Treatment Groups Examples of CBGW, DBT, and Psychoeducation Dr. Jacob Campbell, LICSW at Heritage University Spring 2024 for SOWK 487
Trace All Five Fingers
Midcourse Feedback thank you for the feedback Positives Teaching methods Use of both textbook and journal articles Presentations Being a great person in general 🥺 😢 Negatives Long presentations All of the group work Didn’t Complete 15 😭 🤩 🥰😍 Completed 7
Agenda The Plan for Week 10 Group Intervention Pitch Psychoeducational group skills Curriculum used with psychoeducational or CBGW Phases of the group process for CBGW Information about DBT Planning and implementation group
Assignment 04a Group Intervention Pitch Each group will make a short informal pitch for the group they plan to facilitate. As a group, students will share with their classmates their plan to implement their group (i.e., when and where) and the content they will do for their groups. These presentations should not be longer than ve minutes. fi Photo by Sven de Koe on Unsplash
Teaching and Delivering Information In Psychoeducation • Selecting optimum methods for delivering information based on participant factors • Demonstrating the meaningfulness of material among group members • Creating opportunities for group members to integrate new information with existing knowledge and skills; • Encouraging retention of new information by doing (Roots, 2017)
Abilities in Facilitators In Psychoeducation Capacity to self-re ect Supervision Education on preparing and delivering Knowledge of Group Process Normalizing without essentializing Interpersonal practice skills Connection with group fl (Roots, 2017)
ver sus Structured Responsive Groups Manualized Process-Oriented Integration of both processes (Roots, 2017)
Example Group Curricula Aggression Replacement Training
Cognitive Behavioral Therapy The basis for CBGW • Negative interpretations of What we think a ects how we act and feel. thoughts Thoughts • Patters of behavior that reinforce distorted thinking • Develop alternate ways of thinking Feelings What we feel a ects what we think and do Behavior What we do a ects what we think and feel ff ff ff (Rector, 2010)
The Buddy System Therapeutic Procedures For Cognitive-Behavioral Group Work Group Exercises Multiple Modeling Group Feedback Group Brainstorming Mutual Reinforcement (Tolman & LeCroy, 2017)
Phases of Cognitive-Behavioral Group Work Beginning the Group Motivational Enhancement Phase Assessment Phase Intervention Phase Generalization Phase (Tolman & LeCroy, 2017)
Phases of Cognitive-Behavioral Group Work Beginning the Group Motivational Enhancement Phase Assessment Phase Intervention Phase Generalization Phase Orientation Cohesion (Tolman & LeCroy, 2017)
Phases of Cognitive-Behavioral Group Work Beginning the Group Motivational Enhancement Phase Assessment Phase Intervention Phase Generalization Phase Reluctance to speak Setting themselves apart Anger about being in treatment Speaking only to the group worker Denial of any serious problems Unwilling to provide self disclosure (Tolman & LeCroy, 2017)
Phases of Cognitive-Behavioral Group Work Beginning the Group Motivational Enhancement Phase Assessment Phase Normalizing ambivalence Contrasting costs and bene ts of changing or resolving problems Eliciting and reinforcing selfmotivational statements Removing barriers to treatment Intervention Phase Generalization Phase Supporting self-e cacy Avoiding argumentations and early confrontation Providing clear advice Delivering continued feedback fi ffi (Tolman & LeCroy, 2017)
Phases of Cognitive-Behavioral Group Work Beginning the Group Motivational Enhancement Phase Assessment Phase Intervention Phase Generalization Phase Gathering background information Using assessment tools Doing goal setting (Tolman & LeCroy, 2017)
Grounding Techniques • Accessibility • Focused outward • Broad • Stay neutral • Present focused • Not relaxation • Scaling training
Phases of Cognitive-Behavioral Group Work Motivational Enhancement Phase Beginning the Group Assessment Phase Intervention Phase Generalization Phase Systematic Problem Solving Orient to systematic problem solving Identifying and de ning the problem and resources Generating alternative solutions Evaluating and selecting best set of solutions Preparing for implementation, and evaluating outcomes fi (Tolman & LeCroy, 2017)
Phases of Cognitive-Behavioral Group Work Beginning the Group Motivational Enhancement Phase Assessment Phase Intervention Phase Generalization Phase Modeling Methods Group Members Group Worker Special Guests (Tolman & LeCroy, 2017)
Phases of Cognitive-Behavioral Group Work Beginning the Group Motivational Enhancement Phase Assessment Phase Intervention Phase Generalization Phase Cognitive Change Methods Self-Centered Thinking Assuming the Worst Blaming Others Minimizing / Mislabeling (Tolman & LeCroy, 2017)
Phases of Cognitive-Behavioral Group Work Beginning the Group Motivational Enhancement Phase Assessment Phase Intervention Phase Generalization Phase Community Interventions (Tolman & LeCroy, 2017)
Phases of Cognitive-Behavioral Group Work Beginning the Group Motivational Enhancement Phase Assessment Phase Intervention Phase Generalization Phase Other Guided Group Exposure Relaxation Methods Operant Methods Relationship Enhancement Methods Small-Group Practice Procedures (Tolman & LeCroy, 2017)
Phases of Cognitive-Behavioral Group Work Beginning the Group Motivational Enhancement Phase Assessment Phase Intervention Phase Generalization Phase The preparation for the transfer of skills to the world (Tolman & LeCroy, 2017)
Dialectical theory states that reality is interrelated and connected, made of opposing forces, and always changing. In DBT, dialectics take the form of both a fundamental worldview as well as a method of persuasion (i.e., a set of communication strategies that the therapist uses to elicit change). (Rizvi et al., 2013, p. 76)
Dialectical Behavior Therapy Skills Distress tolerance will help you cope better with painful events by building up your resiliency and giving you new ways to soften the e ects of upsetting circumstances. Mindfulness will help you experience more fully the present moment while focusing less on painful experiences from the past or frightening possibilities in the future. Mindfulness will also give you tools to overcome habitual, negative judgments about yourself and others. Emotion regulation skills help you to recognize more clearly what you feel and then to observe each emotion without getting overwhelmed by it. The goal is to modulate your feelings without behaving in reactive, destructive ways. Interpersonal e ectiveness gives you new tools to express your beliefs and needs, set limits, and negotiate solutions to problems—all while protecting your relationships and treating others with respect. ff ff (McKay et al., 2007)
Developing Your Own Curriculum Include Discussion of the Following: • Objectives • Planned content • Short descriptions • In-depth details • Verbatim discussion • Tasks or roles Work with groups of four. Pick a topic for a group. Spend time thinking about what type of curriculum you would do, what parts you would include, and what are some of the information you would do. Plan one of the sessions.
Practice Facilitating a Group