Selection of techniques is a process that requires intention and purpose, with the needs and goals of group members in mind. Interventions should be drawn from specific theoretical frameworks that are evidence based. Choosing strategies to implement within a group is not a random fire-in-the-dark-and-hope-for-the-best practice. Leaders must be intentional, deliberate, and considerate of the theoretical underpinnings of each intervention or technique utilized. Prior to use, leaders must consider the stage of development the group is in, their level of cohesion, safety, and trust established amongst members. This being said, Corey, Corey, and Corey (2018) reminded that although interventions should be guided by theoretical frameworks, clinicians must trust their clinical instinct and intuition in knowing the unique needs of the individual members and the group as a whole (Corey et al., 2018).

I align with Corey, Corey, and Corey’s (2018) expression that clients have the capacity to understand their problems and possess the internal capacity to solve them. As a group leader, upholding this value requires a focus on the innate goodness of others. Within a group setting, change occurs from member’s internal desire, requiring little direction from the leader. Rather than directing or dictating, person-centred leaders provide “understanding, genuineness, support, acceptance, caring, and positive regard” (p. 116), to encourage members to internalize their desired change and move to a place of self-acceptance. The overarching goal is to encourage safety and trust within the group setting, using the therapeutic alliance to deepen self-reflection and expose barriers to success. Leaders encourage this process using minimal directive techniques such as interpretations, questions, probing, or pathologizing. Rather, members are encouraged, trusted, and validated for their ability to obtain success (Corey et al., 2018).

Cognitive behavioral therapeutic (CBT) approaches within the group setting allow for diverse application that emphasize the client’s active engagement as the catalyst to change. The foundation of CBT is based on the assumption that problematic behaviour can be modified by reframing cognition and emotions with new, adaptive behaviour. New behaviour can be learned by altering faulty thinking and minimizing skill deficits. Group members can acquire effective coping strategies through the psychoeducational component within CBT groups. CBT groups are defined by their:

1. Connected and collaborative nature between group members and leaders.

2. Psychological pain results from disrupted cognitive processes. The premise of CBT is that thoughts impact emotions and behavior.

3. Identification of maladaptive cognitioin, faulting cognitions allow for new, healthy thoughts and behaviors to be learned.

4. Focus is in the here-and-now, not based in the past of future.

5. Psychoeducaion is an integral component. Intervention is time limited, structured, and delberitae, targeting well defined and specific goals.

6. Research based with solid empirical evidence supporting strategies, interventions, and techniques (Corey et al., 2018).