Planning Groups
Preparing a SessionChapter 4
SomayaMalkawi, PhD
Outline:
Aims Aims and and GoalGoal
ss
ChooChoose an se an ActivActivityity
StrucStructure ture the the
SessiSessionon
Aims and GoalsAims and Goals
Importance
Establishing effective aims and goals is the most critical aspect of planning a group treatment session.
The value of Aims and Goals:
1.To ensure purposeful activity.2.To provide policies and guideline for
structuring the session.3.To provide the criteria for
evaluating the group. 4.To motivate and direct the patient
or client.5.To monitor patient or client
progress.
A. Establishing Group A. Establishing Group AimsAims
Activity Groups (task) Support Groups (social emotional)
To develop work skills To explore feelings
To encourage leisure interests To encourage members to give each others support
To develop task performance skills
To gain confidence
To increase knowledge of a craft technique
To develop trust in other group members
To learn the use of community leisure facilities
To share ideas
•Woodwork•Gardening
•Bingo•Pottery
•Swimming
•Discussions•Social Skills training
•Drama therapy•Psychotherapy
Other Dimensions in a continuum
• A) OrientationEnd Product_ _ _ _ _ _ _ _Group Process
• B) DevelopmentIndividual Development_ _ _ _ _ _ _ _ Group Development
• C) Directedness Therapist Directed _ _ _ _ _ _ _ _Group Directed
Examples
1. Work Group2. Bread Baking Session3. Psychodrama Session4. Craft Session5. Supportive psychotherapy group
Examples on continuum
TASK SOCIAL/EMO
D.I.Y. group Cooking Quiz Discussion Psychodrama
1. Work Group
Task Skills _ _ _ _ _ _ _ _ _ _ _ _ _ _ Social EmotionalEnd Product _ _ _ _ _ _ _ _ _ _ _ _ _ _ _Group ProcessIndividual Dev_ _ _ _ _ _ _ ___ _ _ _ _ __Group DevTherapist Directed _ _ _ _ _ __ _ _ _ _ _ Group Directed
3. Psychodrama Session
Task Skills _ _ _ _ _ _ _ _ _ _ _ _ _ _ Social EmotionalEnd Product _ _ _ _ _ _ _ _ _ _ _ _ _ _ _Group ProcessIndividual Dev_ _ _ _ _ _ _ ___ _ _ _ _ __Group DevT. Directed _ _ _ _ _ __ _ _ _ _ _ Group Directed
B. Formulating B. Formulating GoalsGoals
• Goals (Objectives): Precise statements of intended results,
and serve as measurable targets for both patients or clients and therapists.
EFFECTIVE
Group Goals vs. Individuals’ Goals
Group Individual
State what the members will achieve by the end of the session
What is expected of each clientTHEORY INTO PRACTICE
-Aims: -Group goals:
1. Learn the difference between being passive/assertive/aggressive2. Share/disclose assertion situations experienced as difficult3. Use appropriate assertive behavior in at least one role play4. Demonstrate confident body language in a role play and maintain
eye contact, relaxed…-Goals of the individual:-Keith is a problem drinker and has difficulty asserting himself when he is with his friends. In particular, he is unable to say :no” when pressed to have an alcoholic drink. One of Keith’s goals is to say “no” confidently, politely and without wavering, in response to group pressure offered in a pub role play situation.
Choosing the ActivityChoosing the Activity
Factors influencing choice of activity:
Structuring the SessionStructuring the Session
How?
1. Orientation2. Introduction3. Warm-up4. Action5. Wind-down6. Post group
Orientation: Welcome members and offer tea as they arrive
Introduction:10 minutes
a) Introduce self, then ask each person to say their names
b) Acknowledge newness of group to all membersc) Establish aim of not trying to paint “pretty” pictures
but to express self and gain support d) Describe typical format of painting then talking
about picturee) Ground rule laid down of no interpretation of
paintings expect by the individual.
Warm-up: (6 min)Painting to music consisting of different moods and
tempos. Aim to have fun, relax group, introduce notion of expressing through painting. Brief
feedback comments at end.
Action:a)How I see myself, what is important to me in my present lifeb)How I would like to beEach painting to take ~ 15 min including sharing and discussion time.
Wind Down:a)group pictureb)Feedback about the groupc)Each client to say one positive thing about today’s session.
Post group:~ 30 min to write notes and feedback to team
The environment
Planning groups:preparing a session
• When we plan a group, we need to pay as much attention to organizing the environment as we do to devising the group activity.
• This involves attending to concrete, practical aspects and involves also abstract considerations.
Practical aspects
• Take into account furniture, equipment and physical safety.
furniture• Do we need chairs and tables or would
cushions be preferable?• How should the furniture positioned?• Should separate work table be used to
separate members of different functioning levels?
The important of furniture layout
members
teacher
• Members are being given information. Person in the teacher role takes a directive and authority position. Members are expected to be more passive and listen. Group discussion is probably not being encouraged.
Members
teacher
MembersMembersMembersMembers
• Members are expected to share in a discussion which is led by the person in the leader role. Group interaction may be encouraged but the teacher retains overall control.
Teacher and members
• Group discussion is being encouraged in this situation. The leader may facilitate the discussion or simply respond as another group member. The discussion may be less under the leader’s control.
Equipment and materials• Should be planned In advance and we should
ensure that they are in adequate working condition.
• Recording devices; example video camera is to be used in the group session, have the members agreed to be filmed?
• (consent form )……..
Physical safety• Safe handling materials, equipment and
substances. • Adequate light, warmth, ventilation and space
for comfort.• Kind of the activity (energetic)
Abstract aspects• The environment can communicate much
about expectations and can set the scene by creating an atmosphere and promoting emotional safety.
• When we try to create an atmosphere, we first need to consider whether or not our group room has any other functions and associations which might impinge on the member’s experience.
• Often we take steps to create a positive atmosphere by offering a nurturing touch, such as providing tea, biscuits to end a group.
• Also we put a relaxant music.
Emotional safety• Having a room which is private and free
interruptions is fundamental to any group where feelings are being expressed and building trust is a key aim.
• Often closing the group room door is the signal to being the group.
Grading and Adaptation of treatment• We grade the demands of the activity and the
amount of stimulation or pressure within the environment.
• We adapte an activity to suit the background, ability and values of an individual and the circumstances within a situation.
• P.110-115
adaptation
• 4 common reasons why we might need to adapt:
• To allow for different levels of skills, experience, motivation and involvement
• To cope with unexpected events• To offer choice• To better meet the values and socio-cultural
background of individual
• We manipulate 2 variables :• 1. activity: complexity: the amount of skill the
activity demands.• Novelty: the familiarly or newness of an
activity• Uncertainty: the element of predictability and
chance…. No one understand…. AnxietyToo obvious…… boring• 2. role
Motivating group members• One dilemma that continually confronts us is
what to do with patients an clients who are reluctant to join an activity or group.
The reluctant attender• 5 scenarios are offered with some ideas
about how then to handle the situation.1. The individual feels the OT group will not be
beneficial or relevant. “try-it-you-might-like-it” approach may work explain the aim and the benefits of the group.
2. Ignorant or feels confused about what the group offers.
Clear but gentle explanation is the response frequently required in this situation.
3. Lacks drive and feels apathetic and disinterested. (client who are institutionalized)
Find a motivator that will increase the meaningfulness of the activity for the person. (reinforcement )
4.anxious, worried, suspicious or simply unsure of what to expect.
Reassurance in the form of “it will be all right-nothing to worry about”
5. External factors such as wider group dynamics. The individual may be modeling on other patients who are refusing treatment.
Understanding exactly what is happening.Efforts should be made to sort this out directly,
through negotiation or confrontation, rather than act it out through a confused patient.
Encouraging attendancePositive strategies• a) persuasion by explanation• b) negotiated contract• c) preparatory interview• d) involvement in planning
Negative strategies