the establishment of
40:57group organizations.
41:00We have here ASGPP and AGPA.
41:06So following the insights of Lewen and
41:08Bayan, group work was institutionalized.
41:12No, groups were no longer just methods
41:16but became a field of study and
41:19intervention.
41:20So the Tav um the Tavistock Institute in
41:24the UK co-ounded by Bayan and others
41:27integrated the psychoanalytic principles
41:30with social science to improve
41:33leadership training organizational
41:36behavior and community rehabilitation.
41:41So ASGPPP
41:44American Society of Group Psychotherapy
41:48and Psychodrama. It was founded by JL
41:51Moreno, a pioneer remember in psycho
41:54drama and sociometry. He established
41:57this group during the 1940s
42:00and the very focus of this group is to
42:02integrate creative the theatrical
42:06techniques such as roleplaying
42:08enactment with group psychotherapy to
42:11enhance self-expression
42:13healing and insight. Well, AGPA AGPA
42:18American group psychotherapy
42:20association. It was founded by Samuel
42:24Slavson in 1943.
42:27No, it is strongly rooted in
42:29psychoanalytic theory
42:31in which the organization emphasized the
42:34therapeutic power of group interaction
42:37and the role of unconscious in group
42:40behavior. So the very purpose of AGPA is
42:44to promote clinical excellence and
42:47training standards in group psycho
42:50therapy.
42:52So the development of group work in the
42:551950s no is a decade that marked the
42:59refinement and specialization of group
43:02approaches especially in the domain of
43:05family counseling. So this period no saw
43:08the integration of systemic thinking
43:12psychoanalytic models and communication
43:16theories into group therapy. So in 1950s
43:19to 1959
43:22it is characterized no by um
43:27applied no families as systems rather
43:31than individuals in isolation. So the
43:34family was increasingly viewed as an
43:38interdependent unit where dysfunction in
43:42one member often reflected no or
43:45influenced the entire system. We have
43:49here Rudolfph Dickers
43:52is a pioneer in family counseling. No,
43:56it is built upon Alfred Adler's
43:59individual psychology and applied it to
44:02a family systems. He emphasize
44:05democratic
44:07parenting natural consequences and goal
44:10oriented behavior in children. So
44:13example in a counseling session might
44:16help a family understand that a child's
44:20misbehavior is not defiance
44:24but a mistaken attempt not to belong or
44:27gain attention and then help parents
44:30respond in non-punitive ways no to
44:33correct it. Second, we have here John
44:36Bell. He initiated a family therapy
44:39sessions in 1951.
44:42So he is one of the first to formally
44:45initiate structured family therapy
44:48sessions in which he viewed family as a
44:52social group applying group dynamics
44:55principles not to improve communication
44:58and resolve conflict within the unit.
45:01Example,
45:03a therapist following Belle's model
45:06might guide a family in a group problem
45:09solving task. No, promote clarity in
45:13terms of the roles, responsibilities,
45:16and emotional expression among children
45:20and parents. Third, we have Nathan
45:22Akerman, Gregory Bateson, and Virginia
45:26Satur. They are innovators in family
45:29systems therapy. So Nathan Akerman's
45:33contribution is the integration of
45:36psychoanalytic
45:37theory with systems thinking. She
45:41focused he focused on emotional
45:44exchanges and unconscious patterns
45:46within family interactions. While
45:48Bateson he introduced a double bind
45:52theory in communication relevant in
45:55families with schizophrenia
45:57schizophrenia no emphasize cybernetics
46:01and feedback loops
46:04which are foundational to systems
46:07theory.
46:09So the double bind theory of bateson now
46:13it occurs when a person receives
46:17two or more conflicting messages
46:21where one message contradicts the other.
46:25The person cannot com comment or escape
46:28the contradiction.
46:30Both messages come from someone
46:33important. example a parent, authority
46:36figure, no or a significant other.
46:40Fourth, punishment or emotional
46:43withdrawal occurs if the person fails to
46:46respond correctly. So in simple terms,
46:51the person is placed in a no win
46:54situation. So classic example here for a
46:58double bind theory of Bateson.
47:01A mother tells her child, "I love you."
47:05That's the verbal message. While the
47:08nonverbal message or gestures, no, it
47:12was spoken maybe in a cold tone, stiff
47:16body, and no affection.
47:20If the child responds to the emotional
47:23coldness, the mother might say, "Why are
47:26you being ungrateful?
47:28I just told you I love you." No. Now the
47:31child is confused. If he believes the
47:34words, he ignores his perception. If he
47:39trusts his perception, he risk
47:41rejection. So he cannot question the
47:44contradiction. He cannot escape the
47:46relationship. He is trapped. That is a
47:50double bind technique.
47:53A double bind theory. I mean no in our
47:56vernacular most of us experience
47:58especially for mothers. No guilt take
48:01off with the double bind
48:03um theory. If I'm upset but I don't want
48:07to show my emotion to my daughter who is
48:10a toddler. I am angry. No, but I try to
48:14control my anger.
48:18Mommy, are you angry?
48:20Deep inside. I will just say it's okay.
48:22I'm not angry. But he will say to me, no
48:25you are angry because no your eyes are
48:28getting bigger.
48:30No, I know because I know you are angry
48:32because your voice is loud. So meaning
48:36those are two contradictory messages.
48:39No, my verbal message does not um align
48:44with my nonverbal cues. So angur
48:54on which she focused on family
48:56communication patterns, selfworth and
48:59congruence.
49:01No, she used experiential and humanistic
49:04approaches that emphasized empathy,
49:08self-esteem, and touch. So examples
49:13here, acre men might interpret repeated
49:17conflicts between a father and a and son
49:21as displaced hostility stemming from
49:25marital tension because that is not a
49:28psychoanalytic perspective. While
49:30Bateson's double bind concept might
49:34describe a mother telling her child be
49:38spontaneous
49:39but then criticizing whatever the child
49:42does causing emotional confusion.
49:46Saturn might use a sculpting technique
49:48where family members physically arrange
49:52themselves in a pose representing how
49:56they feel in the family revealing hidden
50:00dynamics and emotions.
50:03So the 1950s now marked the evolution of
50:06group work into the field of family
50:10counseling. it somehow recognize the
50:12interpersonal and systemic factors no
50:16that underly individual dysfunctions.
50:21So the key milestones in the evolution
50:25of group work during the late 1950s
50:29and throughout the 1960s highlight its
50:33growing acceptance,
50:36theoretical expansion and
50:38diversification into new forms such as
50:42encounter groups and marathon groups. So
50:45in 1958,
50:48Helen Driver no published her book on
50:53group work titled counseling and
50:56learning through small group discussion.
51:00It provide it provided no an academic
51:03framework for group counseling
51:05emphasizing small groupoup discussion as
51:08a valid and effective method in learning
51:11and guidance.
51:13Then in late 1950s,
51:16group counseling becomes more common.
51:19Group counseling began to be integrated
51:22more regularly into schools, clinics,
51:25and community centers because it is very
51:28cost effective, interactive, no
51:31alternative to one-on-one counseling.
51:35And also the rise there is a rise in
51:38group psychotherapy.
51:40It becomes so popular. It gained
51:43traction in clinical settings especially
51:46for
51:48addressing anxiety, depression and
51:51interpersonal challenges.
51:54Quality groups as well no W. Edwards
51:58Deming is a renowned expert in quality
52:02management. He introduced quality
52:05circles a form of small group in
52:08industrial settings aimed at problem
52:12solving and efficiency. So example here
52:15in manufacturing firm employees from
52:18quality circles to collaborately
52:20identify issues in production and
52:23propose improvements now bolstering
52:27productivity.
52:30The major highlight in 1968.
52:34Now it was declared in the New York
52:36Times as the year of the group because
52:40during 196
52:43there is the explosion of group formats
52:46in which there is a surge
52:50there is a surge in the variety of group
52:52types invented tested and refined. So
52:57the human potential movement and counter
53:00cultural values spurred creativity
53:04emotionally intensive group models and
53:08also
53:11in the 1970s
53:13no it is where scholarly breakthroughs
53:16leadership research and professional
53:18standardization in the field of group
53:21work and counseling. So it is the era of
53:25theoretical refinement, leadership,
53:27insight and standardization. We have
53:30here Irvin Yalum. No, he's attributed
53:34with 11 curative
53:37therapeutic factors. No, in which he
53:41analyzed the effectiveness of group
53:44counseling and psychotherapy.
53:47Um these factors no the 11 curative
53:51factors form the core mechanisms that
53:55facilitate personal growth and
53:57psychological healing in group settings.
54:01So just an overview because it will be
54:04discussed in detail no in the succeeding
54:07slides. The 11 curative factors we have
54:10here installation of hope in which no in
54:15a group setting when you see others
54:17improve it provides motivation no for
54:21personal change and also there is second
54:24is the universality you realize no
54:27others have similar struggles somehow it
54:31reduce your feelings ofolation
54:38That's the sense of universality.
54:40Third is imparting information. No. When
54:45group members or leaders provide
54:47personal insight, no, and coping
54:51mechanisms, you are able to learn from
54:53them. Fourth is altruism. No, helping
54:57others promote self-worth and a sense of
55:00meaning. The fifth curative factor we
55:03have corrective recapitulation of the
55:06primary family group in which the group
55:09becomes a safe space to revisit and
55:13resolve the family conflicts. They can
55:15practice relationship in the group work.
55:18Then we have six development of
55:21socializing techniques. No, the group
55:24serves as a training ground for
55:26developing interpersonal skills. A shy
55:30participant for example can practice
55:33assertiveness no in group discussion and
55:36receive constructive feedback. Seventh
55:39curative factor we have imitative
55:42imitative behavior by observing and
55:45modeling positive behaviors from peers.
55:48No you're able to
55:51learn no the skill themselves. Then we
55:55have interpersonal learning. You gain
55:58awareness of how one affects and is
56:01affected no by others in relationships.
56:04Group cohesiveness is a sense of
56:06belonging. The trust and acceptance no
56:09the unity of a group. Catharsis the 10th
56:13curative factor. No it's the expression
56:17of pent up emotion lead to emotional
56:20relief and insight. Then we have the
56:2311th curative factor. Existential
56:25factors. No, the group members
56:28um confront basic human concerns such as
56:32death, freedom, isolation and meaning.
56:36So these factors these 11 curative
56:39factors of urban yellum no are not
56:42isolated. They often interact no
56:46synergistically.
56:48Example, catharsis may arise from group
56:51cohesiveness
56:53and interpersonal learning may be
56:56facilitated by imitative behavior and
57:00universality.
57:02The association
57:05for specialists in group work or ASGW
57:08was founded in 1973 as a division of the
57:12American counseling association or ACA.
57:16No, it promoted responsible and ethical
57:19group leadership developing professional
57:23standards, training guidelines and
57:25competencies for group workers. So the
57:29contributions of ASGW is they published
57:33best practice not guidelines ensuring
57:37group facilitators understand how to
57:40assess group readiness, manage conflict
57:44and uphold confidentiality. So train
57:47counselors in multicultural group
57:50competencies
57:51ensuring inclusivity and sensitivity
57:55sensitivity not to group member
57:58defenses.
58:01So the key developments in group work
58:04during the 1980s
58:06no to 1989.
58:09It is a transformative decade. No, that
58:13witnessed the widespread acceptance of
58:16group methods. No, the integration of
58:20systems theory that somehow shift
58:23towards mass accessibility and
58:26structured education.
58:29So in 1980s group work for the masses
58:32and professional expansion. No, there is
58:35the rise in popularity of group work.
58:40We have here no AGPA
58:44American group psychotherapy association
58:48in which the editorial leadership no is
58:51James Durkin. He published influential
58:55articles in 1981 applying general
58:58systems theory to group dynamics.
59:02System serino views a group as a whole
59:06made up of interacting parts. It
59:10emphasize patterns, feedback loops, and
59:13interdependence. So example, in a family
59:16therapy group, one member's anxiety
59:20might reflect tension in the entire
59:23family system. The therapist addresses
59:27interaction patterns, not just
59:29individual symptoms. Another example, a
59:33facilitator working with a corporate
59:36team focuses on how communication
59:40breakdowns in one department affect
59:43overall group functioning.
59:46Then we have no George Gasta as the
59:50president of AGPA in which he
59:54investigated how group facilitators
59:56conceptualize and apply their approach.
1:00:01No, his research led to the development
1:00:04of the developmental group counseling
1:00:07model in the 1980s advocating age
1:00:11appropriate and stage appropriate
1:00:14intervention. Example, a counselor
1:00:17working with adolescents
1:00:20might emphasize peer interaction and
1:00:24identity exploration
1:00:26while with older adults. No, the focus
1:00:29might shift to life review and grief
1:00:33processing.
1:00:34So in 1990s no to present there is a
1:00:37flourishing and diversification of group
1:00:40work in which group work expanded
1:00:43significantly in educational systems.
1:00:46Schools increasingly adopted group
1:00:48intervention for academic, behavioral
1:00:51and social emotional learning. Then we
1:00:55have the professional standards for
1:00:58ASGW. In 1919, the association for
1:01:02specialists in group work. ASGW know
1:01:05they released standards for training
1:01:09group workers ensuring ethical and
1:01:11effective facilitation. So they give
1:01:15emphasis on core competencies
1:01:18such as group planning, multicultural
1:01:21awareness and evaluation.
1:01:25And also there is no the rise of diverse
1:01:29self-help support groups
1:01:34in which the expansion of grassroots and
1:01:38specialized groups tailored to specific
1:01:41life challenges and populations includes
1:01:44grief support, trauma recovery, illness
1:01:48management, no LGBTQ plus peer groups
1:01:51and more. So example here the
1:01:54diversification of self-help and support
1:01:56groups. No, there is a grief support
1:01:59group in which beraved parents offer a
1:02:03safe space for shared experiences and
1:02:06learning.
1:02:08None of aside from the AA also those
1:02:11individuals who were diagnosed with
1:02:14terminal illness the illness management
1:02:17self-help group and also no there is the
1:02:20growth of parenting groups in which
1:02:22parents became a central focus of
1:02:25psychoeducational groups. Topics no
1:02:28include positive discipline,
1:02:31child development and co-parenting no
1:02:34after divorce and also business and
1:02:37politics. The use of group work models
1:02:40in which they focus on the common tool
1:02:44no in market research and political
1:02:46campaigns and also giving emphasis no on
1:02:49collective insight and consumer behavior
1:02:52patterns and also it is where no quality
1:02:58groups in workplaces no emerge. Inspired
1:03:01by the total quality management, the TQM
1:03:04principles, organizations used group
1:03:09models to improve team collaboration and
1:03:12productivity.
1:03:14In 1960s,
1:03:16no, Father Haime Bulatto SJ is a Jesuit
1:03:21priest, a pioneering Filipino
1:03:23psychologist who studied psychology at
1:03:26Forham University in the United States.
1:03:29No. During his studies and exposure to
1:03:32international religious conferences, he
1:03:36witnessed how group process enhanced
1:03:39interpersonal understanding and
1:03:41reflection, particularly in spiritual
1:03:44and educational context.
1:03:46Upon his return to the Philippines,
1:03:48Bulatto introduced group dynamic
1:03:52exercises to seminarians and students at
1:03:55Atono de Manila University using group
1:03:59small group sharing and feedback circles
1:04:02to enhance selfawareness
1:04:05and emotional intelligence. And we have
1:04:09father Eugene Muran. Now he introduced
1:04:12the inductive method of group processes
1:04:16which emphasize learning through
1:04:18personal experience reflection and
1:04:21self-discovery rather than direct
1:04:24instruction. So um father Moran is
1:04:28associated no with these practitioners
1:04:31Carmenita Abilia no Teresa ntoreda Josei
1:04:37Jesus no all contributed no expanding
1:04:40human development model in educational
1:04:43and organizational settings.
1:04:47Then we have PAS Philippine Institute of
1:04:50Applied Behavioral Sciences. It was
1:04:54established as a center for developing
1:04:57human relationship trainers and
1:04:59promoting experiential education. So
1:05:03their key approaches is experiential
1:05:06learning in which learning through doing
1:05:09reflection and feedback. Tgroups or the
1:05:12training groups no and sensitivity group
1:05:15training groups. These are small groups
1:05:19where participants explore
1:05:22personal behavior, emotional reactions
1:05:25and interpersonal dynamics. We also have
1:05:29SLE or the structured learning
1:05:32experiences.
1:05:34No, it is a facilitated activities
1:05:37designed to surface group behavior
1:05:40patterns, encourage personal insight and
1:05:43strengthen group cohesion.
1:05:46So example in a corporate leadership
1:05:49seminar no PBS trained facilitators
1:05:53will run it group activities training
1:05:56group activities where participants
1:05:58examine communication styles and give
1:06:02each other realtime feedback no on how
1:06:05they are perceived in a group. SLES or
1:06:09the structured learning experience like
1:06:12lifeline exercises or trust walks are
1:06:15used in team building events no to
1:06:19develop openness and group cohesion.
1:06:25Task groups no are collective units
1:06:29created to perform specific functions or
1:06:34accomplish clear goals. This may include
1:06:37no task forces, committees, planning
1:06:40groups, treatment conferences or study
1:06:44circles. So they are commonly found in
1:06:46community, business and educational
1:06:49setting. So task groups no very common
1:06:53experience example where there is an
1:06:56incoming accreditation no the principal
1:07:00or the college dean will have to create
1:07:02task groups who will be taking charge in
1:07:05the different parameters no area one
1:07:08area two ka task group no leader who are
1:07:12the members. So those are examples of a
1:07:14task group or committees incoming event.
1:07:19Who is in charge for the decoration? Who
1:07:22is in charge for the food? No, the food
1:07:25committee who is in charge for the
1:07:28logistics. So those committees no are
1:07:31example of a task group.
1:07:35So effective task group leaders are
1:07:38equipped with organizational assessment.
1:07:40No. Thomas Madeli Asa Thomas Baduga if
1:07:45you have to do this no and also there is
1:07:49the need for training and facilitation
1:07:52skills since you will be leading no your
1:07:55members and also program development
1:07:59also consultation and evaluation
1:08:01techniques are very important. Example a
1:08:04school guidance counselor leads a
1:08:07committee planning a career week. So
1:08:10they have to assess available resources.
1:08:13Train facilitators no who will be
1:08:16conducting the symposium or the
1:08:18workshop. No they need to develop
1:08:20activities and evaluate the program's
1:08:23effectiveness. No after the event. So
1:08:27the central aim is to apply group
1:08:31dynamics principle such as
1:08:33collaboration,
1:08:35communication and role clarity no to
1:08:38enhance decision making, improve the
1:08:42performance of the group and achieve
1:08:44concrete no specific work goals.
1:08:50Task groups
1:08:52often prioritize swift task completion
1:08:57and emphasize content over process.
1:09:01Meaning they focus more on what is done
1:09:06than how it is done. So the potential
1:09:10pitfall is that there is an overemphasis
1:09:13on task content. No. Which can undermine
1:09:18group cohesion or unity. No. That may
1:09:22somehow lead to miscommunication,
1:09:25conflict, decreased cooperation
1:09:29because ignoring group processes like
1:09:32communication patterns, interpersonal
1:09:36climate, no may hinder productivity,
1:09:39cause emotional friction, and sabotage
1:09:43long-term goals.
1:09:45So example in a school-based
1:09:47accredititation committee rushing
1:09:49through documentation without engaging
1:09:52team input may result in overlooked data
1:09:56and disengaged member.
1:09:59The leader must strike a balance between
1:10:02content and process and foster positive
1:10:06group relationships. No, which enhances
1:10:09globe um goal achievement. Example,
1:10:13during a community development project,
1:10:15the facilitator
1:10:18needs to ensure timeliness now should be
1:10:22met while encouraging
1:10:25equal voice and resolving emerging
1:10:29tension.
1:10:31Task groups should offer members
1:10:35opportunities
1:10:37members to strengthen teamwork skills
1:10:41just to complete no the task. They need
1:10:44to practice interpersonal communication
1:10:47by collaborating among members and they
1:10:50need also to have that collaborative
1:10:53problem solving. Example, a university
1:10:57no university student leaders serving on
1:11:00a student council planning committee
1:11:03gain practical leadership experience by
1:11:06working through agenda setting,
1:11:09delegation
1:11:10and group decision making.
1:11:15Now we move to a very important
1:11:18framework. No, the summary of key group
1:11:21designs based on the standards of ASGW
1:11:25and ASCA. No. For board examination
1:11:28purposes, you must clearly distinguish
1:11:31these group types because situational
1:11:34questions no often test your ability to
1:11:37identify which design is being
1:11:39implemented. So let us go through them
1:11:42one by one. First we have task
1:11:45facilitation groups. These groups are
1:11:48designed to accomplish a specific
1:11:51objective or task. No the focus is
1:11:54productivity and performance rather than
1:11:57emotional processing. These are no
1:12:02what includes the committee meetings,
1:12:04research groups, curriculum planning
1:12:06team, school improvement task force. So
1:12:09the leader's role here is more
1:12:11structured and directive. Now clarifying
1:12:15goals, assigning roles, monitoring
1:12:18progress and ensuring task completion.
1:12:20So just a board tip. If the scenario
1:12:24emphasizes productivity, deadlines,
1:12:27decision making and output, the answer
1:12:30is likely task facilitation group or
1:12:33task groups. Next we have
1:12:35psychoeducational groups. No, these are
1:12:39preventive and developmental in nature.
1:12:43The goal is to provide information,
1:12:47build skills and promote growth. So in
1:12:51school settings, these are often uh
1:12:53called as school counseling groups. No,
1:12:57which may focus on academic educational
1:13:00concerns, personal social development,
1:13:04career, vocational planning. example
1:13:08study skills workshops no bullying
1:13:11prevention groups career guidance
1:13:14seminar. So the leader here is active
1:13:17structured and instructional.
1:13:20So if the board exam question describes
1:13:23no teaching coping skills, stress
1:13:26management or career planning in a
1:13:29structured format, think of a
1:13:31psychoeducational group. Then we have
1:13:34the counseling group. No, these are
1:13:37focused on interpersonal
1:13:40growth, emotional exploration and self
1:13:44understanding. So members here may share
1:13:49personal struggles.
1:13:51They there is a need to process emotions
1:13:54and a need to develop insight no to
1:13:57improve relational patterns. So the
1:13:59leader facilitates deeper interaction,
1:14:03encourages feedback and manages group
1:14:05dynamics carefully. So if the scenario
1:14:08emphasizes emotional sharing,
1:14:11self-exloration and developmental
1:14:14concerns, no it refers to group
1:14:17counseling group. Then finally we have
1:14:20psychotherapy groups in which these are
1:14:23designed for individuals with more
1:14:26severe or chronic psychological
1:14:29concerns. No often referred to as mental
1:14:34health groups that may address major
1:14:36depression, trauma, substance abuse,
1:14:40personality disorder. So these require
1:14:43advanced clinical training for the
1:14:45facilitators.
1:14:47strong assessment skills, ethical and
1:14:50diagnostic competence. So if the board
1:14:53exam question involves clinical
1:14:55diagnosis, psychiatric symptoms or
1:14:58treatment of severe mental illness, no
1:15:02the group is psychotherapy.
1:15:04So to summarize clearly, task
1:15:07facilitation group no give gives
1:15:11emphasis on productivity and
1:15:13performance. Psychoeducational groups
1:15:16are prevent preventive by nature. No,
1:15:19it's more on prevent prevention and
1:15:21skill building. Counseling group is more
1:15:24on growth and emotional processing.
1:15:26Psychotherapy group is more on clinical
1:15:29treatment. So notice no how the level of
1:15:32depth increases from task groups to
1:15:36psycho therapy groups. So just to give
1:15:40emphasis now psycho education
1:15:42groups according to Gibson's perspective
1:15:46it emphasize on cognitive and behavioral
1:15:50skill development. No it is goal
1:15:53specific and timebounded.
1:15:56So the aim no of psycho education group
1:16:01is to develop cognitive effective and
1:16:04behavioral competencies of members and
1:16:07also no the goal is to prevent
1:16:10educational and psychological issues no
1:16:13through skill building and awareness
1:16:17specialization here involves instruction
1:16:19discussion modeling and integration of
1:16:22information.
1:16:24So typically no it runs four to 15 weeks
1:16:29with weekly no 2-hour session shorter
1:16:32sessions for children and of course
1:16:34sessions are structured combining
1:16:37lecture no group sharing activities and
1:16:40feedback. So example of
1:16:43psychoeducational groups we have stress
1:16:46management no for college students or it
1:16:50could be grief and loss education no for
1:16:54adults or teens. Then we have study and
1:16:57test taking skills emotion regulation
1:17:01coping with divorce separation parenting
1:17:04skills. These are examples of psycho
1:17:08education group topics.
1:17:10Then we have counseling groups. No, as I
1:17:14have mentioned earlier, it is more on
1:17:18growth oriented. No, it develops
1:17:21interpersonal and teamwork skills.
1:17:25So in here, no the very purpose is to
1:17:30encourage members to understand no and
1:17:33engage in group processes and to
1:17:36facilitate personal insight and
1:17:38behavioral change. No, through guided
1:17:41interaction. Unlike educ
1:17:43psychoeducational groups that focus more
1:17:46in instruction
1:17:48or psychotherapy groups which focused
1:17:51more on treatment with deep
1:17:53psychological issues and counseling
1:17:56groups no serve members no dealing with
1:18:00developmental or situational concerns no
1:18:04helping them adjust, cope and grow. So
1:18:09counseling no group serves as a
1:18:12miniature version of the larger society.
1:18:17Therefore no it mirrors interpersonal
1:18:20interactions, cultural diversity, social
1:18:24hierarchies, no and conflict resolution
1:18:27style. So this simulated environment
1:18:29allow participants to explore their
1:18:33patterns of relating to others, confront
1:18:36biases and develop new more adaptive
1:18:41behaviors no in a safe place.
1:18:45Psychotherapy groups again these are
1:18:48designed to address deepseated
1:18:52emotional psychological and
1:18:55interpersonal issues. So case no these
1:18:59groups go beyond surface level support
1:19:03and instead it aimed no for a more
1:19:06serious psychological change and
1:19:09personal growth. So the key goals
1:19:12include remediation of psychological
1:19:14problems,
1:19:16no reconstruction of major aspects of
1:19:19personality
1:19:21and also the need for emotional healing,
1:19:23symptom relief and personal development.
1:19:28So
1:19:30the members of psychotherapy groups now
1:19:32usually exhibit acute or chronic mental
1:19:36emotional conditions such as mood
1:19:38disorder,
1:19:40PTSD or the post-traumatic stress
1:19:42disorder or personality disorder. So in
1:19:45psychotherapy groups no it is marked
1:19:48with emotional distress and impaired
1:19:52functioning in daily life. So counseling
1:19:55group and members Anna is or the clients
1:19:59of counseling groups they are still
1:20:01functioning individuals. When we say
1:20:03functioning they can still take care of
1:20:06themselves. They can still go to work.
1:20:09It's such that they are in a crisis.
1:20:12They are struggling to cope. No. But in
1:20:16a psychotherapy group impaired
1:20:21daily functioning meaning
1:20:24take care of themselves
1:20:28they can also impair daily functioning
1:20:32they can no longer go to work no because
1:20:35they are disturbed no emotionally and
1:20:38mentally. So serious
1:20:44problem. So that's why
1:20:48these clients are not meant for psycho
1:20:50education alone or for counseling alone.
1:20:53No. Um because they are struggling in
1:20:56terms of their jobs, maintaining
1:20:59relationships and self-care. No, they
1:21:02impaired their functioning in their
1:21:04daily life. So therefore no
1:21:08um
1:21:09with this kind of population
1:21:13it is very important that um the
1:21:17therapist role is no does involve no
1:21:22highly clinical grounded role. So um to
1:21:27facilitate insight now there is a need
1:21:30to look into the root causes of their
1:21:33emotional blocks or maladaptive
1:21:36behaviors and also there is the need for
1:21:40guides therapeutic dialogue to help
1:21:43members build new perspective. So um in
1:21:47a group
1:21:48for individuals with social anxiety for
1:21:51example the therapist may help members
1:21:54to recognize their automatic negative
1:21:56thoughts reframe their social fears no
1:22:00and practice exposures within a safe
1:22:03group setting.
1:22:06Then we have the brief group therapy or
1:22:09the BGT. No, it is a structured
1:22:12timelimited and goal oriented
1:22:15therapeutic
1:22:17approach no designed to address specific
1:22:20psychological or interpersonal issues
1:22:23within a short time frame. So it
1:22:27combines no both traditional group
1:22:29therapy with the efficiency required in
1:22:32many contemporary no clinical
1:22:34educational organizational setting. So
1:22:37in BGT
1:22:40in BGT no it typically runs for 8 to 12
1:22:44sessions with meetings held no weekly.
1:22:48So this format promotes efficiency and
1:22:51focus now often in managed care or
1:22:54school-based programs. So again the
1:22:57structure emphasizes clear, measurable
1:23:00and attainable goals within the given
1:23:02time frame. Focus in this brief group
1:23:07therapy. No focus in anxiety, grief,
1:23:11stress management, social skills or
1:23:14anger regulation. So of course group
1:23:17leaders no need to adopt a directive
1:23:20style guiding discussions no introducing
1:23:22tools and managing group dynamics
1:23:25actively.
1:23:27So the advantages no for a grip grief
1:23:30group therapy it is very cost effective
1:23:33and time efficient. It provides quick
1:23:37relief or coping tools and is easier for
1:23:41clients now because of their limited
1:23:43availability.
1:23:45So the brief group therapy is ideal in
1:23:49terms of university counseling centers,
1:23:51no community mental health centers,
1:23:54hospitals and corporate wellness.
1:23:58According to the Luca, no culturally
1:24:02skilled group counselors need to have
1:24:05that sense of self-awareness of their
1:24:08values, biases, and assumptions. No, we
1:24:12need to begin with introspective work.
1:24:15Becoming aware of our own cultural
1:24:19worldview, our implicit biases, no, and
1:24:23possible assumptions because these
1:24:26internal influences, no, can
1:24:29unconsciously shape how we interpret
1:24:34members behaviors, their emotions, and
1:24:37their expressions. Example, a counselor
1:24:40raised in a culture that values
1:24:42emotional restraint
1:24:44may initially perceive a highly
1:24:47expressive group member as disruptive or
1:24:51inappropriate.
1:24:53Through self-awareness, the counselor
1:24:55recognizes these biases no and adjusts
1:24:58their responses to create space for
1:25:01varied emotional expression.
1:25:05Second, the general knowledge about
1:25:07cultural diversity's impact on group
1:25:09process. As counselors, we need to
1:25:13understand how cultural backgrounds
1:25:15shape communication styles. No, conflict
1:25:19resolution and trust building. No, and
1:25:21of course, emotional expression within a
1:25:24group. Example, in a group with Asian
1:25:27and Western participants,
1:25:30the counselor notices that some members
1:25:33avoid eye to eye contact or are less
1:25:36vocal
1:25:38rather than misinterpreting
1:25:40this. No, you misinterpret
1:25:44disinterest.
1:25:47They recognize it no as a sign of
1:25:50respect or cultural norm and create
1:25:53alternative ways no for members to
1:25:56contribute such as journaling or you
1:26:00have that smaller breakout sessions. And
1:26:03third is our ability no to tailor our
1:26:06interventions based on cultural life
1:26:08experiences.
1:26:10So instead of using a westernbased
1:26:13metaphor like climbing a corporate
1:26:15ladder, a counselor working with an
1:26:18indigenous community uses nature-based
1:26:21analogies not aligned with their group's
1:26:24worldview.
1:26:26Example, nurturing a tree to symbolize
1:26:30a personal growth. So cultural
1:26:33competence, no there is a need to build
1:26:36trust and safety within the group. We
1:26:38need to minimize
1:26:41the microaggression or cultural
1:26:45invalidation and also there is a need no
1:26:48for
1:26:50enhancement in terms of members
1:26:52participation and group cohesion. A
1:26:56culturally skilled group leader no
1:26:59understands that group norms and
1:27:02expectations
1:27:03may not universally
1:27:06resonate with all members. So therefore
1:27:10um for some cultures assertiveness or
1:27:13direct criticism is considered
1:27:15disrespectful or confrontational
1:27:19no even when presented constructively.
1:27:23Therefore, a competent group leader must
1:27:26avoid no a onesizefitit
1:27:29all approach. Instead, there is a need
1:27:32to observe members verbal and nonverbal
1:27:36cues. Reflect on whether no discomfort
1:27:41with group norms may be culturally
1:27:43rooted and adjust no interventions or
1:27:47communication styles accordingly.
1:27:51The MSJCC
1:27:54model or the multicultural and social
1:27:57justice counseling competencies
1:28:00no conceptual framework was developed by
1:28:04Sue Aridonu and McDavis in 1992. So this
1:28:08model provides a foundational guide for
1:28:10counselors to effectively support
1:28:13individuals from diverse backgrounds no
1:28:16to address issues of identity,
1:28:18oppression and social equity. So it is
1:28:21structured no around three core
1:28:24competency domains. First we have
1:28:27self-awareness of the counselor.
1:28:30No counselors must examine their own
1:28:34personal values, cultural heritage, the
1:28:37biases and assumptions. It matters
1:28:40because unchecked personal beliefs can
1:28:42unconsciously influence how no the
1:28:45counselor interpret clients behavior or
1:28:48respond to their concerns.
1:28:52Example, a counselor raised in a
1:28:54conservative background might hold
1:28:56implicit biases against LGBTQ plus
1:29:00clients. So through self-awareness, the
1:29:02counselor will recognize these biases no
1:29:06and commit to affirming practices.
1:29:08and language that validate LGBTQ plus
1:29:12identities. Second is knowledge on
1:29:16client's worldview. It is very important
1:29:19no because misinterpreting cultural
1:29:21behavior can harm rapport.
1:29:25Example, a Filipino adolescent may show
1:29:28hia shame no or modesty and avoid direct
1:29:32eye to eye contact. A culturally
1:29:35knowledgeable counselor won't mislabel
1:29:37this no as having low self-esteem or
1:29:41disrespect but sees it as cultural
1:29:45respect no and adapts accordingly. And
1:29:48of course third culturally appropriate
1:29:51skills and intervention.
1:29:54Counselors need no to equip themselves
1:29:57with responsive techniques, strategies,
1:29:59no and tools to match the client's
1:30:02identity, beliefs, and context because
1:30:05traditional western approaches may not
1:30:07work for all clients.
1:30:10Instead of using direct verbal
1:30:12processing in a group session, a
1:30:14counselor working with Native American
1:30:17youth, for example, may integrate
1:30:19storytelling, no or circle discussions
1:30:22to respect common traditional, no
1:30:27dialogues and promote healing. So the
1:30:30MSJCC framework no serves as a road map
1:30:34for ethical, inclusive and
1:30:37transformative counseling.
1:30:40The professional success of a group
1:30:43counselor depends not just on their
1:30:46theoretical knowledge and techniques but
1:30:49on who they are as a person. These
1:30:53internal traits build trust, model
1:30:58authenticity and create safe environment
1:31:01now that would enhance emotional and
1:31:04interpersonal growth within groups.
1:31:08First characteristic is courage. No, the
1:31:11willingness to take interpersonal risk
1:31:15and face group resistance or
1:31:17confrontation.
1:31:19So example confronting a disruptive
1:31:21member respectfully
1:31:24delay no sarcastically instead of
1:31:27avoiding conflict. Second is the
1:31:30willingness to model the behavior. No.
1:31:33Demonstrate desired behavior such as
1:31:36honesty, empathy and openness. No, you
1:31:39will share personal experience to
1:31:42encourage others to open up. And also
1:31:45third we have your presence
1:31:48being emotionally and mentally present
1:31:52during group sessions. You listen
1:31:55intently, you know, and respond
1:31:58empathetically when a member shares.
1:32:01Fourth, goodwill, genuiness and caring.
1:32:05There is that sincere concern no and
1:32:08regard for each group member. Following
1:32:11up with a member privately after a tough
1:32:14session. Fifth is the belief in group
1:32:16process. You need to have the confidence
1:32:19in the transformative transformative
1:32:22power of group work. No encouraging
1:32:25members to trust the process during
1:32:28initial resistance. Six, we have
1:32:30openness. Being receptive
1:32:33to new perspectives and feedback that is
1:32:36no as a group facilitator, we need to be
1:32:40accepting and integrating member
1:32:42suggestions into the session flow. Seven
1:32:46is the nondefensiveness
1:32:48in coping with criticisms.
1:32:51That is you accept feedback without
1:32:54becoming hostile,
1:32:57no or reactive.
1:32:59responding calmly to a member's critique
1:33:02of the session. Eight is becoming aware
1:33:05of subtle culture issues. No, that is
1:33:09being sensitive to the cultural
1:33:11dynamics. No, that you are able to
1:33:14notice that a member from a collectivist
1:33:17culture is hesitant to speak up. No, and
1:33:20adjust your facilitation accordingly.
1:33:24The nine, we have being able to identify
1:33:27with a client's pain. that a group
1:33:30facilitator should demonstrate empathy
1:33:32by emotionally resonating with the
1:33:35member struggles. You validate their
1:33:38pain of grieving no without trying to
1:33:42fix it.
1:33:44Then 10 we have personal power. Your
1:33:50ability to influence others without
1:33:52being manipulative, without being
1:33:55controlling. You inspire change in
1:33:58members through calm confidence and
1:34:00clarity. Stamina,
1:34:03your physical and emotional endurance to
1:34:06manage intense sessions. No, you're able
1:34:09to maintain being calm during a long and
1:34:12emotionally draining session. 12 is
1:34:16commitment to self-care. You prioritize
1:34:20personal wellness not to stay effective.
1:34:23You take mental health breaks not to
1:34:25avoid burnout.
1:34:27Then we have selfawareness. You know
1:34:29your own biases, your triggers and
1:34:32values because recognizing
1:34:36a personal reaction to a member story
1:34:39and set it aside no to remain objective
1:34:42throughout the session.
1:34:4514th we have the sense of humor. No, you
1:34:48use appropriate humor to build rapport
1:34:51and lighten the session.
1:34:53It will help ease anxiety. No, in a
1:34:56newly formed group. Then we have
1:34:58inventiveness.
1:35:01Inventiveness that is being creative in
1:35:03terms of problem solving and
1:35:04adaptability. You use roleplay or
1:35:08drawing exercises. No. When group
1:35:10discussion stalls. Then we have personal
1:35:14dedication and commitment. This is a
1:35:17there is that genuine investment no in
1:35:19members growth and the success no of the
1:35:22group that is as a group facilitator or
1:35:25a leader we need to spend extra time
1:35:28preparing no tailored fit activities for
1:35:31specific group needs.
1:35:34These personal qualities no are not just
1:35:36nice to have traits. They are essential
1:35:41traits no for building authentic
1:35:43relationships
1:35:45because as Carl Rogers no suggested
1:35:50Carl Rogers no is the proponent of the
1:35:53person centered
1:35:55um therapy. He suggested that the more
1:36:00real and genuine the therapist is in the
1:36:04relationship, the greater the likelihood
1:36:07for change. Because effective group
1:36:10leaders know blend these traits with
1:36:12strong ethical and multicultural
1:36:15awareness to create a more meaningful
1:36:18new and transformative group experience.

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